Kenneth A. Feldman


Ph.D. 1965, University of Michigan

Areas of Interest

Social Psychology; Socialization and Social Control; Development, Maintenance, and Transformation of Identity; Social Psychology of Higher Education; Sociology of Education; Sociology of Youth


Kenneth A. Feldman received his doctorate in social psychology from the University of Michigan in 1965. He has been at Stony Brook since 1968. He was an associate editor of Sociology of Education (1970-1973; 1977-1980) and a consulting editor for American Educational Research Journal (1976-1978). He was a consulting editor for Journal of Higher Education (from 1974 to 1994) was consulting editor for Research in Higher Education from 1982 to 2011. In 1994 he joined the editorial board of Journal of Higher Education, and was elected the Chair of this Board for 1997. In addition to being a member of the Association for the Study of Higher Education (ASHE) since its inception, Dr. Feldman is a member of the American Sociological Association (ASA) and the American Educational Research Association (AERA) as well as a fellow in the American Psychological Association (APA) and the Association for Psychological Sciences (APS). He was a council member of the Sociology of Education Section of ASA (1972-1974), member of the Advisory Board of College Student Personnel Abstracts (1972-1984), program co-chair (symposia) of the 1991 ASHE meeting, and program vice-chair (Faculty, Teaching and Curriculum) of the 1996 AERA meeting. He is the recipient of the 1994 Wilbert J. McKeachie Career Achievement Award of the Special Interest Group in Faculty Teaching, Evaluation, and Development (SIGTFED) of AERA; a 1994-95 Chancellor's Award for Excellence in Teaching (SUNY); the 1995 AERA Distinguished Research Award for the Postsecondary Education Division (Division J); the 1996 ASHE Research Achievement Award; and the 2009 Howard R. Bowen Distinguished Career Award of ASHE.  Early in 2015, he published a memoir of his professional life as Chapter 1 in Higher Education:  Handbook of Theory and Research (Vol. 30) - accessible through the following link: Feldman Memoir

Courses taught


  • Social Psychology
  • Sociology of the Life Course
  • Sociology of Identity
  • Sociology of Youth
  • Sociology of Education


  • The Three Faces of Social Psychology
  • Socialization and the Self
  • Sociology of Education
  • The Social Psychology of Higher Education
  • Dissertation Seminar

Selected Publications (Grouped into Four Topical Domains)

A. The Impact of College on Students

Feldman, K. A., and Newcomb, T. M. The Impact of College on Students. Vol. 1. An Analysis of Four Decades of Research. Vol. 2. Summary Tables. San Francisco: Jossey Bass, 1969. 474pp.; 171 pp. Re issued by Transaction Publishers in their "Foundations of Higher Education" Series, with a new introduction by K. A. Feldman, 1994.

Feldman, K. A. Studying the Impacts of Colleges on Students. Sociology of Education, 1969, 42, 3 (Summer), pp. 207-237.

Feldman, K. A. Some Methods for Assessing College Impacts. Sociology of Education, 1971, 44, 2 (Spring), pp. 133-150.

Feldman, K. A. Some Theoretical Approaches to the Study of Change and Stability of College Students. Review of Educational Research 1972, 42, 1 (Winter), pp. 1-26.

Feldman, K. A. (Ed.). College and Student: Selected Readings in the Social Psychology of Higher Education. Elmsford, N.Y. Pergamon Press, 1972. 492pp.

Kaufman, P. and Feldman, K. A. Forming Identities in College: A Sociological Approach. Research in Higher Education, 2004, 45, 5 (August), pp. 463-496.

B. The Significance of Academic Disciplines for College Faculty and Students

Feldman, K. A., and Weiler, J. Changes in Initial Differences among Major Field Groups: An Exploration of the "Accentuation Effect." In W. H. Sewell, R. M. Hauser, and D. L. Featherman (Eds.), Schooling and Achievement in American Society. New York: Academic Press, 1976, pp. 373-407.

Smart, J. C., and Feldman, K. A. "Accentuation Effects" of Dissimilar Academic Departments: An Application and Exploration of Holland's Theory. Research in Higher Education, 1998, 39, 4 (August), pp. 385-418.

Feldman, K. A., Smart, J. C., and Ethington, C. A. Major Field and Person Environment Fit: Using Holland's Theory to Study Change and Stability of College Students. Journal of Higher Education, 1999, 70, 6 (November/December), pp. 642-669.

Smart, J. C., Feldman, K. A., and Ethington, C. A. Academic Disciplines: Holland's Theory and the Study of College Students and Faculty. Nashville, Tenn.: Vanderbilt University Press, 2000. 277pp.

