Dr. Robert E. Lang and the Lincy Institute in UNLV received a $5 million donation

Congratulations to Rutgers Sociology alumnus, Dr. Robert E. Lang. As a professor of urban affairs and executive director of The Lincy Institute and Brookings Mountain West in UNLV, Robert and the Lincy Institute received a $5 million donation to support their public policy research. Please join me in congratulating Robert on this wonderful recognition! Read more about the donation

Race, Ethnicity, and Immigration Links

American Sociological Association Section on Asia and Asian America American Sociological Association Section on International Migration American Sociological Association Section on Latino/a Sociology American Sociological Association Section on Race, Gender and Class American Sociological Association Section on Racial and Ethnic Minorities American Sociological Association Minority Fellowship Program American Society of Criminology Division on People of Color and Crime 

Vuolajarvi, Niina

Email: niina.vuolajarvi@rutgers.edu Curriculum Vitae Dissertation Title: "Governing Sexuality, Producing Benevolent Nations - Commercial Sex and Migration in 'the Nordic Model'" Dissertation Committee: Arlene Stein (Chair), Carole Vance (Columbia University), Catherine Lee, Zaire Dinsey-Flores Areas of Interest: Gender and sexuality, migration and border regimes, law and policy, carceral studies, race and ethnicity, postcolonialism, critical trafficking studies and sex work, informal labor, the welfare state, and ethnographic methodologies Publications:Vuolajärvi, Niina (2019). “Governing in the Name of Caring – The Nordic Model of Prostitution and its Punitive Consequences for Migrants”, Sexuality Research and Social Policy, 16(2), 151–165.* Translated into Swedish in Annelie De Cabo, Charlotta Holmström & Jari Kuosmanen (eds.): Anthology of Swedish Research on Sex for Sale, Lund: Studentlitteratur (forthcoming 2020). Crowhurst, Isabel, Vuolajärvi, Niina and Hausbeck Korgan, Kate (2019). “Sexual Commerce: Troubling Meanings, Policies, and Practices.” Sexuality Research and Social Policy, 16(2), 135–137. Vuolajärvi, Niina, Marttila, Anne-Maria, Viuhko, Minna & Kantola, Johanna (2018). "Finland." In Jahnsen, Synnove and Wagenaar, Hendrik (eds.) Assessing Prostitution Policies in Europe, Milton Park, UK: Routledge. Vuolajärvi, Niina (2018). “Precarious Intimacies: Europeanized Border Regime and Migrant Sex Work”, Journal of Ethnic and Migration Studies, 45(97), 1090–1107. Könönen, Jukka and Vuolajärvi, Niina (2016). “European Deportation Machine and Interrupted Lives.” Epilogue in book Deported. What Happens to Them? Helsinki: Schildts & Söderström.*Abridged version, "About racism and its borders", published on the Raster (Anti-racist researcher network) blog, in 2017. Vuolajärvi, Niina (2016). "Human Trafficking Narratives and the Reality of Sex Work” Sosiologia - Sociology –journal, 3/2016, 318–324. Vuolajärvi, Niina (2015). "Precarious Intimacies: The European Border Regime and Migrant Sex Work", Viewpoint magazine, 5/2015.*Translated into Finnish:Vuolajärvi, Niina (2017). “Prekaarit Intiimisuhteet: Euroopan rajajärjestelmä ja siirtolaisten seksityö.” by Elina Halttunen-Riikonen. In Veera Nuutinen (ed.): Uusi työväki: Työ ja yrittäjyys prekarisoituvan palkkatyön yhteiskunnassa, Helsinki: Vasemmistofoorumi. Vuolajärvi, Niina (2014). "The Problem of Race in Ethnic and Migration Studies." In Sari Irni, Mianna Meskus & Venla Oikkonen (eds.): Technoscience, Gender and Society, Helsinki: Vastapaino, 264–301. Vuolajärvi, Niina (2013). "When Ideology Becomes Practice – On the Politics of Prostitution, Knowledge, and Research." Naistutkimus – Women’s Studies journal, 1/2013, 33–40. Vuolajärvi, Niina (2012). "Dishonorable Daughters of the Nation? – White Finnish Women in Interracial Relationships: Experiences of Racism and Prejudices." Kulttuurintutkimus – Cultural Studies -journal, 4/2012, 17–30. Könönen, Jukka and Vuolajärvi, Niina (2012). “Migration Research Without Borders – Balancing Between Testimony and Critique.” An interview by Erik Hallstensson, Ikaros – Journal on humans and science, 4/2012, 18–21. Vuolajärvi, Niina (2011)."The Materiality and Realness of Race." Naistutkimus – Women’s Studies - journal, 2/2011, 54–60. Vuolajärvi, Niina and Peltonen, Salla (2010). "Taking the Question of Sex Work Seriously: A Commentary on Gender, Work, and Migration." Ikaros – Journal on humans and science, 4/2010, 9–12. Vuolajärvi, Niina and Peltonen, Salla (2010). "Civilized Finns and Dangerous Foreigners – Violence and Cultural Agency in the Finnish Immigration Debate." Ikaros – Journal on humans and science, 3/2010, 29–31.

