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Journal articles on the topic 'Chicago school (sociologie)'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Musil, Jiří. "Chicagská škola a česká sociologie." Lidé města 14, no. 3 (2012): 395–419. http://dx.doi.org/10.14712/12128112.3502.

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Czech sociology in the period since 1925 has reacted to the Chicago School in four ways: (1.) The first type of reaction was represented by a group of authors who either dismissed this approach or ignored it completely; (2.) The second reaction was represented by sociologists who knew about the approach and basically referred to it in a neutral manner; (3.) The third reaction were attempts to interpret the School in the deeper context of the development of American sociology in the first half of the 20th century; this reaction included both criticism and positive acknowledgment; (4.) The fourt

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2

Shore, Marlene. "L’épistémologie de Carl Dawson." Cahiers de recherche sociologique, no. 39 (April 29, 2011): 181–204. http://dx.doi.org/10.7202/1002382ar.

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La carrière de Carl Dawson, fondateur du premier département canadien de sociologie, constitue un important foyer à partir duquel étudier les théories de cette discipline. Le courant de sociologie dans lequel il fut formé — l’École de Chicago — entretenait des affinités profondes avec les traditions canadiennes. En étudiant à la « Divinity School » de Chicago, Dawson s’est familiarisé avec des idées modernistes qui ont hâté sa bifurcation vers les sciences sociales. Sa thèse de doctorat, « The Social Nature of Knowledge », révélait que tout savoir a une origine sociale : même l’établissement d

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3

Skovajsa, Marek. "Bláha, Obrdlík a Eubank: brněnské kontakty s americkými sociology v souvislostech mezinárodní sociologie." Sociální studia / Social Studies 17, no. 2020 SPEC (2020): 35–52. http://dx.doi.org/10.5817/soc2020-s-35.

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This paper examines the relations of the interwar sociologists in Brno with their American colleagues and international sociology in general. It describes the international contacts of Inocenc Arnošt Bláha and Antonín Obrdlík in the 1930s with a special focus on the professional and personal liaison between these two and American sociologist Earle Edward Eubank. These contacts are subsequently located within an imperfect, but genuine homology that existed between Czech sociology on the one hand and American and international sociology on the other. Previous research has shown that inside the i

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4

Chapoulie, Jean-Michel. "L'étrange carrière de la notion de classe sociale dans la tradition de Chicago en sociologie." European Journal of Sociology 41, no. 1 (2000): 53–70. http://dx.doi.org/10.1017/s0003975600007888.

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The article examines the different uses made of the concept of social class by researchers of the Chicago School between the turn of the century and the 1940s. The concept of social class is found in Small and Cooley, rarely referred to by Park, and not found at all in the urban sociology work he inspired in the 1920s (Shaw and McKay, etc.) However it reappears in the work on race relations at the end of the 1930s (Frazier, Hughes). Substitutes were introduced in the 1920s to explain internal differentiation within American cities. The spread of new methods of documentation favoured its reappe

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5

Lindstrom, Fred B., and Ronald A. Hardert. "Kimball Young on the Chicago School." Sociological Perspectives 31, no. 3 (1988): 298–314. http://dx.doi.org/10.2307/1389200.

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Editors' Introduction: Elsewhere in this journal is the article “Kimball Young on Founders of the Chicago School.” As with that article, the following material is taken from the 1968 seminar offered by Kimball Young at Arizona State University, a seminar attended by the editors. These lectures chronicle Young's contacts with George Herbert Mead of the University of Chicago's philosophy department, touch on his student contacts with the political scientist Harold Lasswell, and contain Young's comments upon a number of Chicago faculty and student sociologists he knew: Herbert Blumer, Ernest Wats

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6

LIU, GLORY M. "RETHINKING THE “CHICAGO SMITH” PROBLEM: ADAM SMITH AND THE CHICAGO SCHOOL, 1929–1980." Modern Intellectual History 17, no. 4 (2019): 1041–68. http://dx.doi.org/10.1017/s147924431900009x.

