Curriculum Vitae

HUGH MEHAN

Department of Sociology

University of California, San Diego

La Jolla, California 92093-0533

(858) 822-2271

February 2004

EDUCATION

B.A. Psychology, Hobart College, Geneva, New York - June, 1963

M.A. Sociology, San Jose State College, San Jose, Ca. - Jan. 1966

Ph.D. Sociology, University of California, Santa Barbara - July, 1971

PROFESSIONAL HISTORY

1965-1966 Lecturer, San Jose State College

1970-1972 Assistant Professor of Sociology, Indiana University

1972-1979 Assistant Professor of Sociology; Director, Teacher Education Program, University of California, San Diego

Winter 1975: Visiting Assistant Professor, Northwestern University

1979-1983 Associate Professor of Sociology; Coordinator, Teacher Education

Program; University of California, San Diego

Spring, 1982 : Visiting Professor, Department of Sociology, Goldsmiths

College, University of London

1983-present Professor of Sociology, University of California, San Diego

1983-1999: Coordinator, Teacher Education Program, UCSD

Spring, 1986: Department of Educational Studies, Oxford University

Summer, 1995: Visiting Professor, Department of Educational Studies

and Trinity College, Oxford University

1998-99: Interim Associate Director, Center for Research, Educational Equity and Teaching Excellence (CREATE), UCSD

July 1999-- present: Director, Center for Research, Educational Equity and Teaching Excellence (CREATE), UCSD

PUBLICATIONS

BOOKS AND EDITED COLLECTIONS

1974 Language Use and School Performance New York: Academic Press, (Edited with Aaron Cicourel and others)

1975 The Reality of Ethnomethodology. New York: Wiley Interscience, (with Houston Wood)

1979 Learning Lessons. Cambridge: Harvard University Press

1980 The Social Organization of Intellectual Behavior. Discourse Processes, 3 (2): 101-184. Special Edition Editor.

1986 The Write Help. Chicago: Scott-Foresman, (Edited with Randall Souviney).

1986 Handicapping the Handicapped: Decision Making in Students' Educational Careers. Stanford: Stanford University Press, (with J. Lee Meihls and Alma J. Hertweck).

1988 The Discourse of the Nuclear Arms Race. Multilingua, Vol. 7(1/2) (Edited with J. V. Wertsch).

1996 Constructing School Success: The Consequences of Placing Low Achieving Students in High Track Classes. Cambridge: Cambridge University Press,

(with Irene Villanueva, Lea Hubbard and Angela Lintz).

2001 L’Ethnografia Constitutiva (tr. Anna M. Vernaleone). Lecce: Pensa Multimedia.

2002 Extending School Reform: From One School to Many. New York: Routledge Falmer. (with Amanda Datnow & Lea Hubbard)

ARTICLES IN JOURNALS, CHAPTERS IN BOOKS

1972 Language using abilities, Language Sciences, 22, 1-10.

Paralinguistics, kinesics, and teacher training. In R. Shuy (ed.), Third Annual Round Table Meeting of Linguistics and Language Studies. (with Bruce Fraser)

1973 Assessing children's language using abilities. In J. M. Armer & A. S. Grimshaw (eds.), Comparative Sociological Research. New York: Wiley-Interscience. Portions reprinted in H. P. Dreitzel (ed.). Recent Sociology, Childhood and Socialization, 5. New York: The MacMillan Co.

1974 Accomplishing classroom lessons. In A.V. Cicourel, et al., Language Use and School Performance. New York: Academic Press.

Ethnomethodology and education. In D. O'Shea (ed.), Sociology of School and Schooling. Proceedings of Annual Sociology of Education Association Meetings. Washington, D.C.: National Institute of Education.

1975 Five features of reality (with Houston Wood). In E. Wingarten, F. Sack & J. Schenkein (eds.), Ethnomethodologie, Beitrage zu einer Soziologie des Altagsleben. Frankfurt, Germany: Suhrkamp (a reprint of Chapter 2 of The Reality of Ethnomethodology).

The morality of ethnomethodology (with Houston Wood). Theory and Society, 2, 509-30 (a reprint of Chapter 9 of The Reality of Ethnomethodology).

An Image of man for ethnomethodology (with Houston Wood). Philosophy of the Social Sciences, 5, 365-376 ( a reprint of Chapter 8 of The Reality of Ethnomethodology).

1976 De-secting ethnomethodology. A reply to Lewis A. Coser's Presidential address to the American Sociological Assoc. (with Houston Wood). The American Sociologist, 11 (1) 13-21.

Students' interactional competence in the classroom. Newsletter of the Institute for Comparative Human Development, 1 (1), 3-7.

1977 Students' formulating practices and instructional strategies. The Annals of the New York Academy of Sciences, 285, 451-475.

1978 Structuring school structure. Harvard Educational Review, 48 (1), 32-64.

(Reprinted in L’Ethnografia Constitutiva (tr. Anna M. Vernaleone). Lecce: Pensa Multimedia, 2001).

1979 What time is it Denise? Some observations on the organization and consequences of asking known information questions in classroom discourse. Theory Into Practice, 18 (4). 285-292.

The competent student. Anthropology and Education Quarterly, 11 (3), 131-152.

(Reprinted in L’Ethnografia Constitutiva (tr. Anna M. Vernaleone). Lecce: Pensa Multimedia, 2001).

Socialization: The view from classroom interactions. Sociological Inquiry, 50 (3-4), 357-392. (with Peg Griffin)

1981 Sense and ritual in classroom discourse. In F. Coulmas (Ed.), Conversational Routine: Explorations in Standardized Communication Situations and Prepatterned Speech. The Hague: Mouton Press (with Peg Griffin).

