Ph.D., University of Texas, Austin
My research interests include the intersections of race, class, and gender; sociology of education; and qualitative methods. My articles appear in journals such as Symbolic Interaction, Youth & Society, Sociology of Education, Gender & Society, and American Sociological Review. I have published two books: An Unexpected Minority: White Kids in an Urban School (Rutgers University Press 2006), and Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education (Rutgers university Press 2012). I am currently the Secretary-Treasurer of the Race, Gender, and Class section of the American Sociological Association.
Perry, Brea L. and Edward W. Morris. "Suspending Progress: Collateral Consequences of Exclusionary Punishment in Public Schools" Forthcoming, American Sociological Review.
Edward W. Morris. 2012. Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education. Rutgers University Press Series in Childhood Studies.*
* Winner of the distinguished scholarly contribution award from the Children and Youth section of the ASA.
Edward W. Morris. 2012. “Repelling the ‘Rutter’: Social Differentiation among Rural Teenagers.” Forthcoming, Symbolic Interaction
Edward W. Morris. 2011. “Bridging the Gap: ‘Doing Gender,’ ‘Hegemonic Masculinity,’ and the Educational Troubles of Boys.” Sociology Compass 5: 92–103.
Edward W. Morris. 2010. “‘Snitches End up in Ditches’ and Other Cautionary Tales.” Journal of Contemporary Criminal Justice 26: 245-272.
Edward W. Morris. 2008. “‘Rednecks,’ ‘Rutters’, and ‘Rithmetic: Social Class, Masculinity, and Schooling in a Rural Context.” Gender & Society 22: 728-751.
Edward W. Morris. 2006. An Unexpected Minority: White Kids in an Urban School. Rutgers University Press.
My current projects include an analysis of racial disparities in school discipline (suspensions, expulsions, office referrals) with Dr. Brea Perry. The study, entitled Racing to Punish: Examining Intersections of Race, Class, and Gender in School Discipline, uses extensive longitudinal data from school district records to analyze differences in race, class, and gender in student punishments. An article based on this project is forthcoming in the American Sociological Review.