Teaching Sociology最新文献

{"title":"In Their Own Words: Teaching Empathy through the Centering of Individuals Who Have Experienced Abuse","authors":"Shelly Clevenger, Jordana N. Navarro","doi":"10.1177/0092055x241262784","DOIUrl":"https://doi.org/10.1177/0092055x241262784","url":null,"abstract":"This article provides an overview of the Survivors: Local Stories of Domestic Violence (hereafter, Survivors) civic engagement project. Survivors’ learning objectives were to increase the understanding of the complexity of intimate partner abuse and foster empathy in outsiders’ responses, something at the cornerstone of the #MeToo social movement and connected to trauma-informed teaching. To accomplish these goals, students were given quotes from individuals who suffered abuse and were asked to create a “body” that reflected the abuse and the “after” (coping/healing). This project was then presented at a local theater and included community members who read the quotes while the students presented their work. After the event, event participants were invited to submit their feedback via a brief survey or interviews, which resulted in involvement from 45 individuals. Analysis of both items reveals that Survivors was a meaningful experience for the students and community members involved.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"187 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141884029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Out of the Comfort Zone”: Creating a Safely Brave Space for Dialogues about Race","authors":"Karyn McKinney Marvasti","doi":"10.1177/0092055x241262780","DOIUrl":"https://doi.org/10.1177/0092055x241262780","url":null,"abstract":"This article is a constructively self-critical autoethnography of my evolving identity as an instructor in a race and ethnicity course. I supplement and contextualize my self-reflections with data in the form of comments from student evaluations. I begin by considering how my social location mediates class dynamics. I then present comments from earlier in my career when students routinely expressed discomfort and admonished me for what they felt was bias. Next, I discuss pedagogical strategies I adopted to address such criticism. Finally, I explore recent comments that affirm my pedagogical choices while encouraging continuing assessment of and modifications to the course. Because most respondents in my analysis are white, this article focuses primarily on their discomforts with and reactions to racial conversations in my classes and how I, as a white instructor, have responded. A discussion of the need for similar research on experiences of students of color is included.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"38 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Whom Benefits? Building a Critical Service-Learning Model","authors":"Patricia L. Maddox, Jennifer L. Trost","doi":"10.1177/0092055x241262787","DOIUrl":"https://doi.org/10.1177/0092055x241262787","url":null,"abstract":"As a best practice, community-engaged courses should benefit students, community, and faculty through centering the needs and goals of each entity. Ensuring reciprocity and centering sustainable authentic relationships requires great care, intention, time, and a clear strategy to execute. We describe how our intercollegiate and co-instructed Introduction to Sociology courses utilized a critical service-learning model to create authentic, sustainable, and reciprocal relationships between students, community, and university. Drawing from high-impact practices, we saw reciprocity in our learning communities where the partner organization and members benefited, students learned firsthand about a social issue, and the university committed to a community partner. Using case study methodology, we analyzed the experience of students within the course, interactions with each other, and our partner’s reflections. From this experience, we provide recommended practices for educators interested in employing critical service learning focused on authentic relationships and students as agents of social change.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"20 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Taking Ethnography to Court: Pedagogical Reflections on a Collective Field Study","authors":"Josh Seim, Jamie Adams, Jiayu Huang, Gabi Celia Ortiz, Tiago Franco de Paula, Jier Yang","doi":"10.1177/0092055x241262785","DOIUrl":"https://doi.org/10.1177/0092055x241262785","url":null,"abstract":"Ethnography is an exceptionally difficult subject to teach and learn in a classroom setting. This article, written by an ethnography professor and five graduate ethnography students, reflects on how a short-term and collectively executed fieldwork study can help alleviate this problem. Within three months, we logged over 100 hours of observations on district court proceedings in greater Boston. Our field notes, memos, and seminar discussions brought to life three key topics in ethnography: theorization, positionality, and intervention. While not without its challenges, we ultimately found this exercise to be an effective and efficient way to sharpen our ethnographic sensibilities. We close with a general defense of collective fieldwork as a practical method for teaching and learning ethnography.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"304 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology","authors":"","doi":"10.1177/0092055x241256187","DOIUrl":"https://doi.org/10.1177/0092055x241256187","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"22 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Lives Matter and the Changing Sociological Canon: An Analysis of Syllabi from 2012 to 2023","authors":"Cody R. Melcher","doi":"10.1177/0092055x241262768","DOIUrl":"https://doi.org/10.1177/0092055x241262768","url":null,"abstract":"This article analyzes 764 syllabi spanning 2012 to 2023 to illustrate how, why, and when the sociological canon evolves. It is shown that in terms of frequency of assignment, W. E. B. Du Bois has clearly entered the sociological canon, overtaking both Weber and Durkheim. The timing of these changes also suggests that Du Bois’s addition to the canon, and the increased assignment of scholars of color in general, is largely a reaction to the various iterations of the Black Lives Matter movement. Potential pedagogical implications of this change are discussed.