Landers, Anthony

aal160@scarletmail.rutgers.edu Office: Davison Hall, 105-6 Anthony is generally interested in state sovereignty, social control, identity, organizations, policing, punishment, and incarceration. His current research looks at the weaponization of inmate identities and its use as a form of social control in prison. Anthony has ample research experience having been a Ronald E. McNair scholar, where he used a mixed methods approach to analyze gang discourse and it’s effects on racialized communities in South Alameda County, California. He has one article pending publishing through the McNair Scholars Journal titled, Marked for Death: The Necropolitics of Gangs. Anthony received his B.A. in Sociology with a minor in Ethnic Studies from the University of California, Berkeley in 2018. Additionally, Anthony brings seven years of community organizing, prisoner support, and mentorship to his work at Rutgers.

Loprieno, Daniele

dml318@scarletmail.rutgers.edu Office: Davison Hall, 105-8 Daniele is a first-year doctoral student, interested in social determinates of health, gender, and medical sociology. She recently worked with the Los Angeles County Department of Public Health’s Center for Health Impact Evaluation, where she contributed to a health impact assessment on the effects of recreational cannabis legalization in Los Angeles County. Daniele received her BA in Sociology with double minors in History and Italian from Pennsylvania State University in 2007 and completed her Master’s in Sociology at California State University, Northridge in 2013. Additionally, Daniele brings over ten years of applied research experience and four years of teaching experience to her work at Rutgers. Outside of the classroom, Daniele enjoys consuming and (endlessly) discussing all things pop culture, practicing yoga, and spending time with her pug, George.

Harewood, Anna

Educational Services Coordinator/Learning Specialist, Academic Services for Student-Athletes at Rutgers University Email: anna.harewood@rutgers.edu Anna Harewood is the Educational Services Coordinator and a Learning Specialist in the department of Academic Services for Student-Athletes. She is responsible for the department's tutoring program and meets with academically at-risk student-athletes for to assist with skill-building and course content assimilation. Anna holds an undergraduate degree in Women's Studies and Comparative Development Studies from Trent University and an interdisciplinary master's degree in Canadian Studies from Carleton University. She subsequently completed an MA and PhD in Sociology at Rutgers University. Her MA paper examined Americans' attitudes towards working mothers, using logit regression modeling with General Social Survey data. Her dissertation took the form of a methodological investigation into the function of the concept in sociological study of gender, proposing new insights to guide conceptual development in this sociological subfield. In addition to her work with student-athletes, Anna has taught undergraduate classes at Rutgers for more than 15 years. She currently teaches upper-level writing classes in the Writing Program and the Political Science Department.

Plum, Samantha

samantha.plum@rutgers.edu Samantha’s research interests include culture and cognition, health and illness, and gender. Her current work focuses on conceptions of gender in university recreation, with a specific focus on non-binary and gender non-conforming students. Samantha’s previous work has looked at representations of gender norms in pharmaceutical advertisements for psychotropic medications, conceptions of gender in the sport of body building, and remission narratives. She received her B.A. in Sociology from Brown University.

