American Sociological Association

Search

Search

The search found 91 results in 0.027 seconds.

Search results

  1. Graduate Student Teacher Training: Still Relevant (and Missing?) 20 Years Later

    Twenty years ago, Pescosolido and Milkie (1995) reported that 50 percent of U.S. and Canadian sociology graduate programs offered formal teacher training. Despite pronouncements that offerings have increased substantially, no similarly thorough and direct investigation has been published since. In this time of dramatic change and increasing scrutiny of higher education, graduate teacher training is arguably more important than ever before. Thus, we seek to provide a new baseline of teacher training in the discipline. Using a 2013 survey of U.S.

  2. Physical Disability and Increased Loneliness among Married Older Adults: The Role of Changing Social Relations

    Examining the social context of disablement, we investigated how changes in social relations affect loneliness among married older men and women. With longitudinal data on 914 married persons from the National Social Life, Health, and Aging Project (NSHAP), we found that changes in the quality of marital and nonmarital relations moderate the effect of disability on loneliness in unexpected ways. Increases in negative marital quality buffer the effect of physical disability, while increases in nonmarital support exacerbate it.

  3. The Social Connectedness of Older Adults: A National Profile

    For decades, scholars have wrestled with the assumption that old age is characterized by social isolation. However, there has been no systematic, nationally representative evaluation of this possibility in terms of social network connectedness. In this article, we develop a profile of older adults' social integration with respect to nine dimensions of interpersonal networks and voluntary associations. We use new data from the National Social Life, Health, and Aging Project (NSHAP), a population-based study of noninstitutionalized older Americans ages 57 to 85, conducted in 2005 to 2006.

  4. Older People Benefit from Giving Advice

    A new study reveals that individuals in their 60s who give advice to a broad range of people tend to see their lives as especially meaningful. At the same time, this happens to be the age when opportunities for dispensing advice become increasingly scarce.

  5. Does the Center Hold? Reflections on a Sociological Core

    Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of sociology. First, "There really is not much, if any, core." Second, sociology is "a habit of the mind" (a sociological imagination). Third, key content of a sociological core can be identified using a long or short list.

  6. The Center Does Hold: The Sociological Literacy Framework

    This article provides a critique and an addition to observations raised by Ballantine et al. in this issue. After reviewing the strengths of Ballantine et al.’s article about the need for a core in sociology, I argue that this debate has gone on long enough and needs to be reframed around areas of agreement.

  7. Living Theory: Principles and Practices for Teaching Social Theory Ethnographically

    This article details the principles and practices animating an "ethnographic" method of teaching social theory. As opposed to the traditional "survey" approach that aims to introduce students to the historical breadth of social thought, the primary objective of teaching ethnographically is to cultivate students as participant observers who interpret, adjudicate between, and practice social theories in their everyday lives.

  8. Social Issues and Problem-based Learning in Sociology: Opportunities and Challenges in the Undergraduate Classroom

    This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge, research skills, and problem-solving capacities and fosters student enjoyment.

  9. Student Engagement, Accountability, and Empowerment: A Case Study of Collaborative Course Design

    This article describes an experiment in collaborative course design in a midlevel sociology course. Unlike most of the literature on collaborative teaching and learning, which often deals with collaboration among students, this article discusses collaboration between the instructor and students. The students in this course collaborated with the instructor in designing the course—choosing the readings and developing the assignments—from the first day of class. Student feedback on the experiment was overwhelmingly positive.

  10. "It Didn't Seem Like Race Mattered": Exploring the Implications of Service-learning Pedagogy for Reproducing or Challenging Color-blind Racism

    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.