phd sociology virginia tech

Sociology (Ph.D.)

Program Overview

Virginia Tech’s Sociology graduate program offers ideal training for academic, applied, and research careers. The doctoral program requires 48 graded credits and is both stimulating and rigorous, with faculty academic advisors that are open and supportive.

Doctoral students will receive advanced methodological training, gain experience teaching and develop a teaching portfolio, have opportunities to collaborate with faculty and other students on research projects, and explore a range of topics in and beyond the discipline. Admitted students are fully funded through an assistantship program that includes a 9-month stipend, health insurance, tuition remission, office space, and conference travel support.

Program alumni go on to academic positions at research, comprehensive, and teaching focused universities as well as applied positions outside the academy.

Curriculum and Courses

The core course series consists of theory, research methods (qualitative and quantitative), research design, and a foundations course on inequalities. Click here for a full list of the required coursework . 

Students can tailor their program towards their interests with 15 credits of within-discipline electives and 9 credits of open electives, along with 3 credits of advanced methods that they may take from inside or outside the department. Departmental electives are typically offered within our Areas of Specialization .

Students may use their free electives to concentrate in Women and Gender Studies (WGS) or Africana Studies (AFST) .

Program Milestones

Students that enter without a master’s degree or without a sociology background complete a thesis and obtain their master of science degree (these students are typically admitted to the M.S. program). All students in good standing that complete an M.S. in the Virginia Tech Sociology department have the option of continuing in the Ph.D. program.

Beyond the M.S., students take additional coursework (graded credits taken in support of the M.S. apply to the Ph.D.) and a Qualifying Exam in a substantive area of the discipline. They then develop a dissertation proposal under direction of their academic advisor and schedule a defense with their committee. Finally, they defend their dissertation research before their committee.

Students entering with a master’s degree in sociology can complete these requirements in about four years. Students entering without a sociology background or without a masters degree take five or six years depending on the scope of their dissertations – like the Ph.D. program, the M.S. program is funded via an assistantship.  

Admission and Application Information

• Admission Requirements
• How to Apply
• Application Deadlines
• Funding Opportunities

Students are admitted on a full-time basis in the fall of each academic year. In addition to the admission standards prescribed by the Graduate School, students applying for an advanced degree program in sociology must also meet the following requirements: 

• A bachelor's or master's degree from an accredited institution
• Three letters of recommendation, preferably from former professors
• A written statement describing research goals, relevant experience, and motivations for pursuing a doctoral degree in sociology
• An academic writing sample
• A 3.0 minimum GPA (on a 4 point scale) in all sociology courses previously taken
• A minimum cumulative GPA of 3.25 (out of 4.0) for the last two years of undergraduate study
• Applicants to the PhD program who do not have a BS/BA or MS/MA in Sociology must have 15 credits in Sociology coursework at the 3000 level or above (graduate courses apply). Applicants who do not have this background may be better served by the MS degree (and many of our MS students roll over into the PhD program).
• The GRE is no longer required but is still recommended. If you elect to take the GRE, please have the testing agency send your official scores to the Virginia Tech Graduate School, code 5859. 

International students must also have the following TOEFL scores: Paper: 550 | Computer: 213 | iBT: 80   Click here to learn more about testing requirements. 

Those wishing to pursue the M.S./Ph.D. track with SOC@VT should apply to the M.S. program. With satisfactory progress towards their thesis, they can request funding to continue into the doctoral program by January 15 of their second year. Although the M.S./Ph.D. track can be completed in 5 years, the department provides funding for a total of 6 years (2 years for M.S. and 4 years for Ph.D.) for those who maintain satisfactory progress throughout their enrollment in our graduate programs. 

Up to 24 credit hours of previous coursework may be transferred in to meet doctoral program requirements and electives. The department also allows for certain requirements to be bypassed if previous coursework indicates a student’s command of applicable topics. Students must apply prior to having previous coursework evaluated for transfer or considered for bypassing program requirements. 

Degree-seeking students must include a $75 fee with their application, though you can check to see if you qualify for a fee waiver . 

Applicants will need to include a scanned copy of their college transcripts with the online application and then arrange for an official copy to be sent to the Graduate School upon an offer of admission. Official transcripts should be sent directly from your institution(s) to Virginia Tech Graduate Admissions.  Click HERE to apply now!

To apply to the graduate program, students must submit the Virginia Tech Graduate School online application . 

Submission Deadline for full consideration for funding:  January 15 

Submission Deadline for  Domestic Application :  April 15 

Submission Deadline for  International Application : April 1

On the online application, please select the following options when prompted :

• Application Type: First Time Graduate Study or Readmission
• Program: Sociology
• Degree Type: Ph.D.
• Campus: Blacksburg (Main Campus)

Each year the department awards assistantships on a competitive basis that include a stipend for the academic year and full tuition remission. We aim to fund all admitted students to either the MS or PhD program. The typical practice is to award admitted students with funding for the standard time to completion for their degree (2 years for M.S. and 4 years for Ph.D.). However, funding may also be awarded on a provisional basis at the discrepancy of the Sociology Graduate Committee.

Students can apply for such funding as part of their admissions application; no separate application is required. 

The University also provides a health insurance subsidy for graduate students. Click here to learn more about the health insurance benefit .

Micah Roos, Director of Graduate Studies  Sociology Department 656 McBryde Hall 540-231-8969 [email protected]

Ph.D. in Planning, Governance, and Globalization (PGG)

Global events have fueled a growing demand for social scientists with truly global perspectives on government, corporate and non-profit sectors. Globalization has restructured our society, resulting in a need to redefine and redirect governance strategies in areas like the workplace, the neighborhood, municipal or state government, nation-states or non-governmental organizations. Likewise, problems of urbanization, democratization, and non-sustainable practices in land and resource use have not been resolved and there is impetus to transform domestic and global trends toward more sustainable economic development, environmental protection, and social equity.

The doctoral program in Planning, Governance & Globalization (PGG) takes a multidisciplinary approach to pursuing these areas of inquiry, utilizing two tracks rooted in different disciplines: Urban & Environmental Design & Planning (PGG-UEDP) supported by faculty in Urban Affairs & Planning (UAP) and Governance & Globalization (PGG-GG) supported by faculty in Government & International Affairs (GIA). Applicants to the program should have master’s degrees in closely allied fields, such as Planning, Political Science, Sociology, International Relations, Geography and Economics among others.

• --> General Item PGG Ph.D.: Urban & Environmental Design & Planning -->
• --> General Item PGG Ph.D.: Governance and Globalization Track -->

PGG TRACKS AND THEIR THEMATIC AREAS

Governance & Globalization track, supported by faculty in Governance and International Affairs (GG):

• Governance, Institutions & Civil Society
• Globalization, Identities, Security, & Economies

Urban & Environmental Design & Planning track, supported by faculty in Urban Affairs and Planning (UEDP):

• Metropolitan Development
• Community & Economic Development Planning
• International Development Planning
• Environmental Planning & Sustainability
• Landscape Planning & Analysis
• Transportation Planning
• Physical Planning & Urban Design

PGG welcomes full- and part-time students to either track at both the Blacksburg and the Washington, D.C. campuses.

Test Drive this Degree

Are you uncertain about enrolling in this program but would be interested in trying a class?

Many of our doctoral students, especially part-time students who are working professionals in the Washington, D.C. area, start the PGG program as a non-degree Commonwealth Campus student.

Commonwealth Campus status is open to an applicant who holds an earned bachelors or higher degree from a regionally accredited U.S. university. Examples of students who seek admission into the Commonwealth Campus program include those who may qualify for regular admission but do not currently wish apply immediately for a graduate degree or need to update their academic credentials after several years of professional experience.

If students perform well in the courses they take, they can build a case for admission into the PGG degree. Students can take up to twelve credit hours (typically four classes) as a non-degree Commonwealth Campus student.

PGG has established a highly selective Ph.D. program drawing students in the 60th percentile or higher of peer institutions based on GRE scores, GPA, and other measures. Applicants should have master’s degrees in closely allied fields, such as Planning, Landscape Architecture, Political Science, Sociology, International Relations, Geography, and Economics, among others.  Applicants without a conferred master’s degree will be directed to apply for one of our master’s degree programs.

Admission to PGG program is based on a combination of four criteria:

• Performance in Master’s program/Academic Transcript
• Letters of recommendation
• Statement of purpose/interest in program
• Professional background and experience

The PGG degree has a ‘rolling admissions’ policy. Application deadlines are in the table below.

A limited number of Graduate Teaching Assistantships are available each year. Students wishing to be considered for one of these assistantships should apply by February 1st.

Students can be admitted to the PGG degree program in the Fall, Spring, and Summer. However, it is recommended that students enter in the Fall or Spring semesters as our foundational courses are taught face to face during the Fall and Spring semesters

The graduate admissions committee will carefully screen all applications, and all admissions decisions will be made by consensus of the faculty. At least one faculty member from this program must agree to supervise any applicant whose record meets admissions requirements before they will receive a formal offer of admission. All incoming students will be assigned a “provisional” advisor who will work with the student until the student establishes a formal advisory committee of four members.

Information about the tracks and their thematic areas, process for transfer courses, and more, can be found in the current PGG Handbook.

APPLICATION PROCESS

Students apply online through the  Graduate School  website. If applying online is not an option for you, you may request paper application materials through their site as well.

What to Prepare

• Prospective student need to prepare a statement of interest, detailing their proposed area of research, their professional background and experience (if applicable) and their interest in pursuing a doctorate at Virginia Tech. They should include a professional resume.
• Academic Transcripts – Master’s and undergraduate
• Three letters of recommendation from a mix of former professors and others who have had the opportunity to observe the applicant in an academic and professional capacity.

SUBMIT THE APPLICATION AND FOLLOWING MATERIALS ONLINE:

• Report of the TOEFL test (if applicable); Virginia Tech’s code is #005859. The Graduate School requires official test scores sent directly from ETS.
• Because we require that students have an awarded master’s degree before beginning their studies in PGG, we do  NOT  require GRE scores.
• Transcripts: see more important information about providing transcripts on the Graduate School’s application site.While completing your online application and prior to submitting it, you will be required to upload one copy of your scanned official transcript from each institution from which you have earned or will earn an undergraduate or graduate degree. Do not send transcripts for community college attendance or from any institution where you enrolled in classes but did not earn a degree.Please do not mail your official transcripts to us until you have received an offer of admission from Virginia Tech. Please note that non-legible scans will not be accepted. Make sure your scanned documents are legible before uploading, as non-legible documents will result in processing delays.You may scan a copy of your official paper or electronic transcript provided to you from your institution’s Registrar. Do NOT upload your institution’s web-based academic record or a document stating it is not an official transcript. Make sure that all critical and identifying marks have been scanned and are legible.
• Three letters of recommendation (these may also be submitted online).
• Resume and Personal Statement (see below for items to include in the statement).

Whether you’re applying to the Blacksburg or the Arlington campus, please direct any questions you have to:

Kelly Crist Manager of SPIA Faculty and Student Affairs Planning, Governance, and Globalization Ph.D. Program School of Public and International Affairs (0113) 140 Otey Street SW / Room 110 Virginia Tech Blacksburg, Virginia 24061 telephone: 540-231-2291 email: [email protected]

You may also direct questions to the Graduate School:

Graduate School Graduate Life Center at Donaldson Brown (0325) Virginia Tech Blacksburg, VA 24061

Graduate School  – Graduate School admissions, application, and other information.

Applicants may use the space provided in the online application for their resume and personal statement. The online application form will ask you to state your reasons for pursuing a graduate degree; this section may be used as the personal statement.

PERSONAL STATEMENT

Items to include in your statement:

• Indicate which track (UEDP or GG) and the theme within the track you are interested in pursuing. Information about the tracks and themes can be found in the PGG Handbook.
• Include a brief research proposal.
• Identify faculty you would like to serve as your major professor and why.

