stanford undergraduate research journal

Vol. 16 No. 1 (2017): Volume 16: Spring 2017

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Main navigation, contexts: undergraduate anthropology journal.

“Contexts is an annual publication comprised of scholarly articles and reviews (book, film, art, and event reviews) written by Stanford undergraduates in all academic fields. The mission of Contexts is to provide a forum for students to share, discuss, and reflect upon social issues in a manner that demonstrates anthropological thought and modes of inquiry. CONTEXTS is published electronically on the web, with print issues released annually. For current as well as previous issues of undergrad journal, please see Undergrad Journal. For question, comments or to get involved please visit contexts.Stanford.edu or email  [email protected] ”

The Cutting Edge: Stanford’s Undergraduate Education Research Journal 

The Cutting Edge is Stanford University's undergraduate educational research journal. It is a platform where students can publish their research papers, opinions, fictional works, or other pieces pertaining to education.  Submissions are accepted on a rolling basis, and we are looking for all sorts of stories with an educational focus. Find submission guidelines here .

Embodied is an interdisciplinary, peer-reviewed journal focusing on themes of feminism, gender, and sexuality. Founded in 2021, Embodied is a student-run initiative dedicated to facilitating discussion, inquiry, and scholarship in this historically overlooked field. The journal publishes original research, as well as academic papers, features, editorials, creative writing, and multimedia pieces. It welcomes submissions from undergraduates and co-terminal students at all academic institutions. Submission is not exclusive to Stanford affiliates.

Grace: Global Review of AI Community Ethics

GRACE: Global Review of AI Community Ethics is a new peer-reviewed, international journal at Stanford University, funded by the NSF. An open-access journal, indexed in Google Scholar, GRACE offers a unique intellectual forum for AI Ethics practitioners to share their work.

Herodotus Journal

“This journal is dedicating to preserving and showcasing the best undergraduate work of Stanford University's Department of History, selected through a process of peer review.”

Intersect: The Stanford Journal of Science, Technology and Society

“Intersect is an international Science, Technology, and Society research journal run by undergraduate students at Stanford University and supported by the Program in STS. It welcomes undergraduate, graduate, and PhD submissions at the intersection of history, culture, sociology, art, literature, business, law, health, and design with science and technology. The journal's submissions are not exclusive to Stanford affiliates and generally span several continents. Several students have published revisions of their PWR 1 RBAs in this journal, including  Max David Mellin  and  Cindy Zang Liu . Intersect publishes three times during each academic year at Stanford: at the end of Autumn, Winter, and Spring quarters. Submissions are accepted on a rolling basis.”

Machina , Symbolic Systems Journal

This isn’t exactly your classic academic journal. We’re looking for high quality submissions that excite people about SymSys and SymSys-related topics – your well-written PHIL 182 class paper, an excerpt from your short story about the metaverse, your art, etc!

Probe Magazine

“Probe is a student-run, peer-edited journal that publishes work at the intersection of biology, art, and technology. Topics may include but are not limited: debates in bioscience, biological breakthroughs, and medical technology.”

“Rewired is a digital magazine where technology and society meet. We're committed to curating stories that amplify diverse perspectives and bridge disciplines. We're a community of Stanford undergrads and postdocs in fields ranging from philosophy to anthropology to political science. Together, we're leading a cultural shift in the way Stanford thinks about technology.”

Stanford Economic Review

“The Stanford Economic Review is Stanford University’s only undergraduate economics publication. For almost a decade, we have published incredible empirical research papers from undergraduate students across the globe, serving as a medium to amplify the voices of some of the world’s brightest minds. Since 2021, our publication has also been accepting qualitative pieces about modern economic issues for the commentary section of our website. We publish one journal issue each academic year and publish commentary pieces on our website throughout the year. Please see the ‘Submit’ section of our website for more details about the submission requirements, and please reach out to us at  [email protected]  if you have any thoughts, comments, questions, or concerns.”

Stanford Journal of Public Health

The Stanford Journal of Public Health (SJPH) is an annual, student-led publication centered at Stanford University dedicated to connecting different players in the public health community — inviting undergraduate students, graduate scholars, and distinguished experts — to discuss central conversations revolving around public health. The Journal features a multi-faceted approach to public health issues and is divided into three sections:

• Exploration and innovation : showcases cutting-edge research on current public health issues and outcomes; spotlights potential tools for public health enhancement and profiles practice-based approaches to public health.
• Governance : introduces potential and current systemic policy-based public health approaches
• Reflections : a space for personal narratives and experiences related to public health journeys and stories.

We seek to provide those at Stanford and at other peer universities to engage in these discussions and introduce new research by contributing to the Journal. The Journal offers interested individuals the opportunity for tangible contributions to the public health sector and simultaneously raises awareness of relevant critical issues in community health.

Stanford Politics

“We welcome topics ranging from art and culture to technology or social justice...we welcome strong, provocative writing backed by insightful analysis, original reporting or personal experience, and pitches can, of course, be inspired by academic work you have done. We are a non-partisan publication, which does not mean that what we publish cannot be ideological, but rather means we welcome perspectives from anywhere on the political spectrum. Stanford Politics aspires to illuminate important issues that people may not be aware of, contribute new and unique ideas to existing discussions or debates and provide thought-provoking challenges to, or critiques of, conventional wisdom.”

