Ph.D. in Schools, Culture, and Society

The doctoral program in Schools, Culture, and Society (SCS) is interdisciplinary in nature and designed to prepare students for positions in academic institutions and educational policy-making organizations. The program places a strong emphasis on building research skills. The faculty teach and do research in the three areas of philosophy of education, history of education, and sociology of education. Recent graduates have found employment in universities, teacher education programs, as well as in business, policy-making entities, and international education organizations.

Admissions

Admission requirements and application procedures are detailed on the Graduate Admissions website.

Applications for Fall admission should be received by January 15.

Late applications for admission will also be given consideration; however, the possibility of receiving funding will be negatively affected by late application.

A personal interview with one or more members of the Schools, Culture, and Society faculty is recommended. An undergraduate and/or graduate emphasis in education, philosophy, history, sociology, or the humanities is recommended, although other areas of study may also be useful.

Course Delivery

Many of the SCS courses are offered in the evenings to meet the needs of students employed during the day.

Courses & Concentration Requirements

1. Required Courses

The Doctor of Philosophy in Schools, Culture and Society requires a minimum of 90 s.h. of graduate credit.

Five Common Core courses are required for all students in the SCS program; six Research Tools courses are required for all students in the College of Education. In addition to coursework, 12 s.h. of dissertation research credit are required.

A.  Common Core courses (15 s.h.)

• 07B:156:001 Philosophies of Education
• 07B:130:001 Sociology of Education
• 07B:102:001 History of American Education
• 07X:140:001 Introduction to Multiculturalism & Cultural Competence
• 07B:XXX:001  Contemporary Education Conflicts 

B.  Disciplinary Foundation  courses (9 s.h.)

Each student will choose one of the following three areas. Each student will then choose two courses from the list for that area. A third course (3 s.h.) must be chosen from the CLAS department of same name.

1.  Sociology

• 07B:134:001 Education and the World of Work
• 07B:142:001 Sociology of Higher Education
• 07B:210:001 Education and Social Change
• 07B:232:001 Advanced Theory Sociology of Education
• 07B:240       (Special Topics) courses dealing with sociology of education

2.  History

• 07B:122:001  History of School Leadership in the United States 
• 07B:123:001  History of Ethnic/Minority Education
• 07B:126.000  Twentieth Century Educational Movements
• 07B:237:001  History of the Teaching Profession
• 07B:238:001  Gender and Education in Historical Perspective
• 07B:220:001  History of Higher Education
• 07B:240        (Special Topics) courses dealing with history of education

3.  Philosophy

• 07B:155:001  Critical Thinking
• 07B:157:001  Ethics in Education
• 07B:158:001  John Dewey and Education
• 07B:240  American Contributions to Educational Philosophy 
• 07B:240  Contemporary Issues in Educational Philosophy
• 07B:240  Philosophy of John Dewey
• 07B:240  Philosophy of Mind and Education 
• 07B:240  (Special Topics) courses dealing with philosophy of education
• 07B:358  Seminar in the Philosophy of John Dewey

C.  Interdisciplinary Focus courses (9 s.h.):

Each student will choose one of the following two areas.  Each student will then choose three courses from list for that area. Students must take six semester hours outside their Disciplinary Foundation area. 

1.  Diversity and Equity

• 07B:104:001  Education in the Third World
• 07B:120:001  Teaching Diverse Populations
• 07B:123:001  History of Ethnic/Minority Education
• 07B:154:001  Education, Race and Ethnicity
• 07B:157:001  Ethics in Education
• 07B:237:001  History of the Teaching Profession
• 07B:238:001  Gender and Education in Historical Perspective
• 07B:275:001  Diversity and Equity in Higher Education
• one relevant course from another department, with advisor approval

2.  Policy Contexts

• 07B:126:001  Twentieth Century Educational Movements
• 07B:134:001  Education and the World of Work
• 07B:157:001  Ethics in Education
• 07B:210:001  Education and Social Change
• 07B:225:001  Introduction to Public Policymaking
• 07B:237:001  History of the Teaching Profession
• 07B:270:001  Policy and Politics of Leadership
• one relevant course from another department, with advisor approval

D.  Cognate Courses (27 s.h., or fewer)

Prior relevant graduate coursework commonly is accepted in fulfillment of this category. Relevant UI CLAS courses, in addition to CLAS courses counted in fulfillment of the Disciplinary Foundation category or the Interdisciplinary Focus category, may be accepted in fulfillment of this category.

E.  Research Tools (18 s.h.)

The College of Education's research requirements provide for a focus on both quantitative and qualitative methodologies. The requirements are:

• 07X:150  Introduction to Educational Research  3 s.h. to be taken in the first year each student’s Ph.D. program;
• 9 s.h. in qualitative methodologies, or  9 s.h. in quantitative methodologies;
• 6 s.h. in the alternate methodological category, whether quantitative or qualitative.
• All courses must be chosen from the College of Education listing of  Required Ph.D. Research Courses (PDF).

Students in Schools, Culture, and Society must include in the quantitative methodologies category: 

• 07B:370  Quantitative Methods for Policy Analysis 

Research courses should be chosen in consultation with the student’s Advisor.

2. Comprehensive Examinations

Students will complete three take-home exams, each having a 12-page maximum.  The Comprehensive Exam will cover: 

Exam 1.  the Common Core;
Exam 2.  the Interdisciplinary Focus; and,
Exam 3.  the Disciplinary Foundation.

3. Dissertation Research

After completing the comprehensive examination, each Ph.D. student must write a formal dissertation prospectus and submit it for approval first to his or her dissertation advisor and then to the members of his or her dissertation committee.  The dissertation prospectus must be formally approved by the dissertation advisor and the dissertation committee before any dissertation research may commence.

Students must earn 12 s.h. of dissertation research credit.  The dissertation process culminates with a final oral defense of the dissertation.  Students must be registered at The University of Iowa each fall and spring semester until the dissertation is successfully defended and the Ph.D. is awarded.

4. Former Social Foundations M.A. and Ph.D. Requirements

Students enrolled prior to Fall 2011 may wish to consult the former Social Foundations M.A. and Ph.D. program requirements.