ACADEMIC STANDARDS

Students applying to the PGG program should meet the following academic standards:

• A “B” overall grade point average (3.1 on a 4 point scale)
• TOEFL: minimums internet-based: 100; computer-based: 250; paper-based: 600. OR IELTS: minimum 6.5 (Neither TOEFL nor IELTS is required of US permanent residents or US naturalized citizens; can be waived by the Graduate School if student attended a university where English is the language of instruction.)

The PGG Admissions Committee begins reviewing applications in early February, so students who wish to be considered for graduate assistantships should have a complete application submitted by February 1 for the upcoming fall term. Graduate Assistantship decisions are made by the end of March.

The following application and decision deadlines have been established for the upcoming entry terms:

*Students seeking departmental funding should submit all required admissions materials by February 1st for full consideration. Funding decisions are generally made by the end of March. We will continue to welcome applications after this date on a rolling basis and these applicants will be considered for any funding that may still be available after the first round of decisions.

* Please also see the Graduate School’s site for  other available funding .

International Students

Please allow plenty of time for the review of your application based on deadlines above. Any decisions made after these time frames need to be approved in advance and on a case-by-case basis, by the Graduate School’s International Graduate Student Services staff. The contact email for those applying to the Blacksburg campus is  [email protected] . The contact email for those applying to the Arlington campus is  [email protected] .

Evidence of English Proficiency:  International applicants are exempt from demonstrating English proficiency if they have graduated from an accredited university where English is the language of instruction or if they are U.S. permanent residents (“green card” holders).

International applicants may demonstrate English proficiency by submitting scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) using the minimums listed under Academic Standards above.

International students in F-1 or J-1 status who obtained admission into a degree program are eligible for consideration by the academic departments for assistantships and in-state tuition scholarships.

APPLY TO THE GRADUATE SCHOOL

PGG Handbook

Download the PGG Handbook

All information can be found in the current student handbook. All forms must be submitted to Colleen Malley for processing.

Forms internal to PGG are below.  Other forms may be found on the  Graduate School ‘s website.

Suggested Milestone Timeline

Here is a suggested timeline of the major milestones that can also be found on page 9 of the handbook. Milestones are touched on briefly on pages 7-8 and in-depth descriptions begin on page 26 of the handbook.

Forms & Links

Sample Plan of Study

Submit your plan of study with signature page (see next item immediately following) to Colleen Malley once complete. Information about the plan can be found in the handbook beginning on page 16 and the sample plan is on pages 19 and 20. Students create their plans based on the sample. Courses listed on the plan should match those on your transcript*: * be sure you list the correct term on the plan as well as the correct department and course number (be careful of cross-listed courses). Note: if you don’t have items for a particular section you don’t need to include that section on your plan.

Plan of Study Signature Page

Signature page must be submitted with your plan. You can create your signature page when creating your Plan of Study or print this form.

PGG Exam Outcome Report Form

Use this form to record the results of each of your milestone exams (Qualifying Exam, Written Preliminary Exam, Oral Preliminary Exam, Proposal Defense, Final Exam).

History of the PGG PhD

The PGG doctoral program is a spin-off from the Environmental Design and Planning (EDP) Ph.D. Program in the College of Architecture and Urban Studies. Initiated in 1975, the EDP program has grown not only in enrollment but also in specializations or streams as the College has become more diverse through restructuring. Effective spring 2007, EDP spun off two separate Ph.D. degrees, Planning, Governance & Globalization (PGG) in the School of Public & International Affairs and Architecture Design Research (ADR) in the School of Architecture + Design.

Kelly Crist Manager, Faculty and Student Affairs [email protected]

Ariel Ahram GG-track Director [email protected]

Todd Schenk UEDP-track Director [email protected]

Blacksburg 140 Otey St. Blacksburg, VA 24061 Mail Code 0113

Washington D.C. 900 N. Glebe Rd., 6th Floor, VTRC Arlington, VA 22203

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• Academic Policies
• Admissions Information
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• Honors College
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• Previous Publications

2021-2022 Undergraduate Course Catalog and Academic Policies

Sociology major, criminology major, satisfactory progress, africana studies program.

• American Indian Studies
• Women's and Gender Studies
• Center for Peace Studies and Violence Prevention
• Race and Social Policy Center

Undergraduate Course Descriptions (AFST)

Undergraduate course descriptions (ains), undergraduate course descriptions (crim), undergraduate course descriptions (psvp), undergraduate course descriptions (soc), undergraduate course descriptions (wgs).

Department Chair: Jennifer Johnson Professors: O. Agozino, D. Brunsma, T. M. Calasanti, A. K. Harrison, J. Hawdon, J. Johnson, N. King, L. Ritchie, B. Zare Associate Professors: S. Bell, S. Ovink, M. Roos, P. Seniors, A. Vogt Yuan, D. Wimberley, H. Zhu Associate Professor of Practice: S. Mehra Associate Collegiate Professor: S. Samanta and H. Williams Assistant Professors: A. Baldwin, L. Brown, T. Dearden, K. Parti, A. Reichelmann, D. Sedgwick Adjunct Professors: R. Blieszner, D. Breslau, G. L. Downey, N. McGehee Senior Instructor and Assistant Provost for Diversity & Inclusion: E.T. Graves Instructor: J. Jamerson, C. McCown, L. Simmons Career Advisor: D. Sedgwick Academic Advisors: B. Husser and A. Karnes Minor Advisor: A. Karnes Distinguished Professor Emeritus: W. E. Snizek Emeritus Professors: C. Bailey, C. Burger, J. N. Edwards, L. Gillman, M. Hughes, B. R. Hertel, J. Kiecolt, J. W. Michaels, W. Reed, J. Ryan, and D. R. Shoemaker

Web: www.sociology.vt.edu

The Department of Sociology offers a B.S., M.S., and Ph.D. Sociology is the home to two majors, sociology and criminology, and to programs in Africana Studies (AFST), American Indian Studies (AINS), Women's and Gender Studies (WGS), the Center for Peace Studies and Violence Prevention (CPSVP) and the Center for Race & Social Policy Research (RSP). Courses are open to students in all colleges of the university.

Degree Requirements

The graduation requirements in effect during the academic year of admission to Virginia Tech apply. When choosing the degree requirements information, always choose the year you started at Virginia Tech. Requirements for graduation are referred to via university publications as "Checksheets." The number of credit hours required for degree completion varies among curricula. Students must satisfactorily complete all requirements and university obligations for degree completion. The university reserves the right to modify requirements in a degree program.

Please visit the University Registrar's website at https://www.registrar.vt.edu/graduation-multi-brief/checksheets.html for degree requirements.

In addition to fulfilling the requirements of the General Education (Pathways for students graduating in 2022 and beyond) sociology majors must complete 43 hours in sociology, including: 22 hours of sociology core courses and 21 hours of sociology electives, with no more than six hours at the 1000-2000 level, three hours at the 3000 level, at least nine hours at the 4000 level, and three hours in Africana Studies, American Indian Studies, or Women's and Gender Studies at the 3000 or 4000 level.

In addition to fulfilling the requirements of the General Education (Pathways for students graduating in 2022 and beyond) criminology majors must complete 43 hours in criminology, including: 22 hours of sociology core courses, nine hours of required criminology courses, and 12 hours of elective criminology courses.

Minors in sociology must complete 18 hours in sociology including Introduction to Sociology (SOC 1004). No more than nine hours at the 1000-2000 level will count toward a minor. A minimum GPA of 2.0 for courses in the minor is required. Sociology offers additional minors in Diversity and Community Engagement, Gender, Science and Technology, and Peace Studies and Social Justice. See the listing of the programs below for further information.

University policy requires that students who are making satisfactory progress toward a degree meet minimum criteria toward the General Education (Curriculum for Liberal Education or Pathways) (see " Academics ") and toward the degree in Sociology.

Satisfactory progress requirements toward the B.S. in Sociology can be found on the major checksheet by visiting the University Registrar website at http://registrar.vt.edu/graduation-multi-brief/index1.html .

Director: Ellington Graves, Assistant Provost for Diversity & Inclusion Professors: O. Agozino Gloria Smith Endowed Professor: K. Harrison (Africana Studies/Sociology) Associate Professors: K. Harrison (Africana Studies/Sociology), P. Polanah, and P. Seniors Assistant Professor: Andrea Baldwin Affiliated Faculty: R. Briggs (Political Science), G. Chandler-Smith (English), B. Faulkner (Political Science), A. Few (Human Development), V. Fowler (English), N. Giovanni (English), C. Gitre (History), M. Heaton (History), M. Herndon (Summer and Winter Programs), S. Johnson (Religion and Culture), R. Jones (Psychology), L. Roy (English), T. Sato (School of Education), B. Shadle (History), and P. Wallenstein (History).

Africana Studies is an interdisciplinary field of study that uses concepts and methodologies of the Social Sciences and the Humanities, centering on the study of peoples of African descent. The program cooperates with faculty from across the university, whose teaching and research is concerned with Africa and the African diaspora. Africana Studies engages with other programs and organizations in community awareness activities that celebrate the richness and diversity of African diasporic cultures and traditions.

An Africana Studies minor is open to all students who are interested in learning about the experiences of Africans and people of African descent.

American Indian Studies: A Holistic Approach

Director: Samuel R. Cook Associate Professor: S. Cook Assistant Professor: N. Copeland Assistant Professor of Practice: Mae Hey

A program in the Department of Sociology, we offer several courses and a minor in American Indian Studies.

We believe that any successful American Indian Studies program must do more than simply educate a general student body on American Indian cultures and issues in a sensitive way. We believe that our curricula must exist in conjunction with all university programs pertinent to American Indians, and must depend on the impetus of indigenous peoples working within and beyond the university.

In keeping with Virginia Tech's status and mission as a land grant institution, we strive to serve our indigenous constituency, both as educators and as partners. Accordingly, our program serves as a vital conduit for university-tribal relations, the recruitment and retention of American Indian students and faculty, and Service-Learning initiatives in indigenous communities. Although our program has a regional focus, we offer a wide spectrum of courses--ranging from American Indian Literatures, American Indian Spirituality, and American Indian Arts, to native Peoples of the Southeast, American Indians in Film, and Global indigenous Rights--reflecting the impressive and diverse expertise of our faculty.

In short, we embrace a holistic, collaborative approach to American Indian Studies in which university faculty and students develop and maintain meaningful partnerships. Accordingly, we maintain a tribal advisory board consisting of elders and leaders from all of Virginia's eight Indian Nations. We regard these representatives, and ultimately, all indigenous peoples as our colleagues.