Stanford Undergraduate Law Review (SULR)

The Stanford Undergraduate Law Review (SULR) is a student-run legal publication focusing on law and civil liberties. The Online Journal will feature shorter pieces and a looser structure than past SULR issues. We accept submissions focused on civil liberties, civil rights law, or policy of about 3-4 pages from undergrad uate students at Stanford University. S tudents are encouraged to submit think pieces, past essays, reflections, studies, and anything in between.

The Stanford Undergraduate Research Journal (SURJ)

“Founded in 2001, the Stanford Undergraduate Research Journal (SURJ) is an annual, peer-reviewed publication of research articles from all academic fields. The mission of SURJ is to encourage, recognize, and reward intellectual activity beyond the classroom, while providing a forum for the exchange of research and ideas. Our journal is run entirely by a staff team of Stanford undergraduate students, led by two Editors-in-Chief. SURJ primarily publishes work produced by Stanford undergraduates, but also publishes papers from well-qualified students at other institutions. All submitted papers undergo review by SURJ’s team of editors, who subsequently deliberate and select the best submitted papers for publication.”

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Stanford Undergraduate Research Journal

The Stanford Undergraduate Research Journal (SURJ) is an annual peer-reviewed publication of research articles written primarily by Stanford undergraduates, but also by well-qualified students at other institutions, from all academic fields.

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Talk to your faculty mentor about submitting abstracts to appropriate conferences in your field.

Undergraduate Research Student Grants support students presenting their work at peer reviewed scholarly conferences. Learn more about Undergraduate Research Conference Grants  here .

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Complete your independent project by writing a research paper, for possible submission to journals at Stanford or outside Stanford. You may also consider presenting your work in more accessible forms in newspapers, magazines, radio, and on the web.

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Undergraduate Research also encourages current student volunteers to present their project posters or to speak about their project experiences to students who are not yet engaged in these pursuits. Some of these info session events may be dorm presentations with Undergraduate Research staff, and you may like to consider contributing especially to your first year or sophomore year dorms. Please indicate the sites where you would like to give such a presentation. You will be playing a part in guiding students as they explore their interests and begin their own independent projects!

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The Word: Tha Stanford Journal of Undergraduate Research Launched

Image Caption: From left, Fíera!, DJ Lynnée Denise, and Fela Kutchii at The Word’s launch event. Photo by Tessa Brown.

Winter quarter got a whole lot brighter with the launch of  The Word: Tha Stanford Journal of Undergraduate Research , an online-only journal that seeks to publish research on hiphop culture, happenings in the hiphop community, and provide mentorship to undergraduates marginalized by race, class, gender, and/or sexuality, as they participate in the academic practices of research, peer response, revision, and publication. According to its founders PWR lecturer Tessa Brown with undergraduates Hank Tian, Atlanta Rydzik, and TK Moloko, the journal will also serve as a space to center and amplify powerful student writing, and contribute to the vibrant hiphop community at Stanford, including those performing hiphop arts like spoken word and urban and hiphop dance, in addition to all the students who are DJs, producers, and MCs.

Tessa was motivated to create the journal after more than a decade of teaching with and studying hiphop. Her popular PWR 2 course, “Hiphop Orality and Language Diversity,” takes its inspiration from her greatest teachers— hiphop feminists, Black feminists, and women of color feminists, all of whom taught her to keep inviting, centering, prioritizing, and paying the most marginalized first, whether that is editors, writers, the people being studied or cited.

“Hiphop already motivates young people to do so much writing,” Tessa says. “Besides writing lyrics, young people are annotating lyrics on Genius, writing Wikipedia entries, writing on blogs and forums about their favorite artists, making their own art, incorporating hiphop themes in movies, tv, theater, dance, visual art. There is also so much fantastic hiphop scholarship in rhetoric, composition, and literacy studies.”

Tessa hopes this journal will help shift perceptions of hiphop so that more people, not just hiphop practitioners and scholars, can recognize it as “an incredible culture of literacy that motivates young people—literally thousands, hundreds of thousands of young people, marginalized young people all over the world—to write, develop digital literacy skills, expand their vocabularies, express themselves creatively through words, music, visual art, and movement.”

PWR’s Research and Community grants supported the development of the journal and made it possible to hire talented and committed undergraduates to help create the journal. Last year Hank Tian and Atlanta Rydzik were hired as founding editors and TK Moloko as business manager. The team worked all year, with help from PWR instructor Dr. Ashley Newby, (currently on leave) to study the institutional landscape at Stanford and figure out what publication processes and location would be most sustainable for the publication. Ultimately, they decided to move forward as a VSO with Tessa taking on an advisory role. New members joined the VSO this fall, and the group introduced their website at an event featuring California DJs Fíera!, Fela Kutchii, and Lynnée Denise on February 25.

