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Theorizing the Teaching Triad 教学三位一体理论化
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-06-08 DOI: 10.1177/0092055X231174514
Victoria Reyes, Sara Bruene, Tyler Cohen, Shaafi A Farooqi, Shayna La Scala
{"title":"Theorizing the Teaching Triad","authors":"Victoria Reyes, Sara Bruene, Tyler Cohen, Shaafi A Farooqi, Shayna La Scala","doi":"10.1177/0092055X231174514","DOIUrl":"https://doi.org/10.1177/0092055X231174514","url":null,"abstract":"In this conversation essay, the authors incorporate teaching assistants (TAs) into pedagogical theorizing through what they call the teaching triad, an analytic heuristic to understand faculty-TA-undergraduate interactions. TAs are graduate students who are tasked with running discussion sections, smaller settings where undergraduates interact more directly with the material and one another. Yet, faculty pedagogies enable or constrain the work of TAs and shape classroom climates. We discuss three types of faculty pedagogies and their effects: (1) authoritarian pedagogies, wherein faculty exhibit inflexible, controlling behaviors that create a silencing and distrustful climate; (2) absentee pedagogies, characterized by a lack of faculty presence, which results in additional labor for TAs and confusion and panic for students; and (3) advocate pedagogies, which involve proactively engaged and flexible faculty approaches, cultivating an empowered environment. Understanding these dynamics is important for first-generation and/or working-class students, particularly those of color, who already face barriers to learning.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"310 - 319"},"PeriodicalIF":2.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43537484","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}
引用次数: 0
Grounds of Culture: A Metaphorical and Heuristic Approach 文化的基础:隐喻和启发式方法
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-06-08 DOI: 10.1177/0092055x231175174
Paul K. McClure
{"title":"Grounds of Culture: A Metaphorical and Heuristic Approach","authors":"Paul K. McClure","doi":"10.1177/0092055x231175174","DOIUrl":"https://doi.org/10.1177/0092055x231175174","url":null,"abstract":"Across courses in the social sciences, instructors confront the challenge of how to teach (theories of) culture, yet no consensus exists as to what helps students best comprehend and digest its full complexity. This article offers a metaphorical and heuristic approach to culture that is accessible, multifaceted, and reflective of a wide range of important sociological theories and concepts. Five metaphors are introduced: culture as a training ground, battleground, playground, campground, and fairgrounds. Practical applications and suggestions for organizing a course around these five metaphorical grounds are discussed and outlined.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246221","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}
引用次数: 0
Blended Pedagogy in Social Statistics Courses: Prelecture Strategies for Encouraging Learning among First-Generation College Students 社会统计学课程中的混合教学法：鼓励第一代大学生学习的初步策略
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-06-03 DOI: 10.1177/0092055X231170749
Amanda Mireles
{"title":"Blended Pedagogy in Social Statistics Courses: Prelecture Strategies for Encouraging Learning among First-Generation College Students","authors":"Amanda Mireles","doi":"10.1177/0092055X231170749","DOIUrl":"https://doi.org/10.1177/0092055X231170749","url":null,"abstract":"In this article, I ask to what extent first-generation college students experience statistics anxiety and what are effective pedagogical strategies for building student confidence and encouraging learning. To answer these questions, I draw on the wide-ranging and developing literature on blended teaching methods—most commonly defined as the integration of web-based activities and traditional face-to-face instruction—to design and implement an experiment measuring the effectiveness of providing varying supports in social statistics courses. Evidence from the experiment and learning reflections demonstrates that regardless of whether students experience statistics anxiety, at a minimum, reading comprehension supports have a statistically significant positive effect on first-generation college students’ learning (N = 46), and blended learning supports have a statistically significant positive effect for both first-generation and continuing-generation college students (N = 59). The positive and statistically significant effect of providing students with blended learning prelecture supports can counteract the negative and statistically significant effect of being a first-generation college student. These findings suggest that simple and effective pedagogical strategies can help better prepare students for exposure to new material, thereby encouraging greater overall learning in social statistics courses.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"231 - 244"},"PeriodicalIF":2.2,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640571","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}
引用次数: 0
New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology 新资源:社会学教学资源与创新图书馆
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-05-29 DOI: 10.1177/0092055x231175254
{"title":"New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology","authors":"","doi":"10.1177/0092055x231175254","DOIUrl":"https://doi.org/10.1177/0092055x231175254","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"320 - 322"},"PeriodicalIF":2.2,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620860","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}
