Department of Sociology

Robert Crosnoe


Ph.D., Stanford University

Professor and Chair of Sociology; C.B. Smith, Sr. Centennial Chair #4
Robert Crosnoe

Contact

  • Phone: 512-471-3255 (Chair's Office), 512-471-8329 (PRC)
  • Office: CLA 2.406F
  • Campus Mail Code: G1800

Interests


Human Development, Education, Family, Health, Immigration

Biography


Rob Crosnoe received his Ph.D. in Sociology from Stanford University and then completed a post-doctoral fellowship at the Carolina Population Center and the Center for Developmental Science at the University of North Carolina at Chapel Hill.  His main research area is the life course and human development; specifically, the connections among children’s and adolescents’ health, psychosocial development, and educational trajectories and how these connections contribute to population-level inequalities (e.g., race, social class, immigration).

Dr. Crosnoe's newest books are:

Crosnoe, Robert and Tama Leventhal. (2016). Debating Early Child Care: The Relationship between Developmental Science and the Media. New York: Cambridge University Press.

Crosnoe, Robert, Claude Bonazzo, and Nina Wu. (2015). Healthy Learners: Poverty, Immigration, and Opportunity in Early Childhood Education. New York: Teachers College Press.

His past books include:

Gordon, Rachel, Robert Crosnoe, and Xue Wang. 2013. Physical Attractiveness and the Accumulation of Social and Human Capital in Adolescence and Young Adulthood: Assets and Distractions. Ann Arbor, MI: Monographs of the Society for Research in Child Development.

Crosnoe, Robert. 2011. Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education. New York: Cambridge University Press.

Crosnoe, Robert. 2006. Mexican Roots, American Schools: Helping Mexican Immigrant Children Succeed. Palo Alto, CA: Stanford University Press.

Some representative articles include:

Crosnoe, Robert, Arya Ansari, Kelly Purtell, and Nina Wu. (forthcoming). “Latin American Immigration, Maternal Education, and Approaches to Managing Children’s Schooling in the U.S.” Journal of Marriage and Family.

Crosnoe, Robert, Kate Chambers Pickett, Chelsea Smith, and Shannon Cavanagh. 2014. “Changes in Young Children’s Family Structures and Child Care Arrangements.” Demography 51: 459–483.

Crosnoe, Robert and Chandra Muller. 2014. “Family Socioeconomic Status, Peers, and Adolescents’ Path to College.” Social Problems 61: 1-23.

Crosnoe, Robert, Jennifer Augustine, and Aletha C. Huston. 2012. “Children’s Early Child Care and
Mother’s Later Involvement with Schools.” Child Development 83: 758–772.

Crosnoe, Robert and Carey E. Cooper. 2010. “Economically Disadvantaged Children’s Transitions into Elementary School: Linking Family Processes, School Contexts, and Educational Policy.” American Educational Research Journal 47: 258-291.

Crosnoe, Robert. 2009. “Low-Income Students and the Socioeconomic Composition of Public High Schools.” American Sociological Review 74: 709-730.

Crosnoe, Robert, Kenneth Frank, and Ann Strassman Mueller. 2008. “Gender, Body Size, and Social Relations in American High Schools.” Social Forces 86: 1189-1216.

Crosnoe, Robert and Aletha C. Huston. 2007. “Socioeconomic Status, Schooling, and the Developmental Trajectories of Adolescents.” Developmental Psychology 43: 1097-1110.

Some representative reviews and policy briefs include:

Crosnoe, Robert and Aprile Benner. 2015. “Children at School.” Pp. 268-304 in Handbook of Child Psychology and Developmental Science, Vol. 4: Ecological Settings and Processes, edited by Marc Bornstein & Tama Leventhal (series editor: Richard M. Lerner). New York: Wiley.

Crosnoe, Robert. 2013. “Preparing the Young Children of Immigrants for Academic Success.” Washington, DC: Migration Policy Institute. http://www.migrationpolicy.org/research/preparing-children-immigrants-early-academic-success.