 “Here at the journal, we define hiphop studies as ‘an interdisciplinary field of scholarly research into hiphop culture, including its traditional 5 elements of MCing, DJing, breakdancing, graffiti, and dropping science, as well as other artistic elements like fashion; film, tv, and theater; multi-genre writing across novels, theater, and web posts; and other expressive arts,” Atlanta says. “It can be thought of as an extension of the 5th element of hiphop culture, “dropping science” or “dropping knowledge.” 

According to Atlanta, centering hiphop, particularly in a way that is relatable and accessible to students, is integral to ongoing academic discussion and creative expression. “Hiphop discusses topics like gender, race, and politics in unique ways that can reflect the authentic experiences of marginalized voices,” they say. “Through this journal, I hope to cultivate some of that sentiment. Ensuring that our journal is a place where marginalized students can use hiphop to express who they are and their understanding of and relationships to the campus and society at large through visual art, performance, creative writing, and academic research is my top priority as a managing editor. Given everything that’s going on both on and off campus, I think it’s even more important that we are intentional with providing that space for students.”

Hank echoes Atlanta’s hopes for the journal. “I think that when you really break it down, hiphop is a means for marginalized people to find an expressive platform and be seen and heard. Hiphop is a genre/culture/mode of existence with a rich past and history, but also a present existence that continues to be more relevant than ever,” he says. “I think we wanted to find a way that we could also contribute to the livelihood of this field that is so active and conscious of our current time and lived experience. I hope we’re able to expand on that space and find another way on this campus for hiphop to truly thrive.”

The intended audience for this journal is undergraduates, young adults, and other fans and scholars of hiphop who want to read original thinking on hiphop culture that also reflects a critical feminist/gender lens. The team decided to create a blog space in addition to the academic journal, which will publish longer research articles. The intention is for The Word to be a place readers can visit regularly for new content, not just when a new issue is released. Currently submissions are only being accepted from Stanford students, but those parameters might expand in the future.

“Although we are a relatively small team, every staff member has huge ambitions for what this journal has the potential to become,” says Atlanta. “While we find our footing at Stanford, we also have a desire to expand our reach to students from all institutions of higher education. Hiphop is an international phenomenon with fans all over the world, and we hope to become part of that worldwide conversation.”

So far the submissions have been largely student papers as well as some multimedia content. Tessa notes that a lot of the submissions have focused on male artists, scholars and issues, often using a crucial critical gender lens, but the hope is that more womxn students and those studying womxn artists and citing womxn scholars will continue to submit.

“I’m personally really excited by all of the research papers we’ve received that explore genres, styles, and facets of hiphop that I’ve never read or thought about before in an analytical, academic context,” says Hank. “There are just so many things about hiphop that are fascinating and complex and truly worthy of study that people have barely scratched the surface of, and it’s exciting to see how students are helping push hiphop studies to new frontiers.”

The Word, however, is about the community that created it as much as it is about the product.

“This journal has become a kind of second home for me,” says Atlanta. “Our meetings center not only around writing blog posts, reading and editing student submissions, and planning events, but also as a check-in space amongst the staff. What ultimately makes the journal function so well is that all of us genuinely care about one another’s well-being and deeply value the individual skill sets and personal experiences that everyone brings.”

As a FLI student of color, Atlanta says that participating in these kinds of spaces has made them feel more at home and connected with Stanford.  “It’s also just really inspired how I approach my own research and participation in academia,” they say. “I really try and utilize the privilege that being a Stanford student affords me to center marginalized voices and issues, and I try to invest that same energy into the journal as well.”

Hank points out that his positionality as an Asian American working on the journal pushes him to consider his own privilege and complicity, and helps to inform his personal areas of interest and academic and artistic practices.

“I am always looking for ways to negotiate the space I take and create with intentionality and respect,” he says. “A big reason that I’m passionate about working on this journal is because it’s a way that I can decenter myself and use the privilege I have to try to make space for other marginalized voices and communities.”

As The Word makes its way into the larger Stanford community, the team remains committed to building the community that will serve it.

“I am so thankful for the amount of care people have put into things - not only on the journal itself, but also on making a space where we can comfortably and honestly check in with ourselves and one another,” says Hank. “I think that people do their best work when they feel comfortable, safe, and supported, and I’m glad that this journal has the potential to be another space where those things can be true for people.”

Be sure to check out The Word's Website:  http://theword.su.domains/

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2023 Stanford Bio-X Undergraduate Summer Research Program participants.

About the Stanford Bio-X Undergraduate Summer Research Program (USRP):

Introducing undergraduates to the excitement of interdisciplinary research at the frontiers of knowledge is essential for training a new generation to participate in discovery. The Stanford Bio-X Undergraduate Summer Research Program (Bio-X USRP) began in 2006 and has provided 926 undergraduate students with the opportunity to conduct hands-on and virtual research, build awareness of interdisciplinary areas, and network with Bio-X faculty, postdocs, graduate students, and each other. This formative experience influences their subsequent work at Stanford and beyond.

Donor Pitch Johnson with one of the Undergraduate Summer Research Program participants he sponsored.

In previous years, Bio-X has provided workshops to train students in a variety of research-related skills needed to work in a laboratory. These include reading and analyzing manuscripts, gaining the ability to formulate scientific questions, learning to design and set up experiments, preparing and presenting posters, and more. The students have also taken Health & Safety courses and learned about proper Personal Protection Equipment (PPE). During the summer quarter, not only do they receive a stipend that gives them the invaluable opportunity to do full-time research for ten weeks, but they also learn from Stanford faculty members during the weekly Undergraduate Research Talks.

