Pub Date : 2024-01-01Epub Date: 2024-08-15DOI: 10.1080/00380237.2024.2391042
Robert Joseph Taylor, Linda M Chatters, Ann W Nguyen, Harry Owen Taylor, Kazumi Tsuchiya, Analidis Ochoa
Friends are crucial for companionship, sharing personal thoughts and feelings, and are positively associated with psychological well-being and mental health. This is one of the first studies to provide an in-depth investigation of social support networks of African American friendship. Using a nationally representative sample of African American adults drawn from the National Survey of American Life, this study investigated sociodemographic correlates, as well as expanded information on marital status and life circumstances of friendships. Additionally, we examined the interrelationships among several aspects of friendship. The findings indicate that, apart from income and region, all other correlates (i.e., age, gender, education, marital status, material hardship, military service, incarceration history, parental status, and urbanicity) were significantly associated with involvement in friendship support networks (i.e., subjective friendship closeness, frequency of contact with friends, frequency of receiving support from friends, and frequency of providing support to friends). Moreover, subjective closeness to friends was positively associated with friend contact, and both subjective closeness to and contact with friends were positively associated with supportive exchanges with friends. These findings indicate the importance of understanding the life circumstances and contexts within which friendships occur and the need for much more quantitative and qualitative research on African American friendships.
朋友对于陪伴、分享个人想法和感受至关重要，而且与心理健康和精神健康有着积极的联系。这是第一批深入调查非裔美国人友谊的社会支持网络的研究之一。本研究使用了从美国全国生活调查（National Survey of American Life）中抽取的具有全国代表性的非裔美国成年人样本，调查了社会人口学相关因素，以及有关婚姻状况和友谊生活环境的更多信息。此外，我们还研究了友谊的几个方面之间的相互关系。研究结果表明，除收入和地区外，所有其他相关因素（即年龄、性别、教育程度、婚姻状况、物质困难、服兵役、监禁史、父母身份和城市化程度）都与参与友谊支持网络（即主观友谊亲密程度、与朋友联系的频率、接受朋友支持的频率和向朋友提供支持的频率）有显著关联。此外，与朋友的主观亲密程度与与朋友的接触呈正相关，与朋友的主观亲密程度和与朋友的接触与与朋友的支持性交流呈正相关。这些研究结果表明，了解交友的生活环境和背景非常重要，需要对非裔美国人的交友进行更多的定量和定性研究。
{"title":"Friendship Social Support Networks of African Americans.","authors":"Robert Joseph Taylor, Linda M Chatters, Ann W Nguyen, Harry Owen Taylor, Kazumi Tsuchiya, Analidis Ochoa","doi":"10.1080/00380237.2024.2391042","DOIUrl":"https://doi.org/10.1080/00380237.2024.2391042","url":null,"abstract":"<p><p>Friends are crucial for companionship, sharing personal thoughts and feelings, and are positively associated with psychological well-being and mental health. This is one of the first studies to provide an in-depth investigation of social support networks of African American friendship. Using a nationally representative sample of African American adults drawn from the National Survey of American Life, this study investigated sociodemographic correlates, as well as expanded information on marital status and life circumstances of friendships. Additionally, we examined the interrelationships among several aspects of friendship. The findings indicate that, apart from income and region, all other correlates (i.e., age, gender, education, marital status, material hardship, military service, incarceration history, parental status, and urbanicity) were significantly associated with involvement in friendship support networks (i.e., subjective friendship closeness, frequency of contact with friends, frequency of receiving support from friends, and frequency of providing support to friends). Moreover, subjective closeness to friends was positively associated with friend contact, and both subjective closeness to and contact with friends were positively associated with supportive exchanges with friends. These findings indicate the importance of understanding the life circumstances and contexts within which friendships occur and the need for much more quantitative and qualitative research on African American friendships.</p>","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"57 4","pages":"493-503"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11465831/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1080/00380237.2023.2293976
Claudia Chiang-Lopez, Vanessa Núñez
{"title":"Rethinking Socratic Seminars: Making Small Changes for Larger Impact","authors":"Claudia Chiang-Lopez, Vanessa Núñez","doi":"10.1080/00380237.2023.2293976","DOIUrl":"https://doi.org/10.1080/00380237.2023.2293976","url":null,"abstract":"","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"58 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1080/00380237.2023.2296662
Tamika Odum, Gregory T. Kordsmeier
{"title":"Navigating the Age of Crisis: Exploring the Pathway to Engaged Pedagogy for the Transformative Learning Environment","authors":"Tamika Odum, Gregory T. Kordsmeier","doi":"10.1080/00380237.2023.2296662","DOIUrl":"https://doi.org/10.1080/00380237.2023.2296662","url":null,"abstract":"","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"35 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1080/00380237.2023.2293980
Matthew H. McLeskey, Laura Obernesser
