As sociologists, we are uniquely positioned to help students connect the dots and understand the implications of the structural changes being enacted by federal and state governments. Moreover, the knowledge produced by our discipline has been the focus of recent executive orders (eliminating grants with any reference to gender and DEI, recently upheld by the Supreme Court), has been potentially compromised by firing political appointees (firing the head of the U.S. Bureau of Labor Statistics), and weaponized as a way to censor classroom content (restricting educational content that references race and inequality, a practice recently declared unconstitutional in federal court).
Without question, decisions made by federal and state governments impact our jobs as sociologists. However, these decisions also might affect job opportunities for our students; preparing sociology students for careers falls within our purview. We can and should talk about federal and state government decisions with students. In fact, these discussions may even provide us with the means of showing how we incorporate “intellectual diversity” into our courses, on which some of us in Indiana are now evaluated. Moreover, explaining current affairs has long been a goal of sociology. There are many points of entry for helping students comprehend the magnitude of the upending of democratic norms and the rule of law under the current presidential administration. I recommend making connections between current affairs and careers where possible.
Students, parents, administrators, elected officials, and others expect higher education to assume greater responsibility for preparing students for careers than it may have in the past. While we can debate the degree to which our role as faculty should emphasize preparing students for careers, this mandate provides a clear opportunity to address current affairs that directly affect job prospects with our students.
Many sociology graduates plan to work for the government. However, we are currently experiencing tremendous upheaval for government workers at the federal, state, and local levels. An estimated 150,000 federal workers have agreed to voluntary separations. Some of these employees have been rehired, others directly fired, and some agencies, such as U.S. Immigration and Customs Enforcement, are hiring. Working for local or state government is also a less viable option.
Some states are laying off employees and leaving positions unfilled. Local governments in Indiana, for example, are enacting hiring freezes in response to changes to the state’s property tax formula, harming local communities. Hiring freezes have also been enacted in Massachusetts, Louisiana, and Texas in recent months.
Businesses are also slowing their hiring due to the uncertain economic climate, driven by tariffs and the unpredictable manner in which they have been implemented and making global trade with the United States more expensive. Sociology graduates often seek work in colleges and universities. It has not been uncommon for some sociology graduates to work in higher education positions related to DEI, which have now been eliminated or rebranded . Others plan to attend graduate school, where opportunities have shrunk due to research funding cuts and admission freezes.
Simple Steps in the Classroom
I teach a senior seminar course with a heavy focus on careers. Students prepare resumes, create cover letters, develop LinkedIn profiles, and complete other career-focused activities. Last spring, I taught the course to a handful of bright students who wanted to make the world a better place. These students differed in their perspectives on what would make a positive difference in society and also had a range of job interests; however, all of their career goals are at risk due to current federal government policies, as well as state policy, in our case. For the most part, I taught the course as usual. However, there were times when avoiding the impact and influence of the federal and state government was unavoidable, would be dishonest, and would fail to prepare our students for careers.
First, as I do every time I teach this course, I invited sociology student alumni to speak about their work. I asked each of the alumni if their organization or work had been affected by government actions. They shared how their immigrant clients had stopped attending activities hosted by the organization. They mentioned how DEI was being eroded in their organizations, and one alum was unsure if their position would remain, as it could potentially be perceived as related to DEI. By letting alumni tell students directly what was happening in their organizations, students learned how macro-level decisions can affect work and job opportunities at the micro-level.
Second, I held space for students. During one class, as we finished the day’s material, I said I would try to answer any questions they had about current affairs. I stressed several times how staying was voluntary and would not affect their grade. They all stayed. Most had questions. Most were clearly distressed. Students were concerned about the elimination of DEI. They were worried about possible changes to financial aid. Remember, many of our graduates will work in organizations that have historically qualified for federal student loan forgiveness, and it remains unclear what the future holds for the student loan forgiveness program.
I could not answer all of their questions confidently or responsibly, but I let them share their concerns anyway. I explained how they could contact their elected officials in support of or in opposition to any executive order or bill, or they could ask questions they had shared with me. I identified trustworthy news media sources that could provide factual information related to their concerns, helping them to draw their own conclusions. If we do not provide guidance, they will find it elsewhere.
Third, by speaking with my in-person students, I now have information to share with online students, where a forum for open discussion would not be possible. I prepared a post for my online students that summarized the questions from my in-person students, provided them with links to trusted sources of information about those issues, and offered directions on how they could contact their elected officials in support, opposition, or to request answers. Your institution’s general education curriculum or mission likely expects students to become civically engaged. Sharing how students can contact their representatives reflects this mission. Moreover, learning how to communicate effectively with elected officials is an important component of career development for future leaders.
Navigating the Current Educational Environment
As sociology professors, we are expected to prepare students for careers, and federal and state-level decisions are upending the job market. Therefore, addressing how current affairs affect careers for our students falls within the scope of our jobs as faculty. Although I am unsure if any of what I am doing is particularly innovative, we should help students become career-ready, which includes educating them on how the government is affecting the places they are likely to work and the availability of jobs.
Sociological knowledge can be used to help explain current affairs, and there are many entry points for these kinds of conversations with students. In doing so, I advise sticking to topics that connect to the material you typically cover. I have found that most sociology instructors incorporate some things (if not many) that relate to current affairs. The advantage of connecting the structural changes brought about by the federal government to career availability (as I did in senior seminar) is that it positions these topics as integral to the thing that legislators care about the most when it comes to college—that is, preparing students for the workplace.
Be selective about how you discuss with students the politically charged and potentially divisive effect the current administration has had on career opportunities, but do not avoid these conversations. Be honest with students and provide them with reliable sources of information, including disciplinary knowledge, and allow them to draw their own conclusions. Also, keep in mind that some students hold differing opinions about the current administration. Some students may be pleased with changes that have been made, while others are worried about what these structural changes mean for their lives today and tomorrow.
To my knowledge, no students have complained about using class time to discuss current affairs. If they do complain, I still have some protection as a tenured full professor. If you are in less secure position, be sure to consult TRAILS (the Teaching Resources and Innovation Library for Sociology), Teaching Sociology, and other ASA resources to support classroom instruction. These resources were created and vetted by sociologists, and they can help you make the case that covering current affairs reflects common pedagogical practices within the discipline.
We are living through a period of great difficulty, tremendous social change, and an unknown future for higher education and the United States. Recent policies introduced by the current administration and implemented by the federal government have caused significant upheaval in the job market, which directly impacts current students and recent graduates. In these uncertain times—made even more unpredictable by shifting federal policies that affect organizations, job availability, and career pathways—our commitment to supporting and guiding students remains more important than ever.