In 2020 and 2021, Bio-X pivoted to support students both in-person and virtually, engaging them in highly educational virtual programming such as  journal clubs, peer share sessions, and wet lab technique training. Under the guidance of their mentors, Stanford Bio-X USRP students have conducted hands-on laboratory research as well as virtual research, thereby continuing to develop a multitude of skills, learning how to carry out experiments and overcoming challenges that cannot be anticipated in a classroom environment.

At the conclusion of the program, students present the results of the research they had conducted during the program. In addition to the opportunity to network with colleagues, faculty members, and even professionals in other fields during the event, previous Stanford Bio-X USRP students have also mentioned that the preparation process was an extremely useful experience.

In 2023, with guidance and support from Stanford Bio-X, their Stanford faculty mentors, and their research labs, the 70 stellar undergraduates for the 2023 cohort undertook full-time research – many of them for the first time – in the labs of Stanford faculty. 77 Faculty, students, and staff from 35 departments and the Stanford Bio-X Institute contributed their time and effort to the talks, workshops, journal clubs, and other events that enriched the 19th year of the Stanford Bio-X Undergraduate Summer Research Program with the goal of creating a vigorous, valuable, and fulfilling in-person research experience to fast track the sharpening of students’ skills and techniques.

Applications for the 2024 summer cycle of the Bio-X USRP have closed. Applications for the 2025 cycle will open in Fall 2024.

MEET OUR USRP PARTICIPANTS View the 2023 Stanford Bio-X USRP brochure

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Child abuse reports by medical staff linked to children’s race, Stanford Medicine study finds

Over-reporting of Black children and under-reporting of white children as suspected abuse victims suggests systemic bias from medical providers, Stanford Medicine research shows.

February 6, 2023 - By Erin Digitale

Stanford researchers have found that medical professionals are less likely to report suspected abuse when an injured child is white. wavebreakmedia/Shutterstock

Black children are over-reported as suspected victims of child abuse when they have traumatic injuries, even after accounting for poverty, according to new research from the Stanford School of Medicine .

The study , which drew on a national database of nearly 800,000 traumatic injuries in children, appears in the February issue of the Journal of Pediatric Surgery . It also found evidence that injuries in white children are under-reported as suspected abuse.

The study highlights the potential for bias in doctors’ and nurses’ decisions about which injuries should be reported to Child Protective Services, according to the researchers. Medical caregivers are mandated reporters, obligated to report to CPS any situations in which they think children may be victims of abuse. Because caregivers rarely admit to injuring their children, such reports rely in part on providers’ gut feelings, making them susceptible to unconscious, systemic bias.

Bias can harm both Black and white children, said senior study author Stephanie Chao , MD, assistant professor of surgery at Stanford Medicine. The study’s lead author is Modupeola Diyaolu, MD, a resident in general surgery at Stanford Medicine.

“If you over-identify cases of suspected child abuse, you’re separating children unnecessarily from their families and creating stress that lasts a lifetime,” Chao said. “But child abuse is extremely deadly, and if you miss one event — maybe a well-to-do Caucasian child where you think ‘No way’ — you may send that child back unprotected to a very dangerous environment. The consequences are really sad and devastating on both sides.”

Distinguishing race and poverty

Racial disparities in reporting child abuse have been documented before, but prior studies have not controlled well for poverty, which is a risk factor for abuse. Some experts argue that disproportionate reporting of injured Black children as possible abuse victims reflects only that their families tend to have lower incomes, not that medical professionals are subject to bias. Chao’s team wanted to clarify the debate.

The new study drew on data from the National Trauma Data Bank, which is maintained by the American College of Surgeons. The researchers studied records of nearly 800,000 traumatic injuries that occurred in children ages 1 to 17 from 2010 to 2014 and from 2016 to 2017. Of these injuries, 1% were suspected to be caused by abuse, based on medical codes used to report different types of abuse. The researchers controlled their findings for whether children had public or private insurance as a marker for family income.

Suspected victims of child abuse were younger (a median age of 2 versus 10 years), more likely to have public insurance (77% versus 43%) and more likely to be admitted to the intensive care unit (68% versus 48%) than the general population of children with traumatic injuries. Suspected child abuse victims also were 10 times as likely as the general population of children with traumatic injuries to die of their injuries in the hospital, with 8.2% of suspected abuse victims versus 0.84% of all children with traumatic injuries dying during hospitalization.

Stephanie Chao

Similar proportions of children in the suspected child abuse group and in the general population of injured children were of Asian, Native Hawaiian/Pacific Islander, American Indian and “other” races, and similar proportions of both groups were of Hispanic or Latino ethnicity.

However, Black patients were over-represented among suspected child abuse victims, comprising 33% of suspected child abuse victims and 18% of the general population of injured children. White children comprised 51% of suspected child abuse victims and 66% of the general population of injured children.