Women's and Gender Studies Program

Affiliated Faculty Professors: O. Agozino (Africana Studies); R. Blieszner (Human Development); T. Calasanti (Sociology); E. Creamer (Educational Leadership and Policy Studies); K. DePauw (Graduate School, Sociology, Human Nutrition, Foods, and Exercise); G. Downey (Science and Technology in Society); T. Ewing (History); J. Folkart (MCLL-Spanish); V. Fowler (English); P. Lane (STS/Director AdvanceVT); I. Luciak (Political Science); M. Paretti (Engineering Education); E. Plummer (Office of Provost); K. Powell (English); J. Rothschild (Government and International Affairs); L. Roy (English); B. Shadle (History); K. Singh (Education); D. Stoudt (CLAHS); V. Venkatesh (MCLL-Spanish); J. Watson (MCLL--French) Associate Professors: E. Bauer (MCLL-German); S. Bell (Sociology); K Carmichael (Linguistics); S. Carter-Tod (English); G. Chandler (English); W. Dunaway (Government and International Affairs); J. Dunsmore (Psychology); April Few-Demo (Human Development); S. Fowler (Graduate Education Development Initiative, English); S. Halfon (Science & Technology Studies); L. Jenson (Associate Professor and Chair CPAP, School of Pub International Affairs); María del Carmen Caña Jiménez (MCLL-Spanish); S. Johnson (MCLL-French); C. Kaestle (Human Development); S. Knapp (English); E. Meitner (English) M. Mollin (History); S. Fang Ng (English); P. Olson (STS); S. Ovink (Sociology); E. Satterwhite (Religion & Culture); R. Scott (Religion & Culture); R. Shingles (Political Science); N. Sinno (MCLL-Arabic); C. Giménez-Smith (English); D. Tatar (Computer Science); G. Tilley-Lubbs (ESL & Multicultural Education); A. Walker (Linguistics) Assistant Professors: L Brown (Sociology); C. Daggett (Political Science); E. Grafsky (Human Development); R. Hester (STS); E. Jamison (Management); K Parti (Sociology); A. Reed (English); A. Reeves (Political Science); A. Reichelmann (Sociology); J. Sano-Franchini (English); A. Sharma (Industrial Design); N. Zhange (MCLL) Professional Faculty: E. Chancey (Religion & Culture); M. E. Christie (Women in International Development); M. C. Deramo (Director Diversity Ed and Initiative); A. Lomascolo (Co-Director, Women's Center); K. Mey (Women's Center); L. Pendleton (Electrical and Computer Engineering); E. Plummer (Associate Vice Provost for Academic Administration); K. Precoda (Theatre & Cinema); C. Smith (Co-Director, Women's Center); A. Sowisdral (Women's Center); L. Wheeler (Psychology)

The field of Women's and Gender Studies (WGS) transforms traditional disciplines through new methods and theories generated by feminist scholarships. Housed in the Department of Sociology, the Women's and Gender Studies Program includes teaching faculty and affiliates from across the entire university. WGS affiliated faculty contribute to the program through their research, membership on thesis committees, participation in governance, and teaching. The majority of our WGS faculty have won teaching awards.

Our program offers courses for all students in the university. WGS 1824 satisfies Pathways' Social Science or Humanities requirement. It also fulfills four requirements in Area 2 of the Curriculum for Liberal Education (WGS 1824, WGS 2224, WGS 2234, and WGS 2254), one in Area 3 (WGS 2264), and two in area 7 (WGS 2234 and WGS 3214). Students interested in WGS may select two minors: Women's and Gender Studies and Gender, Science, and Technology. The minors are interdisciplinary, cross-cultural programs of study that cultivate an understanding of the complex ways gender is defined and contested in social structures, history, culture, and technology. They offer students new ways of thinking about how gender, race/ethnicity, class, and sexuality shape social institutions and cultural beliefs as well as their own personal experiences and perceptions. Central to the mission of the Women's and Gender Studies Program is the empowerment of a diverse population of women.

Students interested in learning more about the Women's & Gender Studies program should contact the program director, Sharon Johnson at [email protected]

Center For Peace Studies and Violence Prevention

Director: James Hawdon

The Center for Peace Studies and Violence Prevention is a student-center, multi-disciplinary undertaking to promote research, education and outreach in the area of peace studies and violence prevention. Since its inception in 2008, the Center has adopted three thematic areas:

• The prevention of violence
• Peace studies
• The development of new leaders for this century

The Center is a hub for research and pedagogy on peace studies and violence prevention. Our multidisciplinary approach allows students, faculty, and a variety of off-campus constituents to address peace building and violence prevention in a holistic manner.

The Center for Peace Studies offers a minor in Peace Studies. The minor is designed to provide students with a broad perspective on violence prevention and peace building. Students minoring in Peace Studies will be required to take two core courses, Peace and Violence as Critical Incidents (PSVP 2044) and Global Society, Violence and the Prospects for Peace (PSVP 4104). In addition, students will select four elective courses from a variety of courses that focus on either "local" issues of violence prevention and peace building or "global" issues of violence prevention and peace building.

Race & Social Policy Center

The Race and Social Policy Research Center (RSP) was formed in April 2001 to fulfill two primary goals: (1) to conduct and disseminate original research in the area of public policy with a direct emphasis on race and ethnicity; and (2) to prepare promising graduate students to think and speak critically, plan quality research, and contribute to public-policy discussions related to race and ethnicity.

The Center promotes a broad and inclusive concept of race and ethnicity, which includes African Americans, American Indians, Asian Americans, European Americans, Latinos, and bi-racial and multi-racial identities. RSP research projects involve the development and evaluation of public policy across different racial and ethnic contexts and within myriad public policy venues, including welfare, employment, education, and health as well as community outreach.

1714: INTRODUCTION TO AFRICAN AMERICAN STUDIES Introduction to the interdisciplinary field of African American Studies. Consideration of key dimensions of African American experiences, including institutional contexts for African American cultural expression and responses to oppression. History of the field, exploration of subfields, and consideration of research methods. Emphasis on the interplay of African American Studies scholarship and activism. (3H,3C)

1814: INTRODUCTION TO AFRICAN STUDIES Introduction to the interdisciplinary study of Africa and Africas place in the world. Consideration of history, politics, economics, arts, and culture of African societies. Exploration of representations and treatments of Africa in global context. Discussion of scholar-activism in the study of Africa. (3H,3C)

2044 (ENGL 2044) (TA 2044): CONTEMPORARY AFRICAN AMERICAN THEATRE Contributions of U.S. Black theatre artists; intersectional identities; performances spaces and society; critical race theory; dramatic storytelling; cultural behaviors; racial discrimination. (3H,3C)

2144 (RLCL 2144): AFRICAN RELIGIONS The role of religious (or belief) systems in African society, especially the three predominantly religious traditions in Africa: the so-called African traditional religions, Islam, & Christianity; the universe of religious systems and religious experiences and processes of Africa, in particular Sub-Saharan Africa; critical examination of the mythic stature of Africas religions within Western cultural (and scholarly) world views and institutions. (3H,3C)

2204 (RLCL 2204) (WGS 2204): RACE AND GENDER IN RELIGION AND CULTURE Influence of race and gender on religion and culture. Overview of approaches to categories of diversity, particularly race and gender, in religious and cultural traditions. Utilization of humanistic and social scientific approaches to investigate geographically variable historical and/or contemporary case studies. (3H,3C)

2264 (SOC 2264) (WGS 2264): RACE, CLASS, GENDER, AND SEXUALITIES Focuses on how race, class, gender, and sexualities form interlocking systems of privilege and oppression at individual and institutional levels. Emphasizes race, class, gender, and sexualities as changing social constructions and interactive systems that shape social institutions and organizations, meanings, and identities. Pre: WGS 1824. (3H,3C)

2275,2276 (HIST 2275, 2276): AFRICAN-AMERICAN HISTORY 2275: African continent through Civil War. Examines trajectory of slavery as well as its global impacts and legacy, the development of racial thought, slave resistance and rebellions, the fight for Emancipation, and African American contributions to culture, economics and society of United States. 2276: Reconstruction through present. Examines impact and legacy of Reconstruction, the fight against Jim Crow segregation, and the social, cultural, political and economic contributions of African Americans in the nineteenth and twentieth century United States. Exploration of the global implications of race relations in the United States. (3H,3C)

2354: THE CIVIL RIGHTS MOVEMENT Examines the Civil Rights Movement in the U.S. Both non-violent and violent resistance will be examined, as well as strategies used in organizing mass boycotts, sit-ins, and marches. Special attention will be paid to how the movement shaped civil rights legislation on the federal level. The course also examines how the Movement influenced student protest on college campuses. (3H,3C)

2454 (SOC 2454): RACE AND RACISM Examines theories of race and racism specifically as they relate to African Americans. We will explain conservative, neo-conservative, liberal, and progressive ideologies concerning race in past and recent United States contexts and how such theories emerged and continue to emerge in recent times. Though the majority of the course focuses on race and racism within the U.S., comparative analyses will be made with Brazil and South Africa. (3H,3C)

2644 (ENGL 2644): INTRODUCTION TO AFRICAN-AMERICAN LITERATURE An introduction to the principal themes, genres, and historical contexts of African-American literature. Formal elements of both the vernacular and written traditions. Impact of historical and social contexts. Ethical questions raised in the literature. Pre: ENGL 1106 or ENGL 1204H or COMM 1016. (3H,3C)

2734: THE BLACK WOMAN IN THE U.S. The emerging womanist perspective of interstructured oppression, (i.e., the simultaneous effects of racism, sexism, and classism) as relevant to the contributions of Black women in the U.S.; views of Black women from African backgrounds, the Atlantic slave trade, and the progressive rise of womanist/feminist liberation movements in Black culture; contributions of Black women in the U.S. and globally. (3H,3C)

2754: SPORTS AND THE AFRO-AMERICAN EXPERIENCE Sports as a paradigm of the African-American experience. The forms of racism and the periodic significant social advances of the African-American community in the U.S. will be examined from the vantage point of African-American sports. Attention will also be paid to the continuing impact of sports on African-American culture. Sports heroes, successful teams and annual sporting events will be noted and analyzed. (3H,3C)

2774: BLACK AESTHETICS A definition of those qualities of black American arts which distinguish it from traditional U.S. arts through an analysis of theme, form, and technique as they appear in a representative sample of works by black creative artists. (3H,3C)

2974: INDEPENDENT STUDY Variable credit course.

2984: SPECIAL STUDY Variable credit course.

3444 (CINE 3444): AFRICAN AMERICAN IMAGES IN FILM Explores race and representations of African American images in film, from multiple disciplinary perspectives. Focuses on the social, political, economic, and historical milieu in which black film emerged and evolved. Examines gender issues in filmmaking. Reviews different genres, including race films, colorblind representations, and black exploitation films, and the appropriation of black representation and black images in film in the United States and elsewhere. Includes methods of film analysis, such as historical, master narrative structure, and archival research. Pre: 1714. (3H,3C)

3454: AFRICAN AMERICAN LEADERSHIP FOR SOCIAL CHANGE This course will utilize the three major paradigmatic assumptions in Black Studies (centeredness, critical analysis, and empowerment) to examine historical and contemporary African American leadership concepts and styles and their impact on social change. (3H,3C)

3864 (HIST 3864) (IS 3864): DEVELOPMENT AND HUMANITARIANISM IN AFRICA Examines the history of western development and humanitarian projects in Africa, considering western and African perspectives in the nineteenth and twentieth centuries. Discussion of slavery and abolition, the civilizing mission, modernization and development theory, the impact of humanitarian projects, and international volunteerism. Provides a foundation for students interested in international service learning or careers with NGOs or international aid agencies. No prior knowledge of African history required. (3H,3C)

3984: SPECIAL STUDY Variable credit course.

4354: TOPICS IN AFRICANA STUDIES A variable topics course examining the lives and circumstances of people of African descent. Students may repeat the course with a different topic for up to 6 credits. Pre: Junior Standing. (3H,3C)

4704: HISTORY OF AFRICAN-AMERICAN THEATRE An in-depth study of Black Theatre in America. It will explore the history and development of Black Theatre - both commercial and non-commercial. The course will also stimulate critical thinking pertaining to racial issues, differences in aesthetics and cultures. Pre: 1714. (3H,3C)

4754: INTERNSHIP Variable credit course.

4774: BLACKS IN THE PERFORMING ARTS An examination of the performing arts as a paradigm of the African-American experience. Forms of U.S. racism and the periodic significant social advances of the U.S.s African-American community will be examined in this course from the vantage points of blacks in theatre, film, dance, and music. Emphasis will be placed on the continuing impact of performing arts on African-American culture. Performers, heroes, historical works and performing arts events will be analyzed. Pre: 1714. (3H,3C)

4964: FIELD STUDY Pass/Fail only. Variable credit course.

4974: INDEPENDENT STUDY Variable credit course.

4974H: INDEPENDENT STUDY Variable credit course.

4984: SPECIAL STUDY Variable credit course.

4994: UNDERGRADUATE RESEARCH Variable credit course.

4994H: UNDERGRADUATE RESEARCH Variable credit course.

