American Sociological Association

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  1. 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.
  2. 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?
  3. 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.
  4. 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.
  5. 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.
  6. Inequality and Opportunity in a Perfect Storm of Graduate Student Debt

    Recent efforts to understand aggregate student loan debt have shifted the focus away from undergraduate borrowing and toward dramatically rising debt among graduate and professional students. We suggest educational debt plays a key role in social stratification by either deterring bachelor’s degree holders from disadvantaged and underrepresented backgrounds from pursuing lucrative careers through advanced degree programs or imposing a high cost for entry.
  7. Delayed Benefits: Effects of California School District Bond Elections on Achievement by Socioeconomic Status

    Contradictory evidence of the relationship between education funding and student achievement could reflect heterogeneous effects by revenue source or student characteristics. This study examines potential heterogeneous effects of a particular type of local revenue—bond funds for capital investments—on achievement by socioeconomic status.
  8. Hashtag Syllabus

    The hashtag syllabus is a crowd-sourced body of work that can, in some cases, challenge the knowledge construction of the academy. Hashtag syllabi have the opportunity to reshape how knowledge is produced, whose knowledge is affirmed, and what knowledge people are exposed to.

  9. Genes, Gender Inequality, and Educational Attainment

    Women’s opportunities have been profoundly altered over the past century by reductions in the social and structural constraints that limit women’s educational attainment. Do social constraints manifest as a suppressing influence on genetic indicators of potential, and if so, did equalizing opportunity mean equalizing the role of genetics? We address this with three cohort studies: the Wisconsin Longitudinal Study (WLS; birth years 1939 to 1940), the Health and Retirement Study, and the National Longitudinal Study of Adolescent Health (Add Health; birth years 1975 to 1982).
  10. Becoming White Teachers: Symbolic Interactions and Racializing the Raceless Norm in Predominantly Black Schools

    Under the banner of critical whiteness studies, scholars from across the disciplinary spectrum have spent the past several decades investigating whiteness and white racial identity, both in the United States and abroad. Of the numerous findings, perhaps none is more pervasive than that of white racelessness: the idea that whites do not see themselves in racial terms but instead think of themselves as just normal. This article complicates white racelessness by examining whiteness that is spatially situated as the racial minority.