“Even when we control for income — in this case, via insurance type — African American children are still significantly over-represented as suspected victims of child abuse,” said Chao. “In addition, they were reported with lower injury severity scores, meaning there was more suspicion for children with less-severe injuries in one particular racial group.”

In general, the researchers found medical professionals had a higher threshold for suspecting white families of abuse and a lower threshold for suspecting Black families. For example, white children in the suspected abuse group were more likely than Black children to have worse injuries, and they were more likely to have been admitted to the intensive care unit.

Implementing universal screening

Chao and her colleagues are designing more equitable ways to screen injured children for possible abuse. An important element, she said, is to make the screening universal so evaluation for possible abuse is not initiated primarily by medical providers’ gut feelings.

Chao created a universal screening system, in use at Stanford Medicine Children’s Health since 2019, in which every time a child younger than 6 years old is evaluated for an injury sustained in a private home, the electronic medical record automatically sends an alert to the organization’s child abuse team. Composed of pediatricians and social workers with specialized training in abuse detection, the team checks the medical record for other indications of abuse. In most cases, no such signals are found, and the entire process occurs behind the scenes. However, if the medical record shows any red flags, the medical staff who admitted the patient to the emergency department or hospital can be alerted for further consideration of whether further work-up or a CPS report is warranted.

Chao is also now working with Epic, the nation’s largest electronic medical record company, to include an automated child abuse screening tool in its system. The screening tool will be tested at several medical institutions later this year.

Chao hopes the work will improve the accuracy of CPS reports, especially when it comes to reducing the impact of medical providers’ unconscious bias.

“Everyone means well here, but the consequences of getting these reports wrong are pretty dire in either direction,” she said. “If we don’t recognize bias and always chalk it up to something else, we can’t fix the problem in a thoughtful way. Now, I hope we can recognize it and work toward a solution.”

The study was funded by the National Center for Advancing Translational Sciences (grant KL2TR003143).

About Stanford Medicine

Stanford Medicine is an integrated academic health system comprising the Stanford School of Medicine and adult and pediatric health care delivery systems. Together, they harness the full potential of biomedicine through collaborative research, education and clinical care for patients. For more information, please visit med.stanford.edu .

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What to Know About Undergraduate Research

Many students don’t consider undergraduate research when searching for a co-op or internship, but it can have the same benefits – if not better – than those traditional options. This blog will detail the benefits of undergraduate research, including skills you can gain, types of research, and how to find opportunities.

Benefits of Undergraduate Research

The field of research is the heart of innovation and is responsible for the continuous advancement of medical care, artificial intelligence, space exploration, and so much more. Similar to an industry internship or co-op, participating in a research lab gives students the opportunity to gain experience, build a relevant skillset, and learn about their field. Unique to research, though, is the development of critical thinking skills. Because they’re constantly looking for new answers, methods, or ideas, researchers build very strong critical thinking skills, which are highly desired in the world of engineering. Other skills like independence and collaboration are also specially attained in research because you are responsible for designing/completing your own experiments and analyzing the results with multidisciplinary teams. Beyond technical and interpersonal skills, research also provides the opportunity to present and publish your work. Whether you present your research at a conference or publish it in a research journal, being an author on a formal technical document is an amazing qualification to have when applying for a position – in both industry and academia!

How to Find Opportunities

Research opportunities may be posted on job boards, like Handshake or LinkedIn, but you’re more likely to find them elsewhere. There are two main types of research opportunities you will find: on-campus at Ohio State and at other institutions. Ohio State professors love to take on undergraduate students and frequently have positions available. The best way to find professors and information about their research is on the department website (i.e., biomedical engineering ). Many departments have professors separated by research interest, so it is very easy to search within a field you are interested in. From here, you can reach out by email to professors to ask them about open positions (I like to format it similar to a cover letter, but ECS can help draft an email with you!). On-campus research can be completed during the school year while still taking classes or during the summer, where you can take on more hours. On the contrary, off-campus research is more similar to an internship, where you can work full-time over the summer or take a co-op during an academic term. Specifically during the summer, many universities offer Research Experience for Undergraduates (REUs) where you typically live on that universities campus. 

Ultimately, there are a plethora of research opportunities here at Ohio State and across the nation, which are frequently available for younger students without prior experience. Getting involved in research can help you build a unique and relevant skillset that’ll make you stand out on job applications while also getting hands-on experience in advanced topics. Research experience is just as impactful as internship or co-op experience, so start your search today!

“Don’t wait for opportunity, create it.” - George Bernard Shaw

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CONTEXTS: Stanford Undergraduate Research Journal in Anthropology

About contexts.

Contexts is an annual publication comprised of scholarly articles and reviews (book, film, art, and event reviews) written by Stanford undergraduates in all academic fields. The mission of Contexts is to provide a forum for students to share, discuss, and reflect upon social issues in a manner that demonstrates anthropological thought and modes of inquiry. CONTEXTS is published electronically on the web, with print issues released annually. For current as well as previous issues of undergrad journal, please see  Undergrad Journal .

Who may submit research articles to CONTEXTS?

• Current Stanford undergraduates who conducted research either at Stanford or elsewhere.
• Primary authors must be undergraduate students. Recent graduates may submit manuscripts for research conducted during their undergraduate careers. Manuscripts should be submitted no more than a year after the author’s graduation.