Feldman, K. A., Ethington, C. A., and Smart, J. C. A Further Investigation of Major Field and Person Environment Fit: Sociological Versus Psychological Interpretations of Holland's Theory. Journal of Higher Education, 2001, 72, 6 (November/December), pp. 670-698.

Feldman, K. A., Smart, J. C., and Ethington, C. A. What Do College Students Have to Lose? Exploring the Outcomes of Differences in Person-Environment Fits. Journal of Higher Education, 2004, 75, 5 (September/October), pp. 528-555.

Feldman, K. A., Smart, J.C., and Ethington C. A. Using Holland's Theory to Study Patterns of College Student Success: The Impact of Major Fields on Students. In J.C. Smart (Editor), Higher Education: Handbook of Theory and Research 23. New York: Springer, 2008, pp: 329-80.

C. Evaluation of College Teachers by Their Students

Feldman, K. A. Grades and College Students' Evaluations of Their Courses and Teachers. Research in Higher Education, 1976, 4, 1 (March), pp. 69-111.

Feldman, K. A. Consistency and Variability among College Students in Rating Their Teachers: A Review and Analysis. Research in Higher Education, 1977, 6, 3 (May), pp. 223-274.

Feldman, K. A. Seniority and Experience of College Teachers as Related to Evaluations They Receive from Students. Research in Higher Education, 1983, 18, 1 (March), pp. 3-124.

Feldman, K. A. Class Size and College Students' Evaluations of Teachers and Courses: A Closer Look. Research in Higher Education, 1984, 21, 1 (September), pp. 45-116.

Feldman, K. A. College Students' Views of Male and Female College Teachers. Part II Evidence from Students' Evaluations of Their Classroom Teachers. Research in Higher Education, 1993, 34, 2 (April), pp. 151-211.

Feldman, K. A. Reflections on the Study of Effective College Teaching and Student Ratings: One Continuing Quest and Two Unresolved Issues. In J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research, Vol. 13. New York: Agathon Press, 1998, pp. 35-74.

D. Teaching and Learning in the College Classroom

Feldman, K. A. Research Productivity and Scholarly Accomplishment of College Teachers as Related to Their Instructional Effectiveness: A Review and Exploration. Research in Higher Education, 1987, 26, 3 (May), pp. 227-298.

Feldman, K. A. The Association between Student Ratings of Specific Instructional Dimensions and Student Achievement Refining and Extending the Synthesis of Data from Multisection Validity Studies. Research in Higher Education, 1989, 30, 6 (December), pp. 583-645.

Feldman, K. A., and Paulsen, M. B. (Eds.). Teaching and Learning in the College Classroom (ASHE Reader Series). Needham Heights, Mass.: Ginn Press, 1994, 704pp; second edition published by Simon and Schuster Custom Publishing, 1998, 724pp.

Paulsen, M. B., and Feldman, K. A. Taking Teaching Seriously: Meeting the Challenge of Instructional Improvement, ASHE ERIC Higher Education Report No 2. Washington, D.C.: The George Washington University, Graduate School of Education and Human Development, 1995. 187pp.

Paulsen, M. B., and Feldman, K. A. Toward a Reconceptualization of Scholarship: A Human Action Systemwith Functional Imperatives. Journal of Higher Education, 1995, 66, 6 (November/December), pp. 615-640.

Feldman, K. A. Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings. In R. P. Perry and J. C. Smart (Eds.), Higher Education: An Evidence-Based Perspective. New York: Springer, 2007, pp. 93-129.

Feldman, K. A., and Paulsen, M. B. Faculty Motivation: The Role of a Supportive Teaching Culture. In M. Theall (Ed.), Motivation from Within: Approaches for Encouraging Faculty and Students to Excel, New Directions for Teaching and Learning, no 78. San Francisco: Jossey Bass, 1999, pp. 71-78.

Paulsen, M. B., and Feldman, K. A. The Scholarship of Teaching as an Action System. Journal of Higher Education, 2003, 14, 2 & 3, pp. 45-68.

Paulsen, M. B., and Feldman, K. A. The Conditional and Interactional Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies. Research in Higher Education, 2005, 46, 7 (November), pp. 731-768.

