|Last Name||First Name||Grad Year||Title|
|Rula||Chatila||2018||Neoliberal Restructuring of Urban Space and its Socio-Political Accompaniments: The Reconstruction of Beirut’s Central District in The Post-Civil War Era (1990s - Present)|
|Andrew||Chalfoun||2018||The Birth of the Clone: The Emergence of Gay Masculinity in the United States, 1900-1980|
|Marco||Ferro||2018||Doctors on Wall Street A call for corporate responsibility through a sociological reconstruction of corporate law|
|Amanda||Friedman||2018||How to Be Both: Negotiating Professionalism and Activism in the Nonprofit Sector|
|Benjamin||Kaplow||2018||Americanized Buddhism and the Rise of the Individual-Experiential Religious Consciousnes|
|Stephen||Niesobecki||2018||The Morals of the Market: Implementing Fiduciary Standards in Financial Advising|
|Daniel||Sax||2018||The French Disconnection: Tracing the Expression of French Jewish Identity from Emancipation to Vichy|
|Saumya||Varma||2018||Limits of Freedom: Exploring the Interplay between Agency and Stigma in Prostitution in India|
|TJ||von Oehsen||2018||A Situational Understanding of Race within Institutions of Higher Education|
|Dwyer||Sarah||2017||Collective Realities: A Durkheimian Analysis of Evolution, Climate Change, and Southern Identity|
|White||David||2017||Graduation Rates; A Measure of Student Achievement|
|Galvez||Sherilyn Joessa||2016||"We Have Nothing to Lose But Our Chains" : Examining the Institutionalization of Racial "diversity," Equity and Inclusion at Haverford College|
|Owyang||Kelsey||2016||Asian American Educational Experiences and the Malleable Persistence of Orientalism|
|Poling||Jessica||2015||Pictures of Madness: Art Therapy and Outsider Art’s Struggle for Cultural Authority|
|Thorp||Makenzie||2015||Beyond Flesh and Blood: Gay and Lesbian Kinship Structures in Mid-Century America|
|Howe||Nora||2014||Cultural Codes and Emotional Expression: The New Racism in Psychiatric Interviews|
|Vejr||Jakob||2014||Toward Equity: The Rationalization of Inequality under the Utilitarian Logic of Protestantism and the Alternative Sociological Logic of Confucianism|
|Thorn||Joshua||2014||The Carceral State and the Welfare State: Traditional Racism and New Racism in the Context of Mass Incarceration|
|Stadler||Christopher||2014||Crisis and Resolution in the Development of Judaism|
|Brashear||Hilary||2014||Birthing Contradictions: Midwifery as a Profession and a Social Movement|
|Hughes||Maisy||2013||Insanity in the Age of Conformity: Expressive Individualism in the Public Sphere|
|Ikeda||Daniel||2013||Instrumental Activism at the End of Life: Theorizing the Role of American Culture in the Provision of Aggressive Medical Care|
|Liu||Lisa||2013||To "Act White": Negotiating Race and Biculturalism in Public Schools|
|Ngai||Angelo||2013||Cultural Roots of the Rule of Law: Exploring the Possibility of Confucian Legal Order|
|Riccio||Michael||2013||The New Racism and Punishment: "Facing the Facts" of Cultural Difference|
|Sacks||Susanna||2013||A Carnival of One’s Own: Contemporary Rap and the Commercial Appropriate of the Neoliberal Canivalesque|
|Sobocinski||Victoria||2013||Making Her Fit the Mold: The Representation of Modern Presidential Candidate-Spouses|
|Webb||Kellan||2013||American Exceptionalism and Conditions for Change: The Universal Health Care Debate|
|Hermanto||Juliaty||2012||Doing Time or Wasting Time?: An Analysis Of the Accessibility of Prison Programs in State and Federal Correctional Facilities|
|Martin-Kirkland||Kahmai A.||2012||Don’t Tax Me Bro: The Tea Party and the Paradox of Class|
|Fuentes||Lucas||2011||Introducing Culture to the Study of School Effects: A Theoretical and Quantitative Analysis|
|Grad||Isobel||2011||Aesop's Cookbook: Diet Books as Contemporary Myth|
|Gregg||Thomas||2011||Unbounded Space: A Look At Internal Collaboration at NASA|
|Hulleberg||Anders||2011||Classroom Structure and Student Achievement: A Theory and Case Study|
|Rao||Sameer||2011||“Joke’s on You!”: Stand-up Comedy Performance and the Management of Hecklers|
|Shelton||Nathan||2011||The Social Character of Belief|
|Dutton||Zachary||2010||The Downside of Restorative Justice and Why Punishment Matters: A Theoretical Discussion in a Postmodern Context|
|Sanchez||David||2010||Normative Consent: A Critique of Power in Williamson's Transaction Cost Economics|
|Johnston||Tiffany||2009||When Children Have Children: The Narrative of Urban Teenage Parents|
|McDowell||Benjamin||2009||The Effects of Athletic Injuries on Academic Performance|
|Natani||Yotaro||2009||Mobilization of Loyalty: A Study of Political Support for Modernization in Japan|
|Orlansky||Emily||2009||Beauty Is in the Mouth of the Beholder: Advice Networks at Haverford College|
|Din||Deirdre||2008||Structural Differentiation within Athletics|
|Eubank||Julianne||2008||Failures to Sacrifice: The Isolation of the United States Imperialist Effort from the American Public|
|Israel||Shayna||2008||Using Creative Umbrellas: Identity Group Conflict, Miscommunication, and the Need for an Intellectual Community at BMC|
|Koehler||Johann||2008||Advocating a Reiterative Drug Crackdown: Philadelphia's Operation Safe Streets, Open Air Drug Markets, and a Policy Alternative|