Copyright and Publishing

Work published in CONTEXTS may be published elsewhere. However, please be conscious of other journals’ policy regarding exclusivity of rights, and keep CONTEXTS informed as to where your paper has been or may be published.

General Guidelines

• research article in .doc, .docx, or .rtf,
• must follow AAA Style Guide for writing & citations found at:  http://www.aaanet.org/publications/style_guide.pdf  &  http://searchworks.stanford.edu/view/6656347
• an abstract (~150-200 words)
• related images
• headshot photo and a small bio of yourself stating your year, major, and a few of your academic and/or personal interests
• Acceptable submissions need not be summaries of ongoing or past research projects. We also consider research-oriented papers from Stanford classes.
• Article length should be ~2000-3000 words. Shorter or longer submissions are fine; editors will work with you to bring your paper to an acceptable length. Further length modification may be necessary at journal production time due to space constraints.

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Stanford sociology professor Joseph Berger has died

A former chair of the Department of Sociology, Berger’s theoretical and experimental research explored how biases can shape social inequalities.

Joseph Berger, professor of sociology emeritus in the Stanford School of Humanities and Sciences   (H&S) and former chair of his department, died Dec. 24. He was 99.

Berger is known for his pioneering research on status process, a theory and field that describes how people draw conclusions about others based on their memberships in socially advantaged or socially disadvantaged groups. Berger’s research led him to co-create the theory of expectation states, which relates to how people assign others to certain hierarchies based on social information like race and gender. This influential work helped researchers, psychologists, and others who interact with social information develop interventions to overcome these biases.

His contributions to the Stanford and global research community include establishing a theoretical and experimental research program at Stanford by using a lab to test and develop hypotheses in sociology—a novel approach to sociology at the time, but now a staple of the field.

“Joe Berger’s seminal ideas about status and expectations in interpersonal relations showed us how everyday encounters in places like the workplace, schools, or health organizations are systematically biased by things like gender, race, and class background,” said Cecilia Ridgeway , the Lucie Stern Professor of Social Sciences, Emerita, in the Department of Sociology in H&S. “Joe would argue fiercely with you over his ideas and yours but always with great intellectual honesty so that the argument opened up new understandings.”

Practicing “Stanford sociology”

Berger joined Stanford in 1959 and immediately began establishing his research program, which was often called “Stanford sociology,” according to his 2014 interview with the American Sociological Association. This approach includes developing an explanatory theory for complex events and situations and then testing the theory, often in a laboratory.

As Berger noted in that same interview, his approach was an exception at the start of his career and was the rule by the time he retired in 1994. For example, as Murray Webster, Jr., a graduate student of Berger’s who earned his doctorate from Stanford in 1968, wrote in the ASA’s publication, Footnotes , Berger’s graduate seminar in theory construction, which he introduced upon arrival at Stanford, had been rejected by his previous university, Dartmouth, as too “radical.”

His contributions to the Stanford community include serving as chair of the Department of Sociology from 1976 to 1983 and from 1985 to 1989. He was also a senior research fellow at the Hoover Institution from 1986 to 1991; for two years prior, and the rest of his life after, he was a Hoover senior fellow (by courtesy).

Berger wrote or co-authored more than 70 articles. He co-wrote three books: Types of Formalization in Small Group Research (Houghton Mifflin, 1962); Status Characteristics and Social Interaction: An Expectation States Approach (Elsevier Scientific, 1977); and Status, Power and Legitimacy: Strategies and Theories  (Transactions Publishers, 1998). He also edited seven volumes including New Directions in Contemporary Sociological Theory (Rowman and Littlefield, 2002), which he co-edited with Morris “Buzz” Zelditch , Stanford professor of sociology.

In 1991, he received the Cooley-Mead Award from the Social Psychology Section of the ASA, in recognition of his long-term contributions. In 2007, he received the ASA’s W.E.B. Du Bois Career of Distinguished Scholarship Award for his contributions to the field of sociology.

“Joe Berger and the other young sociologists who arrived at Stanford from 1959 to 1961 saw themselves as revolutionaries, and, in many ways, they were,” said Webster, professor of sociology, emeritus, at the University of North Carolina, Charlotte.

“Berger and his colleagues at Stanford developed alternatives to impressionistic essays and untestable perspectives that had dominated sociology,” said Webster. “Their work promoting explicit, predictive theories and precise empirical testing methods influenced generations of Stanford graduate students. It is evident today in journal articles and papers and in growing understanding of social structures and social interaction.”

Webster described Berger’s generosity with his time and ideas in an essay he wrote for the Social Psychology Section in 2014.

“It is impossible to know how many hours Joe has given this way, discussing others’ ideas and making them better, or how many ideas he has given to someone who he thinks can develop those ideas,” Webster said. “To Joe this is part of the collective effort to develop abstract, rigorous, and testable theories in sociology.”

A lifelong sensitivity

Berger was born April 3, 1924, in Brooklyn to Jewish Polish immigrants. He described his father as a lifelong Marxist in the ASA’s 2014 interview. This upbringing made him, in his words, “extremely sensitive to the differences between socially advantaged and socially disadvantaged groups in society”—a sensitivity that defined his life’s work.

