American Sociological Association

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  1. The Economization of Diversity

    Through a case study of an ongoing diversity initiative at Diversity University (DU), a public, flagship university in the U.S. South, the author’s research advances understanding of the discursive relationship between neoliberalism and contemporary racial ideology. As part of a larger ethnographic project, the author draws on more than ten years worth of diversity discourse at DU to illuminate diversity’s economization: the process whereby specific formations of economic values, practices, and metrics are extended toward diversity as justification for DU’s efforts.
  2. Numbers, Narratives, and Nation: Mainstream News Coverage of U.S. Latino Population Growth, 1990–2010

    Ideologies that support racial domination and White supremacy remain foundational in U.S. society, even as the nation becomes increasingly diverse and progressively focused on quantitative measurement. This study explores how a prominent mainstream news outlet represents the growth of the nation’s second largest population, Latinos, within this changing demographic and numeric environment.
  3. Traveling across Racial Borders: TripAdvisor and the Discursive Strategies Businesses Use to Deny Racism

    Travel and leisure activities can bring many rewards, and yet for those deemed “racialized Others,” these same activities can be fraught with anxiety and tension. As in all aspects of society, racism mediates the rewards of travel and leisure. Decisions about when and how to confront racism are central in the lives of those considered racialized Others. Given a wish to de-escalate racist situations and respond later, some individuals are using online platforms to call out racism.
  4. Racial Disparities in Student Debt and the Reproduction of the Fragile Black Middle Class

    A nascent literature recognizes that student loan debt is racialized and disproportionately affects youth of color, especially black youth. In this study, the authors expand on this research and ask whether black-white disparities in student debt persist, decline, or increase across the early adult life course, examine possible mechanisms for changes in racial disparities in student debt across early adulthood, and ask whether racial disparities in student debt contribute to black-white wealth inequality among a recent cohort of college-going young adults.
  5. Black-White Differences in the Relationship between Parental Income and Depression in Young Adulthood: The Different Roles of Family Support and College Enrollment among U.S. Adolescents

    This study uses the National Longitudinal Study of Adolescent to Adult Health to examine racially patterned mechanisms linking parental income and early adult depression, focusing on the mediating roles of family support and college enrollment. Findings suggest two noteworthy Black-White differences. First, parental income is positively correlated with depression for Black adolescents through family support. This is because high parental income tends to decrease family support for Black adolescents, a pattern not replicated for White adolescents.
  6. Hearing Gender: Voice-Based Gender Classification Processes and Transgender Health Inequality

    This study examines the link between self-rated health and two aspects of gender: an individual’s gender identity, and whether strangers classify that person’s voice as male or female. In a phone-based general health survey, interviewers classified the sex of transgender women (n = 722) and transgender men (n = 446) based on assumptions they made after hearing respondents’ voices.
  7. Do Sociology Courses Make More Empathetic Students? A Mixed-Methods Study of Empathy Change in Undergraduates

    Assessing course goals is often challenging; assessing an abstract goal, like empathy, can be especially so. For many instructors, empathy is central to sociological thinking. As such, fostering empathy in students is a common course goal. In this article, we report the initial findings of a semester-long assessment of empathy change in undergraduate students (N = 619). We employ a mixed-methods research design that utilizes qualitative instructor data to determine independent instructor-level variables and student surveys to measure student empathy change.
  8. Teaching Replication to Graduate Students

    Replicating published studies promotes active learning of quantitative research skills. Drawing on experiences from a replication course, we provide practical tips and reflections for teachers who consider incorporating replication in their courses. We discuss teaching practices and challenges we encountered at three stages of a replication course: student recruitment, course structure and proceedings, and learning outcomes. We highlight that by engaging in replication, students learn from established scholarly work in a collaborative and reflective manner.
  9. Making It Count: Using Real-World Projects for Course Assignments

    Previous scholarship has demonstrated the value of high-impact practices of community engagement, inquiry-based pedagogy, and collaborative learning for engagement and learning in sociology courses, especially undergraduate research methods and statistics. This article explores the changes made to an upper-division undergraduate course focused on applied research practices and community-level interventions.
  10. Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course

    This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn.