Teaching Sociology最新文献

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Whom Benefits? Building a Critical Service-Learning Model 谁会受益？建立重要的服务学习模式

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-07-24 DOI: 10.1177/0092055x241262787

Patricia L. Maddox, Jennifer L. Trost

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.

作为一种最佳实践，社区参与课程应通过以每个实体的需求和目标为中心，使学生、社区和教师受益。要确保互惠和以可持续的真实关系为中心，就需要非常谨慎、用心、花时间和明确的执行策略。我们将介绍我们的校际社会学导论课程如何利用重要的服务学习模式，在学生、社区和大学之间建立真实、可持续和互惠的关系。通过借鉴高效实践，我们在学习社区中看到了互惠性，合作组织和成员从中受益，学生学到了有关社会问题的第一手知识，而大学则对社区合作伙伴做出了承诺。利用案例研究方法，我们分析了学生在课程中的体验、彼此间的互动以及合作伙伴的反思。从这些经验中，我们为有兴趣开展以真实关系和学生作为社会变革推动者为重点的批判性服务学习的教育工作者提供了建议性做法。

引用次数: 0

Taking Ethnography to Court: Pedagogical Reflections on a Collective Field Study 将人种学带入法庭：集体实地研究的教学思考

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-07-24 DOI: 10.1177/0092055x241262785

Josh Seim, Jamie Adams, Jiayu Huang, Gabi Celia Ortiz, Tiago Franco de Paula, Jier Yang

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.

民族学是一门极难在课堂上教授和学习的学科。本文由一位人种学教授和五位人种学研究生共同撰写，探讨了一项短期的、集体实施的田野调查研究如何帮助缓解这一问题。在三个月内，我们对大波士顿地区法院的诉讼程序进行了 100 多个小时的观察。我们的田野笔记、备忘录和研讨会讨论将民族志的三个关键主题：理论化、立场性和干预性展现得淋漓尽致。虽然不乏挑战，但我们最终发现这项工作是提高我们人种学敏感性的有效途径。最后，我们对集体实地考察作为民族学教学的一种实用方法进行了总体辩护。

引用次数: 0

New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology TRAILS 中的新资源：社会学教学资源与创新图书馆

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-07-01 DOI: 10.1177/0092055x241256187

引用次数: 0

Black Lives Matter and the Changing Sociological Canon: An Analysis of Syllabi from 2012 to 2023 黑人的生命与不断变化的社会学经典：对 2012 年至 2023 年教学大纲的分析

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-06-21 DOI: 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。

引用次数: 0

Cultivating Quantitative Literacy in the Introductory Course: A Mathematics Education Collaboration to Teach the Gini Coefficient 在入门课程中培养量化素养：数学教育合作教授基尼系数

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-05-13 DOI: 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.

我们报告了社会学和数学教育之间的跨学科合作，以便在社会学入门课程中更有效地培养学生的定量素养（QL）。以介绍基尼系数（最常用的收入不平等概括衡量标准）的教学单元为重点，我们在四个学期的课程中反复循环介绍、评估和重新设计。评估以数学教育的见解为指导，如程序/概念的区别、学生的误解和学生的注意，并以广泛的非正式讨论和对学生考试回答模式的分析为特征。通过对特定的答题要素进行编码，评估被正式化，并用于确定修订和重新设计的战略重点（包括创建一个简短的教学视频系列和一个主动学习练习）。在这篇文章中，我们强调了跨学科合作在QL教学法中的价值，展示了分析学生理解的具体要素和模式以修订教学演示的有效性，并倡导基尼系数在培养入门社会学QL方面的战略作用。

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引用次数: 0

Teaching Family? Care/Work Policy in Selected Family Courses in Canada’s Research-Intensive Universities 家庭教学？加拿大研究密集型大学部分家庭课程中的护理/工作政策

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-05-07 DOI: 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.

加拿大主要研究密集型大学的家庭课程在多大程度上教授了明确的护理/工作政策？我们对加拿大 15 所 R1 大学的社会学系、政治研究和妇女/性别研究专业的家庭课程进行了分析，以期为教学研究做出贡献。与一般采用单一课程或单一地点为重点的课程研究相比，这次全国性扫描标志着一种方法上的创新。在加拿大的 74 门家庭课程中，我们发现有 15 门课程的正式课程日历说明明确涉及照顾/工作家庭政策（通过早期学习和儿童保育、育儿假和儿童福利来协调照顾幼儿和就业的措施）。在讲授家庭政策的课程中，社会学占主导地位，但护理/工作政策内容并不常见。鉴于人们日益关注加拿大的护理危机和护理赤字问题，护理/工作家庭政策内容在家庭课程中的低调显得尤为重要。本研究揭示了国家中学后教育课程审查的价值，并建议对家庭课程进行更新。

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引用次数: 0

Peer-mediated Social Signals Alter Risk Tolerance in Teenage Boys Depending on their Peers. 以同龄人为媒介的社交信号会改变青少年的风险承受能力。

3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-05-01 DOI: 10.32598/bcn.2023.5331.1

Amir Hossein Tehrani-Safa, Reza Ghaderi, Mohammad Herasat, Atiye Sarabi-Jamab

Introduction: 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.