ABSTRACT Scholarship on teaching and learning (SoTL) shows how caring for students proves crucial to effective college teaching. Providing mentorship to undergraduates in and outside the classroom can require ample emotional labor, especially for graduate-student and adjunct instructors. Even though graduate students and contingent faculty are at a structural disadvantage, they have profound influence over undergraduate students, particularly at large institutions where undergraduates may encounter them and look to them for emotional support and professional mentorship more than tenure-track faculty. For example, female and minority instructors disproportionately take on unpaid emotional labor in students’ personal and professional lives related to courses focusing on issues of structural inequality that may require them to mentor and manage student emotions more than those in more secure positions. This can amplify the stress, competition, and uncertainty of graduate study and employment. Consequently, this essay focuses on strategies—boundary maintenance, time strategies, and managed expectations—to mitigate the unequal impact of this emotional labor and create more equitable pedagogical practices.
{"title":"Strategies for the Unequal Distribution of Emotional Labor in Graduate Student and Contingent Teaching","authors":"Matthew H. McLeskey, Laura Obernesser","doi":"10.1080/00380237.2023.2293980","DOIUrl":"https://doi.org/10.1080/00380237.2023.2293980","url":null,"abstract":"ABSTRACT Scholarship on teaching and learning (SoTL) shows how caring for students proves crucial to effective college teaching. Providing mentorship to undergraduates in and outside the classroom can require ample emotional labor, especially for graduate-student and adjunct instructors. Even though graduate students and contingent faculty are at a structural disadvantage, they have profound influence over undergraduate students, particularly at large institutions where undergraduates may encounter them and look to them for emotional support and professional mentorship more than tenure-track faculty. For example, female and minority instructors disproportionately take on unpaid emotional labor in students’ personal and professional lives related to courses focusing on issues of structural inequality that may require them to mentor and manage student emotions more than those in more secure positions. This can amplify the stress, competition, and uncertainty of graduate study and employment. Consequently, this essay focuses on strategies—boundary maintenance, time strategies, and managed expectations—to mitigate the unequal impact of this emotional labor and create more equitable pedagogical practices.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"361 1","pages":"46 - 50"},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139170133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1080/00380237.2023.2293977
Farrah Gafford Cambrice
{"title":"Reimagining HBCU Sociology in the Post Floyd-Era","authors":"Farrah Gafford Cambrice","doi":"10.1080/00380237.2023.2293977","DOIUrl":"https://doi.org/10.1080/00380237.2023.2293977","url":null,"abstract":"","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"40 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138974710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1080/00380237.2023.2292231
Emily Lynn Tingle, Megan Y. Phillips, Kaitlyn Paige Hall
{"title":"A Critical Reflection of the Habitus and Its Potential for the Polarized Classroom","authors":"Emily Lynn Tingle, Megan Y. Phillips, Kaitlyn Paige Hall","doi":"10.1080/00380237.2023.2292231","DOIUrl":"https://doi.org/10.1080/00380237.2023.2292231","url":null,"abstract":"","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"87 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-10DOI: 10.1080/00380237.2023.2291368
Angela M. Adkins
{"title":"Vignettes for Social Justice Learning","authors":"Angela M. Adkins","doi":"10.1080/00380237.2023.2291368","DOIUrl":"https://doi.org/10.1080/00380237.2023.2291368","url":null,"abstract":"","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"630 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-05DOI: 10.1080/00380237.2023.2283627
Sarah McGill Brown
{"title":"Community-Engaged Field Trips: An Accessible Technique for Community-Based Learning in an Era of Education Austerity","authors":"Sarah McGill Brown","doi":"10.1080/00380237.2023.2283627","DOIUrl":"https://doi.org/10.1080/00380237.2023.2283627","url":null,"abstract":"","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"123 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.1080/00380237.2023.2285321
Carly Elizabeth Schall
ABSTRACT This critical commentary describes the author’s experience with a course-co-creation process inspired by the popular education approach championed by Paulo Freire and bell hooks in a course on race and ethnicity in America. This process ceded control over certain parts of both the content and form of the class to students, who were positioned as experts in their own lives and meaningful contributors to knowledge about the racial order of the United States. The author found that this process increased students’ sense of mattering in the classroom and decentered her own privileged experience without sacrificing academic or intellectual rigor. However, there are limitations and difficulties with the process, which are outlined here with suggestions on how to overcome them.
