 Subjects -> SOCIOLOGY (Total: 553 journals)
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- Film Review: Dispatches from Cleveland
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Authors: Rachel Bickelman
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-15T12:43:17Z
DOI: 10.1177/0092055X231197889
- Book Review: The Paradigm of Social Interaction
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Authors: Dejan Valentinčič
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-14T08:44:23Z
DOI: 10.1177/0092055X231197893
- Book Review: I’m Glad My Mom Died
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Authors: Jessica L. Brown-Hamlett
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-13T09:44:18Z
DOI: 10.1177/0092055X231197890
- Film Review: Survivors Guide to Prison
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Authors: Emalie Rell
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-09T12:17:26Z
DOI: 10.1177/0092055X231197892
- Book Review: Bullying: The Social Destruction of Self
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Authors: MJ Vickers
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-09T12:16:06Z
DOI: 10.1177/0092055X231197894
- Podcast Review: Let’s Talk!
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Authors: Elizabeth Zeiber
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-09T12:14:47Z
DOI: 10.1177/0092055X231197896
- New Resources in TRAILS: The Teaching Resources and Innovations Library
for Sociology-
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Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-07T12:00:52Z
DOI: 10.1177/0092055X231197888
- List of Reviewers: July 1, 2022, to June 30, 2023
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Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-07T11:59:12Z
DOI: 10.1177/0092055X231197924
- Film Review: The Passage of Time
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Authors: Stephanie L. Hanus
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-09-04T02:22:14Z
DOI: 10.1177/0092055X231197891
- Beyond Policies and Procedures: Using the Syllabus Quiz to Predict How
Well Students Will Perform in a College Course-
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Authors: Hubert Izienicki
Abstract: Teaching Sociology, Ahead of Print.
Many instructors use a syllabus quiz to ensure that students learn and understand the content of the syllabus. In this project, I move beyond this exercise’s primary function and examine students’ syllabus quiz scores to see if they can predict how well students perform in the course overall. Using data from 495 students enrolled in 18 sections of an Introduction to Sociology course, I find that students who do not earn a maximum score on the syllabus quiz are more likely to receive a lower final course grade and are less likely to pass the course than their top-scoring counterparts. These findings allow instructors to identify struggling students as early as the first week of the semester and design interventions that will match up with students’ particular needs and strengths. Furthermore, this project demonstrates the pedagogical usefulness of the syllabus quiz beyond its initial purpose of testing students’ knowledge of course policies and procedures.
Citation: Teaching Sociology
PubDate: 2023-08-31T12:43:05Z
DOI: 10.1177/0092055X231196173
- Gamifying Gamification in the Sociology Classroom
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Authors: Brandon Folse, Frederick J. Poole
Abstract: Teaching Sociology, Ahead of Print.
The increasing ubiquity of gamification in everyday life normalizes it as a motivational tool. While much scholarship supports gamification, labor sociologists have long problematized the phenomenon. In this mixed-methods action research study, we explore the results of gamifying a lesson on gamification in a sociology of work course. We designed two gamified activities with varying degrees of consent that followed a lesson on gamification and consent. Students rated how problematic a series of gamified work scenarios were before and after the intervention. Our quantitative data did not show a significant increase in students’ ability to identify consent after the intervention, but we did discover that students took either an employee or employer’s perspective in their rating justifications. Furthermore, these findings were gendered. This article highlights the need for a more critical take on gamification in the classroom. We conclude by suggesting ways practitioners can teach about gamification in other contexts.
Citation: Teaching Sociology
PubDate: 2023-06-15T08:54:19Z
DOI: 10.1177/0092055X231175176
- The Impact of Social Relationships on College Student Learning during the
Pandemic: Implications for Sociologists-
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Authors: Mary Scheuer Senter
Abstract: Teaching Sociology, Ahead of Print.
This article uses survey data gathered in fall 2020 and spring 2021 from students at a public, midwestern university to explore the factors affecting self-reports of learning during the pandemic. The consistent finding is that social relationships—support from professors and connections to peers—are critical. The impact of social relationships on learning is statistically significant even when other factors that have received much attention during the pandemic, including self-reports of mental health, technology access, and financial worries, are taken into account. The implications of these findings for our work as sociology teachers during and after the pandemic and for our departmental activities are highlighted.
Citation: Teaching Sociology
PubDate: 2023-06-14T09:33:07Z
DOI: 10.1177/0092055X231178505
- Family Work Histories: Centering First-Generation and Working-Class
Students in a Sociology Course-
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Authors: Ana-María González Wahl
Abstract: Teaching Sociology, Ahead of Print.