1104: INTRODUCTION TO AMERICAN INDIAN STUDIES Introduction to the historical richness and complexity of American Indian societies. Examination of American Indian identities, worldviews, past and present sustainability practices, experiences with and resistance to colonial domination and policies, and cultural interchanges with non-Indians. (3H,3C)

2104 (HUM 2104): ORAL TRADITIONS AND CULTURE Examination of the worlds great oral traditions, both ancient and contemporary. Emphasis on performance contexts, relationships among multicultural traditions, including American Indian oral traditions, and the relationships among orality, literacy, technology, media, and culture. (3H,3C)

2414 (ALCE 2414): IDENTITY AND INCLUSION IN AGRICULTURAL AND LIFE SCIENCES Examines histories of persons representing different social identities, statuses, space, place, and traditions in agricultural and life sciences. Explores how differences influence experiences individuals may have in agricultural and life sciences. Apply ethical reasoning practices to recognize and addresses critical issues surrounding inclusion of diverse populations within agricultural and life sciences education and leadership. Pre: ENGL 1106. (3H,3C)

2804 (ENGL 2804): CONTEMPORARY NATIVE AMERICAN LITERATURES This course offers a sampling of fiction, poetry, and non-fiction by the most influential American Indian writers since 1970, authors such as Momaday, Silko, Deloria, Welch, Harjo, and Alexie. Students will also learn about those aspects of cosmology and storytelling traditionally shared by all American Indian Nations, as well as about those aspects specific to the individual tribal traditions from which the authors and their characters come. Pre: ENGL 1106 or ENGL H1204 or COMM 1016. (3H,3C)

3174 (HIST 3174): NATIVE AMERICAN HISTORY The Native experience in North America or Latin America from 1491 to present. Emphasis on social diversity and organization, resistance to colonization, leadership and cultural change, and political sovereignty among indigenous peoples. Methods for interpreting a variety of primary sources, including texts, material culture, and archaeological findings. Engagements with shifting historiographical perspectives and political movements for recognition of Native sovereignty. (3H,3C)

3304 (ENGL 3304): THE LANGUAGES OF NATIVE AMERICA Study of the structures of the native languages of the Americas; their interrelationships; their use in individual speech communities; contact with other languages; the interrelationships of linguistic structure, culture, and thought; their future survival. Pre: ENGL 1106 or ENGL H1204 or COMM 1016. (3H,3C)

3684 (PSCI 3684): INDIGENOUS PEOPLES AND WORLD POLITICS A survey of the historical and contemporary struggles of indigenous peoples throughout the world. Examines the dynamics of colonialism (internal and external), identity construction, gender, cultural integrity, and the ongoing global indigenous rights discourse. In addition to covering broad global processes/theoretical approaches, comparative case studies of particular indigenous groups, such as the Maasai (Kenya, Tanzania) and Mayans (Mexico, Guatemala, Belize), are used to highlight the global, regional, and intra-community diversity among contemporary indigenous peoples. (3H,3C)

4004: TOPICS IN AMERICAN INDIAN STUDIES A variable topics course in which students will engage an interdisciplinary methodology to pursue a critical and in-depth examination of various topics concerning and pertinent to American indigenous peoples. This course is repeatable for up to 6 hours credit with different topics. Must meet prerequisite or have permission of the instructor. Pre: 1104. (3H,3C)

4964: FIELD STUDY Variable credit course.

2504 (HIST 2504): CRIME AND PUNISHMENT IN AMERICAN HISTORY Analyzes changing understandings of crime and punishment from the Colonial Era to the Age of Mass Incarceration. Considers how factors of race, ethnicity, class, and gender intersected with changing ideas of criminality and punishments. (3H,3C)

2754: INTERNSHIP Variable credit course.

2964: FIELD WORK/PRACTICUM Variable credit course.

3124 (HIST 3124): MURDER IN AMERICAN HISTORY Considers how the definition of murder as a crime has changed from the colonial period to the present day. Uses murder cases to study the dynamics of American society in condemning, condoning, or celebrating murder. Asks how cultural factors, including racial prejudice, gender stereotypes, beliefs about sexuality, and class status affected the act of killing, media coverage of the event, societal reactions, and the execution of justice. Topics covered include abortion, lynching, vigilante justice, and the evolution of the legal system. (3H,3C)

3414: CRIMINOLOGY Principles of criminology and contemporary theories of criminal behavior, focusing on the extent and distribution of crime in the United States. Pre: SOC 1004, SOC 2404. (3H,3C)

3434: SYSTEMS OF JUSTICE Analyzes the systems of justice in the United States, from a sociological perspective. Focuses on law enforcement, courts, and corrections. Evaluates the effectiveness of social policies related to systems of justice. Explores the structural, community, and individual level factors that influence different stages of justice systems. Pre: SOC 2404, CRIM 3414. (3H,3C)

3474: WOMEN AND CRIME Focuses on women as victims and perpetrators of crime, with particular attention to race and class. Analyzes how social, cultural, and economic factors influence victimization and participation in crime. Includes adolescent girls involvement with crime, including juvenile gangs. Evaluates theoretical explanations of why women commit crime. Examines womens experiences with the criminal justice system. Pre: 3414 or SOC 3414. (3H,3C)

4424: JUVENILE DELINQUENCY Examination of juvenile delinquency. Includes methods of data collection and the extent and distribution of delinquency. Detailed coverage of theories of delinquent behavior. Examines the juvenile justice system and treatment and prevention of delinquency. Utilizes current empirical research on delinquency in the U.S. and internationally. Pre: SOC 3414 or CRIM 3414. (3H,3C)

4454: TOPICS IN CRIMINOLOGY A variable topics course in criminology. In-depth examination of topics such as capital punishment, women and criminology, racial profiling, terrorism, white collar crime, law enforcement, international gangs, political crime, the prison system, cybercrime, and rape. May be repeated 2 times with different content for a maximum of 9 credits. Junior standing. Pre: (3414 or SOC 3414), SOC 3104. (3H,3C)

4474: CYBER CRIMINOLOGY Empirical patterns and consequences of cybercrimes. Emphasis on applying criminological theories of crime and victimization to cyberspace. Cybercrime prevention strategies and tactics. Examination of ethical issues of privacy, security, and social control. Pre: Junior standing. Pre: 3414 or SOC 3414. (3H,3C)

2044: PEACE AND VIOLENCE Introduces major theories of peace and violence. Explores contemporary patterns and root causes of interpersonal, institutional, and structural violence. Particular attention to conflict management, prevention, strategies, and promotion of peace at the local, national, and global levels. (3H,3C)

4104: GLOBAL SOCIETY, VIOLENCE AND THE PROSPECTS FOR PEACE Examines major theories in the interdisciplinary field of peace studies. Includes current, historical, and global causes, patterns and types of conflict, and methods of conflict resolution. Particular attention given to the philosophical and sociological discussions of the causes of violence and the possibilities for peace. Pre: 2044 or SOC 2044. (3H,3C)

4444 (SOC 4444): SCHOOLS, VIOLENCE, AND JUSTICE Focuses on the nature, extent, causes, and consequences of widely recognized forms of violence within schools, such as bullying, fighting, sexual assaults, harassment, dating violence, and shootings. Examines the effectiveness of violence prevention programs. Includes sociological theories of violence within schools. Explores the social debate over balancing the collective public safety obligations of schools with individual students rights/responsibilities. Pre: SOC 3414 or CRIM 3414. (3H,3C)

1004: INTRODUCTORY SOCIOLOGY Principles and basic concepts of human interaction and social organization. Basic theories and research methods, socialization, deviance, social institutions, population dynamics, social change, and social inequality by social class, race/ethnicity, gender, and sexual orientation. (3H,3C)

1014: INTRODUCTION TO SOCIAL ANTHROPOLOGY Introduction to basic concepts including culture and ritual, research methods especially ethnography, and theory in social anthropology for understanding human behavior. Provides a survey of anthropological approaches to language, economics, kinship, religion, identity, gender, race, politics, social organizations, and globalization that compares western and non-western cultures. (3H,3C)

1024: FIRST YEAR EXPERIENCE IN SOCIOLOGY Develop an identity as a sociologist and foster a sense of community with first year and transfer students in the department. Acquire research skills and an awareness of university resources that enhance academic success. Explore theories used and topics examined by sociologists and participate in sociological research. Identify careers and internship opportunities in sociology. (1H,1C)

1XXX3: GEN ED REASONING SOCIAL SCI (3H,3C)

2004: SOCIAL PROBLEMS Examines the nature, extent, and causes of social problems in the United States and around the globe from multiple perspectives. Emphasizes the role of social structural forces including conflicting economic, racial, ethnic, national, and gender interests in the creation and perpetuation of social problems. Discussion of poverty, work, health care, drugs, terrorism, human rights, and social change. (3H,3C)

2014: SOCIOLOGY OF INTIMATE RELATIONSHIPS An introduction to concepts, theories, methods, and major research findings in the sociology of intimate relationships. A description and analysis of research findings on the development, operation, and dissolution of intimate relationships, including how sociocultural and economic changes have shaped intimate relationships over time. Emphasis on the United States, including issues of diversity and inequalities in intimate relationships. (3H,3C)

2024: SOCIOLOGY OF RACE AND ETHNICITY Social construction of race and ethnicity. Relations among ethnic and racial groups. Immigration and patterns of racial and ethnic integration. Social structures and processes that perpetuate racial and ethnic stratification. Consideration of economic, social, political, and health challenges facing racial/ethnic minority groups in U.S. society. Core Curriculum approved for CLE Area 2 only when taken only in combination with AFST 1714. (3H,3C)

2034: DIVERSITY AND COMMUNITY ENGAGEMENT Examination of patterns, meanings, and challenges of diversity and inclusion to improve social interactions and community engagement within a global society. Focus on diverse identities, social justice, power, and privilege, applying social science theories and concepts, to facilitate intercultural awareness. Community engagement projects employ research methods to connect course materials and service to community. (3H,3C)

2054 (RLCL 2054): ETHNOGRAPHY: STUDYING CULTURE Introduction to the methodological tools used by anthropologists and other social scientists to study culture. Engagement with the development of, and debates about, ethnographic methods, as well as their application to case studies. Focus on sample ethnographic accounts of peoples throughout the world, as well as research techniques applicable to many different cultural environments. (3H,3C)

2104 (HD 2104): QUANTITATIVE APPROACHES TO COMMUNITY RESEARCH Computational methods and ethical issues in the collection, transformation, consumption, and use of quantitative data in the design and evaluation of community programs. Consideration of effective data visualization and communication of findings. Emphasis on evaluating the reliability and accuracy of data used to frame decisions about community-related policies and service-oriented programs. (3H,3C)

2264 (AFST 2264) (WGS 2264): RACE, CLASS, GENDER, AND SEXUALITIES Focuses on how race, class, gender, and sexualities form interlocking systems of privilege and oppression at individual and institutional levels. Emphasizes race, class, gender, and sexualities as changing social constructions and interactive systems that shape social institutions and organizations, meanings, and identities. Pre: WGS 1824. (3H,3C)

2304: INDIVIDUAL IN SOCIETY Foundation in social psychological principles of sociology including the development of the self through social interaction and intergroup processes. Factors affecting self-perceptions, ways of thinking, attitudes, emotions, behavior, and psychological well-being in social contexts. (3H,3C)

2404: DEVIANT BEHAVIOR Examines behaviors considered deviant in the United States. Explores major types of deviant behavior, such as corporate crimes, extremist groups, sexual deviance, violence, suicide, alcoholism and other drug addictions, and cyber deviance. Includes sociological theories that explain them. (3H,3C)

2454 (AFST 2454): RACE AND RACISM Examines theories of race and racism specifically as they relate to African Americans. We will explain conservative, neo-conservative, liberal, and progressive ideologies concerning race in past and recent United States contexts and how such theories emerged and continue to emerge in recent times. Though the majority of the course focuses on race and racism within the U.S comparative analyses will be made with Brazil and South Africa. (3H,3C)

2514 (RLCL 2514): ASIAN AMERICAN EXPERIENCE Interdisciplinary overview of the diverse Asian American experience, incorporating non-Eurocentric perspectives on the Asian immigrant experience and dialogue between Asian American and non-Asian American students. Examination of different historical tracks of various Asian ethnicities, experience of racism, discrimination, cultural adaptation and conflict, and economic survival and success. Gender, age, religious affiliation, family values and inter-generational differences among Asian Americans. The complexity of minority status and the stereotype of model minority. Activism, political participation, leadership and the meaning of citizenship among Asian Americans. Representations of Asian Americans in the arts and media. (3H,3C)

2604 (HIST 2604) (STS 2604): INTRODUCTION TO DATA IN SOCIAL CONTEXT Examines the use of data to identify, reveal, explain, and interpret patterns of human behavior, identity, ethics, diversity, and interactions. Explores the historical trajectories of data to ask how societies have increasingly identified numerical measures as meaningful categories of knowledge, as well as the persistent challenges to assumptions about the universality of categories reducible to numerical measures. (3H,3C)

2964: FIELD STUDY Variable credit course.

