Judson G. Everitt, PhD
Title/s: Assistant Professor
Undergraduate Program Director
Specialty Area: Sociology of Education; Social Psychology; Inhabited Institutionalism; Cultural Sociology; Youth, Aging, and the Life Course; Organizations, Occupations, and Work; Gender, Race, and Class; Ethnography; Teaching and Learning
Office #: Coffey 427
CV Link: CV_Everitt_Judson
Judson Everitt joined the Department of Sociology at Loyola in 2009 after earning his Ph.D. in sociology at Indiana University. Dr. Everitt’s research examines how social psychological processes constitute and reconstitute institutional environments through the everyday interaction and sense-making people carryout in local settings. Teachers’ work in educational institutions, and their socialization into the teaching profession, represent the substantive focus of his research to date. Dr. Everitt’s work has appeared in Symbolic Interaction, Journal of Contemporary Ethnography, as well as in an edited volume on teachers’ work, entitled Assessing Teacher Quality (2012, Teachers College Press).
While he studies teachers in his scholarship, his own teaching is also of central importance to his work. Dr. Everitt teaches a variety of classes at Loyola (see list below), including our department's unique graduate seminar preparing doctoral students to design, prep, and teach their own undergraduate courses.
Indiana University, Bloomington, IN 2009
Indiana Univeristy, Bloomington, IN 2004
Wake Forest University, Winston-Salem, NC 2000
- Society in a Global Age (Intro to Sociology)
- Social Problems
- Principles of Social Research (methods)
- Men, Women and Work
- Inequality in Society
- Sociology of Education
- The Logic of Sociological Inquiry (graduate course)
- Teaching Undergraduate Sociology (graduate course)
Master Teacher Award, College of Arts and Sciences, Loyola University Chicago
Provost’s Award for Excellence in Teaching Freshmen, Loyola University Chicago
Rated #7, 2013–2014 RateMyProfessor.com 25 Best College Professors in America
Everitt, Judson G. 2018. Lesson Plans: The Institutional Demands of Becoming a Teacher. New Brunswick, NJ: Rutgers University Press.
Everitt, Judson G. and Bradley A. Levinson. 2016. “Inhabited Institutions in New Destinations: Local Sense-Making and Institutional Work in Community Response to New Immigration.” Journal of Contemporary Ethnography 45 (2): 115-42.
Everitt, Judson G. 2013. “Inhabitants Moving In: Prospective Sense-Making and the Reproduction of Inhabited Institutions in Teacher Education.” Symbolic Interaction 36 (2): 177-96.
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. 137-59 in Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement, edited by Sean Kelly. New York: Teachers College Press.