引用次数: 0
Collectively Building Bridges for First-Generation Working-Class Students: Pláticas Centering the Pedagogical Practices of Convivencia in El Puente Research Fellowship 为第一代工人阶级学生共同搭建桥梁:Pláticas以埃尔普恩特研究奖学金的便利教学实践为中心
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-05-26 DOI: 10.1177/0092055X231174511
Florence Emilia Castillo, Gustavo García, Alejandro Mendiaz Rivera, Ana Paula Milán Hinostroza, Natalia M. Toscano
{"title":"Collectively Building Bridges for First-Generation Working-Class Students: Pláticas Centering the Pedagogical Practices of Convivencia in El Puente Research Fellowship","authors":"Florence Emilia Castillo, Gustavo García, Alejandro Mendiaz Rivera, Ana Paula Milán Hinostroza, Natalia M. Toscano","doi":"10.1177/0092055X231174511","DOIUrl":"https://doi.org/10.1177/0092055X231174511","url":null,"abstract":"El Puente Research Fellowship is a transformative program that uses culturally relevant and reflective pedagogies, curriculum, and praxis for first-generation, working-class college students beyond the traditional classroom. Drawing on the Chicana/Latina feminist epistemologies of plática and convivencia, we argue that the practice of convivencia facilitates a relational and collective learning environment that allows students to learn from one another, build relationships of authentic caring, and support one another academically and holistically. Through our plática, we illuminate the ways convivencia manifests in our pedagogical and curricular approaches. As a teaching framework, the implementation of convivencia in classes, research programs, and learning environments paves the way for new forms of teaching and learning that value and center collective and cultural learning practices from the home. We conclude with practical tools, strategies, and reformulations of classroom environments that can be applied in sociology classrooms and beyond.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"288 - 300"},"PeriodicalIF":2.2,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47067909","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}
引用次数: 0
Playing Spent!: FGWC Experiences of Poverty Simulation Games 玩废游戏！：FGWC贫困模拟游戏经验
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-05-26 DOI: 10.1177/0092055X231172598
Heather-Ann Layth
{"title":"Playing Spent!: FGWC Experiences of Poverty Simulation Games","authors":"Heather-Ann Layth","doi":"10.1177/0092055X231172598","DOIUrl":"https://doi.org/10.1177/0092055X231172598","url":null,"abstract":"First-generation and working-class (FGWC) students bring a different set of life experiences to the classroom than students of privilege. As an instructor from an FGWC background, I use the poverty simulation game Spent! to make economic stratification understandable to students who have led lives of economic privilege and bring FGWC representation to the classroom in a way that honors their unique cultural capital. Despite a tendency toward consciousness raising for students of privilege, poverty simulation can still be a liberatory learning exercise for FGWC students when the cultural capital they bring to the classroom from their lived experience is valued and honored during the activity rather than objectified and subordinated. During the activity, as privileged students express shock at the realities of living paycheck to paycheck, FGWC students confidently share their situated knowledge of poverty. Building on prior assessments of the value of simulation games in the classroom, this article expands this knowledge by specifically looking at the experiences of FGWC students in addition to their more privileged peers in the context of Spent!","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"245 - 252"},"PeriodicalIF":2.2,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926325","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}
引用次数: 0
Effectively Engaging First-Generation Rural Students in Higher Education: New Opportunities for Sociology 有效吸引农村第一代学生接受高等教育：社会学的新机遇
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-05-26 DOI: 10.1177/0092055X231174516
A. Stough-Hunter, Kristi S. Lekies
{"title":"Effectively Engaging First-Generation Rural Students in Higher Education: New Opportunities for Sociology","authors":"A. Stough-Hunter, Kristi S. Lekies","doi":"10.1177/0092055X231174516","DOIUrl":"https://doi.org/10.1177/0092055X231174516","url":null,"abstract":"Rural and first-generation students face unique challenges to accessing and persisting through college. While there is increasing literature on how to better serve first-generation college students, rural first-generation students have received far less attention. By associating student experiences with key concepts such as social groups, social class, inequality, community, and culture, sociology is well positioned to address the needs of first-generation rural students and enhance learning for all students. In this conversation piece, we will discuss the intersection of first-generation and rural identities and provide ideas for countering the urbancentric teaching of sociology and engaging rural first-generation students as assets at the classroom, faculty, department, and institutional levels.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"301 - 309"},"PeriodicalIF":2.2,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48979184","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}