2974H: INDEPENDENT STUDY Variable credit course.

3004: SOCIAL INEQUALITY Class, status, and power in society. Theories and empirical research findings on vertical and horizontal stratification in society. Class differences in behavior, values, and avenues and extent of social mobility. Cross cultural comparisons. Pre: 1004. (3H,3C)

3014: GENDER RELATIONS Focus on the social construction of gender relations. Examines how gender relations vary cross-culturally, historically, and for different categories of men and women. Explores the causes and consequences of inequality and privilege. Attention paid to the ways race, ethnicity, class, age, and sexualities shape and are shaped by gender and the relationship of gender to social institutions. Pre: 1004. (3H,3C)

3104: SOCIOLOGICAL THEORY Focus on the development and contemporary state of sociological theory. Primary concern is with those theorists who have had significant impact on our thinking about the relationships among man, society, and nature. Pre: 1004. (3H,3C)

3144 (ENGL 3144) (RLCL 3144): LANGUAGE AND ETHNICITY IN THE UNITED STATES Exploration of how racial and ethnic identity are expressed through the use of different languages and dialects. Examination of how language is related to issues of equality, social opportunity, and discrimination in the United States. Pre: ENGL 1106 or ENGL 1204H or COMM 1016. (3H,3C)

3204: SOCIAL RESEARCH METHODS Techniques of data collection and analysis employed in the social sciences with emphasis on survey research methods including questionnaire construction, sampling, and analysis of both self-collected and national data; logic behind application of these techniques. Pre: 1004. (4H,4C)

3314: SOCIAL MOVEMENTS The study of collective attempts to address social injustices and implement other social change in and across societies. Explores sociological and interdisciplinary conceptions of social movements and their relationships to society. Social movement emergence, development, engagement with opponents and authorities, and impact, as shaped by opportunity structures, mobilizing structures and processes, framing, collective identity, strategy and tactics, and other factors. How social movements oppose or promote inequality, oppression, or violence in the U.S. or elsewhere, at the local, national, and transnational level. Application of political process and other current social movement theories. Pre: 1004. (3H,3C)

3404: ENVIRONMENTAL JUSTICE Causes and consequences of environmental and climate injustices; interactions between social inequalities (race, gender, class, position in world-system) and environmental pollution, food and land injustice, climate injustice, and environmental health; environmental racism in environmental policies and practices; political-economic barriers to achieving environmental justice; evaluation of environmental justice reforms and sustainability initiatives; possibilities for system change; social movement strategies for achieving environmental and climate justice; case studies in environmental justice and injustice. (3H,3C)

3464 (AHRM 3464) (APS 3464) (GEOG 3464) (HD 3464) (HUM 3464) (UAP 3464): APPALACHIAN COMMUNITIES The concept of community in Appalachia using an interdisciplinary approach and experiential learning. Interrelationships among geographically, culturally, and socially constituted communities, public policy, and human development. Pre: Junior standing. (3H,3C)

3504: POPULATION TRENDS AND ISSUES Contemporary American and global population trends in historical and comparative perspective. Discussion of the impact of population change on individual and society. Relevant public policy questions examined. Pre: 1004. (3H,3C)

3614: GENDER AND WORK IN THE U.S. Examination of the role that gender plays in shaping the experience of work, focusing especially on the persistence of occupational segregation by sex, its causes and implications. Also, the interaction of work and family life, including the allocation of household work and control of resources. Social policies affecting gender relations in work organizations will be analyzed. Pre: 1004. (3H,3C)

3714: SOCIOLOGY OF AGING Emergence of old age as a social problem. Social aspects of aging in America, including the minority experience and with some cross-cultural comparisons. Social and demographic characteristics of the aged, location of aged in the social structure, and current and future social problems of old age. Pre: 1004. (3H,3C)

3854: GLOBALIZATION: SOCIOLOGICAL PERSPECTIVES Distinguishes global from international. Examines social globalization and cultural globalization and what forms they take. Explores changes in the role of nation-states and the implications of global changes in the division of labor for economic, gender, and racial/ethnic inequalities. Discusses how globalization is linked with peace, violence, and human rights. Considers alternative and more equitable forms of globalizations and how social movements might lead to such alternatives. (3H,3C)

3884 (IS 3884) (RLCL 3884): CULTURE & SOCIETY IN CONTEMPORARY EUROPE The impact of religion and culture in contemporary European politics and societies. Nationalism versus European cosmopolitanism. Religion, religious radicalism and religious tolerance in Europe. Culture and society in European urban and rural areas. Attitudes towards women and LGBTQ in Europe. Social foundations and cultural determinants of marginalization of social groups, migrants and refugees. Pre: IS 1104. (3H,3C)

3954: STUDY ABROAD Variable credit course. X-grade allowed.

3984: SPECIAL STUDY Variable credit course. X-grade allowed.

4014: SOCIOLOGY OF THE FAMILY The family as a basic social institution: similarities and variations in family systems, their interrelationships with other social institutions, and patterns of continuity and change. Taught alternate years. Pre: 2014. (3H,3C)

4024 (RLCL 4024): SOCIOLOGY OF RELIGION Religion as a social structure as well as an institution; with special attention to the functions of religion for individuals, groups and societies, social organization; and the interplay between religion and other social institutions including economics and polity. Taught alternate years. Pre: 1004. (3H,3C)

4034: SOCIOLOGY OF EDUCATION Analysis of the structure, functions, and consequences of schooling in America, the social processes affecting academic achievement, and the implications of current knowledge for educational reform. Taught alternate years. Pre: 1004. (3H,3C)

4044: MILITARY SOCIOLOGY The military institution and its relationship to society. Emphasis on the role of the military and its social organization; recruitment, socialization, career, combat, deviant behavior, changes in the military, and future trends. Taught alternate years. Junior standing. Pre: 1004. (3H,3C)

4054 (APS 4034): APPALACHIAN LANGUAGES AND CULTURES An empirical examination of how Appalachian speech both reflects and constitutes regional cultures. Emphasis is on applying sociological and anthropological methods and theories to the study of language in use. (3H,3C)

4094 (APS 4094) (PHS 4094): APPALACHIAN COMMUNITY RESEARCH Undergraduate participatory community research as applied to issues of cultural heritage, sustainability, and identity. Students engage in projects defined by community groups and organizations as being critical to their well-being, continuity, or growth. Emphasis is on developing concepts of civic professionalism and developmental democracy. (3H,3C)

4114: THE SOCIOLOGY OF POPULAR MUSIC Examine the social context(s) of popular music, including the social, economic, and political factors that influence the development of different popular music forms; authenticity within popular music genres; popular musics impact on social activity and identity; the institutions that connect popular music producers with consumers. Pre: 1004, 1014 or AFST 1714. (3H,3C)

4124 (RLCL 4124): TOPICS IN CULTURE Uses sociological, anthropological, as well as artistic and humanist paradigms to analyze culture. Discusses 20th and 21st century cultural trends. Analyzes the implications of social context for cultural artifacts such as art. Topics are variable. Example topics include the cultural construction of race and the cultural of the nineteen sixties. Course may be repeated with different course content for up to 6 credits. Junior or Senior standing. Pre: 1004 or 1014 or AFST 1714 or AINS 1104 or RLCL 1004 or RLCL 2004 or WGS 1824. (3H,3C)

4194: SENIOR SEMINAR Required seminar for majors. Integration and application of prior coursework, including reviews of theory and research methods. Application of sociological knowledge toward an actual needs assessment in a work setting, completion of a social policy analysis, and a written critique of a sociological publication. Course serves as a bridge to graduate study, prepares students for application of sociological knowledge, and provides overall career guidance. Senior standing and sociology majors only. Pre: 3104, 3204. (3H,3C)

4204: APPLIED RESEARCH Stresses differences between applied research and other methodologies. Examines the topics, purposes, problems, theories, and methods appropriate for applied research. Explores ethical and political issues prevalent in applied settings. Includes qualitative, quantitative, and mixed methodologies. Emphasis on survey construction and administration, experimental designs, evaluation research, and participatory action research as used by applied researchers. Includes data analysis and issues of presenting applied research to lay audiences. Pre: 3204, STAT 3604. (3H,3C)

4294: CAPSTONE: DIVERSITY ENGAGEMENT In-depth examination of core themes of diversity. Explains patterns and relational/intersectional aspects of diversity, including the history and legacies of inclusion and exclusion, from a variety of perspectives. Synthesizes diverse writings on issues of social justice and community, power and privilege. Uses social science theories and concepts of diversity to examine contemporary issues of diversity and to facilitate and interpret community engagement projects based in students major fields of study. Focuses on collective responsibility to eliminate bias and discrimination through students community-based project outcomes. This course is restricted to students who have enrolled in the Diversity and Community Engagement Minor. Pre: 2034. (3H,3C)

4304: RESEARCH METHODS TOPICS Variable topics course that focuses on different research methodologies. Includes topics such as feminist research, qualitative methodologies, survey design, evaluation research, and anthropological methods. Can be taken multiple times if different topic. Pre: 3204, STAT 3604. (3H,3C)

4404: SOCIOLOGY OF LAW The functions of law as a form of social control. The social forces in the creation, enforcement, and change of the law. The nature of law as a force in social change. Taught alternate years. Pre: 1004. (3H,3C)

4414: DRUGS AND SOCIETY Examines the use of drugs, including legal and illegal drugs, from a sociological perspective. Cross-cultural and historical patterns of use are discussed and explained. Particular attention is given to drug use within the context of various social institutions. Junior standing. Pre: 1004. (3H,3C)

4444 (PSVP 4444): SCHOOLS, VIOLENCE, AND JUSTICE Focuses on the nature, extent, causes, and consequences of widely recognized forms of violence within schools, such as bullying, fighting, sexual assaults, harassment, dating violence, and shootings. Examines the effectiveness of violence prevention programs. Includes sociological theories of violence within schools. Explores the social debate over balancing the collective public safety obligations of schools with individual students rights/responsibilities. Pre: 3414 or CRIM 3414. (3H,3C)

4454: TOPICS IN SOCIOLOGY A variable topics course in sociology. In-depth examination of topics such as environmental sociology, the sociology of sport and competition, social networks, and sociology of the body. May be repeated 2 times with different content for a maximum of 9 credits. Junior standing. Pre: 3104. (3H,3C)

4704: MEDICAL SOCIOLOGY Social and cultural response to illness and infirmity. Emphasis on the sick role, patient role, practitioner role, organization and politics of health care delivery, stratification, professionalism, and socialization of health practitioners. Taught alternate years. Junior Standing. Pre: 1004. (3H,3C)

4714: SOCIOLOGY OF MENTAL ILLNESS Mental illness and social systems, historically and in contemporary society. Distribution of mental illness with special reference to stratification, role, and deviance theories. Mental health occupations and organization of treatment. Implications for social policy. Taught alternate years. Junior standing. Pre: 1004. (3H,3C)

4754: INTERNSHIP Placement and sociologically relevant work in one of a variety of human service settings, combined with relevant readings, discussion and written work coordinated jointly by a faculty member and the setting supervisor. Placement settings include human resource agencies, corrections facilities, extension offices, and law agencies. Sociology major or minor required. Junior or Senior standing required. Consent of internship coordinator required. Coursework relevant to placement setting. Variable credit course.