Paulsen, M. B., and Feldman, K. A. The Conditional and Interactional Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Cognitive and Behavioral Strategies. Research in Higher Education, 2007, 48, 3(May), pp. 353-401

News & Events

      June 2017  
       Michael Schwartz, Distinguished Teaching Professor Emeritus. and our alumnus Josh Murray (Vanderbilt University) have won the outstanding article award for the ASA Marxist Sociology Section for their paper, "Moral Economy, Structural Leverage, and Organizational Efficacy:  Class Formation and the Great Fling Sit-Down Strike, 1936-37." Critical Historical Studies  
      Tiffany Joseph (with co-author Helen Marrow) has received the Donald W. Light Award for the Applied or Public Practice of Medical Sociology.  The award was received for their paper, "Excluded and Frozen Out: Unauthorized Immigrants' (Non) Access to Care after Healthcare Reforms." Journal of Ethnic and Racial Studies
      May 2017  
      Carrie Shandra has been awarded a grant under the Department of Labor Scholars Program for a project on Job Characteristics and Job Retention of Young Workers With Disabilities  
      Jennifer Heerwig (with collaborator Brian McCabe) has been awarded a seed grant from
Georgetown's McCourt School Massive Data Institute for their project,
"The Seattle Voucher Experiment: Using Big Data to Enhance Local Democracy."
      Arnout van de Rijt with our Alumni Eran Shor (McGill University) was awarded the bests paper award from the Communication, Information Technology and Media Studies section of the ASA for their co-authored paper (Eran Shor, Arnoug van de Rijt, Alex Mitsov, Vivek Kulkarni, and Steven Skiena), "A Paper Ceiling:  Explaining the Persistent Underrepresentation of Women in Printed News." American Sociological Review
      Carrie Shandra was awarded the 2017 Outstanding Publication in the Sociology of Disability Award from the ASA Section on Disability and Society for her paper "Benefactors and Beneficiaries?  Disability and Care to Others" forthcoming in the Journal of Marriage and Family
      Rebekah Burroway has received an "Outstanding Author Contribution" from the Emerald Literati Network Awards for Excellence for her paper "Empowering Women, Strengthening Children:  A Multi-Level Analysis of Gender Inequality and Child Malnutrition in Developing Countries" published in Advances in Gender Research  
      Amy Hsin, Queens College, Department of Sociology, May 3rd, 4:00 - 5:30 PM, SBS N403,"The Effects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Undocumented Students:  Evidence from a Large Public University."
      April 2017  
      Sociology Brown Bag Series presents Assistant Professor Tiffany Joseph, Wednesday, April 19th, 4:00 - 5:30 PM, SBS N403, "The Growing Citizen-Noncitizen Divide:  Life along the Documentation Status Continuum."  
      March 2017  
      Transforming Sociology (program), Sociology Graduate Student Conference, March 31, 2017, Center for Global Studies at Stony Brook University
      Deborah Carr, Rutgers University, Department of Sociology, March 29th, 4:00 - 5:30 PM, SBS N403, "Do Marital and Kin Support Enhance (or Undermine) Older Adults' Well-Being?  New Evidence from the DUST Study."
      December 2016  
      Nicholas Hoover Wilson selected as a Faculty Fellow at the Humanities Institute of Stony Brook University for 2017-2018.  
      November 2016   
      Sociology Brown Bag Series presents Ph.D. student Helena Darwin, Wednesday, November 30th, 1:00 - 2:20 PM, SBS N403, "Doing Genderqueer"  
      Chandra Muller, University of Texas, Austin, Department of Sociology, November 14th, 4:00 - 5:30 PM, SBS N403, "Education and the Transition Through Adulthood to Midlife in the New Economy."
       Sociology Brown Bag Series presents Assistant Professor Jason Jones,
Wednesday, November 2, 1:00 - 2:20 PM, SBS N403, "An Audit Study of Public School Principals:  Evidence for Selective Response."
      October 2016  
      Mindfulness and Diversity:  Mind-Body Approaches for Enhancing Awareness and Well-Being, Friday, October 28th, 9:00 AM - 5:00 PM. For information and to register, please go to
IHSS will present Partha Chatterjee, Columbia University, Professor of Anthropology and of Middle Eastern, South Asian and African Studies, October 26, 1:00 PM - 2:20 PM, SBS N318, "Governmentality in the East."
Stewart Hoover, University of Colorado-Boulder, Director of the Center for Media, Religion, and Culture, October 24th, 4:00 - 5:30 PM, SBS N403, "Does God Make the Man? Media, Religion, and the Crisis of Masculinity"
Josh Pacewicz, Brown University, Department of Sociology, October 10th, 4:00 - 5:30 PM, SBS N403, "Partisans & Partners:  The Politics of the Post-Keynesian Society."

Department of Sociology,  Stony Brook University, Stony Brook, NY 11794-4356, tel.: +1 (631) 632-7700

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