Professor Mary Haywood Metz
Professor of Educational Policy Studies
University of Wisconsin-Madison
Department of Educational Policy Studies
221 Education Building
1000 Bascom Mall
Madison, Wisconsin 53706
Tel: (608) 262-6863
Email: mhmetz@wisc.edu
Doctoral Degree:
University of California at Berkeley, Ph.D. Sociology, 1971.
Academic Areas of Interest:
Sociology of Education, School Organization, Teaching as an Occupation, Ethnographic Research, Effects of Social Class Context on Schooling.
On-Campus Affiliations:
Affiliate, Institute for Research on Poverty.
Honors and Awards:
University of Wisconsin-Madison School of Education Faculty Distinguished Achievement Award, 2006.
Spencer Foundation Mentoring Grant (unsolicated honor).
Kent Fellowship.
Woodrow Wilson Fellowship.
German Academic Exchange Commission Fellow.
Phi Beta Kappa.
Current and Recent Professional Activities:
EPS Department Chair, 1991-1994, 2003-2005.
Director, School of Education Research Training Program, 1996-2000.
Offices Held in National Professional Associations:
American Sociological Association
Chair, Willard Waller Committee, Sociology of Education Section, 1999-2000 (Appointed);
Nominating Committee, Sociology of Education Section, 1987-1988, 1990-1991 (Appointed);
Chair, Sociology of Education Section, 1985-1986 (Elected).
American Educational Research Association
Chair, Sociology of Education Special Interest Group, 1999-2001 (Elected);
Member Executive Board, 1992-1994;
Member-at-Large of the Association Council, 1991-1994 (Elected);
Member of the Professional Development and Training Committee, 1989-1992 (Appointed).
Editorial Board Memberships:
Series in Sociology of Education, Teachers College Press, 1992-2005.
American Educational Research Journal, 1999-2002.
Sociology of Education, 1998-2002.
Youth & Society, 1993-1997.
Advisory Boards:
Spencer Foundation
Fellowship Advisory Board, 2005-2006;
Small Grant Advisory Board, 2001-2002;
Participant, Workshops for Doctoral Research
Training Grant Leaders, 1996-2000.
Current Research Projects:
Symbolism in the No Child Left Behind Law and its effects.Recent and Representative Publications:
Metz, M.H. “Symbolic Uses of the “No Child Left Behind Act”: Reaffirmation of Equality of Educational Opportunity or De-Legitimization of Public Schools? “ In Alan Sadovnik, Jennifer O’Day, Kathryn Borman, and George Bohrstedt, eds., No Child Left Behind and The Reduction of the Achievement Gap: Sociological Perspectives on Federal Educational Policy. New York: Routledge, forthcoming.
Metz, M.H. "Introduction" to the reissued edition of Different By Design: The Context and Character of Three Magnet Schools. New York: Teachers College Press, 2003.
Metz, M.H. "Shooting the Rapids of Twenty-First Century Intellectual Turmoil," Sociology of Education, Extra Issue 'Currents of Thought: Sociology of Education at the Dawn of the 21st Century', 2001, pp. 178-188. Click here for link to article.
Metz, M.H. "Intellectual Border Crossing in Graduate Education: A Report from the Field," Educational Researcher, Vol. 30, No. 5 (June/July 2001), pp. 12-18.
Metz, M.H. "Sociology and Qualitative Methodologies in Education," Harvard Educational Review, Vol. 70, No. 1 (Spring 2000), pp. 60-74. Click here for link to article.
Metz, M.H. "Teachers' Ultimate Dependence on Their Students," in J.W. Little and M.W. McLaughlin, eds., Teachers' Work: Individuals, Colleagues, and Contexts, Teachers College Press, New York, 1993, pp. 104-136. Click here for link to sample from article.
Metz, M.H. "Real School: A Universal Drama Amid Disparate Experience," in D. Mitchell and M.E. Goertz, eds., Educational Politics for the New Century: The Twentieth Anniversary Yearbook of the Politics of Education Association, Philadelphia: The Falmer Press, 1990, pp. 75-91. Click here for link to sample from article.
Courses Taught:
EPS 500: Social Issues in Education
EPS 635: Sociology of School Organization
EPS 736: Sociology of Teaching
EPS 755: Methods of Qualitative Research
