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THE CONTINUING LEGACY
OF THE CHICAGO SCHOOL
The period extending from the time of its founding till the 1950s
are said to be the "golden years" of the Chicago School, circa
1892-1950 (Kurtz, 1984). During that era, the University of
Chicago nurtured a new technique in the social science disci-
pline-coupled with an apolitical approach to social reform
(Bulmer, 1984, pp. 28-32).
Chicago School emerged out of a progressive era when the city
of Chicago experienced significant transformations in its social,
economic, cultural, and intellectual life. Technological changes in
SOCIOLOGICAL PERSPECTIVES, Vol. 31 No. 3, July 1988 360-376
o 1988 Pacific Sociological Assn.
360
Ohm / CONTINUINGLEGACY 361
RESEARCHAGENDA
INTELLECTUALLINEAGE:
FORERUNNERSTO THE PRESENTGENERATION
FIRST GENERATION
SCHOLARS
(1892-1918)
Albion Small
George Vincent
W. I. Thomas
Charles Henderson
Graham Tayler
Charles Zueblin
Ira Howerth
Jerome H. Raymond
Clarence Rainwater
George H. Mead*
Robert E. Park*
Non-A.S.U.
Morris Janowitz
THIRD GENERATION
SCHOLARS
(1931-1946)
FIFTH GENERATION
SCHOLAR
Samuel Stouffer (Mid 1960-Present)
Everett Hughes*
W. Lloyd Warner*
Philip M. Hauser*
Figure 1: Genealogy of the Intellectual Influences from the First- to the Fifth-Gener-
ation Chicagoans
*The terms extended to the next generation.
Ohm / CONTINUINGLEGACY 365
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STUDENT-MENTORRELATIONSHIP
AT CHICAGOSCHOOL
The graduate-studentexperience of Lindstrom, Mayer, Farber,
and Smithwiththeirmentorsreflectedthe apprenticeshipmodel
368 SOCIOLOGICAL
PERSPECTIVES/ JULY 1988
THEORETICALPERSPECTIVES
OF ASU CHICAGOANS
ThestandardAmericansociologyhadits rootsfromEuropean
influences, that is, Tarde and Durkheim (France), Weber,
370 SOCIOLOGICAL
PERSPECTIVES/ JULY 1988
CHICAGOVERSUSOTHERSCHOOLS
When asked about how they compareChicago School with
otheruniversitiessuchas Harvard,Columbia,andBerkeleywhen
they were students, ASU Chicagoans'responsesindicated an
ethnocentricviewof theiralmamater.However,this was not an
unusualattitudeamongany universityalumniparticularlywhen
people'scareerswereassociatedwith theirdegrees.
An assessmentof the Universityof Chicago in recent years
drewa moreobjectiveevaluation.Fourth-generation Chicagoans
agreed that the school'sgolden yearswere over. The retirement,
death, and transfersto otherschools of manysecond- andthird-
Ohm / CONTINUINGLEGACY 373
CONCLUDINGREMARKS
REFERENCES
ArizonaStateUniversityBulletin.1985/1986."Faculty,UniversityOfficesandServices."
Pp. 216-279in GraduateCatalog,1983-84/1984-85(Vol. XCVIII).Tempe:Arizona
State University.
Arizona State University,Departmentof Sociology. 1986. Faculty Roster. Tempe:
ArizonaStateUniversity.
Bulmer,Martin.1984.TheChicagoSchoolof Sociology:Institutionalization, Diversity,
and the Rise of SociologicalResearch.Chicago:Universityof ChicagoPress.
Carey,JamesT. 1975.Sociologyand PublicAffairs:TheChicagoSchool.BeverlyHills,
CA: Sage.
Farber,Bernard.1985."PersonalInterviewandCommunications withProfessorBernard
Farber,a Chicagoanat ArizonaState University."Unpublishedinterviewby Rose
MarieOhm,ArizonaStateUniversity,Departmentof Sociology.
Faris,RobertE. L. 1970.ChicagoSociology:1920-1932.San Francisco:Chandler.
Glick, Paul C. 1985. "PersonalInterviewand Communicationson Chicago School
Experienceswith ProfessorPaul C. Glick."Unpublishedinterviewby Rose Marie
Ohm,ArizonaStateUniversity,Departmentof Sociology.
Kurtz,LesterR. 1984.EvaluatingChicagoSociology:A Guideto theLiterature,Withan
AnnotatedBibliography. Chicago:Universityof ChicagoPress.
Lindstrom,FrederickB. 1985."PersonalInterviewandCommunications withProfessor
FrederickB. Lindstrom,a Chicagoanat ArizonaState University."Unpublished
interviewby Rose MarieOhm,ArizonaStateUniversity,Departmentof Sociology.
Mayer,AlbertJ. 1985."PersonalInterviewandCommunications withProfessorAlbertJ.
Mayer,a Chicagoanat ArizonaState University."Unpublishedinterviewby Rose
MarieOhm,ArizonaStateUniversity,Departmentof Sociology.
376 SOCIOLOGICAL PERSPECTIVES / JULY 1988
Rose Marie Ohm (Ph.D., Arizona State University, 1971) is a Program Associate
at the headquarters of the National Conference of Christiansand Jews. She works
directly with group process specialists, teachers, and community volunteers in
developing and implementing nationwide youth intergroup leadership programs
sponsored by NCCJ. Her current interests include work in the area of social
distance, collective behavior, applied sociology, group processes, and cross-
cultural gender study.