Summary Report for:
19-3041.00 - Sociologists
Study human society and social behavior by examining the groups and social institutions that people form, as well as various social, religious, political, and business organizations. May study the behavior and interaction of groups, trace their origin and growth, and analyze the influence of group activities on individual members.
Sample of reported job titles:
Research Scientist, Research Associate, Social Scientist, Behavioral Scientist, Foundation Program Director, International Health Director (Health Science Administration), Policy Analyst, Research and Evaluation Manager, Research Center Director, Research Coordinator
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Prepare publications and reports containing research findings.
- Analyze and interpret data in order to increase the understanding of human social behavior.
- Plan and conduct research to develop and test theories about societal issues such as crime, group relations, poverty, and aging.
- Collect data about the attitudes, values, and behaviors of people in groups, using observation, interviews, and review of documents.
- Develop, implement, and evaluate methods of data collection, such as questionnaires or interviews.
- Teach sociology.
- Direct work of statistical clerks, statisticians, and others who compile and evaluate research data.
- Consult with and advise individuals such as administrators, social workers, and legislators regarding social issues and policies, as well as the implications of research findings.
- Collaborate with research workers in other disciplines.
- Develop approaches to the solution of groups' problems, based on research findings in sociology and related disciplines.
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Knowledge
| Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
| Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. |
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Skills
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Science — Using scientific rules and methods to solve problems. |
| Time Management — Managing one's own time and the time of others. |
| Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Speaking — Talking to others to convey information effectively. |
| Instructing — Teaching others how to do something. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Written Comprehension — The ability to read and understand information and ideas presented in writing. |
| Written Expression — The ability to communicate information and ideas in writing so others will understand. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Speech Clarity — The ability to speak clearly so others can understand you. |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
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Work Activities
| Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used. |
| Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
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Work Context
| Electronic Mail — How often do you use electronic mail in this job? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Duration of Typical Work Week — Number of hours typically worked in one week. |
| Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| Telephone — How often do you have telephone conversations in this job? |
| Spend Time Sitting — How much does this job require sitting? |
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
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Job Zone
| Title |
Job Zone Five: Extensive Preparation Needed |
| Overall Experience |
Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. |
| Job Training |
Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. |
| Job Zone Examples |
These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, aerospace engineers, physicists, school psychologists, and surgeons. |
| SVP Range |
(8.0 and above) |
| Education |
A bachelor's degree is the minimum formal education required for these occupations. However, many also require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree). |
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Interests
Interest code: IAS
| Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. |
| Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
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Work Styles
| Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. |
| Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Persistence — Job requires persistence in the face of obstacles. |
| Integrity — Job requires being honest and ethical. |
| Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. |
| Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
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Work Values
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2006) |
$28.99 hourly, $60,290 annual |
| Employment (2006) |
4,000 employees |
| Projected growth (2006-2016) |
Average (7% to 13%)
|
| Projected need (2006-2016) |
1,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2006 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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