- Trix and Psenka (2003).
- For more on the Matthew effect, see Merton (1968; 1988).
- Walzer (1983).
- For a sociology-based elaboration of this argument about the gendered
character of social life, see Ferree, Khan, and Morimoto (2007). - Ladd and Lipset (1975); Gross and Simmons (2006).
- Gumport (2002); Messer-Davidow (2002). One example of the influ-
ence on sociology of the development of women’s studies is that today the
section on sex and gender, with more than one thousand members, is one of
the three largest sections within the American Sociological Association (along
with those pertaining to medical sociology and cultural sociology). See http://
http://www.asanet.org. - Smith (1990a).
- Hall (1990). On women’s studies, see Bird (2001). On African-Ameri-
can studies and its fragile status, see the essays assembled in Gordon and
Gordon (2006). - On the territorialism of various disciplines, see Abbott (1988); on the
work of different groups to achieve equal standing in American culture and
academia, see Skrentny (2002). - Brint (2002); Kirp (2003).
- Lamont and Mallard (2005).
- See also the notion of “diversity imperative” proposed in Roksa and
Stevens (2007). - Implications in the United States and Abroad
- This is much in line with the concept of truth in James (1911).
- MacKenzie and Millo (2003); also Dobbin (1994).
- See, e.g., Shapin (1994) and Daston and Galison (2007).
- On the Bologna process, see Ravinet (2007).
- A description of the Bologna Process is on the European Union’s
website Europa; see http://ec.europa.eu/education/policies/educ/bologna/bo-
logna_en.html. - See, for instance, the European Union’s website Europa at http://
ec.europa.eu/education/index_en.html. - See Lamont and Mallard (2005).
- Bourdieu (1988).
286 / Notes to Pages 224–244