At age 18, Berger voluntarily enlisted in the Army during World War II and received a direct commission to officer, Second Lieutenant. He earned the Bronze Star and the Army Commendation Award for his work in military intelligence and information control. These experiences prompted him to move away from his father’s Marxism toward sociology as a way of understanding the class differences he had observed. In the ASA’s 2014 interview, he referred to his work as a “calling.”

He earned master’s and doctoral degrees in sociology at Harvard, where his closest mentors were the social theorist Talcott Parsons and Robert Freed Bales, a pioneer in the behavioral study of interaction in groups.    

According to his colleagues and family, Berger was a lifelong student who could speak with deep knowledge, strong opinions, and great passion about astronomy and cosmology, classical music, World War II, world politics, and the founding fathers of the U.S.

Still publishing into his late 90s, Berger remained galvanized by his work. “Let me stress that there also are important problems that lie ahead in the study of group processes,” he said in the ASA’s 2014 interview. “And while it has been an expanding area of research over the past 25-30 years, I would argue that group processes is a research area that—fortunately—is still ‘in progress.’”

He is preceded in death by his wife, Margaret Alice Smith, who died in 2022. He is survived by his three children, Adam and Rachel (from a previous marriage to Shirley Fuchs) and Gideon, as well as four grandchildren.

Norman K. Wessells, pioneering Stanford biologist, has died

Students will explore Taylor Swift’s lyrics as literature in new course

Poetry scholar and critic Marjorie Perloff has died

Kenneth Fields, longtime English professor and acclaimed poet, dies at 84

© Stanford University, Stanford, California 94305

Generaciones: Virginia Grise

Riding the Currents of the Wilding Wind

Performance lecture featuring the playwright and producer Virginia Grise, who has undertaken a theatrical adaptation of  Their Dogs Came With Them . Grise will speak about the process of adapting Viramontes’ novel and also about her recent collaboration with musician Martha Gonzalez, a concept album and concert entitled  Riding the Currents of the Wilding Wind . The lecture and staged reading will be interwoven with excerpts from the novel and songs from the album.  

Co-sponsored by Theaters and Performance Studies, El Centro Chicano y Latino Cent for Latin American Studies, Center for Latin American Studies, African and African American Studies, English, Creative Writing, and Feminist, Gender, and Sexuality Studies.

Please  RSVP here!

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• News and opinion

University applauds researchers with global reach and impact

10 April 2024

University news , Faculty of Arts , Business School , Faculty of Education and Social Work , Faculty of Engineering , Faculty of Science

Comprehensive range of University researchers feature in two international surveys of the top academics in the world.

The University of Auckland acknowledged the ambition and effort of its highly cited researchers at the Hīkina kia Tutuki | Rise to the challenge: Researchers with global impact event at the Fale this evening.  

The event celebrates researchers whose exceptional work has global value and impact.  The Vice-Chancellor, Professor Dawn Freshwater said,"When we listen to researchers and think about research excellence, we are seeing evidence of deep, meaningful and engaged thinking."  The academic process of critique, analysis and synthesis, would see the value of that research on society.

Associate Deputy Vice-Chancellor Research, Professor Simon Holdaway thanked the researchers for their efforts and noted the diverse range of academic fields featured. “This is about ambitious research confronting humanity’s greatest challenges and working with our communities to show purpose and impact for the better.” 

The Clarivate Highly Cited Researchers list is based on their Web of Science database of academic outputs, with those featuring on the list being in the top one percent in their field in terms of number of citations over a ten-year period or have equivalent reach in cross-field or interdisciplinary research.   

The Stanford Elsevier database , now in its fifth iteration, uses a standardised citation method to rank the top two percent of researchers, as a measure of their influence and global research impact.  

Including honorary and emeritus academics, Waipapa Taumata Rau, University of Auckland has eight researchers represented on the Clarivate list and over two hundred in the Stanford Elsevier database.

Most of their publications are in the top 20 percent of quality journals as measured by the Scopus database with some publications appearing in the top one percent of journals, including Nature Genetics, The Lancet , and Chemical Engineering Journal .  

The event featured a selection of six researchers from a diverse range of academic fields – with representation from Education and Social Work, Medical and Health Sciences, Business and Economics, Science, and Engineering – emphasising the comprehensive research strengths of the university.

The speakers were: 

• Jay Marlowe, Professor of Counselling, Human Services and Social Work at the Faculty of Education and Social Work. 
• Cliona Ni Mhurchu, Professor of Population Nutrition at the Faculty of Medical and Health Sciences.  
• Snejina Michailova, Professor of International Business at the Faculty of Business and Economics. 
• Dr Fan Zhu, senior lecturer in chemical sciences at the Faculty of Science 
• Professor Dawn Freshwater, the Vice-Chancellor of the University.. She leads a research programme on youth suicide. 
• Saeid Baroutian, Professor and Deputy Head of Department in the Faculty of Engineering.  

The six speakers presented ‘TED’ style talks. The videos will be available on the University’s website shortly. 

