Prior research measuring service-learning program successes reveals the approach can positively affect students’ attitudes toward community service, can increase students’ motivation to learn and ability to internalize class material, and can change their view of social issues. Studies also suggest that college students sometimes enter and leave a field site in ways that contribute to the reproduction of inequality.
What should activist-scholars teach in the social problems classroom? In this conversation, I challenge the assertion that advancing a sociology of social problems is an overly academic enterprise of little use to students and other publics. I introduce the potential of a pedagogical framework for promoting social problems literacy: a set of skills that promotes critical, sociological understandings of social problems toward aims of supporting civic engagement and activism.
The ASA Task Force on Liberal Learning and the Sociology Major, Third Edition (LL3) has been working steadily on the charge put to it by ASA Council at their August 2014 meeting: to revise the ASA document Liberal Learning and the Sociology Major Updated: Meeting the Challenges of Teaching Sociology in the 21st Century (McKinney et al. 2004). Perhaps the most important as well as the most cited sociology curricular document in the United States, this revision comes at a critical time when several changes are occurring in higher education.
Social movement researchers argue that tactical innovation occurs as a response to changes external to movements, such as police repression and shifts in political authority, or is due to internal movement processes, such as the characteristics of movement organizations and actors. In this study, we locate the roots of tactical innovation in the multiplicity of movement claims articulated at protest events.
It appears that people who actively participate in demonstrations during social movements on behalf of those dissimilar to them do so for two important reasons.
First, they trust their outgroup peers. Secondly, the political climate in their home countries actually fosters both trust and political engagement, and this is particularly true in countries with well-functioning political institutions.
ASA speaks with retired sociologist Jose Calderon at the 2016 ASA Annual Meeting on August, 2016, in Seattle, WA. Calderon talks about what it means to “do sociology,” how he uses sociology in his work, highlights of his work in the field, the relevance of sociological work to society, and his advice to students interested in entering the field.
ASA speaks with sociologists Manisha Desai and Zakia Salime at the 2016 ASA Annual Meeting on August, 2016, in Seattle, WA. Desai and Salime talk about what it means to “do sociology,” how they use sociology in their work, highlights of their work in the field, the relevance of sociological work to society, and their advice to students interested in entering the field.
The idea for this special issue was suggested by Katherine Rowell (Sinclair Community College) and Margaret Weigers Vitullo (American Sociological Association) as a means to help draw attention to the ongoing work of the American Sociological Association’s Task Force on Community College Faculty in Sociology. I am very pleased that Teaching Sociology has received the opportunity to publish important research performed by members of this task force as well as by others with expertise in instruction in the community college context.