引用次数: 0
From Inclusive to Equitable Pedagogy: How to Design Course Assignments and Learning Activities That Address Structural Inequalities 从包容教学法到公平教学法:如何设计解决结构性不平等的课程作业和学习活动
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-05-26 DOI: 10.1177/0092055X231174515
Michel Estefan, J. Selbin, Sarah Macdonald
{"title":"From Inclusive to Equitable Pedagogy: How to Design Course Assignments and Learning Activities That Address Structural Inequalities","authors":"Michel Estefan, J. Selbin, Sarah Macdonald","doi":"10.1177/0092055X231174515","DOIUrl":"https://doi.org/10.1177/0092055X231174515","url":null,"abstract":"Current approaches to building inclusive classrooms for first-generation and working-class students tend to emphasize communicative strategies: receiving students with welcoming messages that acknowledge and value their life experience and promoting a growth mindset. These methods are important, but they do little to address structural sources of exclusion, such as academic inequities and disadvantages in resources like time. Communicative strategies alone secure inclusion without equity. Equity, however, involves teaching and learning activities that promote fair treatment and access at a structural level in order to offer students a concrete path to classroom success. In this article, we develop a framework for designing assignments and learning activities that addresses the type of structural barriers that most affect first-generation, working-class, and racially minoritized students. We identify three distinct types of structural disadvantages—academic inequities, resource disadvantages, and cultural discrimination—and propose three strategies for equitable design: deliberative interdependence, transformative translation, and proactive engagement. We illustrate each strategy with concrete teaching methods. We conclude by suggesting that only a transformative, comprehensive shift to equity mindedness is capable of doing justice to the increasing diversity of college classrooms.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"262 - 274"},"PeriodicalIF":2.2,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43642896","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}
引用次数: 0
Teaching across the FGWC Terrain: Reflections of Sociology Educators 跨FGWC的教学：社会学教育家的思考
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-05-26 DOI: 10.1177/0092055X231174512
N. B. Oehmen, Jennifer Haylett, L. Belt, J. Clark
{"title":"Teaching across the FGWC Terrain: Reflections of Sociology Educators","authors":"N. B. Oehmen, Jennifer Haylett, L. Belt, J. Clark","doi":"10.1177/0092055X231174512","DOIUrl":"https://doi.org/10.1177/0092055X231174512","url":null,"abstract":"In this article, we investigate the college teaching experiences of four first-generation and working-class (FGWC) sociology educators with varying social locations. We used collaborative autoethnography to compare our backgrounds and university navigational strategies employed and shared with our students and mentees. Using an intersectional lens, we find our experiences reflect both commonalities and divergences in the FGWC experience, including disclosure of our FG and/or WC origin status to students and our perceptions of how race, gender, and parental status shape our teaching of sociology across differing institutional settings. We end by using insights gleaned from comparing our experiences to provide recommendations for creating more inclusive classroom and institutional environments.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":"51 1","pages":"275 - 287"},"PeriodicalIF":2.2,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45686919","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}
引用次数: 0
Campus Collaboration as a Gateway to Public Sociology: A Guide For “Unmuzzling” Graduate Student Instructors 作为公共社会学门户的校园合作：“不受干扰”的研究生导师指南
IF 2.2 3区 教育学
Teaching Sociology Pub Date : 2023-05-16 DOI: 10.1177/0092055x231175180
Stacey Livingstone
{"title":"Campus Collaboration as a Gateway to Public Sociology: A Guide For “Unmuzzling” Graduate Student Instructors","authors":"Stacey Livingstone","doi":"10.1177/0092055x231175180","DOIUrl":"https://doi.org/10.1177/0092055x231175180","url":null,"abstract":"Graduate students face obstacles when attempting to pursue public sociology in general, but specifically when they desire to utilize public sociology as both a research and teaching orientation that fully incorporates undergraduate students. Drawing on a two-year public sociology project on student financial security challenges, the author advocates for graduate students interested in public sociology to engage in campus collaborations, where connections between undergraduate students and campus partners are forged based on relevant campus resources easily accessible to graduate students. Based on the specifics of the author’s campus collaboration, six tips emerge for graduate students interested in replicating this approach to public sociology early in their careers. Gaining familiarity with conducting public sociology that fully incorporates undergraduate students in graduate school, a model that has been shown to benefit students, community partners, and sociology as a discipline, will prepare graduate student instructors to implement the model when they become faculty.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45031986","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}
引用次数: 0
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