Addresses how the ambivalence of sociology affects students' understanding of it. Contends that this ambivalence affects the usefulness of sociology as a discipline and sociologists' attitudes towards their profession in addition to creating problems in applying a sociological perspective to everyday life. Concludes that one possible solution is…

Examines how negative tenure decisions affected the graduate program at Washington University from late 1970s to mid-1980s. Results included a break-down of the faculty-student alliance and loss of departmental autonomy. Concludes that experiences at Washington University are but one example of a generalized trend occurring in sociology and…

Maintains that applied and academic orientations are not antithetical but rather complimentary components of a realistic and integrated view of society. Advocates that students take a pro-active position in seeking a broad range of opportunities which will provide skills and insights necessary to contribute to sociology's future. (Author/DH)

Emphasizes that the heart of a graduate sociology curriculum should be research training, including practicums and internships. The curriculum should include coverage of basic areas with specialities based on faculty expertise and other strengths of the university. The selection of worthwhile research problems and how to communicate results are…

Maintains that graduate training in sociology is an uneasy compromise between teaching new sociologists practical knowledge and doing what a department's various constituencies demand. Suggests that faculty should develop a continuing dialogue with students and incorporate them, formally and informally, in their work. (Author/DH)

Claims that a process of intellectual growth is necessary in redefining one's identity to become a sociological community member. Suggests that faculty members can aid in this process by sharing their own transformational experiences and transcend the structural barriers to enhance the quality of graduate education. (Author/DH)

Examines history and development of the graduate program in sociology at Kent State University. The character of the program was historically influenced by interests of the chairperson and the discipline's traditional expectations. Currently, the program is more responsive to political, economic, and demographic factors, which may produce…

Suggests that current academic orientation of graduate education in sociology poses a number of barriers in preparing students for applied careers and demonstrates problems of training versus career reality. Proposes that graduate programs offer a variety of options within a broadly defined applied track, expanding opportunities for students to…

Reviews actual and projected college enrollments from 1970s through the 1990s. Speculates that programs which were slow to expand their curricula to include sociological practice when the job market contracted in late 1970s, may reestablish narrow curricula once the academic market expands in late 1990s. Concludes that students are unlikely to be…

Graduate training in sociology involves more than meeting organizationally imposed demands such as satisfying departmental requirements, taking exams, and completing a dissertation. More central is the development of identity through institutional and interactional forces. We examine the experience of graduate students as tied to the social…

The personal teaching objectives of a national sample of college and university teaching faculty during the 1972-1973 academic year are contrasted with the goals that they attribute to their institutions. A greater emphasis on vocational and community services goals are projected for future sociological training. [Available from American…

Describes the failed effort to establish certification procedures for an Applied Social Research Specialist, a sociologist who would work in research-related positions. Compares the program to the Ford Motor Company's development of the Edsel. Discusses reasons why the application estimates were wrong. (CFR)