American Sociological Association

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  1. Gender in the One Percent

    Those in the top 1% of the U.S. income distribution control the majority of financial resources and political power. This means that a small group of homogenous men likely exercise the majority of corporate and political power associated with economic elites.
  2. Sustainable Cycling For All? Race and Gender‐Based Bicycling Inequalities in Portland, Oregon

    Amidst findings of increased bicycling in the United States, research continues to demonstrate that women and racial minorities are underrepresented as cyclists in the United States (Buehler and Pucher 2012). While quantitative data may reveal estimates of these disparities, we know little about the motivations or deterrents related to cycling as they are experienced by individuals.

  3. Remembering the City: Changing Conceptions of Community in Urban China

    Adopting complimentary integrative research methodologies, this article examines changing conceptions of community among urban residents within the city of Suzhou, Jiangsu province, China. Through local residents’ past memories, “everyday” experiences of (former) urban communities, and reflections on a particular way of life, we focus upon the subjective/affective meanings and memories attached to processes of urban change.

  4. “What Would I Look Like?”: How Exposure to Concentrated Disadvantage Shapes Hip-Hop Artists’ Connections to Community

    Hip-hop has deep historical ties to disadvantaged communities. Resounding success in mainstream and global music markets potentially disrupts those connections. The authors use in-depth interviews with 25 self-defined rap/hip-hop artists to explore the significance of place in modern hip-hop. Bringing together historical studies of hip-hop and sociological neighborhood studies, the authors examine hip-hop artists’ community connections.

  5. Location, Location, Location: Liberatory Pedagogy in a University Classroom

    In this article, we explore the practice, promise, and contradictions of introducing liberatory practice into a higher education classroom. Freire introduced liberatory education in response to the hierarchical transfer of knowledge, “banking” concept of education that has dominated educational institutions. The banking approach to education demands that students memorize and repeat top-down “official” knowledge in order to achieve success.
  6. Implementing a Careers and Professional Development Course for Sociology Students

    Sociology students are interested in having meaningful careers that use their sociological knowledge and skills, and higher education institutions are under pressure to show that their graduates achieve career success. A one-credit-hour course focused on careers, professional development, and resources for sociology majors can increase students’ confidence that multiple options exist for them in their postbaccalaureate lives.
  7. Exploring the Benefits and Drawbacks of Age Disclosure among Women Faculty of Color

    This article is guided by two questions: How is age an important aspect of social location that, when forthcoming about it with students, can be beneficial for pedagogical purposes? and How can women faculty of color—particularly those who appear youthful and/or are younger than most of their colleagues—address the marginality of their actual and/or perceived age while simultaneously operating in a space that is contested for women of color?
  8. Community-Initiated Student-Engaged Research: Expanding Undergraduate Teaching and Learning through Public Sociology

    Drawing on a multiyear local research project on the affordable housing crisis, this article outlines a pedagogical approach we call Community-Initiated Student-Engaged Research, or CISER. The CISER model brings together three key groups of actors—undergraduate students, university researchers, and community organizations—drawing on and extending the powers of cooperative “dyads” between them.
  9. Strategic Design toward Foundational Learning Goals in Introduction to Sociology

    Scholars of teaching and learning in sociology have argued that introductory courses should teach toward foundational learning goals instead of providing an exhaustive review of the discipline. Nevertheless, prior research has provided far more guidance on what instructors ought to teach than how they can cohesively support learning across the goals advocated. Additionally, few studies have considered whether introductory course designs adequately address students’ diverse reasons for enrolling.
  10. Republication of “Science Fiction and Introductory Sociology: The Handmaid in the Classroom”

    Although there is a great deal of available material on using nontraditional resources for teaching sociology, the pedagogical uses of science fiction have not been examined for 20 years. This essay first asserts the need for an update based on changes in society and in science fiction over the past two decades.