Judson G. Everitt, Ph.D.
Judson G. Everitt
Coffey Hall 427
I joined the Department of Sociology at Loyola in 2009 after earning my Ph.D. in sociology at Indiana University. My research focuses on the relationships between institutional and cultural rules for people’s behavior, and the routine interactions and sense-making that people experience in their everyday lives. I analyze these relationships in a variety of organizational settings, focusing chiefly on educational institutions as well as work and occupations. Substantively, I study professional socialization processes among schoolteachers, including how they transition into teaching through normal training, and how teachers develop over the course of their careers. I pay particular attention to the ways that teachers come to understand accountability policies, and how they learn to balance the institutional demands of their work environment with the very unpredictable and dynamic interactions they have with students in their classrooms. As such, my work has implications for policy implementation, as well as broader understandings of how institutional rules get both challenged and reproduced by people doing things in their daily lives and making sense of the things that they do.
While I study teachers in my scholarship, my own teaching is also of central importance to my work. I teach a variety of classes at Loyola, including: Sociological Perspective (now known as Society in a Global Age); Social Problems; Principles of Social Research (research methods); Men, Women, and Work; and Inequality in Society. I also teach two graduate courses: The Logic of Sociological Inquiry and Teaching Undergraduate Sociology. I continually enjoy working with the terrific students we have here at Loyola. Also, I am honored to have been recently awarded the Provost’s Award for Excellence in Teaching Freshmen here at Loyola University Chicago.
Everitt, Judson G. 2012. “Teacher Careers and Inhabited Institutions: Sense-Making and Arsenals of Teaching Practice in Educational Institutions.” Symbolic Interaction 35(2): 203-20.
Everitt, Judson G. 2012. “Teacher Education and Accountability: Adapting to Prospective Work Environments in Schools.” Pp. 137-159 in Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement, edited by Sean Kelly. New York: Teachers College Press.