I am the liaison for the Sociology and Psychology Departments, and I consult and collaborate with qualitative researchers campus-wide (see my topic guide on qualitative research).
To further social science research and teaching, I select and acquire scholarly publications (print and digital), special collections and archival materials, and quantitative, qualitative and geo-spatial data. I design workshops on the use of mapping and data analysis software in qualitative studies, and I provide research and reference services.
Contact me if you have questions about the sociology or psychology collections at Stanford University Libraries. I am available for online and in-person research support. I consult at the Velma Denning Room, the computing facility for Social Science Data and Software (SSDS).
|SOC 151 / 251||Spring 2017||From Cradle to Grave: How Demographic Processes Shape the Social World - Sociology 151/ 251||Saperstein, A.|
- Ph.D., Sociology, UC Berkeley
- B.A., Political Science, UC Irvine
American Sociological Association
- Community & Urban Sociology Section
- Communication, Information Technology, & Media Section
- Collective Behavior & Social Movements Section
International Association for Social Science Information Services & Technology
Montgomery, Alesia (in press). Greening the Black Urban Regime: The Culture and Commerce of Sustainability in Detroit. Detroit, MI: Wayne State University Press. https://www.wsupress.wayne.edu/books/detail/greening-black-urban-regime
Montgomery, Alesia F. (2016). Reappearance of the Public: Placemaking, Minoritization, and Resistance in Detroit. International Journal of Urban & Regional Research, 40(4), 776-799.
- Chosen for inclusion in IJURR 1977-2017: The 40th Anniversary Virtual Issue
Montgomery, Alesia F. (2015). Different Futures for Different Neighborhoods: The Sustainability Fix in Detroit. Ethnography, 16(4), 523-555.
Montgomery, Alesia F. (2015). Creation Before Creation: Meditation on Democracy in Detroit. Michigan Quarterly Review, 54(1), 132-148.
Montgomery, Alesia F. (2011). The Sight of Loss. Antipode: A Radical Journal of Geography, 43(5), 1828-1850.
Montgomery, Alesia F. (2011). Ghettos and Enclaves in the Cross-Place Realm: Mapping Socially Bounded Spaces Across Cities. International Journal of Urban & Regional Research, 35(3), 659- 675.
Montgomery, Alesia F. (2008). Therapeutic vs. Political Frames: The Influence of Witnessing the U.S.-Iraq War on Family ‘Agitation’. Sociological Perspectives, 51(3), 605-628.
Montgomery, Alesia F. (2008). Virtual Enclaves: The Influence of Alumni Email Lists on the Workspaces of Transnational Software Engineers. Global Networks, 8(1), 71-93.
Montgomery, Alesia F. (2008). Kitchen Conferences and Garage Cubicles: The Merger of Home and Work in a 24-7 Global Economy. In Elizabeth Rudd and Lara Descartes (Eds.) The Changing Landscape of Work and Family in the American Middle Class: Reports from the Field, 41-60. Lanham, MD: Lexington.
- Reprinted in Andrea A. Lunsford, John J. Ruzkiewicz, and Keith Walters (2010) (Eds.) Everything’s An Argument, 1008-1023. New York: Bedford/St. Martin’s.
Montgomery, Alesia F. (2006). Living in Each Other's Pockets: The Navigation of Social Distances by Middle Class Families in Los Angeles. City and Community, 5(4), 425-450.
Montgomery, Alesia. (1999). Everyday Use: Women, Work, and Online 'Play.' In Susan Hawthorne and Renate Klein (Eds.) Cyberfeminism: Connectivity, Critique and Creativity, 98-118. North Melbourne, Australia: Spinifex Press.
Montgomery, Alesia and Rossi, Robert (1994). Becoming at Risk of Failure in America’s Schools. In Robert Rossi (Ed.) Students and Schools At Risk: Context and Framework for Positive Change, 3-22. New York: Teacher’s College Press.
Montgomery, Alesia (1994). Caring is Not Enough: Assessing Community in High Schools. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED382755)
Rossi, Robert and Montgomery, Alesia (Eds.) (1993). Educational Reforms and Becoming At Risk: A Review of the Current State-of-the-Art. Washington, DC: U.S. Department of Education, Office of Educational Research and Development. (ERIC Document Reproduction Service No. 364649)