The Chicago School,So-Called

Many sociologists believe in the myth of a Chicago School, a unified and coherent body of thought and research practice carried on at the University of Chicago from the 1920s through the 1960s. Chicago never constituted such a coherent system and is better understood as a school of activity, a group of people who cooperated in the day-to-day running of a major department.     

Aquatic landscape change,extirpations, and introductions in the Chicago Region

Urban Ecosystems - Prior to European settlement, swamps, marshes, lakes, and streams were the major landscape features of the Chicago region. Much of this has been altered or lost in the past...     

Inequalities,Democracy, and Fieldwork in the Chicago Schools of Yesterday and Today

Barriers to public discourse and participation in a democracy were central to the social reform concerns of Mead. Urban ethnographies of the last thirty years that are associated with the University of Chicago and the Chicago School contribute to this aspect of Mead's work. These ethnographies help to illuminate how extreme poverty and racism affect public discourse between groups. The Chicago tradition linked to the work of Park and Wirth has emphasized the importance of persistent inequalities and a lack of public discourse and participation rather than a symbolic interactionist approach that emphasizes the ability of people to create a place for themselves in an open, fluid world. Through field research in poor, often minority urban communities, the sociologists linked more closely to the former group have explored issues of the maintenance of patterns of extreme inequalities, the muting of public dialogue, and blockages to participation while maintaining a focus on the agency of the poor and their efforts to create their social worlds.     

Book Review: How Emotions Work. By Katz,Jack, Chicago: University of Chicago Press, 1999. 407 pages,hardcover, ISBN: 0226425991

Qualitative Sociology -     

St. Clair Drake,the Chicago School,and the Emergence of a New Urban Black Perspective

St. Clair Drake was responsible for a major shift in the way urban sociologists studied cities. While educated by Chicago school scholars in sociology and anthropology, such as Robert Park and Ernest Burgess, Drake was one of many Black doctoral students who veered from the dominant perspective of his White teachers on race. His skills in ethnographic research were indebted not only to Park and Burgess, but also to the work of Black scholars who came before him, such as W. E. B. Du Bois and E. Franklin Frazier. His unique personal approach to cities and their racial problems transitioned into a more global focus on the Black diaspora, colonialism and the history of African people, and cultures which connected him to a world of social action.     

Neighborhood co-offending networks,structural embeddedness,and violent crime in Chicago

Neighborhood disparities in crime are a persistent feature of U.S. cities. Scholars have documented that both local structural conditions and characteristics of spatially proximate communities influence neighborhood crime rates. Previous studies on neighborhood inequality in crime, however, are limited by their focus on identifying average spillover effects between pairs of spatially contiguous neighborhoods, and have neglected to consider how the broader social organization of the city influences local outcomes. This study examines the role of neighborhood-level criminal networks in shaping the distribution of crime throughout cities. Employing arrest records and survey data from the Project on Human Development in Chicago Neighborhoods, we construct a neighborhood-level co-offending network for Chicago for 2001. We use this network to investigate how a focal neighborhood’s homicide rate is influenced by its structural embeddedness within the larger inter-neighborhood co-offending network. Results indicate that a neighborhood’s embeddedness increases the local homicide rate, even after controlling for the neighborhood’s internal propensity toward crime and accounting for unobserved spatial processes.     

Chicago,Jazz and Marijuana: Howard Becker on Outsiders

In this article on the social production of Outsiders I will situate its making in the daily practice of the social worlds Becker was involved in. Therefore I focus on the relations, interactions and situations which were relevant for the form, content and success of Outsiders. The fragments from my email communication with Becker, the collected interviews and other publications show that Becker demystifies Outsiders. In fact my contribution here is that I use Becker to demystify the ethnographic practice of Outsiders and describe it's mundane backstage reality, which is described by Fine as “the underside” of ethnography (1993).     

Quantifying urban forest structure,function, and value: the Chicago Urban Forest Climate Project

This paper is a review of research in Chicago that linked analyses of vegetation structure with forest functions and values. During 1991, the regions trees removed an estimated 5575 metric tons of air pollutants, providing air cleansing worth 9.2 million. Each year they sequester an estimated 315 800 metric tons of carbon. Increasing tree cover 10% or planting about three trees per building lot saves annual heating and cooling costs by an estimated 50 to 90 per dwelling unit because of increased shade, lower summertime air temperatures, and reduced neighborhood wind speeds once the trees mature. The net present value of the services trees provide is estimated as 402 per planted tree. The present value of long-term benefits is more than twice the present value of costs.     

Theories of Social Casework,Robert W. Roberts and Robert H. Nee,Eds. Chicago: University of Chicago Press, 1970. 440 Pages, $9.75 Hardbound

Empathy and social work education behaviors comprising empathy, an important social work skill, were delineated. The impact of professional social work education upon empathy was found, contrary to hypothesis, to be significantly positive. Students identified personal maturation, human behavior classes, and experiential parts of the curriculum as being most beneficial in enhancing empathy. The best students were found to have the highest levels of empathy on the videotape criterion measure. Moreover, female students had slightly higher empathy scores than males. There was no evidence of higher levels of empathy in students specializing in microsystem intervention.