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Jamie M. Carroll


Project and Research StaffPh.D., The University of Texas at Austin

Associate Project Director - Texas Behavioral Science and Policy Institute
Jamie M. Carroll

Contact

Biography


Jamie M. Carroll is a Ph.D. in Sociology and an Associate Project Director with the Texas Behavioral Science and Policy Institute at the Population Researcher Center at the University of Texas at Austin. Her work investigates the ways in which institutions stratify individual outcomes across the life course by empowering some and disengaging others. She uses quantitative methods to examine how educational institutions can reproduce and disrupt inequalities in health and civic participation. Her postdoctoral work extends her findings on the importance of course-taking patterns for later life outcomes by examining how learning contexts and student-teacher relationships constrain and support students’ advanced course-taking. Her work has been published in Social Forces, The Journal of Higher Education, and Social Science Research. Her dissertation, "Sustaining a Nonrepresentative Democracy: How Education Shapes Long-term Voting Patterns" was selected as a semifinalist for the National Academy of Education/Spencer Dissertation Fellowship.

Prior to coming to UT Austin, Jamie received her M.A. in Sociology at the University of New Orleans where she studied the classroom environments of charter high schools. She received her B.A from New York University with majors in Journalism and Sociology, and a minor in French.  Her undergraduate honors thesis explored the social construction of laughter in a New York City stand-up comedy club.  After graduating, she taught high school math and science in New Orleans with Teach for America, which is when she decided to focus on education research.  She also has experience working as a freelance writer for Fortune Small Business MagazineThe Gambit, and Huffington Post.  

Courses


AFR 321L • Sociology Of Education

31400 • Fall 2021
Meets TTH 3:30PM-5:00PM RLP 1.108
Wr (also listed as SOC 321L, WGS 345)

DESCRIPTION:

We all have many years of experience in schools and we know what happens in schools. Do schools provide opportunities for people to have a better life? Are schools an equalizer? Are they failing? This course is designed to challenge and think critically about what we think we know about schools and education. We will study sociological research on what schools do, for people, for communities, and for our society. We will consider how people of different social class, race and ethnicity, gender, and disability statuses interact with schools and how inequality in achievement comes about. And we will question what policies might improve schools. The course objective is to better understand the role of education as a social institution and how it contributes to and reduces social inequality.

The course objectives are to use sociological principles and empirical research to:

• Understand schooling and education. What do schools do and how do they do it?
• Analyze how education both contributes to and reduces social inequality.
• Understand the roles that education plays in society. We will consider these roles of education in a historical context and how they have and haven’t changed over time.
• Critically evaluate which school practices and policies contribute to (1) learning among students from different socio-demographic subgroups and (2) exacerbating and reducing inequality.
• Develop a deeper appreciation of our own experiences in education as a child and student (and, if applicable, a parent or a teacher), and the potential experiences that you will have in the future.

Learning goals:

• Use empirical evidence reported in sociological research to discuss how schools work and, how people from different socio-demographic subgroups interact with educational institutions, and the ways that schools may exacerbate or reduce social inequality.
• Discuss and critically evaluate how the institution of education shapes individuals’ behaviors, attitudes, opportunities, and life course outcomes.
• Read and critically analyze empirical evidence reported in research in the sociology of education.
• Apply the knowledge produced by empirical research to analyze practices

GRADING:

Your final grade will be calculated using this distribution:
• Exam 1 (February 6) 15%
• Exam 2 (March 6) 20%
• Exam 3 (April 5) 20%
• Project 25% total (Part 1 [due April 12] 5%; Part 2 [due May 3] 20%
• Homework Assignments 20%

SOC S354K • Sociology Of Health & Illness

84967 • Summer 2018
Meets MTWTHF 11:30AM-1:00PM GAR 1.126

Description

This course uses lectures, documentaries, and class discussions, as well as reflections of your own and others’ health and illness and representations of health and illness in the media, to understand health and illness in the US and abroad. This course will critically examine the distribution of mortality and morbidity, how health and illness are defined and socially constructed, the experiences of illness, training and hierarchies of health care workers, interactions between health care providers and patients, alternative medicine, ethical issues in health care, and health care financing. The course will have a strong focus on social inequality in each of these topics. The majority of the course will focus on health and illness in the United States but will include discussions of health and illness in other countries and regions.

 Textbooks

 The Sociology of Health, Healing, and Illness, 8th/9th Edition by Gregory L. Weiss and Lynne E. Lonnquist

PDFs of readings on Blackboard

Grading Policy:

 Two exams  50% 

 Two Writing assignments  30%

Class Participation 20%


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  • Population Research Center

    University of Texas at Austin
    305 E. 23rd Street / RLP 2.602
    Mail Stop G1800
    Austin, Texas 78712-1699
    512-471-5514