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"73 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating Quantitative Literacy in the Introductory Course: A Mathematics Education Collaboration to Teach the Gini Coefficient","authors":"Dennis J. Downey, J. Brooke Ernest","doi":"10.1177/0092055x241248174","DOIUrl":"https://doi.org/10.1177/0092055x241248174","url":null,"abstract":"We report on a cross-disciplinary collaboration between sociology and mathematics education to more effectively cultivate quantitative literacy (QL) in the introductory sociology course. Focusing on an instructional unit presenting the Gini coefficient (the most commonly used summary measure of income inequality), we engaged in iterative cycles of presentation, assessment, and redesign across four semester-long courses. Assessments were guided by insights from mathematics education—such as the procedural/conceptual distinction, student misconceptions, and student noticing—and characterized by extensive informal discussion and analysis of patterns in student exam responses. Assessments were formalized via coding of specific response elements and used to identify strategic foci for revision and redesign (including creating a brief instructional video series and an active learning exercise). In this article, we highlight the value of cross-disciplinary collaboration in QL pedagogy, demonstrate the effectiveness of analyzing specific elements and patterns of student comprehension to revise pedagogical presentation, and advocate for the strategic utility of the Gini coefficient for cultivating QL in introductory sociology.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"30 26 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Family? Care/Work Policy in Selected Family Courses in Canada’s Research-Intensive Universities","authors":"Susan Prentice, Lindsey McKay, Trina McKellep","doi":"10.1177/0092055x241248183","DOIUrl":"https://doi.org/10.1177/0092055x241248183","url":null,"abstract":"To what degree is explicit care/work policy taught in family courses in Canada’s leading research-intensive universities? We analyze family courses in sociology departments and in political studies and women’s/gender studies programs in Canada’s 15 R1 universities to make a contribution to the scholarship of teaching and learning. This national scan marks a methodological innovation from curriculum studies that generally adopt a single-program or single-site focus. From a Canadian universe of 74 family courses, we identify 15 whose formal course calendar description explicitly addresses care/work family policy (measures to reconcile caring for young children with employment, through early learning and childcare, parental leaves, and child benefits). Sociology predominates among courses where family policy is taught, yet care/work policy content is not common. Given growing concerns about the care crisis and the care deficit in Canada, the low profile of care/work family policy content in family courses is significant. This study sheds light on the value of national postsecondary education curricular reviews and suggests that family curriculum renewal is warranted.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"12 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140927098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer-mediated Social Signals Alter Risk Tolerance in Teenage Boys Depending on their Peers.","authors":"Amir Hossein Tehrani-Safa, Reza Ghaderi, Mohammad Herasat, Atiye Sarabi-Jamab","doi":"10.32598/bcn.2023.5331.1","DOIUrl":"10.32598/bcn.2023.5331.1","url":null,"abstract":"<p><strong>Introduction: </strong>During early adolescence, peer influences play a crucial role in shaping learning and decision preferences. When teens observe what their peers are doing, they can learn and change their behavior, especially when they are taking risks. Our study incorporated an economical behavioral task and computational modeling framework to examine whether and how early male adolescents' risk attitudes change when they see information about their peers' choices.</p><p><strong>Methods: </strong>We recruited 38 middle school male students aged 12-15 years. The experiment consisted of three sessions: The first and third sessions were designed to evaluate the risk attitude of the participants. In the second session, participants were asked to guess the choices made by their peers, and then, the computer gave them feedback on the correctness of their predictions. Each participant was randomly assigned to risk-taking or risk-averse peers.</p><p><strong>Results: </strong>Our results revealed that teenagers who predicted risk-averse peers exhibited significant declines in their risk attitudes during the last session. On the other hand, participants with risk-seeking peers exhibited a significantly higher level of risk attitudes after predicting their peers. The data showed that these peer-biased changes in risk attitudes are proportional to the gap between teens and their peers' risk perspectives. Results showed that their perspectives aligned closer after receiving the information, and approximately a third of the gap was eliminated.</p><p><strong>Conclusion: </strong>Here, by combining choice data and computational modeling, we demonstrate that risky behavior is contagious among male adolescents. According to our data, peer-biased risk contagion, a socially motivated and deliberate process, is associated with social distance in teens. There's no causal directionality here, but we could speculate that peer influence goes hand-in-hand with social integration as an adaptive process.</p>","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"15 1","pages":"403-420"},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11470893/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90248552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology","authors":"","doi":"10.1177/0092055x241233881","DOIUrl":"https://doi.org/10.1177/0092055x241233881","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"43 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}