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This article traces the origins and evolution of a popular interpretation of Adam Smith as a “Chicago-style” economist, and it challenges the idea that the “Chicago Smith” is simply a misinterpretation of Smith's ideas. To that end, it reexamines the role that the Chicago school of economics played in developing and propounding a distinct vision of Adam Smith, not only within the profession of economics, but also for the broader American public in the twentieth century. I argue that the readings, teachings, and interpretations of Smith from Chicago economists across different generations are m

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7

Burdick-Will, Julia. "Neighborhood Violence, Peer Effects, and Academic Achievement in Chicago." Sociology of Education 91, no. 3 (2018): 205–23. http://dx.doi.org/10.1177/0038040718779063.

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Research shows that exposure to local neighborhood violence is associated with students’ behavior and engagement in the classroom. Given the social nature of schooling, these symptoms not only affect individual students but have the potential to spill over and influence their classmates’ learning, as well. In this study, I use detailed administrative data from five complete cohorts of students in the Chicago Public Schools (2002 to 2010), crime data from the Chicago Police Department, and school-level surveys conducted by the University of Chicago Consortium on Chicago School Research to asses

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8

Mendras, Henri. "On Being French in Chicago 1950-51." Tocqueville Review 21, no. 1 (2000): 33–40. http://dx.doi.org/10.3138/ttr.21.1.33.

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In 1950, for an aspiring sociologist, going to Chicago was like a Muslim going to Mecca. One hoped to return with the title of Hajji, anointed by the reigning high priests of sociology who dwelt there. The Chicago School, which in the twenties had literally invented urban ecology by analyzing Chicago's ethnic minorities (Park, Burgess, McKenzie, The City, 1925), was very much alive. There were survivors around the campus - I had the rare privilege of lunching once with Ernest Burgess. But there were also the "young Turks," those who would soon reorient sociological research and give birth to w

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9

Harvey, Lee. "The Nature of ‘Schools’ in the Sociology of Knowledge: The Case of the ‘Chicago School’." Sociological Review 35, no. 2 (1987): 245–78. http://dx.doi.org/10.1111/j.1467-954x.1987.tb00010.x.

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The nature of ‘schools' as a metascientific construct is reviewed. Tiryakian's (1979a) increasingly popular construction of a school of sociology is examined and the case of ‘The Chicago School’ is considered in detail. The efficacy of a ‘schools’ approach to understanding the nature of the growth and development of scientific knowledge is called into question. It is suggested that schools, as used in the literature, tend to be convenient groupings of practitioners rather than metascientific categories and that they fail to adequately engage knowledge transformative processes.

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10

Ohm, Rose Marie. "The Continuing Legacy of the Chicago School." Sociological Perspectives 31, no. 3 (1988): 360–76. http://dx.doi.org/10.2307/1389204.

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The Chicago School made a significant impact on the establishment of twentieth-century American sociology. From the time of its founding through the first five decades, its scholars had a lasting effect on both sociological thinking and social reform. Moreover, Chicagoans shaped the intellectual development of future sociologists through teaching and guiding the research of their students. This article reports the findings of a case study that examines the perceptions of scholars who were graduated from the University of Chicago. It presents their perceptions of how their training at Chicago c

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11

Anderson, Luke. "“I’m Known”: Building Relationships and Helping Students Construct Counternarratives on the West Side of Chicago." ANNALS of the American Academy of Political and Social Science 673, no. 1 (2017): 98–115. http://dx.doi.org/10.1177/0002716217723613.

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In discussing the intersection of education and poverty, we often lose sight of what it is actually like to teach or study in an urban school. What drives our most disadvantaged students? How can teachers measure success when schools lack the resources necessary to make lasting change in the community? From the perspective of an English teacher at a public charter high school in Chicago, I explore what it means to be a student and an educator in one of the most racially segregated and violent urban communities in the country. I argue that students’ identities must be understood and affirmed be

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12

Hubbard, Phil, and Dawn Lyon. "Introduction: Streetlife – the shifting sociologies of the street." Sociological Review 66, no. 5 (2018): 937–51. http://dx.doi.org/10.1177/0038026118771281.