Media contact: Gilbert Wong, gilbert.wong@auckland.ac.nz

• News & Events

Scholars Head to Philly for AERA 2024

The world’s largest education research conference, organized around the theme “ Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action , offers more than 2,500 sessions, including 38 presidential events, giving scholars a chance to discuss, debate, and network in a town known for Cheesesteaks and Brotherly Love.

Columbia University’s Kimberlé W. Crenshaw, a pioneering scholar and writer who coined the term “intersectionality” to describe the double bind of simultaneous racial and gender prejudice, will deliver the opening keynote on Thursday, April 11.

View all School of Education and Social Policy presenters and participants.

Other highlights:

• Jones Lecture: James Spillane, the Spencer T. and Ann W. Olin Professor in Learning and Organizational Change, will deliver the Helen DeVitt Jones Lecture in Teacher Education. In his talk, “Re-Imagining Teacher Professional Learning” Spillane will explain why marshaling and mobilizing essential resources for teaching and teacher learning are a systemwide challenge. Saturday, April 13 at 2:30 p.m. at the Philadelphia Marriott Downtown, Floor: Level 5, Salon D
• Don't Miss: Shirin Vossoughi is participating in a Presidential Session honoring the life and work of Mike Rose, a research professor at the UCLA School of Education and Information Studies who devoted his life to building a democratic education for all youth. Vossoughi is currently teaching a graduate class with 26 students across both human development and social policy and learning sciences based on his UCLA course. The session, on Friday, April 12 at 3:05 p.m., is titled "Scholarship That Befits a Democracy: Disrupting Educational Inequality Through the Scholarship of Mike Rose."
• Presidential Sessions: Megan Bang, professor of learning sciences, is a panelist in "Intersectional Organizing, Solidarity-Building, and Educational Justice: A Town Hall Conversation with Scholars and Community Organizers" on Friday, April 12 at 4:55 p.m. Carol Lee, professor emerita and president of the National Academy of Education, will be at “The 27th Conversations with Senior Scholars on Advancing Research and Professional Development Related to Black Education” on Saturday, April 13 at 3:05 p.m.
• New AERA fellows: Bang and Elizabeth Tipton, who holds a courtesy appointment in the School of Education and Social Policy, will be inducted as 2024 AERA Fellows during the annual meeting.
• Brayboy Joins AERA Board: Carlos Montezuma Professor and Dean Bryan Brayboy was elected to the American Educational Research Association's council and executive board. At AERA, he’ll be involved in discussions around opportunities for federal research funding, research-policy collaborations for climate education and findings from a study of Indigenous-language immersion schooling.
• Undergraduate presentation: Spencer Cook, who is studying social policy and legal studies, is presenting at the undergrad student education research training workshop. Theh paper, a case study on bridging research and practice in rural areas using a scientific learning community, stems from his work as a research assistant with the (Cynthia) Coburn Lab and as a summer fellow at the Institute for Policy Research. He’s also participating in the Undergraduate Poster Session. “ I can't think of a better capstone event for my academic journey here at Northwestern,” he said.
• Dissertation recognition: Angel Bohannon (PhD23) a research scientist at NORC at the University of Chicago, was runner-up for the 2023 LSI SIG Dissertation of the Year Award. She also coauthored “Hidden in Plain Sight: Theorizing Latent Use as a Form of Research Use” with Cynthia Coburn and James Spillane. It was published in the  American Educational Research Journal.
• Graduate students at AERA: Lara Altman, Jennifer Cowhy, Claire Mackevicius, Melanie Muskin, and Andrew Stein, from the Human Development and Social Policy program; Bradley Davey, Teyona James Harris, Charles Logan, Jessica Marshall, Miguel Angel Ovies-bocanegra, and Topham Taylor from the Learning Sciences program; Stephanie Jones, Nicholas Lagrassa, and Natalie Melo from Computer Science + Learning Sciences doctoral program.
• Alumni participants: Eleanor Anderson, University of Pittsburgh; Megan Bang, Northwestern; Sugat Dabholkar, Tufts University; Ravit Golan Duncan Rutgers; Cassandra Hart, University of California-Davis; Victor Lee Stanford University; Mollie McQuillan, University of Wisconsin Madison; Heather McCambly, University of Pittsburgh; Meixi, University of Minnesota; Julissa Muñiz, University of California Santa Cruz; Kalonji Nzinga, University of Colorado-Boulder; Nichole Pinkard, Northwestern; Aireale Joi Rodgers, University of Wisconsin-Madison; Abigail Stein, Carnegie Melon University; Carrie Tzou, University of Washington-Bothell; Elizabeth van Es, University of California, Irvine; Samantha Viano, George Mason University; and Cora Wigger, Elon University.
• Mingle with Colleagues! The SESP community AERA reception will be April 11 at 6:30 p.m. at The Morris. RSVP here.
• Philly Cheesesteak v. Chicago Hot Dog? Dean Brayboy hasn’t yet had a Chicago dog (!) so he is going with “ a Geno’s cheesesteak. “Only by omission,” he says diplomatically. “I’m cool with Pat’s (King of Steaks) cheesesteaks as well.”
• Spread the word on social. If you're still on X, tell us what you're learning at the conference. Use the hashtags  #AERA2024 and #SESPLove.