As a sociologist of education and qualitative researcher, Amy Stich is interested in issues of inequality of educational access, opportunity, and outcome relative to social class and race. Her current research, supported by a National Academy of Education/Spencer Foundation Postdoctoral Fellowship, examines the structure and social consequences of postsecondary tracking.
Stich has published widely in academic journals including Sociology of Education, British Journal of Sociology of Education, American Educational Research Journal, Urban Education, and Review of Educational Research. She is the author of Access to Inequality: Reconsidering Class, Knowledge, and Capital in Higher Education (Lexington Books) and the co-editor of The Working Classes and Higher Education: Inequality of Access, Opportunity, and Outcome (Routledge). Stich serves as a member of the Editorial Advisory Board of the British Journal of Sociology of Education.
Stich received her PhD in sociology of education from the University at Buffalo where she was also a postdoctoral research associate on a longitudinal ethnographic study of student transitions from high school to college, supported by the National Science Foundation. Prior to joining the Institute of Higher Education, Stich was an assistant professor in the Department of Leadership, Educational Psychology, and Foundations at Northern Illinois University.
- Ph.D., Sociology of Education, University at Buffalo
Dr. Stich's primary interests of scholarly inquiry are in sociology of education, qualitative methodologies, sociology of higher education, and educational policy.
Webber, K.L. PI, & Stich, A.E., co-PI. The Effect of Geographic Locale on Access to Work-Related Experiential Activities. National Science Foundation, $690,027.
Stich, A. E. (2020). Beneath the White Noise of Postsecondary Sorting: A Case Study of the “Low” Track in Higher Education. The Journal of Higher Education.
Whatley, M. & Stich, A. E. (2020). From exclusive to inclusive: A mixed-methods investigation of study abroad participation and practices. The Journal of Higher Education.
Cipollone, K., Stich, A. E. & Weis, L. (2020). STEM for All: Student Identities and The Paradox of STEM Democratization. Teachers College Record, 122(2), 1-67.
Stich, A.E. (2018). Stratification with honors: A case study of the “high” track in higher education. Special Issue of Social Sciences (Guest Editors: Simon Marginson and Vikki Bolivar), 7(10), 1-17.
Stich, A.E. & Freie, C. (Eds.). (2016). The working classes and higher education: inequality of access, opportunity, and outcome. New York: Routledge.
Stich, A. (2012, 2014). Access to inequality: reconsidering class, knowledge, and capital in higher education. Lanham, MD: Lexington Books.
Cipollone, K. & Stich, A.E. (2017). Shadow capital: the democratization of college preparatory education. Sociology of Education, 90(4), 333-354.
Stich, A.E. & Cipollone, K. (2017). In and through the urban educational ‘reform churn’: The illustrative power of qualitative longitudinal research. Urban Education.
Stich, A.E. & Reeves, T.D. (2016). Massive open online courses and underrepresented students’ access to higher education in the United States. The Internet and Higher Education, 32, 58-71.
Weis, L., Eisenhart, M., Cipollone, K, Stich, A., Nikischer, A., Hanson, J., Ohle, S., & Dominguez, R. (2015). In the guise of STEM education reform: opportunity structures and outcomes in inclusive STEM-focused high schools. American Educational Research Journal, 52(6),1024-1059.
Stich, A.E., & Colyar, J.E. (2013). Thinking relationally about studying ‘up.’ British Journal of Sociology of Education, 36(5), 729-746.