How Professors Think: Inside the Curious World of Academic Judgment

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ment for the Humanities and other funding agencies, this comment is one of
the very few examples across all of my interviews that could be interpreted as
explicitly reflecting an “identity politics” bias.



  1. On subjectivity and connoisseurship, see Daston and Galison (2007).

  2. This is not unlike the logicians described by Claude Rosental in his so-
    ciology of taste in logic. See Rosental (2008).

  3. Smith (1990b); Marcus and Fischer (1986). See Mallard, Lamont, and
    Guetzkow (2009) on the association between disciplines and epistemological
    styles, including the constructivist style.

  4. See the influential work of Dorothy Smith, especially Smith (1990a).

  5. See Mallard, Lamont, and Guetzkow (2009).

  6. On what diversity brings to collective decision making, see Page (2007).

  7. In Durkheimian terms, the panelists are engaged in rituals that are es-
    sential for the production of the sacred.

  8. Contra Bourdieu, scarcity introduces important variations in the de-
    gree to which disinterested behavior is interested.

  9. Focusing on the breaking of rules as a means to reveal the taken-for-
    granted nature of the social order is one of ethnomethodology’s main contri-
    butions to the sociological tradition. See Garfinkel (1967).

  10. For a detailed description of these panels, see Mallard, Lamont, and
    Guetzkow (2009).

  11. See Mallard, Lamont, and Guetzkow (2007) for an illustration of com-
    peting claims of expertise.

  12. Lakatos (1974).

  13. On anti-racist strategies developed by elite African Americans, which
    may also apply to black academics, see Lamont and Fleming (2005).

  14. On priming, see Bargh (2006).

  15. See Gruenfeld, Martorana, and Fan (2000) on the psychology of power.

  16. For a summary of expectation state theory, see Webster (2003); also
    Berger, Wagner, and Zelditch (1985).

  17. Ibid.

  18. Common referents and jokes are part of the development of an idio-
    culture, as described in Gary Alan Fine’s (1979) article on the development of
    group culture in Little League baseball.

  19. See Tilly (2006).

  20. Collins (2004).


Notes to Pages 131–156 / 279
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