Student 2:
As a university student earing my bachelors degree, I have made the choice to be a member
of the discourse community of the college educated. A discourse community has a set group of
goals, intercommunication, lexis, and membership threshold (Swales 1990). Although my fellow
students and I are currently in the same discourse with common public goals of attaining a
degree, we will all journey our separate paths into different discourse communities. How am I
going to make the transition between the two and what am I to expect from my future discourse
of sociologists? I interviewed a Wayne State sociology instructor and qualitative researcher in
the field, Dr. Michelle Jacobs. Dr. Jacobs’ approachability, passion, and wealth of knowledge
left a resounding impression on me and I quickly considered her to be a mentor for my future
endeavors. To fill in the holes or to answer some of my further developing questions I utilized
secondary sources, such as the American Sociological Association.
What Does It Mean To Be A Sociologist?
The common public goals of the discourse community of sociologists was defined by Dr. Jacobs,
“to disseminate scientific knowledge about the way society works; create positive social change
and less inequality” (Jacobs 2015).
Sociology Discourse Community Includes:
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The study of society
A science of the social lives of people, groups, and societies
The study of our behavior as social beings
The scientific study of social groups, “the entities through which humans move
throughout their lives”
 The combination of studies including history, psychology, and economics (ASA
2006).
Membership Code
“Professional Competence”
“Sociologists strive to maintain the highest levels of competence in their work.” They
understand the need for furthering their education in order to remain aware, updated, and
competent. They consult with other professionals when necessary and use the appropriate
scientific and professional resources in order to ensure producing their best work (ASA
2006).
“Integrity”
Sociologists are rational, genuine, and respectful of others in their professional activities.
They conduct their businesses in a manner that promotes trust and confidence. They do
not knowledgeably make statements that are dishonest or deceiving (ASA 2006).
“Professional and Scientific Responsibility”
Sociologists accept responsibility for their work. They understand that they form a
community and show respect for other sociologists, even when they disagree.
Sociologists value the public’s trust in sociology and are aware that their behavior and
that of other sociologists that has the ability compromise that trust (ASA 2006).
“Respect for People's Rights, Dignity, and Diversity”
“Sociologists respect the rights, dignity, and worth of all people.” They work to eliminate
bias in their professional activities and they do not tolerate any forms of discrimination.
They are sensitive to distinct characteristics. “In all of their work-related activities,
sociologists acknowledge the rights of others to hold values, attitudes, and opinions that
differ from their own” (ASA 2006).
“Social Responsibility”
Sociologists are aware of their responsibility to the communities and societies in which
they live and work. They apply and share their knowledge in order to contribute to the
public and common goods. In research, they strive to advance the science of sociology
(ASA 2006).
How Do Sociologists Communicate?
Members of this discourse community share ideas and information through publication in
scholarly, academic journals; and more recently, publication in more mainstream media sources.
They also collect data through surveys, observations, interviews, and other sources (Jacobs
2015).
Journals, surveys, and interviews are the genres, or types of text that are recognizable to readers
and writers, in which sociologists communicate within the discourse and with the general public
(Swales 1990).
Some key features or examples of the lexis, language or terminology, of the discourse
community are ideas and terms surrounding: sociological perspective, academia/public
sociology, intersectionality, master status, privileges and oppressions (ASA 2006).
Journals
American Sociological Review, Contemporary Sociology, Journal of Health and Social
Behavior, Social Psychology Quarterly, Sociological Methodology, Sociological Theory,
Sociology of Education, Teaching Sociology (ASA 2006)
Hot Topics
Major topics of conversation and study: “Any social problem/topic that is considered
“newsworthy” by the mainstream media. Currently, such topics include gay marriage,
immigration, and health care” (Jacobs 2015).
Sound Advice And Platforms For Reflection And Research – Derived from interview
“Figuring out your next steps should keep you up at night (well not really, but you will want to
focus on and really clarify your specific goals for the future). What kind of sociologist do you
want to be? What routes will you take? What kind of work do you ultimately want to do?
Something you should not sweat – minor deviations in grades (like the difference between a Band a B). Your overall record matters, not individual grades” (Jacobs 2015).
“It will be extremely challenging if you obtain a Ph.D. and wish to work in academia. It will be
less challenging if you are interested in doing what we call “public sociology,” which would be
working with a local non-profit or community or even governmental organization” (Jacobs
2015).
Future Research Questions
 What can I do with a bachelor’s degree in sociology?
 How is the discourse community of sociologists successful? Why do people want to be
members?
 What is Detroit/Michigan currently working on in this discourse community?
-Where are the jobs?
-What is the media focusing on?
-Where can we improve/where are our weak spots?
-Where/whom should we be looking to for example/advise?
Bibliography
American Sociological Association. 2006. “Status Committees.” Washington, DC: American
Sociological Association. Retrieved May 2015
(http://www.asanet.org/cs/root/leftnav/committees/committees).
Jacobs, Michelle. 2015. E-mail interview.
Swales, John. 1990. “The Concept of Discourse Community.” Pp. 21-32 in Genre Analysis:
English in Academic and Research Settings, edited by Carol A. Chapelle and Susan
Hunston. Boston: Cambridge University Press.