Bodnar-Deren, Susan

Associate Professor - SociologyCo-Director Perinatal Health Research, Institute for Women's HealthCollege of Humanities and SciencesVirginia Commonwealth UniversityFounders Hall, 827 West Franklin Street, Room 210Richmond, VA 23284-2040 Phone: (804) 827-0523 E-mail: smbodnar@vcu.eduWebsite: https://sociology.vcu.edu/people/faculty/bodnar-deren.html I am a medical sociologist whose research focuses on the life course and social determinants of health and health behaviors, and the ways that macro social factors affect individual-level health and well-being. Broadly, my research interests take a life course perspective in the areas of environmental gerontology, applied sociology, health /illness, and social psychology all within medical sociology, but my work spans various sub-disciplines, including behavioral health, health disparities, and social policy. I have a Ph.D. in Sociology from Rutgers, The State University of New Jersey, and am currently an tenured Associate Professor of Sociology at VCU and co-Director of Perinatal Health Research at the VCU, School of Medicine, Institute for Women's Health. Prior to coming to VCU, I was a postdoctoral fellow at Mount Sinai School of Medicine and Excellence Fellow at the Institute for Health, Health Care Policy and Aging Research at Rutgers University. Among the courses that I teach are: Medical Sociology (undergraduate and graduate), Sociology of Aging and the Life Course (undergrad and grad), Sociology of Mental Disorder, and Senior Seminar. I also do active teaching and research annually in South Africa and in 2018 was named the VCU, College of Humanities and Sciences Distinguished Teacher. I am a Community Based Participatory Researcher (CBPR) and I mainly examine two distinct areas of the life course – maternal reproductive years (postpartum depression and breastfeeding) and older age (and the end-of-life). In both areas of my research, the projects on which I am working seek to illuminate the links between individual and environmental factors that affect health beliefs and behaviors. Select publications: 2018 Alice Freeman, Susan Bodnar-Deren, RaShel Charles, Renatta Lewis, and Kay Hamlin. Collaboration to Develop Capacity for Neighborhood Based Breastfeeding Promotion and Reduce Breastfeeding Disparities. - Journal of Human Lactation. 2017 Susan Bodnar-Deren, Emma Benn, Amy Balbierez, and Elizabeth Howell. Stigma and postpartum depression treatment acceptability among black and white women in the first six-months postpartum. Maternal and Child Health. Accepted 1/2/2017 DOI 10.1007/s10995-017-2263-6 PMID: 28102504 2016 Susan Bodnar-Deren, Kimberly Klipstein, Eyal Shemesh, Madeline Fersh, and Elizabeth Howell. (2016). Suicidal ideation during the postpartum period. Journal of Women’s Health. PMID: 27227751 DOI: 10.1089/jwh.2015.5346 2016 Howard Leventhal, Susan Bodnar-Deren, Jessica Yu, and Elaine Leventhal. (2016) “Cognitive Mechanisms and Common Sense Management of Cancer Risk: Do Patients Make Decisions?” Handbook of Decision Sciences. M. Diefenbach Ed. Springer: New York. ISBN: 9781493934843 2016 Joann Hash-Converse, Susan Bodnar-Deren, Howard Leventhal. (2016). Chronic Illness with Complexity and Advance Care Planning. Omega, The Journal of Death and Dying. January 2016. 1:1-22. DOI:10.1177/0030222816675250. 2015 Amy Balbierez, Susan Bodnar-Deren, Elizabeth Howell. Postpartum Depression and Its Association with Parental Practices. Journal of Maternal and Child Health. 19:1212-1219. DOI 10.1007/s10995-014-1625-6. 2014 Elizabeth Howell, Susan Bodnar-Deren, Amy Balbierez, Pablo Mora, and Howard Leventhal. An Intervention to Reduce Postpartum Depressive Symptoms: A Randomized Controlled Trial Archives of Women’s Mental Health. 17:57-63. DOI 10.1007/s00737-013-0381-8. PMCID: PMC3947932. 2013 Elizabeth Howell, Susan Bodnar-Deren, Amy Balbierez, and Michael Paridus. An Intervention to Extend Breastfeeding among Black and Latina Postpartum Mothers. American Journal of Obstetrics and Gynecology. Editor’s Choice October, 2013. 210(3) 239e1-239e5. DOI 10.1016/j.ajog.2013.11.028. PMCID: PMC3938878. http://dx.doi.org/10.1016/j.ajog.2013.11.028. 2012 Howard Leventhal, Susan Bodnar-Deren, Jessica Breland, Joanne Hash-Converse, L. Alison Philips, Elaine Leventhal, and Linda Cameron. Modeling Health and Illness Behavior: The Approach of the Common Sense Model (CSM). In A. Baum, T. Revenson, and J. Weinman (Eds.). Handbook of Health Psychology. New York: Erlbaum. Print ISBN: 9780805864618, DOI: 10.4324/9780203804100.ch1. 2008 Biren Saraiya, Susan Bodnar-Deren, Howard Leventhal, Elaine Leventhal. End of Life Planning: Is it Relative for Patients and Oncologists. Decisions in Choosing Cancer Therapy and Palliative Care. Cancer. December 15; 113(12 Suppl): 3540–3547. doi:10.1002/cncr.23946


