Faculty

Judson G. Everitt, PhD

About

Judson Everitt is an Associate Professor in the Department of Sociology. He has served on the faculty at Loyola since 2009. His research examines the interconnections between organizations, culture, and socialization with a particular focus on the professions. His prior work examines teachers' professional socialization in his book, Lesson Plans: The Institutional Demands of Becoming a Teacher (Rutgers University Press, 2018), and he recently co-authored an updated edition of The Sociology of Education with Jeanne Ballantine and Jenny Stuber (Routledge, 2022). His most recent work examines how medical students interpret and respond to institutional pressures in healthcare through the student cultures they form in medical school, and he recently co-authored an updated edition of The Sociology of Childhood with Bill Corsaro (Sage, forthcoming in 2024).

Dr. Everitt earned his Ph.D. in sociology at Indiana University with a doctoral minor in Educational Leadership and Policy Studies. He lives with his spouse and three children in Warsaw, Indiana.

Degrees

Ph.D., Sociology
Indiana University, Bloomington, IN 2009

M.A., Sociology
Indiana Univeristy, Bloomington, IN 2004

B.A., Sociology
Wake Forest University, Winston-Salem, NC 2000

Courses Taught

Undergraduate:

• Society in a Global Age (Intro to Sociology)
• Gender & Work
• Self & Society
• Sociology of Education

Graduate:

• Qualitative Research Methods
• Organizations
• Sociology of Education
• Teaching Undergraduate Sociology

Awards

Master Teacher Award, College of Arts and Sciences, Loyola University Chicago

Provost’s Award for Excellence in Teaching Freshmen, Loyola University Chicago

Rated #7, 2013–2014 RateMyProfessor.com 25 Best College Professors in America

Selected Publications

Books

Everitt, Judson G. 2018. Lesson Plans: The Institutional Demands of Becoming a Teacher. New Brunswick, NJ: Rutgers University Press.

(Winner of the 2020 Midwest Sociological Society’s Distinguished Book Award)

Ballantine, Jeanne H., Jenny Stuber, and Judson G. Everitt. 2022. The Sociology of Education: A Systematic Analysis (9th edition). New York, NY: Routledge.

Articles

Burr, William H., Judson G. Everitt, and James M. Johnson. 2023. “‘The Debt is Suffocating to be Honest’: Student Loan Debt, Professional Status, and the Social Psychology of Precarity in an Allopathic Medical School.” SSM – Qualitative Research in Health (https://doi.org/10.1016/j.ssmqr.2023.100304). 

Everitt, Judson G., James M. Johnson, and William H. Burr. 2022. “Why Your Doctor Didn’t go to Class: Student Culture, High-stakes Testing, and Novel Coupling Configurations in an Allopathic Medical School.”  Journal of Health and Social Behavior (https://doi.org/10.1177/00221465221118584).

Duncan, Christopher P. and Judson G. Everitt. 2022. “Instantiated Recoupling in School Principals’ Enactment of Teacher Evaluations: Emotion Work and New Forms of Ceremonial Conformity in Educational Institutions.”  Symbolic Interaction 45:495-516.

Everitt, Judson G., James M. Johnson, William H. Burr, and Stephanie H. Shanower. 2022. “Examining Healthcare Institutions by Bringing Qualitative Data from Two Eras into Empirical Dialogue.” Ethnography 23:559-77.

Everitt, Judson G. 2020. “The Social Psychology behind Teacher Walkouts.” Contexts 19:30-35.

Everitt, Judson G. and Taylor Tefft. 2019. “Professional Socialization as Embedded Elaborations: Experience, Institutions, and Professional Culture throughout Teacher Careers.” Symbolic Interaction 42: 564-87.

Everitt, Judson G. and Bradley A. Levinson. 2016. “Inhabited Institutions in New Destinations: Local Sense-Making and Institutional Work in Community Response to New Immigration.” Journal of Contemporary Ethnography 45:115-42.

Everitt, Judson G. 2013. “Inhabitants Moving In: Prospective Sense-Making and the Reproduction of Inhabited Institutions in Teacher Education.” Symbolic Interaction 36: 177-96.

Everitt, Judson G. 2012. “Teacher Careers and Inhabited Institutions: Sense-Making and Arsenals of Teaching Practice in Educational Institutions.” Symbolic Interaction 35: 203-20.