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The street has long been a key laboratory for studies of social life, from the roots of urban sociology in the ethnographies of the Chicago School to the diverse range of contemporary studies which consider the performative, affective and non-representational nature of street etiquette and encounter. For all this, the street remains only loosely defined in many studies, and sometimes disappears from view entirely, with social action often privileged over material and environmental context. This Special Issue is intended as a spur to take the street more seriously in contemporary sociology, and

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13

Miller, Zane L. "Pluralism, Chicago School Style." Journal of Urban History 18, no. 3 (1992): 251–79. http://dx.doi.org/10.1177/009614429201800301.

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14

Massey, Douglas S. "Revenge of the Chicago School." Contemporary Sociology: A Journal of Reviews 33, no. 4 (2004): 408–10. http://dx.doi.org/10.1177/009430610403300405.

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15

Weber, Rachel, Stephanie Farmer, and Mary Donoghue. "Predicting School Closures in an Era of Austerity: The Case of Chicago." Urban Affairs Review 56, no. 2 (2018): 415–50. http://dx.doi.org/10.1177/1078087418802359.

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What factors do administrators consider when (dis)investing in public facilities? We model school closure decisions in Chicago from 2003 to 2013 with multinomial logit models that estimate the decision to close or “turnaround” schools as a function of building, student, geographic, political, and neighborhood factors during two mayoral administrations. The results from our specifications validate the “official” rationale for closures and turnarounds: Low test scores are associated with closures and turnarounds under Mayor Daley, and underutilization is associated with closures under Mayor Eman

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16

Turner, Jonathan H. "The Mixed Legacy of the Chicago School of Sociology." Sociological Perspectives 31, no. 3 (1988): 325–38. http://dx.doi.org/10.2307/1389202.

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This article examines the legacy of the Chicago School of Sociology. Because the Chicago department so dominated sociology in the 1920s and 1930s, it created the mold or template on which new departments, or the expansion of older ones, were modeled in the 1930s and in the post-World War II period. The legacy of this situation is mixed: On the one hand, the Chicago department made sociology a legitimate discipline in a hostile academic environment, whereas, on the other hand, it helped create a discipline so diversified in substantive specialties, so atheoretical, and so concerned with narrow

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17

Teresa, Benjamin F., and Ryan M. Good. "Speculative Charter School Growth in the Case of UNO Charter School Network in Chicago." Urban Affairs Review 54, no. 6 (2017): 1107–33. http://dx.doi.org/10.1177/1078087417703487.

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Charter school advocates see the infusion of market competition into the educational sector as a means to achieving greater efficiency, effectiveness, and equity. Within this framework, consumer demand is understood to regulate the charter sector. This article challenges the adequacy of this premise, arguing that the structure of the financing of charter schools plays a decisive, if not determining, role in directing growth. Drawing on an analysis of the financing that enabled the dramatic growth of the UNO Charter School Network (UCSN) in Chicago during the 2000s, the article explores the imp

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18

Heaney, Michael T. "The Chicago School That Never Was." PS: Political Science & Politics 40, no. 04 (2007): 753–58. http://dx.doi.org/10.1017/s1049096507071193.

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19

Halpern, Robert. "After-School Matters in Chicago." Youth & Society 38, no. 2 (2006): 203–35. http://dx.doi.org/10.1177/0044118x06288912.

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20

Rau, William, Paul J. Baker, and Dianne Ashby. "The Chicago School Reforms: Are They Working?" Sociological Quarterly 40, no. 4 (1999): 641–61. http://dx.doi.org/10.1111/j.1533-8525.1999.tb00572.x.

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21

Maio, Marcos Chor, and Thiago da Costa Lopes. "Between Science and Politics: Donald Pierson and the quest for a scientific sociology in Brazil." Sociologias 24, no. 60 (2022): 228–66. http://dx.doi.org/10.1590/18070337-110170en.

