Judson G. Everitt, PhD

About

Judson Everitt has been on the faculty in the Department of Sociology at Loyola since 2009 after earning his Ph.D. in sociology at Indiana University. Dr. Everitt’s research examines how culture and social institutions are produced and reproduced through the social psychology of people’s everyday interactions and meaning making. Teachers’ work in educational institutions, and their socialization into the teaching profession, represent the substantive focus of his prior research. The most substantial piece of work from this research is Dr. Everitt’s book, Lesson Plans: The Institutional Demands of Becoming a Teacher (2018, Rutgers University Press). His current projects include a study of medical education, as well as a study of students’ transitions through community college, both as part of his interest in the interplay between institutions, culture, and life course transitions. 

Dr. Everitt teaches a variety of courses at Loyola (listed below), including our department’s unique graduate seminar preparing doctoral students to design, prep, and teach their own undergraduate classes. He also teaches introduction to sociology, the sociology of education, and the department’s graduate seminar in ethnographic research methods.

Degrees

Ph.D., Sociology
Indiana University, Bloomington, IN 2009

M.A., Sociology
Indiana Univeristy, Bloomington, IN 2004

B.A., Sociology
Wake Forest University, Winston-Salem, NC 2000

Courses Taught

• Society in a Global Age (Intro to Sociology)
• Social Problems
• Principles of Social Research (Methods)
• Gender and Work
• Inequality in Society
• Sociology of Education
• The Logic of Sociological Inquiry (Graduate Research Methods)
• Qualitative Inquiry (Graduate Ethnographic Methods)
• Teaching Undergraduate Sociology (Graduate Course)

Awards

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

Selected Publications

Everitt, Judson G. 2018. Lesson Plans: The Institutional Demands of Becoming a Teacher​. New Brunswick, NJ: Rutgers University Press. (*Winner of the 2019-2020 Midwest Sociological Society’s Distinguished Book Award)

Everitt, Judson G., James M. Johnson, William H. Burr, and Stephanie H. Shanower. 2020. “Examining Healthcare Institutions by Bringing Qualitative Data from Two Eras into Empirical Dialogue.” Ethnography (in press).

Everitt, Judson G. 2020. “The Social Psychology behind Teacher Walkouts.” Contexts 19: 30-35. 

Everitt, Judson G. and Taylor Tefft. 2019. “Professional Socialization as Embedded Elaborations: Experience, Institutions, and Professional Culture throughout Teacher Careers.” Symbolic Interaction 42: 564-87.

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: 115-42.

Everitt, Judson G. 2013. “Inhabitants Moving In: Prospective Sense-Making and the Reproduction of Inhabited Institutions in Teacher Education.” Symbolic Interaction 36: 177-96.

Everitt, Judson G. 2012. “Teacher Careers and Inhabited Institutions: Sense-Making and Arsenals of Teaching Practice in Educational Institutions.” Symbolic Interaction 35: 203-20.