APPENDIX F: PRINCIPLES FOR MANAGING DIFFICULT CONVERSATIONS AND CLASSROOM DIALOGUE Adapted from Materials developed by the University of Memphis In our graduate and undergraduate courses, we are likely to engage ideas and materials that can be controversial. You may be exposed to arguments and analyses in the readings, lectures, discussions, and class activities with which you disagree and/or find upsetting. You are encouraged to voice your opinions about these issues, but we also expect you to support your arguments with evidence. Together, we need to strive to create and sustain a comfortable learning environment for everyone in the course by sharing ideas, observations, and questions respectfully and honestly. Such an environment is only possible when instructors and students treat each other with mutual respect.  The following ideas and practices will help us create a constructive and respectful learning environment.  We are all knowledgeable in different ways. We all have something to teach each other and something to learn from each other. Instructors have the additional advantage of knowledge that is based in the research literature and pedagogy. No one is to be blamed for the circumstances of their existence that are beyond their control. We cannot be blamed for repeating misinformation we have learned in our social locations but we can hold each other accountable to not repeat misinformation after we have learned otherwise. Every person in the classroom is responsible for being an active learner and participant. This responsibility includes but is not limited to the need to participate in class discussions. It also includes the responsibility to respectfully challenge ideas and arguments that appear questionable and/or reproduce injurious ideas of inequality and difference. Learn to appreciate different personalities. Try to draw out those who are quieter than others but respect people’s comfort levels and learn to recognize active listening. Those who are more assertive should try to recognize and refrain from dominating the conversation. Everyone is encouraged to rethink the assumptions and knowledge we bring into the classroom. Approach your own learning with an open mind and seriously consider ideas and arguments that challenge or complicate long-held assumptions. Respect each person’s experiences, and never demean or trivialize another’s life experience. Do not tolerate words or actions that result in hostility in the classroom. When confronted with information or ideas that seem questionable, ask for clarification and additional information before drawing conclusions and criticizing others’ statements. Be accountable to the instructor and classmates by raising concerns directly with the individual at hand. Each class is a learning community with a unique dynamic. Faculty welcome thoughtfully considered critical feedback and constructive suggestions for change to enhance the classroom community and learning experience. We encourage students to actively participate in this dialogue and will respect students’ input. Power imbalances, between faculty and students, and among students, inevitably make their way into classroom dynamics. Some hierarchies, such as those between faculty and students, are part of the learning process. But faculty and students should also be mindful of abuses of power. Should such an abuse occurs, individuals are first encouraged to approach the party in question. In the event that an aggrieved party (or parties) feels uncomfortable doing so, there are departmental structures in place, such as ombudspersons, who will hear such complaints. < Previous Section: Appendix E: Ombudsperson Program

Norah MacKendrick won Best First Book Award from the Association for the Study of Food and Society

Congratulations to Rutgers sociologist Norah MacKendrick! Her book, "Better Safe than Sorry: How Consumers Navigate Exposure to Everyday Toxics," won Best First Book Award from the Association for the Study of Food and Society!  

Karen Cerulo won the 2019 Clifford Geertz Prize for Best Article

Congratulations to Rutgers sociologist Karen Cerulo! Her ASR article, "Scents and Sensibility: Olfaction, Sense-making, and Meaning Attribution." won the 2019 Clifford Geertz Prize for Best Article awarded by the Culture Section of the ASA.  Please join me in congratulating Karen on this wonderful recognition!

