What Can I Do with a Bachelor's Degree in Sociology, Phase II

在2001学年，超过25,000名学生从美国学院和大学毕业，获得社会学学士学位(NSF 2003)。这些专业是否能够因为他们作为该学科专业获得的概念、技能、非课堂活动和职业建议而进入科学工作大军？调查委员会建议分两个阶段进行调查，以回答这些问题。在现已完成的第一阶段研究中，PI了解到，2005年的毕业大四学生群体强烈同意，他们已经学习了那些以概念为导向的硬技能。他们不那么乐观的是，他们已经获得了那些以技术为导向的硬技能，那些教会他们在不同群体中工作的软技能，以及那些增加了他们成功参与科学工作的可能性的指导关系。PI目前正在从我们提出的一系列技能问题中制定特定类型的人力资本和社会资本的指标。在2005年毕业学生调查的第二阶段，PI将调查从本科专业获得的硬技能和软技能与早期职业职位和研究生院使用的技能之间的关系，以及与其他因素(包括种族、民族、性别、父母的人力资本、学校声誉和求职策略)的关系。这个为期18个月的项目还有四个额外的目的。这些措施是：(1)继续更新、实施和检验人力资本和社会资本的概念和指标的有效性；(2)分析增加进入科学(包括社会科学)劳动力和研究生项目的可能性的因素：(3)提供评估工具，供社会学系用来衡量自己的学生，并改善他们的职业成就，特别是那些属于种族和少数民族的学生；以及(4)广泛传播研究成果，建设部门进行评估的能力，并为未来的研究提供基础。我们预计，在控制其他因素的情况下，软技能与社会资本相结合的软技能与硬技能同等重要。作为第一阶段的结果，PI创建了一个数据集，允许对同行的社会学项目进行比较。在第二阶段，PI将添加到这个数据集中，以确定增加学生从事科学职业的可能性的因素。这些数据可以用来衡量和比较院系的成功，将社会学与其他学科进行比较，以及将新获得学士学位的人作为一个群体进行比较(使用国家教育统计中心对单身汉和其他专业的调查数据)。将向教席提供第一阶段和第二阶段的工具、措施和数据，以供比较，以建立其系的研究和评估能力，并建立系对学生和其他利益攸关方的责任。

In academic year 2001, more than 25,000 students graduated from U.S. colleges and universities with bachelor's degrees in sociology (NSF 2003). Are these majors able to enter the science workforce as a result of the concepts, skills, non-classroom activities, and career advice that they gain as majors in the discipline? The PI proposed a two-phase survey to answer these questions. In the now-completed Phase I of the study, the PI learned that the 2005 cohort of graduating seniors strongly agreed that they had learned those hard skills that are conceptually oriented. The were less sanguine that they had obtained those hard skills that are technically oriented, those soft skills that taught them to work in diverse groups, and those mentoring relations that increased the likelihood that they could successful participate in the science work force. The PI is currently developing indicators of specific kinds of human and social capital from the array of skills questions we asked. In the second phase of the survey of students who graduated in 2005, the PI will investigate the relationship between the hard and soft skills gained from the undergraduate major and those used in early career positions and in graduate school, relative to other factors (including race, ethnicity, gender, parent's human capital, prestige of school, and job search strategies). This 18-month project has four additional purposes. These are: (1) continue to update, make operational, and test the validity of concepts and indicators of human and social capital; (2) analyze the factors increase the likelihood of entering the science (including the social science) workforce and graduate programs: (3) provide assessment tools that sociology departments can use to measure their own students and improve career outcomes for them, especially those belonging to racial and ethnic minorities; and (4) disseminate the study results widely, build departmental capacity to conduct assessments, and to provide building blocks for future research. We expect to find that soft skills combined with social capital are equally important to hard skills, controlling for other factors. As a result of Phase I the PI created a data set that allows for the comparison of peer sociology programs. In Phase II the PI will add to this data set to determine the factors that increase student's likelihood of science careers. These data can be used to measure and compare departmental success, to compare sociology with other disciplines, and with new bachelor's degree holders as a group (using data from the National Center for Educational Statistics' survey Bachelors and Beyond). Phase I and Phase II instruments, measures, and data will be made available to chairs for comparative purposes, to build their department's research and assessment capacity and departmental accountability to students and other stakeholders.