Robert Crosnoe and Monica Kirkpatrick Johnson. 2011. “Research on Adolescence in the 21st Century.” Annual Review of Sociology 37: 439-460.

Crosnoe, Robert and Ruth Lopez-Turley. 2011. “The K-12 Educational Outcomes of Immigrant Youth.” Future of Children 21: 129-152.

Crosnoe, Robert and Shannon E. Cavanagh. 2010. “Families with Children and Adolescents: A Review, Critique, and Future Agenda.” Journal of Marriage and Family 72: 1-18.

This research has been supported by several current or past grants from the National Institute of Child Health and Human Development as well as from the William T. Grant Scholars Program and the Foundation for Child Development Changing Faces of American Children Scholars Program. Professor Crosnoe has been a member of the NICHD Early Child Care Research Network, the Collaborative on the Analysis of Pathways from Childhood to Adulthood, and the Institute of Medicine Study Group on Young Adult Health and Safety, and he has won early career awards from the Society for Research in Child Development, the Society for Research on Human Development, and the Children and Youth Section of the American Sociological Association.  He currently is the Deputy Editor of Journal of Marriage and Family and sits on the Governing Council of Society for Research in Child Development and the Board of the Council on Contemporary Families.

Professor Crosnoe teaches Introduction to Sociology, Sociology of the Family, and Difficult Dialogues: Race and Social Policy in the U.S. on the undergraduate level. He is also faculty member in the Children and Society Bridging Disciplines Program for undergraduates and serves on the UT Signature Course Advisory Board.  At Texas, he has won the President’s Associates Award for Teaching Excellence and the Dad’s Association Centennial Teaching Award for Undergraduate Instruction.

Courses


SOC 389K • Training Smnr In Demography

46390 • Fall 2014
Meets F 10:00AM-12:00PM CLA 3.106

Description 

The focus of this training seminar is professional socialization—how to get through graduate school and to construct a rewarding career path in population research.  We will spend the semester participating in activities and discussions aimed at providing concrete, practical advice and assistance for getting ahead.  Evaluation (credit/no credit) will be based on attendance and participation (note: attendance at the PRC brown bag series is required of all students).

Readings

None

Grading

100% of the grade is based on attendance and participation

SOC 302 • Intro To The Study Of Society

45915-46050 • Fall 2013
Meets MW 11:00AM-12:00PM WCH 1.120

Description

This course offers an introduction to the theories, methodologies, vocabulary, and themes of the discipline of sociology.  During the semester, we will explore the linkage between individuals and the larger cultures, contexts, and groups in which they live their lives in order to better understand the structure and function of social interaction, human behavior, and the institutional framework of society.  The over-arching purpose of the course is to instill in you the “sociological imagination”, which can then be used to decipher current social issues and patterns of everyday life.  The format of this course is designed to offer students the benefits of both a large lecture class and a small discussion seminar.  On Mondays and Wednesdays, the class will be led by Dr. Crosnoe in a traditional lecture format.  For the third hour, the class will be broken up into smaller units for discussion sections on either Thursday or Friday.  This section, led by one of the teaching assistant, will offer a forum for students to discuss class materials from earlier in the week, explore some new and old topics in greater depth, and engage in exercises intended to provide real world applications of sociological concepts.

Required Texts

Giddens, Anthony, Mitchell Duneier, Richard Appelbaum, and Deborah Carr. 2011. Introduction to Sociology, Eighth Edition. New York: W.W. Norton and Company.

Reader:

Massey, Garth (Ed.). 2011. Readings for Sociology, Seventh Edition. New York: W.W. Norton and Company.

Grading Policy

Each student is expected to attend all three weekly class meetings, including the Friday discussion section.  Students should complete all readings prior to the class period for which they are assigned and also be ready to contribute to class discussion.

There will be THREE examinations during the semester (75% of final grade).  The exams will draw from both readings and class lectures.  Make-up examinations will not be administered except in extreme circumstances and only if I am notified beforehand.  All make-up examinations are 100% essay.