Methods: 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.

Results: 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.

Conclusion: 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.

引言在青春期早期，同伴的影响对学习和决策偏好的形成起着至关重要的作用。当青少年观察同龄人的行为时，他们可以学习并改变自己的行为，尤其是当他们要承担风险时。我们的研究结合了经济行为任务和计算建模框架，以考察当早期男性青少年看到同伴的选择信息时，他们的风险态度是否以及如何发生变化：我们招募了 38 名 12-15 岁的初中男生。实验包括三个环节：第一和第三个环节旨在评估参与者的风险态度。在第二个环节中，参与者被要求猜测同龄人的选择，然后计算机会对他们预测的正确性给出反馈。每个参与者都被随机分配到承担风险或规避风险的同伴中：结果：我们的研究结果表明，预测规避风险同伴的青少年在最后一个环节中的风险态度明显下降。另一方面，预测了寻求风险同伴的受试者在预测同伴后表现出了明显更高的风险态度水平。数据显示，这些受同伴影响的风险态度变化与青少年及其同伴的风险观点之间的差距成正比。结果显示，在接受信息后，他们的观点更加一致，约三分之一的差距被消除：在此，我们结合选择数据和计算模型，证明了风险行为在男性青少年中具有传染性。根据我们的数据，同伴间的风险传染是一个社会动机和深思熟虑的过程，与青少年的社会距离有关。这里没有因果方向性，但我们可以推测，作为一种适应过程，同伴影响与社会融合是相辅相成的。

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引用次数: 0

New Resources in TRAILS: The Teaching Resources and Innovations Library for Sociology TRAILS 中的新资源：社会学教学资源与创新图书馆

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-03-22 DOI: 10.1177/0092055x241233881

引用次数: 0

Using a Decolonial Humanistic Sociological Lens to Teach Global Migration: The Global Migrations Exhibit Assignment 使用非殖民地人文社会学视角教授全球移民：全球移民展览作业

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-03-12 DOI: 10.1177/0092055x241233892

Óscar F. Gil-García, Büşra Sati, Justin M. Martin, Luz F. Velazquez

Conversations surrounding decolonial humanistic sociology have been guided by a moral imperative—to advance a radical critique of society for the purpose of reducing inequality. Storytelling has been used by marginalized groups to advance decolonization. Exactly how can instructors use the power of storytelling and maps to facilitate the study of migration among students? We argue that narratives, maps, and museum-like exhibitions can be used to teach human migration in a way that moves beyond the dominant approach of push-pull nation-centered demography. This contribution describes how decolonial humanistic sociology informed the development of the Global Migrations Exhibit Assignment: a hands-on learning experience focused on translating students’ learning into action. We outline learning outcomes, review a sample of students’ work, and consider the limitations of the assignment. We also consider the hostile responses those who use the assignment may face and discuss the peril this poses to academic freedom and democracy.

围绕非殖民化人文社会学的讨论一直以道德要求为指导--推进对社会的激进批判，以减少不平等现象。讲故事一直被边缘化群体用来推进非殖民化。教师究竟该如何利用讲故事和绘制地图的力量来促进学生对移民问题的研究呢？我们认为，可以利用叙事、地图和类似博物馆的展览来教授人类迁徙，从而超越以国家为中心的推拉式人口学的主流方法。本文介绍了非殖民地人文社会学如何为 "全球移民展览作业 "的开发提供依据：这是一种注重将学生的学习成果转化为行动的实践学习体验。我们概述了学习成果，回顾了学生的作业样本，并考虑了作业的局限性。我们还考虑了使用该作业的人可能面临的敌意反应，并讨论了这对学术自由和民主构成的危险。

引用次数: 0

One World, Many Stories: Finding Human Connection through Global Sociology 一个世界，许多故事：通过全球社会学寻找人与人之间的联系

IF 2.2 3区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Sociology

Pub Date : 2024-03-12 DOI: 10.1177/0092055x241233890

Susan C. Pearce, Jennifer O’Neill

This Teaching Note examines the implementation of a full-semester course model for digital exchanges between students across countries. The model, Global Understanding, created and administered by East Carolina University, is a platform for humanistic pedagogy that dovetails seamlessly with sociological content, methods, and principles. Through an examination of student writing products, this account considers how the course exemplifies humanistic pedagogy through (1) an expansion of a verstehen of a shared experience of the “human” in the world, (2) the integration of teaching source materials from conventionally defined “humanities” fields, and (3) a normative directive to forward global human understanding.

本教学说明探讨了一个全学期课程模式的实施情况，该模式旨在促进各国学生之间的数字交流。该模式名为 "全球理解"（Global Understanding），由东卡罗来纳大学（East Carolina University）创建和管理，是一个人文教学法平台，与社会学的内容、方法和原则无缝对接。通过对学生写作成果的研究，本报告探讨了该课程如何通过以下方式体现人文教学法：（1）扩展世界上 "人 "的共同体验的 "verstehen"；（2）整合传统定义的 "人文 "领域的教学素材；（3）促进全球人类理解的规范性指令。

引用次数: 0

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Teaching Sociology

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