First-generation students often feel alone on college campuses. These students can find themselves excluded from organizations, traditions, and spaces that require financial, social, and cultural capital they may not have. In my Sociology of Work course, I use a family work history project to center and validate their experiences. Using census records and other sources, students reconstruct their parents’, grandparents’, and great-grandparents’ experience in the workplace. The histories of my first-generation students, in turn, provide the lens through which we collectively build a sociological analysis of the way that work shapes the trajectory of our lives. More specifically, these histories have taken us from farm and factory to the low-wage service sector, revealing both the troubles facing those without a college degree as well as their resilience. Overall, students describe this as a deeply meaningful project that confirms the pedagogical value of storytelling, particularly for first-generation students.
Citation: Teaching Sociology
PubDate: 2023-06-12T08:39:04Z
DOI: 10.1177/0092055X231176970
- Grounds of Culture: A Metaphorical and Heuristic Approach
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Authors: Paul K. McClure
Abstract: Teaching Sociology, Ahead of Print.
Across courses in the social sciences, instructors confront the challenge of how to teach (theories of) culture, yet no consensus exists as to what helps students best comprehend and digest its full complexity. This article offers a metaphorical and heuristic approach to culture that is accessible, multifaceted, and reflective of a wide range of important sociological theories and concepts. Five metaphors are introduced: culture as a training ground, battleground, playground, campground, and fairgrounds. Practical applications and suggestions for organizing a course around these five metaphorical grounds are discussed and outlined.
Citation: Teaching Sociology
PubDate: 2023-06-08T07:53:25Z
DOI: 10.1177/0092055X231175174
- Theorizing the Teaching Triad
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Authors: Victoria Reyes, Sara Bruene, Tyler Cohen, Shaafi Farooqi, Shayna La Scala
Abstract: Teaching Sociology, Ahead of Print.
In this conversation essay, the authors incorporate teaching assistants (TAs) into pedagogical theorizing through what they call the teaching triad, an analytic heuristic to understand faculty-TA-undergraduate interactions. TAs are graduate students who are tasked with running discussion sections, smaller settings where undergraduates interact more directly with the material and one another. Yet, faculty pedagogies enable or constrain the work of TAs and shape classroom climates. We discuss three types of faculty pedagogies and their effects: (1) authoritarian pedagogies, wherein faculty exhibit inflexible, controlling behaviors that create a silencing and distrustful climate; (2) absentee pedagogies, characterized by a lack of faculty presence, which results in additional labor for TAs and confusion and panic for students; and (3) advocate pedagogies, which involve proactively engaged and flexible faculty approaches, cultivating an empowered environment. Understanding these dynamics is important for first-generation and/or working-class students, particularly those of color, who already face barriers to learning.
Citation: Teaching Sociology
PubDate: 2023-06-08T07:21:34Z
DOI: 10.1177/0092055X231174514
- Blended Pedagogy in Social Statistics Courses: Prelecture Strategies for
Encouraging Learning among First-Generation College Students-
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Authors: Amanda Mireles
Abstract: Teaching Sociology, Ahead of Print.
In this article, I ask to what extent first-generation college students experience statistics anxiety and what are effective pedagogical strategies for building student confidence and encouraging learning. To answer these questions, I draw on the wide-ranging and developing literature on blended teaching methods—most commonly defined as the integration of web-based activities and traditional face-to-face instruction—to design and implement an experiment measuring the effectiveness of providing varying supports in social statistics courses. Evidence from the experiment and learning reflections demonstrates that regardless of whether students experience statistics anxiety, at a minimum, reading comprehension supports have a statistically significant positive effect on first-generation college students’ learning (N = 46), and blended learning supports have a statistically significant positive effect for both first-generation and continuing-generation college students (N = 59). The positive and statistically significant effect of providing students with blended learning prelecture supports can counteract the negative and statistically significant effect of being a first-generation college student. These findings suggest that simple and effective pedagogical strategies can help better prepare students for exposure to new material, thereby encouraging greater overall learning in social statistics courses.
Citation: Teaching Sociology
PubDate: 2023-06-03T09:52:54Z
DOI: 10.1177/0092055X231170749
- From Here to There: Using Required Courses to Expand First-Generation
Mentorship Accessibility-
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Authors: Tara Opsal, Elena Ariel Windsong, Laurence Pedroni
Abstract: Teaching Sociology, Ahead of Print.