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Abstract This paper analyzes the political dimension embedded in the work of the American sociologist Donald Pierson in Brazil. A former student of Robert Park at the University of Chicago, Pierson played a major role in the institutionalization of the social sciences in Brazil from the 1930s through the 1950s. While Pierson’s intellectual ambitions were centered on an academic agenda and he defended a strict division between science and politics, we argue that a proper historical understanding of his endeavor can only be achieved through an analysis of his underlying assumptions about the nat

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22

Lindstrom, Fred B., and Ronald A. Hardert. "Kimball Young on Founders of the Chicago School." Sociological Perspectives 31, no. 3 (1988): 269–97. http://dx.doi.org/10.2307/1389199.

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Editors' Introduction: In 1968, former president of the American Sociological Association Kimball Young (1893–1972) gave a seminar at Arizona State University that was attended by both editors. The sessions were taped, for it was Young's intention to organize the tapes into a book that would document his life as a sociologist, a book to be called Man in Transition. From these materials a first chapter has emerged that is Young's account of his experiences as a graduate student at the University of Chicago (1917–1919) as the Chicago School was evolving in the Department of Sociology. The editor

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23

Pattillo, Mary. "EVERYDAY POLITICS OF SCHOOL CHOICE IN THE BLACK COMMUNITY." Du Bois Review: Social Science Research on Race 12, no. 1 (2015): 41–71. http://dx.doi.org/10.1017/s1742058x15000016.

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AbstractSchool choice is promoted as one strategy to improve educational outcomes for African Americans. Key themes in Black school choice politics are empowerment, control, and agency. Using qualitative interviews with seventy-seven poor and working-class Black parents in Chicago, this article asks: How well do the themes of empowerment, agency, and control characterize the experiences of low-income African American parents tasked with putting their children in schools? Also, what kind of political positions emerge from parents’ everyday experiences given the ubiquitous language of school cho

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24

Stone, Susan. "Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side. By Eve L. Ewing. Chicago: University of Chicago Press, 2018. Pp. 240. $22.50 (cloth)." Social Service Review 93, no. 2 (2019): 362–65. http://dx.doi.org/10.1086/703200.

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25

Tideman, Nicolaus, and Florenz Plassmann. "27 Knight: Nemesis from the Chicago School." American Journal of Economics and Sociology 63, no. 2 (2004): 381–409. http://dx.doi.org/10.1111/j.1536-7150.2004.00294.x.

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26

Querrien, Anne. "O louco – o passante – o agente – o conceituador." Revista Brasileira de Estudos Urbanos e Regionais 6, no. 1 (2004): 103. http://dx.doi.org/10.22296/2317-1529.2004v6n1p103.

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Isaac Joseph foi professor de Sociologia na Universidade de Paris X – Nanterre. Especialista da escola interacionista simbólica, reintroduziu na França a Escola de Sociologia Urbana de Chicago e se destacou como tradutor de Goffmann, Gumperz, Hannerz. Foi autor de uma obra sobre a microssociologia de Erving Goffmann publicada no Brasil em 1998 pela FGV Editora. É também conhecido por seus trabalhos aplicados de sociologia urbana, publicados na revista Les Annales de la Recherche Urbaine. Desenvolveu importante diálogo com pesquisadores brasileiros da UFF, USP e UFRJ, entre outros temas, sobre

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27

MacLean, Vicky M., and Joyce E. Williams. "“Ghosts of Sociologies Past:” Settlement Sociology in the Progressive Era at the Chicago School of Civics and Philanthropy." American Sociologist 43, no. 3 (2012): 235–63. http://dx.doi.org/10.1007/s12108-012-9158-1.

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28

Faught, Jim, and Dennis Smith. "The Chicago School: A Liberal Critique of Capitalism." Contemporary Sociology 17, no. 5 (1988): 670. http://dx.doi.org/10.2307/2073999.