|McCoy||Alexandra||2008||The Road to Higher Education: A New Look at the Formation of Educational Aspirations|
|McWilliam||Halley||2008||A Contemporary Analysis of Cultural Expression As Seen Through Clothing, Women, Identity and the Structure that Wears Them All: Fashion|
|Moore||Jesse||2008||The Maxsa Model: A New Organizational Paradigm|
|Moser||Alexander Simon||2008||Deviance and Piracy: A Strain Theory Account of Peer-to-Peer File Sharing|
|Panek||Ray||2008||'Roid Rage' for the Information Age: A Study on Internet Based Anabolic-Androgenic Steroid Subculture and Users|
|Petersen||Kelly||2008||Charitable Giving of Alumni: Social Embeddedness, Activities, and Giving|
|Williams||Sonia||2008||Cognitive Dissonance: On Categorization, Rationalization, and the Place of Breaking Points in the Performance Narrative|
Sociology courses help students learn how to “do sociology” by exposing them to exemplars of what sociology has been and by asking them to study micro- and macro-aspects of the social world. We believe that there are a variety of legitimate ways to “do sociology” and we do not seek to privilege any one of them.
We want our students to learn how to “do sociology.” Students who take our courses read exemplars of sociological research. The goal is not a mastery of theory and methods for their own sake, but the ability to think theoretically and to evaluate arguments empirically and systematically using the methodology best suited to the argument. The sociology they read in their courses is a means and not an end; these texts should be understood as a set of exemplifications of how sociology might be done. In addition, students are able to improve their writing skills through completing course assignments.
We expect that the completion of a major will enable them to do sociology autonomously, in a way that prepares them for careers in applied settings, different professions such as law or public health, and for graduate training at the discipline’s best departments.
Haverford’s Institutional Learning Goals are available on the President’s website, at http://hav.to/learninggoals.
To facilitate our student’s ability to accomplish the goal of “doing sociology,” each major enrolls in the two-semester Foundations in Social Theory seminar, where we provide a fundamental grounding in social theory. Our upper-division courses build on this foundation, specifying and developing the theory to address questions in substantive areas of the discipline. Ideally, the theory allows students to construct theoretically-insightful arguments about substantive areas not covered in our curriculum. We teach seminars in both quantitative methods and qualitative methods to enable students to acquire a wide range of research skills for addressing problems of interest to them.
A total of at least eleven courses, including:
& SOCL H155B
|Foundations in Social Theory
and Foundations in Social Theory
or ECON H203
|Quantitative Methods (or equivalent)
Statistical Methods in Economics
& SOCL H450B
|Senior Departmental Studies
and Senior Departmental Studies
|Six additional courses in sociology||6.0|
Students should consult their advisor about the possibility of receiving major credit for sociology courses taken at other campuses, including Bryn Mawr, Swarthmore and the University of Pennsylvania. Normally, the department will grant such credit if the courses enhance the integrity of a program grounded in the Haverford curriculum.
A total of at least six courses, including:
& SOCL H155B
|Foundations in Social Theory
and Foundations in Social Theory
|SOCL H215||Quantitative Methods (or equivalent)||1.0|
|Select at least three 200-and/or 300-level courses in the department||3.0|
Students may take no more than four courses with a single professor.
The major in sociology culminates in a year-long senior thesis. When you enroll in one of our courses, you buy into the framework that we have defined. This is the case even if you disagree and argue against that framework and the arguments we make within it. In your senior thesis, we buy into your framework. You undertake a piece of independent research that we view as a “masterwork,” the completion of your apprenticeship. Our task is to facilitate the work you want to accomplish. The year culminates with a presentation of completed theses.
A detailed description of the format, goals, and assessment criteria for the senior experience can be found in the complete departmental statement in the Catalog.
Recent Senior Theses in Sociology
Research & Other Opportunities
There are plenty of resources on campus to fund student research projects, reading seminars, and other initiatives. Our majors receive support from both the Center for Peace and Global Citizenship and the John B. Hurford '60 Center for the Arts and Humanities. The Eastern Sociological Society invites undergraduates to present their work at their annual meeting. We especially encourage seniors to present their thesis work in progress at this meeting to get feedback, as well as meet people they might want to work with in graduate school.