School of Humanities and Sciences
Showing 11-20 of 26 Results
Lucie Stern Professor in the Social Sciences, Emerita
Current Research and Scholarly InterestsI am interested in the role that social hierarchies in everyday social relations play in the larger processes of stratification and inequality in a society. My research focuses on interpersonal status hierarchies, which are hierarchies of esteem and influence, and the significance of these hierarchies for inequalities based on gender, race, and social class.
Professor of Political Science and Senior Fellow at the Hoover Institution
BioDouglas Rivers is a senior fellow at the Hoover Institution and a professor of political science at Stanford University. He is the president and CEO of YouGov/Polimetrix.
Thomas More Storke Professor, Emeritus
BioDonald Roberts received his A.B. from Columbia University (1961) and his M.A. from the University of California at Berkeley (1963). He earned his Ph.D. in communication at Stanford in 1968, then became a member of the department faculty, serving as Director of the Institute for Communication Research from 1985-1990 and from 1999-2001. He chaired the department from 1990-1996.
Roberts teaches undergraduate and graduate courses on communication theory and research and on children, youth, and media. His primary area of research concerns how children and adolescents use and respond to media, a topic on which he has written extensively (e.g., chapters in The Handbook of Communication, Learning from Television: Psychological and Education Research, The International Encyclopedia of Communications, The Handbook of Children and the Media,and The Handbook of Adolescent Psychology).
He has also written comprehensive reviews of the literature on the effects of mass communication for the Annual Review of Psychology and for the revised edition of the Handbook of Social Psychology, and co-authored a chapter on public opinion processes in the Handbook of Communication Science.
Roberts helped to design a parental advisory system to label violence, sex/nudity, and language for the computer software industry which has been adapted by the Internet Content Rating Association for use on the World Wide Web. He has spoken on the issue of content labeling and advisories internationally (e.g., Mexico, Korea, Australia, South Africa), and has published several articles dealing with content labeling.
He has consulted with a number of companies involved in producing children’s media (e.g., Filmation, ABC-Disney, MGM Animation, Sunbow Entertainment, Nelvana Ltd., and KidsWB!), and currently functions as Educational Director for DIC Entertainment, helping to develop content to meet the FCC’s requirements for educational programming for children. Roberts also served on the board of advisors of MediaScope, a nonprofit organization founded to promote constructive depictions of social issues in film, television, music, and video games, and was a planner and panelist for Vice President Al Gore’s Conference on Families and Media.
Roberts is co-editor of The Process and Effects of Mass Communication and co-author of Television and Human Behavior, It’s Not Only Rock and Roll: Popular Music in the Lives of Adolescents and Kids on Media in America: Patterns of Use at the Millennium.
Laura Roberts, MD, MA
Katharine Dexter McCormick and Stanley McCormick Memorial Professor and Professor, by courtesy, of Psychology
Current Research and Scholarly InterestsDr. Roberts has performed numerous empirical studies of contemporary ethics issues in medicine and health policy and has been funded by the National Institutes of Health, the Department of Energy, the National Alliance of Schizophrenia and Depression, the Arnold P. Gold Foundation, and other private and public foundations.
Steven O. Roberts
Assistant Professor of PsychologyOn Leave from 09/01/2021 To 08/31/2022
BioI am interested in the psychological bases of racism, and how to dismantle them. For my information, check out my lab webpage here: https://scd.stanford.edu/
Professor of Political Science, Senior Fellow at the Hoover Institution and at the Stanford Institute for Economic Policy Research
BioJonathan Rodden is a professor in the political science department at Stanford who works on the comparative political economy of institutions. He has written several articles and three books on federalism and fiscal decentralization. One of those books, "Hamilton’s Paradox: The Promise and Peril of Fiscal Federalism," was the recipient of the Gregory Luebbert Prize for the best book in comparative politics in 2007. He works with institutions including the World Bank, International Monetary Fund, USAID, and the European Parliament on issues related to fiscal decentralization and federalism.
He has also written papers on the geographic distribution of political preferences within countries, legislative bargaining, the distribution of budgetary transfers across regions, and the historical origins of political institutions. He has written a series of papers applying tools from mathematics and computer science to questions about redistricting, culminating in a 2019 book called "Why Cities Lose: The Deep Roots of the Urban-Rural Political Divide" (Basic Books). Rodden has also embarked on an inter-disciplinary collaborative project focused on handgun acquisition.
Rodden received his PhD from Yale University and his BA from the University of Michigan, and was a Fulbright student at the University of Leipzig, Germany. Before joining the Stanford faculty in 2007, he was the Ford Associate Professor of Political Science at the Massachusetts Institute of Technology.
Director of the Spatial Social Science Lab at Stanford
Professor of Statistics and of Economics
Current Research and Scholarly InterestsWork in progress is described under "Projects"
Associate Professor of Education and, by courtesy, of Linguistics, of Anthropology and of Comparative Literature
Current Research and Scholarly InterestsDr. Rosa’s book, Looking like a Language, Sounding like a Race: Raciolingusitic Ideologies and the Learning of Latinidad (2019, Oxford University Press), presents an ethnographic analysis of how administrators in a Chicago public high school whose student body is more than 90% Mexican and Puerto Rican seek to transform “at risk” Latinx youth into “young Latino professionals.” This intersectional mobility project paradoxically positions Latinx identity as the cause of and solution to educational underachievement. As a result, students must learn to be – and sound – “Latino” in highly studied ways. Students respond to anxieties surrounding their ascribed identities by symbolically remapping borders between nations, languages, ethnoracial categories, and institutional contexts. This reimagining of political, linguistic, cultural, and educational borders reflects the complex interplay between racialization and socialization for Latinx youth. The manuscript argues that this local scene is a key site in which to track broader structures of educational inequity by denaturalizing categories, differences, and modes of recognition through which raciolinguistic exclusion is systematically reproduced across contexts.