Unequal Childhoods - Annette Lareau [4]
The Spencer Foundation generously funded this project. I am very thankful for the funding as well as the feedback and encouragement of the staff of the foundation. I am also grateful to the Alfred P. Sloan Foundation, particularly Kathleen Christiansen, for assisting with a writing grant at a crucial time. In addition, early on in the project, I received a National Science Foundation grant as well as support from Temple Grant-in-Aid, Southern Illinois University Grant-in-Aid, Temple Summer Research Fellowship, and the ASA/NSF small grant. Of course, the responsibility for any errors or omissions rests with me, not the sponsoring agencies.
At Temple University, I have benefited from the intellectual companionship of other members of the sociology department as well as key administrative support. Although the entire department has been helpful, David Elesh, Robert Kidder, Magali Sarfatti Larson, and Sherri Grasmuck each played a special role, as did Nikki Johnson, Sasha Sisser, and Maria Rosario. A number of people helped to “liberate” the data from tapes to transcripts. For their diligent work, I am obliged to Bernice Fischman, Amy Erdman, Abby Knerr, Irene Arnold, and Rebecca Raley. Also, Sue Tomlin, Paul Reed, Sarah Rose, and Valerie Johnson worked on the project at an early point.
Hugh Mehan deserves special thanks. He flew across the country to visit the project in the middle of the fieldwork and gave sage advice. Although he clearly thought I was crazy, he supported the project anyway. Aaron Cicourel gave me the original impetus for the work, and his work has provided a thoughtful model. The Center for Working Families, directed by Arlie Russell Hochschild and Barrie Thorne, gave me a vibrant intellectual home for a semester at the University of California, Berkeley, where I could try out my ideas. Anita Garey and Karen Hansen were especially helpful. Also during that period, Martin Sanchez Janowski was welcoming at the Center for Urban Ethnography.
The work also benefited from the feedback of a number of audiences when I presented findings at the University of California, Berkeley; the University of California, San Diego; the University of California, Davis; the Joint Center for Policy Research at Northwestern University; Princeton University; the University of Pennsylvania; University of Wisconsin, Madison; and, at an early point, the University of California, Los Angeles. My graduate class at Temple University read the manuscript and gave me numerous helpful suggestions. Donald Eckert and his class were also very helpful.
A large number of people talked about the project or gave comments on written work as I stumbled my way through. They include Michael Burawoy, Michelle Byng, Gretchen Condran, Paul DiMaggio, Frank Furstenberg, Flo Gelo, Arlie Hochschild, Trish Houck, Jim Houck, Mike Hout, Robin Leidner, Sam Kaplan, John Ogbu, David Minkus, Aaron Pallas, Jeff Shultz, David Swartz, Janet Theophano, Barrie Thorne, Gale Uchiyama, and Cathy and Tom Vigran. My sociology of education reading group has been helpful in countless ways. At the University of California Press, I benefited from the reviews and, especially, the assistance of Naomi Schneider.
For detailed comments on earlier drafts of the book, I am indebted to Donald Eckert, Anita Garey, David Karen, Paul Kingston, Demie Kurz, Michèle Lamont, Kristine Lewis, Vincent Louis, Mimi Keller, Salvatore Saporito, Wes Shumar, Amy Steinbugler, Lisa Smulyan, Cathy Vigran, Dan Weinles, and Julia Wrigley. Elliot Weininger deserves special thanks for listening to me talk through my argument and for clarifying the ideas of the late Pierre Bourdieu. M. Katherine Mooney not only straightened out my grammar; she also offered valuable substantive feedback and professional help on the art of writing. Erin McNamara Horvat and Karen Shirley helped me in countless ways to bring this project to closure, reading the manuscript multiple times and offering patient and thoughtful advice.