Tracy L. Scott

Senior Lecturer

Office: Tarbutton Hall 230

Phone: 404-727-7515

Fax: 404-727-7532

Email: tscott@emory.edu

Education

PhD in Sociology, Princeton University, 1999
MA in Sociology, Princeton University, 1992
MA in Theology, Fuller Theological Seminary, 1989
AB in Economics, Stanford University, 1983

Biography

Dr. Tracy L. Scott is a Senior Lecturer in Sociology.

Dr. Scott received an A.B. in Economics from Stanford University, an MA in Theology from Fuller Seminary, and a Ph.D. in Sociology from Princeton University.

While finishing her dissertation about gender and religious differences in work values, Dr. Scott began a career as a health services researcher. She continued in that field for 11 years, first as a senior researcher at the Prudential Center for Health Care Research and then as a Research Assistant Professor at Rollins School of Public Health at Emory University.

Although Dr. Scott valued her time in healthcare research, her primary interests are in the sociology of culture and gender, and in teaching. In 2007, she moved into a full time position with the Sociology Department at Emory University.

From 2014 to 2020, she was Director of Emory’s Quality Enhancement Plan (QEP): The Nature of Evidence: How Do We Know? For more on the QEP, go here.

Dr. Scott focuses her teaching on making connections between the evidence produced by social research and everyday life. Her goal is that students use this evidence to understand the world more critically, be more reflective in their actions, and make more informed choices in their own lives.

Research

Dr. Scott’s research focuses on culture, gender, and work. She is particularly interested in how culture (e.g., religion; gender role norms) influences life decisions (e.g., career paths) and general aspects of daily life (e.g., work practices).

Current research includes: a qualitative, longitudinal study on the career path process of undergraduates, focusing particularly on gender differences; a qualitative study on faculty views of evidence in their field and in their teaching, focusing disciplinary differences.