Professor Emilia McGucken


Ph.D. University of Akron, 1987 
Senior Instructor of Sociology

Department of Sociology
Case Western Reserve University
10900 Euclid Ave.
Cleveland, OH 44106-7124

Mather Memorial 223D

Phone: (216)368-8847
Fax: (216)368-2676

Office Hours:  MW 2:00-4:00 pm & by appointment 


Teaching and Research

Dr. McGucken joined the department in the fall of 2001 and is currently teaching and advising in the undergraduate studies program.  She was previously a tenured associate professor of sociology and criminology at Ohio Northern University.  Her specialty fields are criminology, delinquency, theory, urban sociology, deviance, and world criminal justice systems.  After 28 years of college teaching experience, same came to believe that undergraduate education is a time of exploration and growth for the student, while the instructor attempts to be a facilitator, a mentor, and a motivator.  As students progress through the program, they develop awareness of and critical thought toward sociological knowledge, learning the application of theories and methods to the realms of understanding society, self-understanding, and eventually establishing their intellectual independence.

A current research interest involves healthcare professionals' beliefs and opinions about pregnant substance abusing women.  For many professionals in the field there is a deficit in self-awareness concerning personal attitudes that might affect the quality of intervention programs.  The fact is especially relevant for healthcare organizations where front-line personnel are given considerable discretion in executing their responsibilities.  The purpose of this study is to find out to what extent do the caregivers' specific occupational and personal characteristics affect their opinions and beliefs about causation and intervention.  A major significant practice implication for this research is the possible adaptation of the findings to healthcare providers' education programs, resulting in the improvement of the provider/client relationship, and ensuring quality intervention programs. 

Another are of research interest translated into a new seminar/practicum course designed to introduce sociology students at Case to the Restorative Justice Theory and the practical application of the school-based peer court justice method of intervention.  This learning experience helps students see how abstract academic principles learned in the classroom can translate to the real world, facilitating the implementation of "School Based Peer Justice:  An Alternative to Traditional School Discipline."  There is a built in reciprocity in this project since classroom learning contributes to the service, while the service component enhances the knowledge obtained in the classroom.  As they participate in this course, students will have opportunities to reflect on what they have learned about Restorative Justice, about high school issues they are seeking to address, about the community and the people whom they hope to assist, and about themselves as persons with a sense of caring for others.





Curriculum Vitae