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29

Deegan, Mary Jo, Dennis Smith, and Lee Harvey. "The Chicago School: A Liberal Critique of Capitalism." British Journal of Sociology 41, no. 4 (1990): 587. http://dx.doi.org/10.2307/590683.

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30

Chenu, Alain, and Andrew Abbott. "Department and Discipline. Chicago School at One Hundred." Revue Française de Sociologie 42, no. 2 (2001): 375. http://dx.doi.org/10.2307/3322971.

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31

Fine, Gary Alan, and Luigi Tomasi. "The Tradition of the Chicago School of Sociology." Contemporary Sociology 29, no. 4 (2000): 674. http://dx.doi.org/10.2307/2654604.

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32

Maxwell, Kenneth, and Juan Gabriel Valdés. "Pinochet's Economists: The Chicago School in Chile." Foreign Affairs 75, no. 2 (1996): 157. http://dx.doi.org/10.2307/20047535.

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33

Burdick-Will, Julia. "School Violent Crime and Academic Achievement in Chicago." Sociology of Education 86, no. 4 (2013): 343–61. http://dx.doi.org/10.1177/0038040713494225.

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34

Burns, Tony. "The Theoretical Underpinnings of Chicago Sociology in the 1920s and 30s." Sociological Review 44, no. 3 (1996): 474–94. http://dx.doi.org/10.1111/j.1467-954x.1996.tb00433.x.

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This paper looks at the work of the Chicago School in the 1920s and 1930s from the standpoint of the debate between positivism and its critics within the discipline of sociology. It is argued that, despite appearances to the contrary, Chicago sociology at this time is based on a rejection of the principles of positivism. It is an attempt to apply the principles of interpretative understanding to the practical problems of empirical research.

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35

Hall, Rhys M. "Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side, by Eve L.Ewing. University of Chicago Press, Chicago, IL. 2020. 240 pp. $15.99 hardcover. ISBN: 9780226526027." Sociological Inquiry 90, no. 4 (2020): 996–98. http://dx.doi.org/10.1111/soin.12379.

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36

McPartland, James M. "Organizing Schools for Improvement: Lessons from Chicago." Contemporary Sociology: A Journal of Reviews 40, no. 1 (2011): 16–17. http://dx.doi.org/10.1177/0094306110391764b.

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37

LIU, GLORY. "RETHINKING THE ‘CHICAGO SMITH’ PROBLEM: ADAM SMITH AND THE CHICAGO SCHOOL, 1929-1980 – CORRIGENDUM." Modern Intellectual History 17, no. 4 (2019): 1241. http://dx.doi.org/10.1017/s1479244319000325.

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38

Agyepong, Mercy. "Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side. By Eve L. Ewing. Chicago: University of Chicago Press, 2018. Pp. xi+222. $22.50 (cloth); $16.00 (paper)." American Journal of Sociology 125, no. 6 (2020): 1686–88. http://dx.doi.org/10.1086/708439.

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39

Farr, James. "Educating Communists: Eugene Bechtold and the Chicago Workers School." American Communist History 19, no. 1-2 (2020): 67–106. http://dx.doi.org/10.1080/14743892.2020.1748874.

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40

Vanover, Charles. "From Connection to Distance." Journal of Contemporary Ethnography 46, no. 1 (2016): 51–80. http://dx.doi.org/10.1177/0891241615598201.

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This autoethnography describes the process of inquiry that led to the development of a series of ethnodramas that evoke teachers’ experience in the Chicago Public Schools (CPS). I discuss the methods I used to conduct a set of interviews with two groups of elementary school teachers in CPS: beginning teachers who had never worked a classroom as a full-time job and accomplished teachers who spent many years of their lives teaching students of color. I discuss the use of arts-based research methods to engage with these data, and I describe the interpretive journey I undertook as I wrote and prod

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41

Platt, Jennifer, and Mary Jo Deegan. "Jane Addams and the Men of the Chicago School." Social Forces 68, no. 4 (1990): 1322. http://dx.doi.org/10.2307/2579150.

