Sociology Department Statement

The murders of Breonna Taylor, Tony McDade, and George Floyd along with countless other murders have once again made evident the long history of violence against Black people in our nation. Mizzou’s Sociology Department stands in solidarity with those who are protesting these murders and fighting for justice. We join our voices with theirs in clearly saying Black Lives Matter. We extend our sympathy and condolences to those mourning loved ones at this time, as both police violence and COVID-19 disproportionately affect Black and Indigenous communities.

   Understanding and transforming social inequalities is the heart of our mission in sociology, and is a significant reason most of us have become sociologists. However, sociology has long been a white-dominated discipline, and our department is part of a predominantly white institution. Our department members are taking steps to increase the inclusivity of our department and to renew our commitment to anti-racism work. We renew our commitment to teaching about structural and institutional racism and other forms of structural violence in our courses. As individuals we are pursuing professional development opportunities to continue to learn how to combat racism in its many forms. We are continuing to educate ourselves about anti-racism and to provide support to local, regional, and national organizations working to end racism and police brutality. For example, our students in the Sociology Graduate Student Group (SGSG) are raising funds for Action STL, Reclaim the Block, and BLACKout Collective. We will never stop working to build an inclusive and welcoming community of scholars that moves toward creating a more just and equal society.

Dr. Clarence Y.H. Lo's article “Business Collaboration Within the Nazi War Machine: Corporations and the State in the Austrian Semi-periphery” has been accepted by the Canadian Review of Sociology/Revue Canadienne de Sociologie to be published November 2019.

Sociology Department Accomplishments May-Sept. 2019 Page 1


Avery, Eileen. E., Baumer, Michele D., Hermsen, Joan. M., Leap, Braden, Lucht, Jill R., Rikoon, James S., & Wilhelm Stanis, Sonja. A. In press. "Measuring Place of Residence Across Urban and Rural Spaces: An Application to Fears Associated with Outdoor Recreation.” The Social Science Journal


Sociology Department Accomplishments May-Sept. 2019 Page 2


Teah Hairston. “Us for Us: Black Women's Narratives of Resilience as Family Members of Incarcerated and Formerly Incarcerated Humans.” Society for the Study
of Social Problems.

Teah Hairston. “Us for Us: Safe Black Spaces as Sites of Resistance.” Association of Black Sociologists.

"Resisting 'Politics as Usual': Examining the Rise of Anti‐Establishment Politics..." by Mizzou Sociology Department alumna Dr. Lindy S. Hern was published 30 August 2019  in the Journal of Historical Sociology.

Dr. Nicole Jones has received a 2019 Richard Wallace Faculty Incentive Grant for her project, "Product of the Environment: Racialized Space and Health among Black Missourians." 


Social and Cultural Perspectives on Blindness:  Barriers to Community Integration

C. Edwin Vaughan, Professor Emeritus of the University of Missouri Sociology Department has published a book in collaboration with Fredric K.

Cover of Hustle and Gig

Alexandrea Ravenelle, who earned her MA in Sociology and her BA in Interdisciplinary Studies (Sociology, Women's and Gender Studies and Journalism) from MU has earned her PhD in Sociology from CUNY Graduate Center in New York City in May of 2018.  Her book Hustle and Gig: Struggling and Surviving in the Sharing Economy, will be published in March 2019 by the University of California Press.  Hustle and Gig

Between Teaching and Caring in the Preschool (2019, Lexington Books) “Talk, Interaction, and Preschool Teacher Identity"

John Pruit, who earned his PhD from the University of Missouri Sociology Department, has published a book titled Between Teaching and Caring in the Preschool (2019, Lexington Books).  The book is subtitled “Talk, Interaction, and Preschool Teacher Identity,” precisely conveying its concern with the complex narrative interplay in teachers’ identity of the competing discourses of caring and learning in the preschool context.  The book is based on his MU dissertation research, which too

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