4764 (GEOG 4764) (UAP 4764): INTERNATIONAL DEVELOPMENT POLICY AND PLANNING Examination of major development theories and contemporary issues and characteristics of low-income societies (industrialization, urbanization, migration, rural poverty, hunger, foreign trade, and debt) that establish contexts for development planning and policy-making. Junior standing required. (3H,3C)

4954: STUDY ABROAD Variable credit course.

4984: SPECIAL STUDY Variable credit course. X-grade allowed.

1824: INTRODUCTION TO WOMEN'S AND GENDER STUDIES Describes feminism and the field of Womens and Gender Studies. Explains basic theories of social inequality, privilege, oppression and intersectionality. Discusses feminist perspectives on science and culture. Outlines womens and mens relative positions in and contributions to such institutions as family, work and the state. (3H,3C)

2114: FEMINIST THEORY Examination of diverse theoretical perspectives on women and gender, including their historical origins and political implications. Special emphasis on integrative perspectives that also address race, class, and other dimensions of inequality. Pre: 1824. (3H,3C)

2204 (AFST 2204) (RLCL 2204): RACE AND GENDER IN RELIGION AND CULTURE Influence of race and gender on religion and culture. Overview of approaches to categories of diversity, particularly race and gender, in religious and cultural traditions. Utilization of humanistic and social scientific approaches to investigate geographically variable historical and/or contemporary case studies. (3H,3C)

2224: WOMEN AND CREATIVITY A study of the philosophical, artistic, and biographical dimensions of womens creativity in a wide variety of fields. Pre: 1824. (3H,3C)

2254: FEMINIST ACTIVISM Explores the history of individual and collective action geared toward gaining womens rights and improving womens positions in society. Course covers tensions and shifts in feminist movements, as well as the perspectives, agendas, and actions of specific subgroups of women whose perspectives sometimes conflict. Service-learning is a required component of the course. Pre: 1824. (3H,3C)

2264 (AFST 2264) (SOC 2264): RACE, CLASS, GENDER, AND SEXUALITIES Focuses on how race, class, gender, and sexualities form interlocking systems of privilege and oppression at individual and institutional levels. Emphasizes race, class, gender, and sexualities as changing social constructions and interactive systems that shape social institutions and organizations, meanings, and identities. Pre: 1824. (3H,3C)

2284: LESBIAN, GAY, BISEXUAL, TRANSGENDER AND QUEER ISSUES Introduces students to Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Studies. Focuses on sexuality and gender as historical and cultural constructs. Examines the experiences of individuals who do not conform to binary sex-gender systems and the development of diverse identities and LGBTQ communities. Introduces feminist and queer theories that address LGBTQ issues within social, political, legal, and cultural institutions. Examines the institutional oppression of sexual minorities and implications of the intersectionalities of such systems of inequality as gender, race, ethnicity, class, age, and (dis)ability. Pre: 1824. (3H,3C)

3004: TOPICS IN FEMINISM A variable topics course that addresses how the social construction of gender shapes social, cultural, political, economic, and institutional structures as well as individual experiences and perceptions. The course stresses interdisciplinary approaches to topics of emerging interest in feminist scholarship. Can be taken up to three times for credit with varying topic. In addition to WS 1824, must have taken a 2000-level Womens Studies course, or have instructors consent. Pre: 1824. (3H,3C)

3014 (RLCL 3014): WOMEN AND GENDER IN ISLAM An examination of women and gender in Islam from a variety of perspectives including Muslim women in Islamic history, normative constructions of the roles of women in Islam, and womens role in contemporary Muslim societies. Understanding of women in classical Islam; feminist and reformist approaches; and Western constructions of the rights of women in Islam. (3H,3C)

3134 (ENGL 3134): GENDER AND LINGUISTICS Exploration of differences--real and imagined--in the speech of men and women, and the relationship between these differences to culture. Exploration of how language can reflect and reinforce gender inequality. Linguistic phenomena covered: pitch, vocabulary, sound change, language ideologies, and discourse strategies and types. Pre: ENGL 1106 or ENGL 1204H or COMM 1016. (3H,3C)

3214: GLOBAL FEMINISMS An introduction to the gendered analysis of global womens issues with a special focus on women of color. Examines the multiple and diverse sites of feminist struggle within the third world, and between first and third worlds both in the U.S. and internationally. Studies the impact on women of political movements such as nationalism, colonialism, revolution, authoritarianism and democracy. Compares theories originating with women of color in the U.S. with those from international third worlds. Pre: 2264. (3H,3C)

4214 (GEOG 4214) (UAP 4214): GENDER, ENVIRONMENT, AND INTERNATIONAL DEVELOPMENT Key concepts and critiques related to the intersection of gender, environment, and international development. Development institutions and organizations with relationship to gender and environment. Theoretical and applied perspectives on eco-feminism; bio-diversity; climate change; feminist political ecology; agriculture and natural resources; participatory methods and empowerment. Case studies from Africa, Asia, and Latin America. Pre: Junior Standing. (3H,3C)

4224: WOMENS STUDIES SEMINAR This multi-disciplinary, multi-cultural course examines a significant topic in Womens Studies, utilizing the perspectives of history, biology, psychology, political science, sociology, and the arts. Variable topics. Pre: 1824, 2114. (3H,3C)

4334 (STS 4334): SEXUAL MEDICINE Discusses sex and medicine in contemporary U.S. society. Explores how notions of sexual behavior and normality are defined and structured by medical discourse. Examines cultural institutions that play significant roles in formulating ideas about and definitions of deviance, perversity, and tolerated marginality. Critiques medical responses to sexual variations. Examines experiences of people who have sought out, or been the unwilling victims of, sexual medicine. Junior standing required. Pre: 1824. (3H,3C)

4704 (STS 4704): GENDER AND SCIENCE Investigates the gender dimensions of science in both historical and contemporary perspectives. Discusses feminist studies of science, exploring strengths and limitations. Assesses implications of cultural assumptions about gender for practicing scientists. A 3000 level course in science or engineering may satisfy prerequisite. Pre: 2244 or STS 1504. (3H,3C)

4754: INTERNSHIP Qualified students will be placed with a community agency or on-campus office which addresses contemporary issues of gender, class, and/or race, and will meet periodically with an appropriate faculty member to discuss assigned readings that will provide a context for the work experience. Students will also be expected to keep a journal and to write up a final evaluation of the experience. Variable credit: may be taken for up to 6 elective credits in the Womens Studies concentration. Junior standing, screening interviews with Tech faculty and with the service agency and consent required. Variable credit course. Pre: 1824.

Virginia Tech

Ranked in 8 program s and 4 specialt ies

Social Sciences and Humanities

Explore This School's Social Sciences and Humanities School

Program and Specialty rankings

• # 65 in Economics  (tie)

Department of Economics Contact Information

3016 Pamplin Hall , Blacksburg , VA 24061

(540) 231-5689

[email protected]

• # 82 in English  (tie)

Department of English Contact Information

181 Turner Street NW , Blacksburg , VA 24061

(540) 231-6501

[email protected]

• # 68 in Psychology  (tie)

Department of Psychology Contact Information

109 Williams Hall , Blacksburg , VA 24061

(540) 231-6581

[email protected]

• # 64 in Sociology  (tie)

Department of Sociology Contact Information

560 McBryde Hall , Blacksburg , VA 24061-0137

(540) 231-8971

[email protected]

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Nathaniel Porter Profile page

• Social Science Data Consultant & Data Education Coor. Library
• [email protected]

Nathaniel Porter is the Social Science Data Consultant and Data Education Coordinator in VT University Libraries and affiliated research faculty in Sociology. His research interests include data collection best practices for surveys and survey experiments, data pedagogy, and using non-traditional data for network and quantitative analysis. He provides workshops, guest instruction and assistance in a variety of quantitative and qualitative research methods and software including R, Python, Stata, Qualtrics, QuestionPro, NVivo, and Dedoose.

ACADEMIC POSITIONS

• Social Science Data Consultant & Data Education Coordinator (Assistant Professor) Virginia Tech, University Libraries, Blacksburg, United States 2017
• Affiliated Research Faculty Virginia Tech, Sociology, Blacksburg, United States 2021
• PhD, Sociology Pennsylvania State University, State College, United States 2019
• MA, Sociology Pennsylvania State University, State College, United States 2013
• MA, Theology Luther Seminary, Saint Paul, United States 2009
• BS, Sociology Western Washington University, Bellingham, United States 2005
• BA, East Asian Studies Western Washington University, Bellingham, United States 2005
• Japanese Can read, write, speak and understand

AVAILABILITY

• Career advice
• Join a web conference as a panellist or speaker
• Masters Research or PhD student supervision
• Media enquiries
• Membership of an advisory committee
• Teaching provision
• Sociological Methodology and Research Methods
• Religion and Society
• Social and Community Informatics
• Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)

Selecting the Proper Hood Color

Regalia must be worn by all students and faculty members participating in commencement. Standard academic regalia (gown, cap, tassel and hood) can be purchased through the University Bookstore. If you wish to order a custom doctoral gown and hood, select your preferred supplier online, such as Oak Hall, GraduationAttire, Herff Jones, and others at least 8 weeks in advance to allow sufficient time for delivery.  

Doctoral Regalia

The hoods for the Doctor of Philosophy regalia are edged with dark blue; Doctor of Education (EdD) hoods are edged with light blue.   Doctoral gowns are faced with black velvet with three bars across the sleeves . Tassels for doctoral students are gold .

Master's Regalia

The colors for the edging of hoods for master's students are determined by the college and discipline granting the degree, as listed in the table below. The tassels of caps for Master's students are black.

For more information on academic regalia, please contact the Virginia Tech Bookstore .

Follow Virginia Tech Graduate School

Nancy G. McGehee

On this page...

PhD Supervision

Professional engagement, recommendations.

Nancy Gard McGehee, R.B. Pamplin Professor of Hospitality and Tourism Management and Co-editor of the Journal of Travel Research, the 2021 top-ranked impact factor journal in the area of tourism and Pamplin elite journal.  Her research focus is rural tourism development at both the domestic and international levels. She has published over 49 refereed journal articles, 2 books and 5 book chapters. She is a Fulbright Specialist Program Awardee (Portugal, May 2015, Rural Tourism Development), received the Virginia Tech Alumni Award for Excellence in International Research in 2014, was cited as an Outstanding Woman in Travel Research by Women in Travel and Tourism International (WITTI) in April 2017, and received the Best Qualitative Research Methods Paper Award, TTRA Conference, June 2021.