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42

Hagan, John, Carla Shedd, and Monique R. Payne. "Race, Ethnicity, and Youth Perceptions of Criminal Injustice." American Sociological Review 70, no. 3 (2005): 381–407. http://dx.doi.org/10.1177/000312240507000302.

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This paper advances a comparative conflict theory of racial and ethnic similarities and differences in youth perceptions of criminal injustice. We use HLM models to test six conflict hypotheses with data from more than 18,000 Chicago public school students. At the micro-level African American youth are more vulnerable to police contacts than are Latinos, who are more at risk than whites, and there is a corresponding gradient in minority group perceptions of injustice. When structural sources of variation in adolescents' experiences are taken into account, however, minority youth perceptions of

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43

Loužek, Marek. "Frank Hyneman Knight, the Founder of the Chicago School." Politická ekonomie 67, no. 2 (2019): 198–214. http://dx.doi.org/10.18267/j.polek.1220.

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44

Johnson, Yolanda Y. "Oliver C. Cox and the Chicago School of Sociology." Journal of Black Studies 35, no. 1 (2004): 99–112. http://dx.doi.org/10.1177/0021934703261935.

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45

Rury, John L., and David John Hogan. "Class and Reform: School and Society in Chicago, 1880-1930." Contemporary Sociology 15, no. 5 (1986): 749. http://dx.doi.org/10.2307/2071059.

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46

Hagedorn, John M. "Gangs, Schools, and Social Change: An Institutional Analysis." ANNALS of the American Academy of Political and Social Science 673, no. 1 (2017): 190–208. http://dx.doi.org/10.1177/0002716217726965.

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Understanding gangs and schools requires us to go beyond neighborhood-level analysis because spatial analyses tend to downplay or ignore social movements as key to fundamental change. This article supplements a traditional ecological approach with an institutional analysis of both schools and gangs. A history of Chicago gangs reveals that gangs are not one thing; at times they have played positive roles within schools and taken part in social movements. The author’s personal experiences with gangs and schools in Milwaukee and Chicago are presented as evidence documenting the mutability of gang

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47

Bouman, Tim. "A Principal’s Perspective." ANNALS of the American Academy of Political and Social Science 673, no. 1 (2017): 92–97. http://dx.doi.org/10.1177/0002716217718792.

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Based on my experiences as a teacher, administrator, and now principal of North Lawndale College Prep Charter School, this article describes how our school nurtures students and prepares them to succeed not only in high school but also in college, despite the challenges that they face as young people in the inner city. Located on the West Side of Chicago, Illinois, the mission of North Lawndale is clear: “To prepare young people from under-resourced communities for graduation from high school with the academic skills and personal resilience necessary for successful completion of college.”

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48

Hocutt, Max O. "Imagining Interest in Political Thought: Origins of Economic Rationality." Canadian Journal of Political Science 37, no. 4 (2004): 1033–35. http://dx.doi.org/10.1017/s0008423904300211.

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Imagining Interest in Political Thought: Origins of Economic Rationality, Stephen G. Engelmann, Durham and London: Duke University Press, 2003, pp. x, 194This always fascinating but sometimes frustrating volume undertakes to trace the natural history of what its author calls neo-liberalism, meaning the kind of economic analysis and approach to governance practiced by such denizens of the Chicago school as Nobel Prize winner Gary Becker and appeals court Justice Richard Posner. A professor at the University of Illinois in Chicago, Engelmann contends that this mode of analysis grew out of a way

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49

Lengermann, Patricia Madoo, and Mary Jo Deegan. "Jane Addams and the Men of the Chicago School, 1892-1918." Contemporary Sociology 18, no. 4 (1989): 599. http://dx.doi.org/10.2307/2073114.

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50

Chapoulie, Jean-Michel, and Gary Alan Fine. "A Second Chicago School? The Development of a Postwar American Sociology." Contemporary Sociology 25, no. 3 (1996): 430. http://dx.doi.org/10.2307/2077518.

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