Identifying handicapped students. In S. B. Bacharach (ed.), Organizational Behavior of Schools and School Districts. New York: Praeger Press. (with J. Lee Meihls, Alma Hertweck and Margaret S. Crowdes)

Ethnography for bilingual education. In H. T. Trueba, G. P. Guthrie & K. Hu-Pei (eds.), Culture and the Bilingual Classroom. Rowley, Mass.: Newbury Press.

1982 Teachers' Iinterpretations of students' behavior. In L. C. Wilkinson (ed.), Communicating in the Classroom. New York: Academic Press.

Teachers and students' instructional strategies. In L. L. Adler (ed.), Cross-Cultural Research At Issue. New York: Academic Press. (with Margaret M. Riel)

The structure of classroom events and their consequences for students' performance. In P. Gilmore (Ed.), Ethnography and Education: Children In and Out of School. Washington, D. C.: Center for Applied Linguistics.

1983 The role of language and the language of role in educational decision making. Language in Society, 12, 187-211. Reprinted in S. Fisher & A. Todd (eds.), Language in Institutions. Norwood. NJ: Ablex Publishing Company, 1986.

Real and non-real time interaction: Unraveling multiple threads of discourse. Discourse Processes, 59-75, (with James A. Levin, Steven Black and Clark Quinn).

Real education in non-real time: The use of electronic message systems for instruction. Instructional Science, 11, 313-327 (with Clark Quinn, James A. Levin and Steven D.Black).

Le constructivisme social en psychologie et en sociologie. Sociologie et Societes, 14 (2) 77-96.

(Reprinted in L’Ethnografia Constitutiva (tr. Anna M. Vernaleone). Lecce: Pensa Multimedia, 2001).

1984 Language and schooling. Sociology of Education, 57:174-183. (An expanded version appears in: G. and L. Spindler (ed.), Education as Cultural Process: Toward an Anthropology of Education. New York: Lawrence Erlbaum.

Practical decision making in naturally occurring institutional settings. In B. Rogoff & J. Lave (Eds.), Everyday Cognition: Its Development in Social Context. Cambridge, Mass.: Harvard University Press.

1985 Universal development, stratifying practices and status attainment. Social Stratification and Mobility, 4: 3-27 (with Aaron V. Cicourel).

The structure of classroom discourse. In T. A. van Dijk (ed.), Handbook of Discourse Analysis (Vol.3). London: Academic Press, 115-131.

Computers in the classroom: Social stratifiers or liberating equalizers? Science for the People 17 (1,2): 41-42.

Knowledge of text editing and control of literacy skills. Language Arts, (65) 5: (with M. Riel & B. Miller-Souviney

The Reality Constructor. In Three Sociological Traditions. Selected Readings. Randall Collins (ed.) Oxford University Press, N.Y. pp 300-319. A Reprint of Chapter 5 from The Reality of Ethnomethodology.

1986 Sociocultural resources in instruction: A context specific approach. In: Beyond Language (pp. 187-230). Sacramento, California, State Department of Education (with Esteban Diaz and Luis Moll).

Desegregation: An interactionist approach. In M. J. Lerner (ed.), Advancing the Art of Inquiry in School Desegregation Research . New York: Plenum (with Bennetta Jules- Rosette).

The current state of microcomputer use in schools, and exploring the interactive capabilities of microcomputers. In H. Mehan & R. Souviney (eds.), The Write Help. Chicago: Scott-Foresman.

Metacognition and passing: Strategic interactions in the life of learning disabled students. Anthropology and Education Quarterly, 17(3): 145-165 (with Robert Rueda)

1987 Language and power in organizational process. Discourse Processes 10, 291-301

1988 Educational handicaps as a cultural meaning system. Ethos 71-88.

Reykjavik: The breach and repair of the pure war script. Multilingua, 7(1/2): 35-66 .

MEND: A nurturing voice in the nuclear arms debate. Social Problems, 35 (4): 363-383 (with John Wills).

Professional and family understanding of impaired communication. British Journal of Disorder of Communication. 23 (141-151) (with Philip Davies)

1989 Oracular reasoning in a psychiatric exam: The Resolution of Conflict in Language. In: Allen D. Grimshaw (Ed.), Conflict Talk: Sociolinguistic Investigations of Arguments in Conversation. Cambridge: Cambridge University Press.

Microcomputers and classroom organization. Anthropology and Education Quarterly 20 (1): 4-21

Codes, culture and context: Principles from Anthropology and Sociology. In: Maynard Reynolds (ed.) Knowledge Base for Beginning Teachers. Boston: Peragon Press. (with C. B. Cazden)

1990 Nuclear Discourse in the 1980s: The Unraveling Conventions of the Cold War. Discourse and Society (with Charles E. Nathanson and James M. Skelly). 1(2): 133- 165.

Heterogeneous grouping and academic achievement. In: Research for The 1990’s Proceeding of The Annual Conference of The Linguistic Minority Research Project. Santa Cruz: UCSC. (with Mary Catherine Swanson)

Does the nuclear policy depend on a special relationship with the USSR? In: Greg Urban and Ben Lee (Eds). Boundaries of Power, Boundaries of Communication. Working papers 42-46. Chicago: Center for Psychosocial Studies.

1991 The schools' work of sorting students. In: Don Zimmerman & Deidre Boden (Eds.), Talk and Social Structure. Cambridge: Polity Press

1992 Understanding inequality in schools: The contribution of interpretive studies. The Sociology of Education. 65 (1): 1 - 20.

Why I Like to Look: On the Use of videotape as an Instrument in Educational Research. In: M. Schratz (Ed.), Qualitative Voices in Research. New York: Falmer Press.

Sociological Foundations Supporting the Study of Cultural Diversity. Research Report #1. Santa Cruz, Ca.: The National Center for Research on Cultural Diversity and Second Language Learning