Research Areas

• International Tourism Development, including transformative and regenerative tourism
• Volunteer Tourism
• Sustainable Tourism
• Intersectionality of race, class, and gender, including the Black Traveler in America

Research methods

• Appreciative Inquiry
• In-depth interview analysis
• Content Analysis
• Ethnography
• Community Capitals Analysis

Publications that best represent my research

• Tucker, C., McGehee, N.G., and Harrison, A.K. (2023). Black Travel through the Lens of Legitimacy. Annals of Tourism Research . https://doi.org/10.1016/j.annals.2022.103524 (accepted 10.5.22).*
• Moayerian, N., Stephenson, M., and McGehee, N.G. (2022). Community Agency, Cultural Development and Sustainable Tourism. Annals of Tourism Research . https://doi.org/10.1016/j.annals.2022.103355 (accepted 11/11/21).*
• Simpson, S., Rahman, I., and McGehee, N.G. (2022). Breaking Barriers for Bangladeshi Female Solo Travelers. Tourism Management Perspectives . https://doi.org/10.1016/j.tmp.2021.100932 .
• Soulard, J., McGehee, N.G., Lamoureux, K. and Stern, M. (2021) Transformative Tourism: Tourists’ Drawings, Symbols, and Narratives of Change. Annals of Tourism Research. DOI: 10.1016/j.annals.2021.103141 (accepted 1/7/21) *
• Soulard, J., McGehee, N.G, and Knollenberg, W. (2020). Developing and Testing the Transformative Tourism Scale (TTS).  Journal of Travel Research .  https://doi.org/10.1177/0047287520919511  (accepted 3/4/20)*
• Knollenberg, W., McGehee, N.G. and Perdue, R., and Andereck, K. (2020). We’re All in This Together: Understanding How Tourism Advocates Build Relationships across the Tourism Industry.  Journal of Travel Research .  https://doi.org/10.1177/0047287520906216  (accepted 12/18/19)*

* Pamplin elite list journal

Undergraduate

• HTM 2454 Travel and Tourism Management
• HTM 3484 Socio-Cultural Impacts of Tourism
• HTM 6434 Theories in Hospitality a Tourism Management
• Charis Tucker
• Dini Hajarrahmah

Conferences

• Travel and Tourism Research Association International Conference (TTRA)
• World Travel and Tourism Council summit (WTTC)

Professional Experiences

• Co-editor, Journal of Travel Research, Pamplin Elite Journal 
• Editorial Board member, Journal of Sustainable Tourism, 2008-2021
• Editorial Board member, Journal of Travel Research, 2004-2021
• Associate Editor, Annals of Tourism Research, 2013-2021
• Awards Judge, Tourism Cares for Tomorrow, 2019
• Member, World Travel and Tourism Council (WTTC) , 2018-19
• Review Board member, Destinations International Accreditation, since 2018
• Board of Directors member, Via International, San Diego CA/Tijuana Mexico, 2013-2018
• Board of Directors member, University of Fondwa (UNIF-USA), Haiti, 2012- 2015
• Committee member, Voluntourism Advisory Committee, The International Ecotourism Society (TIES), International Voluntourism Guidelines Project, 2010-2012
• Advisory Board member, Good Travel.Org, Wellington, NZ, since 2015
• Member, Travel and Tourism Research Association(TTRA) , since 1991
• PhD, Sociology, Virginia Tech, Blacksburg, VA, 1999
• MA, Sociology, Virginia Tech, Blacksburg, VA, 1995
• MS, PRTM, North Carolina State University, Raleigh, NC
• BA, Sports Marketing and Management , Marshall University, Huntington, VA

Honors and Awards

• Best Qualitative Research Methods Paper Award, TTRA Conference, June 2021
• Outstanding Woman in Travel Research, Women in Travel and Tourism International (WITTI), April 2017
• Fulbright Specialist Awardee, Portugal, May 2015
• Virginia Tech Alumni Award for Excellence in International Research, 2014
• McGehee, N.G., Tucker, C., and Braford, B. (2021) “Online Allies? Exploring the Black Travelers Perspective on the Legitimacy of the Tourism Industries Racial Injustice Advocacy Initiatives”. ICTAS Diversity and Inclusion Seed Investment Grant. $20,000. Awarded November 2021, implemented January 2022-July 2023.
• McGehee, N.G. and Perdue, R.R., Enhancing the Competitiveness of the Virginia Tourism Industry Contract Extension. Virginia Tourism Corporation ($83,508), 2010
• McGehee, N.G., Magnini, V., and Perdue, R.R. Enhancing the Competitiveness of the Virginia Tourism Industry:  A Blueprint for Strategic Planning and Development, Virginia Tourism Corporation ($56,536), 2009
• McGehee, N.G. and Perdue, R.R., Feasibility Study for a New River Valley Regional Tourism Organization.  Virginia Tourism Corporation. ($50,000), 2008
• Perdue, R.R., Understanding Market Sensitivity to Lift Ticket Prices at Vail Resorts, Inc. Vail Resorts, Inc. Broomfield, CO ($26,576), 2007

Destination

• Destination: New York, New York. As they say in the Broadway musical “Hamilton,” it’s the greatest city in the world!

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Sociology at Virginia Tech

We've pulled together some essential information you should know about the program, including how many students graduate each year, the ethnic diversity of these students, average starting salaries, and more. We've also included details on how Virginia Tech ranks compared to other colleges offering a major in sociology.

Go directly to any of the following sections:

• Available Degrees
• Student Debt
• Student Demographics
• Related Majors

Sociology Degrees Available at Virginia Tech

• Bachelor’s Degree in Sociology
• Master’s Degree in Sociology
• Doctorate Degree in Sociology

Virginia Tech Sociology Rankings

In College Factual's most recent rankings for the best schools for sociology majors , Virginia Tech came in at #25. This puts it in the top 5% of the country in this field of study. It is also ranked #1 in Virginia .

Popularity of Sociology at Virginia Tech

During the 2020-2021 academic year, Virginia Tech handed out 216 bachelor's degrees in sociology. This is an increase of 16% over the previous year when 187 degrees were handed out.

In 2021, 5 students received their master’s degree in sociology from Virginia Tech. This makes it the #94 most popular school for sociology master’s degree candidates in the country.

In addition, 7 students received their doctoral degrees in sociology in 2021, making the school the #22 most popular school in the United States for this category of students.

How Much Do Sociology Graduates from Virginia Tech Make?

Salary of sociology graduates with a bachelor's degree.

The median salary of sociology students who receive their bachelor's degree at Virginia Tech is $35,639. This is higher than $30,566, which is the national median for all sociology bachelor's degree recipients.

How Much Student Debt Do Sociology Graduates from Virginia Tech Have?

Student debt of sociology graduates with a bachelor's degree.

While getting their bachelor's degree at Virginia Tech, sociology students borrow a median amount of $22,859 in student loans. This is not too bad considering that the median debt load of all sociology bachelor's degree recipients across the country is $25,268.

The typical student loan payment of a bachelor's degree student from the sociology program at Virginia Tech is $502 per month.

Related Programs

Learn about other programs related to Sociology that might interest you.

Social Work & Social Sciences Doctorate Programs (I Have a Masters)

BSW - Social Work (I Have a HS Diploma or Associate Degree)

PhD - Social Work (I Have a Masters)

Sociology Student Diversity at Virginia Tech

Take a look at the following statistics related to the make-up of the sociology majors at Virginia Tech.

Virginia Tech Sociology Bachelor’s Program

For the most recent academic year available, 37% of sociology bachelor's degrees went to men and 63% went to women.

The majority of the students with this major are white. About 69% of 2021 graduates were in this category.

The following table and chart show the ethnic background for students who recently graduated from Virginia Tech with a bachelor's in sociology.

Virginia Tech Sociology Master’s Program

In the 2020-2021 academic year, 5 students earned a master's degree in sociology from Virginia Tech. About 60% of these graduates were women and the other 40% were men.

The majority of master's degree recipients in this major at Virginia Tech are white. In the most recent graduating class for which data is available, 100% of students fell into this category.

The following table and chart show the ethnic background for students who recently graduated from Virginia Tech with a master's in sociology.

Majors Similar to Sociology

View All Sociology Related Majors >

• National Center for Education Statistics
• O*NET Online
• Image Credit: By Eric T Gunther under License

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College of Liberal Arts and Human Sciences

Our minor will give you a broader perspective on society and the social forces that affect human behavior. It provides insights into how our lives are influenced by the social relationships around us.

For more information, visit this website:  https://liberalarts.vt.edu/academics/majors-and-minors/sociology-minor.html

• Undergraduate Minor

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Through his collaboration with photographer Rich Frishman, Brain Foster presents seven essays of stirring prose and intimate storytelling about economic development, Black community life, and the blues in his home state of Mississippi.

In her new book, Wang reveals how economic bureaucrats shaped the direction of China’s economic development and how dynamic shifts in "societies within the state" led to paradigm shifts in the Chinese economy.

In her new book, Allison Pugh presents a timely and urgent argument for preserving the work that connects us in the age of automation

Undergraduate

Interested in Sociology? Learn about the major and minor, courses, career opportunities and more.

More information about graduate program and students in Sociology at UVA

View profiles, contact infomation and more for department faculty and staff.

• SOCIOLOGY COLLOQUIUM - John Robinson February 22, 2024 12:30 PM - 2:00 PM Virtual: Email [email protected] for Zoom link More Info →
• SWAMP WORKSHOP - Piper Thomson, University of Virginia March 29, 2024 3:30 PM - 5:00 PM More Info →
• SWAMP WORKSHOP - Abbie Moore, Wake Forest Sociology April 19, 2024 3:30 PM - 5:00 PM Randall Hall 212 More Info →

• Newsletters

Virginia Tech President Tim Sands issues statement following arrests in Pro-Palestine Protest Encampment

82 protestors were arrested, 53 are current virginia tech students.

Jazmine Otey , Digital/Social Producer

Kelly Marsh , Multimedia Journalist

Keshia Lynn , Multimedia Journalist

Lauren Helkowski , Digital Content Producer

BLACKSBURG, Va. – UPDATE

In a statement made by Virginia Tech President Tim Sands , the number of those arrested has been updated to 82 protestors.

According to Virginia Tech Police, 53 of the 82 are current Virginia Tech students.

You can read President Sands’ full statement below.

To the Virginia Tech community, Today I am troubled by the divisions in our community, as we find ourselves faced with challenges and conflicts that are painful, difficult to manage, and nearly impossible to communicate about when emotions are high. Last night, 82 protesters (largely students) were arrested for trespassing after occupying the Graduate Life Center lawn for three days and repeatedly refusing to comply with university policy and public safety regulations. While I am grateful the incident was resolved peacefully by Virginia Tech Police, I was saddened by the way our officers were treated. I am also deeply disappointed to see members of our community choose uncivil and unlawful behavior over purposeful engagement in difficult conversations and robust debate that should be part of the Virginia Tech experience. Virginia Tech strongly supports free speech, even when the content of that speech may be disagreeable to some. However, those rights do not extend beyond the point where they interfere with the rights of others, violate our policies, the Code of Virginia, or federal laws and/or create a threat to safety for others. There have been many opportunities to engage in civil discussions. Since Oct. 7 of last year, I have met with the Students for Peace and Justice in Palestine, the Muslim Student Association, the Middle Eastern and North African Student Association, and Hillel at Virginia Tech. I have met with undergraduate and graduate student leaders, and the Faculty Senate. During the Board of Visitors meeting on April 9, I attempted to engage the masked protestors in conversation, but was shouted down. Despite my disappointment in the behavior of some, I am heartened by those who are working to bring us together, and the strength of the ties that bind us as a community. I am proud of our Student Affairs team who help and support our students and listen to their concerns. I am thankful for our strong commitment to our students’ academic success, health and well-being, and experiences that prepare them for future success. I am grateful to those who, in the reality of a divided global landscape, aspire to be part of the solution by giving our students the skills to navigate the world and make it better. And I appreciate those who choose peaceful, respectful protest, and seek to understand others through difficult, yet civil discourse across differences. Looking toward the end of the semester, as students, faculty, and staff finish their year-end work and we prepare to celebrate the achievements of our graduates at their commencement ceremonies, we must commit to respect others and the continued growth of the campus we call home — a place that is understanding and safe, where all can learn and contribute to the world. Never has the world needed Hokies more. Virginia Tech President Tim Sands

At around 4 p.m. Sunday, police slowly started to arrive to observe the protest — officers and Virginia Tech administrators then had a conversation with students at 6:30 p.m. about the Virginia Tech policy . Students told 10 News they said they would come back to discuss at 8:30 p.m. – that never happened.

”Our problem now is the contradiction in their rhetoric about them wanting us to be heard and their reasoning for giving us leeway these past couple days versus what they are doing right now and the approach they are taking right now,” said Emon Green, a fourth-year student.

It wasn’t until 10 p.m. when dozens of campus police swarmed in around asking the protesters to leave – and if they didn’t, they would be arrested.

One student who was arrested Sunday night said they would do it again in a heartbeat.

“100 percent wholeheartedly, this is something we all truly believed in, we would not have put our lives on the line, we would not have sat out there for so long had we not truly believed in this cause. This is something we are fighting for, we continue to fight for it,” said a sophomore at Virginia Tech.

While others were watching the arrest go down.

