Pub Date : 2024-07-01DOI: 10.1177/0092055x241256187
{"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":null,"pages":null},"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}
Pub Date : 2024-06-21DOI: 10.1177/0092055x241262768
Cody R. Melcher
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.
本文分析了 2012 年至 2023 年期间的 764 份教学大纲，以说明社会学经典是如何、为何以及何时演变的。结果表明，从分配任务的频率来看，W. E. B. 杜波依斯已明显进入社会学经典，超过了韦伯和杜克海姆。这些变化的时机也表明，杜波依斯的加入，以及有色人种学者的增加，在很大程度上是对 "黑人生命至上 "运动的不同阶段的反应。本文讨论了这一变化对教学的潜在影响。
{"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":null,"pages":null},"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}
Pub Date : 2024-06-10DOI: 10.1177/0092055x241256488
M. S. Senter
Research reviewed here reinforces earlier findings about the importance to higher education students of having supportive faculty. A 2022 faculty survey at a public Midwestern university demonstrates faculty awareness of student struggles during the pandemic coupled with a changing, more flexible and caring pedagogy to address student needs. Qualitative interviews in 2023 with students in the “pandemic cohort” suggest a desire for classrooms and student-faculty relationships that are at odds with the bureaucratic model of impersonality, rules and regulations, specialization, and a hierarchy of authority. What may be emerging from the pandemic is a kind of antidote to neoliberalism with an other-regarding rather than individualistic focus and a desire for connection rather than competition. Recommendations, implied by these data, for building these classrooms and supportive relationships and a discussion of the downsides of the “new normal” are presented.
{"title":"The Pandemic Classroom and Supportive Relationships: Antidote to Neoliberalism in Higher Education? 2023 Hans O. Mauksch Address for Distinguished Contributions to Undergraduate Teaching","authors":"M. S. Senter","doi":"10.1177/0092055x241256488","DOIUrl":"https://doi.org/10.1177/0092055x241256488","url":null,"abstract":"Research reviewed here reinforces earlier findings about the importance to higher education students of having supportive faculty. A 2022 faculty survey at a public Midwestern university demonstrates faculty awareness of student struggles during the pandemic coupled with a changing, more flexible and caring pedagogy to address student needs. Qualitative interviews in 2023 with students in the “pandemic cohort” suggest a desire for classrooms and student-faculty relationships that are at odds with the bureaucratic model of impersonality, rules and regulations, specialization, and a hierarchy of authority. What may be emerging from the pandemic is a kind of antidote to neoliberalism with an other-regarding rather than individualistic focus and a desire for connection rather than competition. Recommendations, implied by these data, for building these classrooms and supportive relationships and a discussion of the downsides of the “new normal” are presented.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364399","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}
Pub Date : 2024-06-03DOI: 10.1177/0092055x241248185
Kathleen Rodgers, W. Scobie
Teaching introductory sociology is one of the primary means by which sociologists mobilize knowledge. Ongoing critical reflection on the content of sociology textbooks is therefore an important disciplinary enterprise. The current critical moment in which many nations, institutions, and publics face a reckoning with their historic and current relationships with Indigenous peoples presents sociologists with the opportunity to examine how Indigenous peoples, histories, and perspectives are to be found in these pedagogical materials. Drawing on Critical Indigenous scholarship that “disrupts the certainty of disciplinary knowledges[’]” concept of “connected sociologies,” we examine the state of inclusion of Indigenous content in introductory sociology curriculum. To achieve this, we conducted a content analysis of 10 of the top-selling English-language Canadian introductory sociology textbooks, and we drew directly from interviews with Indigenous scholars. By introducing the literature on solidarity and allyship in the final section, we conclude with teaching and learning actions to incorporate in sociology courses.
{"title":"Unsettling Sociology Curriculum: Indigenous Content in Introductory Sociology Textbooks","authors":"Kathleen Rodgers, W. Scobie","doi":"10.1177/0092055x241248185","DOIUrl":"https://doi.org/10.1177/0092055x241248185","url":null,"abstract":"Teaching introductory sociology is one of the primary means by which sociologists mobilize knowledge. Ongoing critical reflection on the content of sociology textbooks is therefore an important disciplinary enterprise. The current critical moment in which many nations, institutions, and publics face a reckoning with their historic and current relationships with Indigenous peoples presents sociologists with the opportunity to examine how Indigenous peoples, histories, and perspectives are to be found in these pedagogical materials. Drawing on Critical Indigenous scholarship that “disrupts the certainty of disciplinary knowledges[’]” concept of “connected sociologies,” we examine the state of inclusion of Indigenous content in introductory sociology curriculum. To achieve this, we conducted a content analysis of 10 of the top-selling English-language Canadian introductory sociology textbooks, and we drew directly from interviews with Indigenous scholars. By introducing the literature on solidarity and allyship in the final section, we conclude with teaching and learning actions to incorporate in sociology courses.","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272284","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}
Pub Date : 2024-05-23DOI: 10.1177/0092055x241256228
Dustin Kidd
{"title":"Book Review: Supes Ain’t Always Heroes: Inside the Complex Characters and Twisted Psychology of The Boys","authors":"Dustin Kidd","doi":"10.1177/0092055x241256228","DOIUrl":"https://doi.org/10.1177/0092055x241256228","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105868","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}
Pub Date : 2024-05-23DOI: 10.1177/0092055x241256217
Katie Mirance
{"title":"Podcast Review: The End of Sport","authors":"Katie Mirance","doi":"10.1177/0092055x241256217","DOIUrl":"https://doi.org/10.1177/0092055x241256217","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141104742","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}
Pub Date : 2024-05-23DOI: 10.1177/0092055x241256198
Brandon Moore
{"title":"Book Review: Group Life: An Invitation to Local Sociology","authors":"Brandon Moore","doi":"10.1177/0092055x241256198","DOIUrl":"https://doi.org/10.1177/0092055x241256198","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105921","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}
Pub Date : 2024-05-14DOI: 10.1177/0092055x241255115
{"title":"Corrigendum to “‘Pieces of My Soul’: A Humanistic Approach to Teaching Black-Identified Students about Race and Anti-Blackness”","authors":"","doi":"10.1177/0092055x241255115","DOIUrl":"https://doi.org/10.1177/0092055x241255115","url":null,"abstract":"","PeriodicalId":46942,"journal":{"name":"Teaching Sociology","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140982157","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}
Pub Date : 2024-05-13DOI: 10.1177/0092055x241248174
Dennis J. Downey, J. Brooke Ernest
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.
{"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":null,"pages":null},"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}
Pub Date : 2024-05-07DOI: 10.1177/0092055x241248183
Susan Prentice, Lindsey McKay, Trina McKellep
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.
{"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":null,"pages":null},"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}
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