Generational differences in the career beginnings of teaching sociologists

Abstract

Nineteen academics talking about their entry to teaching sociology reveal how differing institutional contexts have affected the making of their careers. Participants were drawn to sociology in order to understand or to change the world, but the attraction was shaped by the availability of the discipline; for earlier entrants there was a search for an intellectual home while recent entrants made a simple choice from available options. While all participants reported elements of luck and made pragmatic choices about their careers, two decades of structural changes to higher education mean that the kinds of luck they have and the choices they make differ considerably. There is some suggestion that changes within the discipline have also affected careers. The questions are posed whether the two groups are 'generations' of sociologists, and, if so, what might be the implications for the professional association and for the discipline. Keywordshigher education, history of sociology, teaching of sociologyIn the 50th year of The Australian Sociological Association (TASA) 1 it is timely to reflect on changes to the ways in which sociological work is done. A majority of the association's members are employed as academics. This article reports on how 19 academics currently located in Australian universities were drawn to the discipline and obtained their first positions. We can speculate that these experiences helped to shape their Downloaded from 2 Journal of Sociology professional identities and ask if there are generational differences in the identity of sociologists over time.We begin by discussing the institutional context for Australian sociology, noting major changes since TASA was founded. We then briefly note the changes to the intellectual context over the same period. After outlining the context in which the data was collected, we examine how the sociologists were drawn to the discipline and achieved their first steps into careers as sociologists.

The state of the discipline: Australian sociology and its future

“…In 2009, most universities were reported as offering a major course in sociology, that is, a ‘full suite’ of units (methods, theory and specialities) (Marshall et al, 2009), and this remains largely the case. While there has been a downgrading of sociology departments and majors at some universities (e.g.…”

“…criminology or police studies). The national figures for student undergraduate teaching within the sociology departments are thus largely the consequence of institutional ‘reform’, as well as sociology’s tendency to ‘spawn and nurture’ other areas of knowledge production – a process Marshall et al (2009: 9) regard as sociology’s ‘perpetually expanding empire’. As such, sociology is said to have ‘been a victim of its own success’.…”

“…In 2009, most universities were reported as offering a major course in sociology, that is, a 'full suite' of units (methods, theory and specialities) (Marshall et al, 2009), and this remains largely the case. While there has been a downgrading of sociology departments 0 200,000 400,000 600,000 800,000 1,000,000 1,200,000 1,400,000 1,600,000 1, 800,000 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 and majors at some universities (e.g.…”

Yours, Mine and Ours: Theorizing the Global Articulation of Qualitative Research Methods and Academic Disciplines

“…The theory also establishes how change is temporally configured in the forms of collaboration and competition conducted within and between generations, as their members alternately produce, inherit, and modify cultural tradition. Fortuitously, Mannheim's theory has been tentatively applied in at least one study of academic community, focused on stratified conceptions of professional identity and career opportunity among contemporary Australian sociologists (Marshall & Robinson, 2014).…”