“It struck a lot of emotions in me. Like I was brought to tears, I don’t know how to explain it, I was just overtaken by emotion and fear,” said Kenzie Johnson, a freshman at Virginia Tech.

ORIGINAL STORY

Virginia Tech has joined the growing list of universities across the country that are calling for the end of the war in Gaza , with dozens of students gathering at the graduate life center lawn in protest.

For the last three days, students and others have remained camped out at a Pro-Palestine Protest Encampment on Virginia Tech’s campus, and late Sunday night, several students were put under arrest and likely charged with trespassing after they refused to leave when instructed to do so by police. A student told 10 News that about 60 people were arrested.

When we asked Fathia Animashuan, a junior at Virginia Tech, what the protest meant to her, she responded with the following:

“I am here because I feel like what’s happening in Gaza is an injustice, and I feel like all the people who are compliant need to be held responsible. There’s no reason why you should be able to see kids dying.”

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The protests were peaceful; however, the university told protestors that the gathering violated the university policy and posed a safety risk. In the face of this, students continued to yell that they weren’t leaving and linked arm-to-arm in a human chain, making their voices heard.

Students made their demands clear to Virginia Tech, asking the university to divest from Israel and provide endowment transparency, issue an official statement condemning Israel’s violence against Palestine and the genocidal loss of life and define anti-Palestinian racism and acknowledge the suppression of Palestinian and allied students on campus.

“Our problem now is the contradiction in their rhetoric about them wanting us to be heard and their reasoning for giving us leeway these past couple [of] days versus what they are doing right now and the approach they are taking right now,” said Emon Green, a 4th-year student.

At about 11 p.m., Virginia Tech issued a statement in response to the protests, which can be found in its entirety below:

On Friday morning, protestors began to occupy the lawn of the Graduate Life Center. Virginia Tech officials informed the protestors that the gathering was in violation of University Policy 5000 (University Facilities Usage and Events). Virginia Tech values free speech and the protestors’ right to be heard, but only if the rights of others and public safety can be assured. Through constant dialogue between university officials, the Virginia Tech Police Department, and protest organizers, we were able to maintain a safe and peaceful environment through much of the weekend. As Sunday progressed, protestors continued to refuse to comply with policy and took further steps to occupy the lawn of the Graduate Life Center and outdoor spaces next to Squires Student Center. Given these actions by protesters, the university recognized that the situation had the increasing potential to become unsafe. Those who gathered were advised by university officials to remove their possessions and to disperse voluntarily; those who failed to comply were then approached by Virginia Tech Police and were again asked to leave and advised that anyone who failed to comply would be charged with trespassing, in accordance with Virginia law. At approximately 10:15 p.m., police approached protesters to ask them to disperse within five minutes. Those who remained were subject to arrest. In the interest of public safety, the university issued a VT Alerts at approximately 10:15 p.m. asking members of the community to avoid the area. For the safety and welfare of all students, faculty and staff, Virginia Tech requires that all members of its community comply with all university policies and the Code of Virginia. Virginia Tech

At about 3:30 a.m., Virginia Tech sent out an alert, urging students to avoid the Graduate Life Center as a police presence remains.

VT Alerts (NRV): Incident at Graduate Life Center has stabilized. Police presence remains. Urgent, avoid area. No further updates unless situation changes. — Virginia Tech (@virginia_tech) April 29, 2024

On Meet the Press Sunday morning, Senator Tim Kaine spoke about the protests going on across the country, saying, “People have a right to protest and make their views known. And almost, you know, overwhelming percentages of people do that peacefully, but there are those who intimidate or harass others.”

Gov. Glenn Youngkin responded to protests across the U.S. as well with the following statement:

Freedom of expression and peacefully demonstrating is at the heart of our First Amendment, and we must protect it, BUT that does not go to intimidating Jewish students and preventing them from attending class and using annihilation speech to express deeply antisemitic views. Therefore, I have been working with our Attorney General Jason Miyares, our university presidents, and law enforcement at the state, local, and campus levels to make sure that if there are protests, they are peaceful. We’re not gonna have encampments and tents put up. And yes, we will protect the ability to peacefully express yourself but we’re not gonna have the kind of hate speech and intimidation we are seeing across the country in Virginia. Gov. Glenn Youngkin

We will continue to have live coverage all Monday long and will be live at the scene during Virginia Today.

Stay with 10 News as this breaking news story develops.

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Jazmine Otey joined the 10 News team in February 2021.

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Kelly Marsh joined the team in July 2023.

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Pro-Palestine protesters detained at Virginia Tech

BLACKSBURG, Va. (WDBJ) - Virginia Tech Police started removing protesters from an on-campus protest Sunday night, saying the protesters were trespassing.

Police arrived giving protesters a warning around 10:15 p.m., giving the protesters five minutes to disperse. When protesters remained, officers began cuffing protesters with zip ties and hauling them away.

The university used social media to urge the public to avoid the area of the Graduate Life Center, where police had been monitoring the protest, and late Sunday, removed several students from the protest.

VT Alerts (NRV): Heavy police activity around Graduate Life Center. Urgent. Please avoid the area. Call 911 for help. — Virginia Tech (@virginia_tech) April 29, 2024

Several protesters could be heard yelling at police, “Shame on you!” and “Let him go!” after each protester was removed. Observers indicate the protest has been non-violent.

Police gave several warnings Sunday, telling protesters they would be arrested if they didn’t disperse, and started detaining protesters around 10 p.m.

The university released the following statement Sunday night:

On Friday morning, protestors began to occupy the lawn of the Graduate Life Center. Virginia Tech officials informed the protestors that the gathering was in violation of University Policy 5000 (University Facilities Usage and Events). Virginia Tech values free speech and the protestors’ right to be heard, but only if the rights of others and public safety can be assured.

Through constant dialogue between university officials, the Virginia Tech Police Department, and protest organizers, we were able to maintain a safe and peaceful environment through much of the weekend.

As Sunday progressed, protestors continued to refuse to comply with policy and took further steps to occupy the lawn of the Graduate Life Center and outdoor spaces next to Squires Student Center. Given these actions by protesters, the university recognized that the situation had the increasing potential to become unsafe.

Those who gathered were advised by university officials to remove their possessions and to disperse voluntarily; those who failed to comply were then approached by Virginia Tech Police and were again asked to leave and advised that anyone who failed to comply would be charged with trespassing, in accordance with Virginia law.

At approximately 10:15 p.m., police approached protesters to ask them to disperse within five minutes. Those who remained were subject to arrest.

In the interest of public safety, the university issued a VT Alerts at approximately 10:15 p.m. asking members of the community to avoid the area.

For the safety and welfare of all students, faculty and staff, Virginia Tech requires that all members of its community comply with all university policies and the Code of Virginia.

The protesters and onlookers, numbering what appeared to be more than a thousand as of late Sunday night, according to WDBJ reporters at the scene, started gathering Friday to protest the loss of Palestinian and civilian lives during the war in Gaza.

Earlier Sunday evening, apparent protest leaders met with Virginia Tech and VT Police representatives. It was unclear what was said, according to WDBJ7 reporters, but the conversation ended in a handshake and a chorus of cheers by protestors as campus leaders walked away.

Student protestors have three demands: divest, condemn, and acknowledge.

Students say they want the university to be more transparent on endowments, funding given to non-profits. Since the university is not required to disclose from whom it receives funding, students want to know if the university is receiving funds from companies promoting the war in Gaza.

Copyright 2024 WDBJ. All rights reserved.

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Virginia Tech to honor nearly 8,000 graduates in commencement ceremonies

The university’s main commencement ceremony will be held Friday at 8:30 a.m. at Lane Stadium.

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Virginia Tech will host commencement ceremonies at various locations on campus starting Wednesday and running through Sunday. The university will celebrate both graduating seniors and graduate students, along with their families.

The commencement ceremonies begin Wednesday with three colleges holding events. The Graduate School’s ceremony starts at 10 a.m. ET at Cassell Coliseum. The Pamplin College of Business Ceremony One begins at 3:30 p.m. at Lane Stadium, and the Virginia-Maryland College of Veterinary Medicine will honor its Bachelor of Science and Master of Science in Public Health graduates at 6 p.m. in the Moss Arts Center. The day’s events end with Pamplin College of Business holding its Ceremony Two at 7 p.m. in Lane Stadium.

Please note that all ceremonies at the Moss Arts Center require tickets for guests to enter. Please contact the respective colleges for more information.

The remainder of the week will include additional ceremonies for those receiving degrees. All commencement ceremonies will be held at Lane Stadium unless otherwise noted. Find the complete commencement schedule online .

On Friday, the University Commencement ceremony begins at 8:30 a.m. ET at Lane Stadium. Mehul Sanghani ’98, chief executive officer and founder of Octo, will deliver the keynote address . Sanghani, who graduated from Virginia Tech with bachelor’s degrees in industrial and systems engineering and psychology, founded his technology firm that focuses on national security at the age of 30 with encouragement from his family and others. Since its inception in 2006, the company has experienced exponential success under his leadership.

Two students will serve as the speakers at the graduate school ceremony: Mohannad Ismail, who is receiving a Ph.D. in computer engineering, and Manal Almutlaq, who is receiving a Ph.D. in architecture and design research.

Virginia Tech will honor 6,355 bachelor’s degree candidates from all colleges throughout the week. This year, 3,088 graduating Hokies completed their baccalaureate degree programs with honors, having achieved cumulative GPAs of at least 3.4 on a 4.0 scale.

Here’s a look at the number of bachelor’s degrees being awarded from each college:

• College of Engineering: 1,895
• Pamplin College of Business: 1,295
• College of Liberal Arts and Human Sciences: 988
• College of Science: 981
• College of Agriculture and Life Sciences: 549
• College of Architecture, Arts, and Design: 311
• College of Natural Resources and Environments: 208
• Virginia-Maryland College of Veterinary Medicine (public health): 96

Note: The Bachelor of Science in public health is offered by the Virginia-Maryland Regional College of Veterinary Medicine.

In all, 1,586 students will be receiving graduate degrees. A total of 249 Ph.D. recipients are expected for hooding at the Blacksburg commencement and an additional 18 in the greater Washington, D.C., metro area.

Here’s a look at the number of graduate degrees being awarded:

• Master’s degrees: 1,135
• Ph.D.’s: 267
• Advanced graduate certificates: 154
• Ed.D.’s: 23
• Education specialists: 7

The Virginia-Maryland College of Veterinary Medicine plans to hand out Doctor of Veterinary Medicines to 125 recipients on Friday. The Virginia Tech Carilion School of Medicine honored 41 graduates at its ceremony May 4.

The Virginia Tech Corps of Cadets is recognizing 265 graduates from its program. Of those, 224 will be entering service in the military as commissioned officers: 102 in the U.S. Army, 65 in the U.S. Navy and U.S. Marine Corps, and 57 in the U.S Air Force. In addition, 41 are Citizen-Leader Track graduates.

In addition, Virginia Tech will be hosting multiple cultural achievement ceremonies throughout the week. Those include Aliyah (a celebration of Jewish undergraduate and graduate students); American Indian and Indigenous (for Native students); APIDA (for Asian Pacific Islander Desi American students); Donning of the Kente (for those of African American heritage); First Together (for first-generation undergraduate, graduate, and Ph.D. candidates); Gesta Latina (for student of Hispanic or Latino descent); Disabilities Community; Lavender (for LGBTQ+ graduates), Disability Community Ceremony (for disabled students); Veterans (for student graduates who are veterans of military service), and Recovery Community (for student graduates who have overcome addictions).

Find the complete schedule for all cultural achievement ceremonies online.

For those with questions about commencement, please visit the university's commencement FAQ web page . For other information related to commencement, please visit the university's commencement site .

Michael Stowe

540-392-4218

Annie McCallum

(540) 231-6845

• Advancement
• Blacksburg, Va.
• Graduate Education
• Office of the President
• Roanoke, Va.
• Undergraduate Education
• Virginia Tech Commencement

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