Eviatar Zerubavel awarded 2019 Charles Horton Cooley Award and 2019 Susanne K. Langer Award

Congratulations to Rutgers sociologist Eviatar Zerubavel! His book, "Taken for Granted: The Remarkable Power of the Unremarkable," has received two important awards: The 2019 Charles Horton Cooley Award for Best Book, from the Society for the Study of Symbolic Interaction (SSSI) and the 2019 Susanne K. Langer Award for Outstanding Scholarship in the Ecology of Symbolic Form, from the Media Ecology Association. Congratulations to Eviatar on this outstanding recognition of his work!

Stein, Arlene

Book Unbound reviewed by New York Times, Harper's, The New Yorker, Kirkus, Bookmarks, Washington Post, Men and Masculinities. Excerpted in Lit Hub, ​Daily Beast. Interviewed on Wisconsin Public Radio, WNYC, Doing Decimal, CSPAN, Bay Area Reporter, Nursing Clio

Jason B Phillips Memorial Lecture

The department has established the Jason B Phillips Memorial Lecture in memory of Jason Phillips. Each year, a graduate student preparing to defend their dissertation will be invited to share their work with the department and will receive an honorarium for their talk. We believe this is a perfect way to recognize Jason’s collaborative spirit and active engagement in our community. If you would like to make a contribution to the memorial fund in Jason’s name, please make out a check to Rutgers University and send to the attention of Lisa Iorillo, Department of Sociology, Rutgers University, 26 Nichol Avenue, New Brunswick, NJ 08901.

O'Neill, Karen M.

Associate ProfessorDepartment of Human Ecology Email: karen.oneill@rutgers.eduPhone: 848-932-9208Curriculum Vitae Karen M. O’Neill is a sociologist who studies how policies about land and water affect government power, the status of experts, and the well-being of various social groups. She has researched biodiversity protections in the urban plans of large cities around the world, local slow growth and pro-growth movements and policies in small towns, river flood control, and coastal storm vulnerability and hazard reduction. Karen has written or co-edited books on the rise of the U.S. program for river flood control and growth of government power (Duke University Press), on race and Hurricane Katrina (Rutgers University Press), and on changes in institutions in response to Hurricane Sandy (Rutgers University Press). She is a member of teams in two international competitions for coastal resilience designs, one for the New Jersey shore after Hurricane Sandy, under the Rebuild by Design competition (finalist team), and the second to use the Mississippi River to replenish coastal land in Louisiana, under the Changing Course competition (one of three winning teams).

Phillips, Julie

Penned an op-ed in the Washington Post entitled “The Dangerous Shifting Cultural Narratives around Suicide” Sunday, March 24, 2019. Research featured in the New York Times, “How Suicide Quietly Morphed into a Public Health Crisis”, June 8, 2018. Interviewed on NPR’s Hidden Brain about American Masculinity and Loneliness, March 19, 2018.

Roos, Patricia A.

Claire Cain Miller. 2017. “More Men are Taking ‘Women’s’ Jobs, Usually Disadvantaged Men.” New York Times, March 9, 2017 Spoke at the N.J. Senate Commerce Committee: Lilo H. Stainton. 2019. “New Jersey Comes Closer to Approving Mental-Health Parity Law.” NJ Spotlight, January 18, 2019. Patricia A. Roos. 2017. “My son died of a heroin overdose. Trump’s commission could help the crisis-if he listens.” Star Ledger, November 12, 2017.

Zerubavel, Eviatar

On “Thinking Allowed” (BBC Radio 4) about Taken for Granted On “The Tel Aviv Review” about Taken for Granted On “The Diane Rehm Show” about The Elephant in the Room

Kempner, Joanna

Research featured in Jill Buchner, 2019. “Doctors Ignored This Woman’s Suffering for Years. Why Is Women’s Pain So Often Dismissed?” Reader’s Digest-Canada. In this video, Quartz, the video arm of The Atlantic, draws on Kempner’s research to argue that stigma contributes to the delegitimation of migraine. “Why don’t we have a cure for migraine?” A documentary film entitled Out of My Head that explores migraine, featuring Kempner’s research alongside an intimate portrayal of her life with migraine.

MacKendrick, Norah

MacKendrick’s book Better Safe Than Sorry featured in the Washington Post, “Scientists know plastics are dangerous. Why won’t the government say so?” September 12, 2018. Interviewed on National Public Radio, (Madison, WI). Should We Be More Worried About Chemicals in Food and Consumer Products? June 12, 2018. A multi-media article on global plastics consumption that highlights Norah MacKendrick’s research on precautionary consumption.
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