Students must also complete THREE short papers during the semester (25% of total grade).  These two-page papers are intended to encourage you to think about current issues and events in a sociological way.  Topics will be assigned two weeks before the due date.  No late assignments will be accepted.

 

T C 302 • Childhd & Adoles In Amer Socty

42930 • Fall 2012
Meets MW 9:30AM-11:00AM CRD 007A

The human life course is divided into meaningful stages, from infancy to the later years.  Childhood and adolescence are two such stages, and both are interesting for several reasons.  First, they differ from other stages in terms of dependence, responsibility, and expectations.  Second, they are training grounds for adult society, so that experiences in these early stages can structure subsequent pathways in positive and negative ways.  Third, they are both largely social constructions, meaning that the taken for granted rules, norms, and values associated with these two stages are created and shaped by larger social contexts and vary considerably across time and place.  In this course, we will explore these issues in depth by mixing scientific evidence with narrative accounts about child and adolescent life.  The semester will be broken down into 3 general areas.  We will begin by talking about the different meanings of childhood and adolescence, turn to discussing variation in the experiences of children and adolescents across the social structure (e.g., race, class, and gender), and end with an examination of how social contexts (e.g., family, school, peer group) influence youth development.

Texts/Readings:

The Body Project: An Intimate History of American Girls

      Joan Jacobs Brumberg, 1998, Vantage Books

There are No Children Here: The Story of Two Boys Growing Up in the Other America

      Alex Kotlowitz, 1992, Alfred A. Knopf

Unequal Childhoods: Class, Race, and Family Life

      Annette Lareau, 2003, University of California Press

 

Assignments:

10%    Class participation

40%    Two short essays (3-4 pages).  These essays are thought pieces.  Assigned topics integrate class discussion and readings and call for students’ own perceptions and opinions.

20%    One oral presentation and write-up.  The topic, chosen and researched by the student, should deal with an area of youth development that requires more study or intervention.

5%      Attendance at University Lecture Series and University Gem

25%    Take-home final examination

 

About the Professor:

A Plan II alum (1994), Professor Robert Crosnoe received his Ph.D. in Sociology from Stanford University and held a two-year post-doctoral fellowship in demography (the study of populations) and developmental psychology (the study of how people develop from birth to death) at the University of North Carolina at Chapel Hill before returning to Austin as an Assistant Professor in the Department of Sociology in 2001.  As a fellow at the Population Research Center, he conducts research on childhood, adolescence, and adulthood with an emphasis on education and the family.  Of particular interest is the phenomenon of resilience—how people succeed in life despite difficult circumstances.  Professor Crosnoe has two young children himself, a son and a daughter.

SOC 302 • Intro To The Study Of Society

45190-45215 • Fall 2011
Meets MW 11:00AM-12:00PM WCH 1.120

Course Description:

This course offers an introduction to the theories, methodologies, vocabulary, and themes of the discipline of sociology.  During the semester, we will explore the linkage between individuals and the larger cultures, contexts, and groups in which they live their lives in order to better understand the structure and function of social interaction, human behavior, and the institutional framework of society.  The over-arching purpose of the course is to instill in you the “sociological imagination”, which can then be used to decipher current social issues and patterns of everyday life.The format of this course is designed to offer students the benefits of both a large lecture class and a small discussion seminar.  On Mondays and Wednesdays, the class will be led by Dr. Crosnoe in a traditional lecture format.  For the third hour, the class will be broken up into smaller units for discussion sections on either Thursday or Friday.  This section, led by one of the teaching assistant, will offer a forum for students to discuss class materials from earlier in the week, explore some new and old topics in greater depth, and engage in exercises intended to provide real world applications of sociological concepts.

Course Readings:

Giddens, Anthony, Mitchell Duneier, Richard Applebaum, and Deborah Carr. 2009. Introduction to Sociology, Seventh Edition. New York: W.W. Norton and Company.

Massey, Garth (Ed.). 2008. Readings for Sociology, Sixth Edition. New York: W.W. Norton and Company.

