The structure and substance of preparing sociologists: The nature of qualifying examinations in graduate education

Professional socialization for sociologists continues to be contested, with contemporary debates about 1) the structure of graduate training and its r igor, and 2) the content of the body of knowledge that new professionals sh ould master. This paper describes the institutional practices related to qu alifying examinations in 178 U.S. sociology graduate departments (response rate 82%). it addresses two broad questions: First, what is the structure o f qualifying exams in sociology Specifically, what is the format, timing, a nd method of evaluation of this requirement How often is this exam system r evised Are prestige rankings associated with the structure of qualifying ex ams Second, whet is the substance of these exams Do practices across depart ments reveal a "canon" within the discipline of sociology The findings indi cate significant differences between Ph.D.-granting and M.A.-granting progr ams in exam structures, though there is considerable consistency in exam st ructures within each type of department. in most Ph.D. and M.A. programs, t here have been recent changes in the format, content or evaluation of exams . Ph.D. departments with higher rankings offer students more freedom in tak ing exams and report higher rates of successful completion. The substance o f exams is quite diverse, both in terms of topic areas and readings within those areas, indicating little in the way of a sociological "canon" passed down to future professionals in the discipline.