Prof. Baker’s research centres on education, in three different streams. First, and in collaboration with Prof. Innocente and a small group of UTM ROP students, she investigates best practices in test preparation in large, introductory courses like Introduction to Sociology (SOC100) at UTM. Many classes at campuses across North America are increasing in size. This can have a number of different effects on the classroom, including maxed-out resources, limited opportunities for small group work, and a greater difficulty in reaching individual students. The research project aims to develop best practices in test preparation to learn more about how to use online options, develop small communities within a large, introductory classroom, and optimize the role of the instructor and TAs, without requiring a significant increase in resources. Second, and in collaboration with Prof. Mullen (at UTSC), Prof. Baker is conducting a computerized audit study to examine the degree of institutional segregation among Canadian university institutions. Will a (fictional) job applicant be more successful applying to local jobs with a degree from one university, or with another? Third, Prof. Baker explores various patterns in the relationship between gender and education. In her dissertation, she explored how elite single-gender private schools simultaneously create and reproduce class and gender and how these institutional-level processes are accepted or rejected by students. Her data were derived from an in-depth ethnography of two Toronto-area single-gender elite private schools.
While Prof. Baker sees research as a crucial component of sociology and an important link to teaching, her interest has always been in teaching. She enjoys teaching and mentoring undergraduate students and introducing them to sociological thinking. Prof. Baker teaches courses in introduction to sociology, research methods, and the sociology of education, and has also taught courses in classical and contemporary theory.
Refereed Journal Articles & Book Chapters
Mullen, Ann L., and Jayne Baker. "Participation without Parity in American Higher Education: Gender, Fields of Study, and Institutional Selectvity." Forthcoming.
Baker, Jayne. “Single Gender Education: Reinforcing and Challenging Gender Difference.” Oxford University Press. Forthcoming.
Baker, Jayne. 2014. "No Ivies, Oxbridge, or Grandes Écoles: Constructing Distinctions in University Choice." British Journal of Sociology of Education 35(6):914-932.
Mullen, Ann L. and Jayne Baker. 2008. “Gender, Race and Ethnic Segregation of Science Fields in U. S. Universities.” Journal of Women and Minorities in Science and Engineering 14(2):159-176.
Manuscripts Under Review and in Progress
Mullen, Ann and Jayne Baker. “Universities as Gendered Organizations: How University Characteristics Influence Gender Divides in Undergraduate Fields of Study.” (Manuscript in Progress.)