Course Requirements:

Each student is expected to attend all three weekly class meetings, including the Friday discussion section.  Students should complete all readings prior to the class period for which they are assigned and also be ready to contribute to class discussion.There will be THREE examinations during the semester (75% of final grade).  The exams will draw from both readings and class lectures.  Make-up examinations will not be administered except in extreme circumstances and only if I am notified beforehand.  All make-up examinations are 100% essay.Students must also complete THREE short papers during the semester (25% of total grade).  These two-page papers are intended to encourage you to think about current issues and events in a sociological way.  Topics will be assigned two weeks before the due date.  No late assignments will be accepted.

SOC 396L • Social Context Of Education

46360 • Spring 2011
Meets M 12:00PM-3:00PM BUR 231

The educational system encompasses both formal and informal processes.  The formal, such as instruction and learning, generally receive most of the attention in empirical research.  The informal (e.g., socialization, the organization of social relations), however, may be just as important to students’ short- and long-term trajectories.  In other words, the school is a social context in which young people develop as well as an educational institution in which they are taught and exposed to curricula.  The purpose of this graduate seminar is to study this less often explored side of schooling—the school as a social context—by delving into the informal processes of education.  After a brief introduction, this seminar will cover three main areas: 1) the school as a site of social relations, 2) social psychological influences on educational trajectories, and 2) the social psychological consequences of educational experiences.

SOC 302 • Intro To The Study Of Society

45255-45280 • Fall 2010
Meets MW 11:00AM-12:00PM WCH 1.120

Course Description
This course offers an introduction to the theories, methodologies, vocabulary, and themes of the discipline of sociology.  During the semester, we will explore the linkage between individuals and the larger cultures, contexts, and groups in which they live their lives in order to better understand the structure and function of social interaction, human behavior, and the institutional framework of society.  The over-arching purpose of the course is to instill in you the “sociological imagination”, which can then be used to decipher current social issues and patterns of everyday life.

The format of this course is designed to offer students the benefits of both a large lecture class and a small discussion seminar.  On Mondays and Wednesdays, the class will be led by Dr. Crosnoe in a traditional lecture format.  For the third hour, the class will be broken up into smaller units for discussion sections on either Thursday or Friday.  This section, led by one of the teaching assistant, will offer a forum for students to discuss class materials from earlier in the week, explore some new and old topics in greater depth, and engage in exercises intended to provide real world applications of sociological concepts.

Course Readings
Giddens, Anthony, Mitchell Duneier, Richard Applebaum, and Deborah Carr. 2009. Introduction to Sociology, Seventh Edition. New York: W.W. Norton and Company.

Massey, Garth (Ed.). 2008. Readings for Sociology, Sixth Edition. New York: W.W. Norton and Company.

Course Requirements
Each student is expected to attend all three weekly class meetings, including the Friday discussion section.  Students should complete all readings prior to the class period for which they are assigned and also be ready to contribute to class discussion.

There will be THREE examinations during the semester (75% of final grade).  The exams will draw from both readings and class lectures.  Make-up examinations will not be administered except in extreme circumstances and only if I am notified beforehand.  All make-up examinations are 100% essay.

Students must also complete THREE short papers during the semester (25% of total grade).  These two-page papers are intended to encourage you to think about current issues and events in a sociological way.  Topics will be assigned two weeks before the due date.  No late assignments will be accepted.

T C 302 • Childhd & Adoles In Amer Socty

42765 • Fall 2010
Meets MW 9:30AM-11:00AM CRD 007B

This course has a writing flag.