ABSTRACT This critical commentary describes the author's experience with a course-co-creation process inspired by the popular education approach by Paulo Freire and bell hooks in a course on race and ethnicity in America. This process cited to control over certain parts both the content and form of the class to students.这一过程将课堂内容和形式的某些部分的控制权让给了学生，学生被定位为自己生活中的专家和美国种族秩序知识的有意义的贡献者。作者发现，这一过程增强了学生在课堂上的重要感，并在不牺牲学术或知识严谨性的前提下，分散了她自己的特权经验。然而，这一过程也存在一些局限性和困难，本文将对此进行概述，并就如何克服这些局限性和困难提出建议。
{"title":"Course Co-creation: On the Transformative Power of Letting Go of Power","authors":"Carly Elizabeth Schall","doi":"10.1080/00380237.2023.2285321","DOIUrl":"https://doi.org/10.1080/00380237.2023.2285321","url":null,"abstract":"ABSTRACT This critical commentary describes the author’s experience with a course-co-creation process inspired by the popular education approach championed by Paulo Freire and bell hooks in a course on race and ethnicity in America. This process ceded control over certain parts of both the content and form of the class to students, who were positioned as experts in their own lives and meaningful contributors to knowledge about the racial order of the United States. The author found that this process increased students’ sense of mattering in the classroom and decentered her own privileged experience without sacrificing academic or intellectual rigor. However, there are limitations and difficulties with the process, which are outlined here with suggestions on how to overcome them.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"349 ","pages":"27 - 30"},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139204219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1080/00380237.2023.2283629
Rebecca D. Christensen
ABSTRACT Established by student activists in the 1960s, Project Community in the Department of Sociology at the University of Michigan (U-M), Ann Arbor, is one of the longest-running community-engaged learning programs in the country. Community-engaged learning courses like Project Community have been identified by the American Association of Colleges and Universities (AAC&U) as a high-impact educational practice because they allow for simultaneous learning in the classroom and community (AAC&U 2022). This paper explores how Project Community utilizes various pedagogical approaches grounded in liberatory and social justice education to provide U-M students with the opportunity to learn how to engage in mutually beneficial, respectful, and ethical relationships with community members. The structure of this two-course sequence is described and examples of experiential activities are provided so that instructors can gain insights into how students can apply their sociological lens to real world experiences. Data from teaching evaluations and post-course surveys from Fall 2019–2022 are included to explore how Project Community has increased students’ awareness of their positionality in society, deepened their understanding of social inequalities, and strengthened their commitment to social responsibility.
{"title":"Sociology in Action: The Experiential Pedagogy of Project Community","authors":"Rebecca D. Christensen","doi":"10.1080/00380237.2023.2283629","DOIUrl":"https://doi.org/10.1080/00380237.2023.2283629","url":null,"abstract":"ABSTRACT Established by student activists in the 1960s, Project Community in the Department of Sociology at the University of Michigan (U-M), Ann Arbor, is one of the longest-running community-engaged learning programs in the country. Community-engaged learning courses like Project Community have been identified by the American Association of Colleges and Universities (AAC&U) as a high-impact educational practice because they allow for simultaneous learning in the classroom and community (AAC&U 2022). This paper explores how Project Community utilizes various pedagogical approaches grounded in liberatory and social justice education to provide U-M students with the opportunity to learn how to engage in mutually beneficial, respectful, and ethical relationships with community members. The structure of this two-course sequence is described and examples of experiential activities are provided so that instructors can gain insights into how students can apply their sociological lens to real world experiences. Data from teaching evaluations and post-course surveys from Fall 2019–2022 are included to explore how Project Community has increased students’ awareness of their positionality in society, deepened their understanding of social inequalities, and strengthened their commitment to social responsibility.","PeriodicalId":39368,"journal":{"name":"Sociological Focus","volume":"13 6","pages":"57 - 61"},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139257745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号