Description:

The human life course is divided into meaningful stages, from infancy to the later years. Childhood and adolescence are two such stages, and both are interesting for several reasons.  First, they differ from other stages in terms of dependence, responsibility, and expectations.  Second, they are training grounds for adult society, so that experiences in these early stages can structure subsequent pathways in positive and negative ways.  Third, they are both largely social constructions, meaning that the taken for granted rules, norms, and values associated with these two stages are created and shaped by larger social contexts and vary considerably across time and place.  In this course, we will explore these issues in depth by mixing scientific evidence with narrative accounts about child and adolescent life.  The semester will be broken down into 3 general areas.  We will begin by taking about the different meanings of childhood and adolescence , turn to discussing variation in the experiences of children and adolescents across the social structure (e.g., race, class, and gender), and end with an examination of how social contexts (e.g., family, school, peer group) influence youth development.

 

Readings:

The Body Project: An Intimate History of American Girls

Joan Jacobs Brumberg, 1998, Vantage Books

There are No Children Here: The Story of Two Boys Growing Up in the Other America

Alex Kotlowitz, 1992, Alfred A. Knopf

A Tribe Apart: A Journey Into the Heart of American Adolescence

Patricia Hersch, 1993, Ballantine

One course reader (primary sources from sociologists, psychologists, and educational researchers studying childhood and adolescence)

 

Requirements:

45%            Three short essays (3-4 pages).  These essays are thought pieces, each dealing with a specific section of the class.  Assigned topics integrate class discussion and readings and call for students’ own perceptions and opinions.

25%            One final examination (essay, cumulative)

15%            One oral presentation.  The topic, chosen and researched by the student, should deal with an area of youth development that requires more study or intervention.

15%            Class participation

 

About the Professor:

A Plan II alum (1994), Professor Robert Crosnoe received his Ph.D. in Sociology from Stanford University and held a two-year post-doctoral fellowship in demography (the study of populations) and developmental psychology (the study of how people develop from birth to death) at the University of North Carolina at Chapel Hill before returning to Austin as an Assistant Professor in the Department of Sociology in 2001.  As a fellow at the Population Research Center, he conducts research on childhood, adolescence, and adulthood with an emphasis on education and the family.  Of particular interest is the phenomenon of resilience—how people succeed in life despite difficult circumstances.  Beyond research, Professor Crosnoe loves baseball, dogs, Coca-Cola, and books.

UGS 303 • Difficult Dialog: Race/Policy

63950 • Spring 2010
Meets M 2:00PM-5:00PM GAR 1.134

See attached syllabus in pdf form.

SOC 389K • Training Smnr In Demography

46705 • Fall 2009
Meets F 10:00AM-1:00PM BUR 214

University of Texas at Austin                                                                                          Sociology 389K (46705)

Department of Sociology                                                                                                                   Fall, 2009

                                                                                                                                             F: 10:00 - 12:00

                                                                                                                                                        BUR 214

 

Training Seminar in Demography

 

 

Professor:            Dr. Robert Crosnoe

Office:            Burdine Hall 576

Hours:            By Appointment

Phone:            232-6340

Email:             crosnoe@austin.utexas.edu

 

 

The focus of this training seminar is professional socialization—how to get through graduate school and to construct a rewarding career path in population research.  We will spend the semester participating in activities and discussions aimed at providing concrete, practical advice and assistance for getting ahead.  Evaluation (credit/no credit) will be based on attendance and participation (note: attendance at the PRC brown bag series is required of all students).

 

 

Week 1 (August 28)

Introduction to the Course

Week 8 (October 16)

Proposing and Writing a Dissertation

Week 2 (September 4)

Developing a Research Agenda

Week 9 (October 23)

TBD

Week 3 (September11)

Working with Faculty

Week 10 (October 30)

The Academic Job Market

Week 4 (September18)

Preparing for Comprehensive Exams

Week 11 (November 6)

Postdoctoral Fellowships and Non-Academic Jobs

Week 5 (September25)

Writing Journal Articles

Week 12 (November 13)

Preparing a CV

Week 6 (October 2)

Publishing

Week 13 (November 20)

Balancing Work and Life

Week 7 (October 9)

External Funding

Week 14 (December 4)

Course Wrap-Up

 


  • Department of Sociology

    The University of Texas at Austin
    305 E 23rd St, A1700
    CLA 3.306
    Austin, TX 78712-1086
    512-232-6300