One challenge sociology departments face is conveying to undergraduates the relevance of a sociology degree for future careers. This challenge is more notable for first-generation and working-class students who research shows have more limited access to mentors. Here we present a department-level mentoring initiative designed to address systemic gaps first-generation students face in accessing mentorship, especially in relationship to career readiness. The mentoring module we examine here is the first of four delivered across our curriculum and focuses on introducing what sociologists do in “the real world,” advancing the idea of career transferability, and providing information on university resources helpful to developing student personal and professional identities. We discuss the context, implementation, and analysis of student reflections and conclude with lessons learned and strategies departments can draw on to improve mentoring of first-generation sociology students.
Citation: Teaching Sociology
PubDate: 2023-05-30T08:23:14Z
DOI: 10.1177/0092055X231174513
- New Resources in TRAILS: The Teaching Resources and Innovations Library
for Sociology-
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Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-05-29T07:47:41Z
DOI: 10.1177/0092055X231175254
- Effectively Engaging First-Generation Rural Students in Higher Education:
New Opportunities for Sociology-
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Authors: Anjel Stough-Hunter, Kristi S. Lekies
Abstract: Teaching Sociology, Ahead of Print.
Rural and first-generation students face unique challenges to accessing and persisting through college. While there is increasing literature on how to better serve first-generation college students, rural first-generation students have received far less attention. By associating student experiences with key concepts such as social groups, social class, inequality, community, and culture, sociology is well positioned to address the needs of first-generation rural students and enhance learning for all students. In this conversation piece, we will discuss the intersection of first-generation and rural identities and provide ideas for countering the urbancentric teaching of sociology and engaging rural first-generation students as assets at the classroom, faculty, department, and institutional levels.
Citation: Teaching Sociology
PubDate: 2023-05-26T09:05:49Z
DOI: 10.1177/0092055X231174516
- From Inclusive to Equitable Pedagogy: How to Design Course Assignments and
Learning Activities That Address Structural Inequalities-
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Authors: Michel Estefan, Jesse Cordes Selbin, Sarah Macdonald
Abstract: Teaching Sociology, Ahead of Print.
Current approaches to building inclusive classrooms for first-generation and working-class students tend to emphasize communicative strategies: receiving students with welcoming messages that acknowledge and value their life experience and promoting a growth mindset. These methods are important, but they do little to address structural sources of exclusion, such as academic inequities and disadvantages in resources like time. Communicative strategies alone secure inclusion without equity. Equity, however, involves teaching and learning activities that promote fair treatment and access at a structural level in order to offer students a concrete path to classroom success. In this article, we develop a framework for designing assignments and learning activities that addresses the type of structural barriers that most affect first-generation, working-class, and racially minoritized students. We identify three distinct types of structural disadvantages—academic inequities, resource disadvantages, and cultural discrimination—and propose three strategies for equitable design: deliberative interdependence, transformative translation, and proactive engagement. We illustrate each strategy with concrete teaching methods. We conclude by suggesting that only a transformative, comprehensive shift to equity mindedness is capable of doing justice to the increasing diversity of college classrooms.
Citation: Teaching Sociology
PubDate: 2023-05-26T09:01:09Z
DOI: 10.1177/0092055X231174515
- Teaching across the FGWC Terrain: Reflections of Sociology Educators
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Authors: Nicole B. Oehmen, Jennifer Haylett, Leia Belt, Jesse Clark
Abstract: Teaching Sociology, Ahead of Print.
In this article, we investigate the college teaching experiences of four first-generation and working-class (FGWC) sociology educators with varying social locations. We used collaborative autoethnography to compare our backgrounds and university navigational strategies employed and shared with our students and mentees. Using an intersectional lens, we find our experiences reflect both commonalities and divergences in the FGWC experience, including disclosure of our FG and/or WC origin status to students and our perceptions of how race, gender, and parental status shape our teaching of sociology across differing institutional settings. We end by using insights gleaned from comparing our experiences to provide recommendations for creating more inclusive classroom and institutional environments.
Citation: Teaching Sociology
PubDate: 2023-05-26T08:54:29Z
DOI: 10.1177/0092055X231174512
- Collectively Building Bridges for First-Generation Working-Class Students:
Pláticas Centering the Pedagogical Practices of Convivencia in El Puente
Research Fellowship-
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Authors: Florence Emilia Castillo, Gustavo García, Alejandro Mendiaz Rivera, Ana Paula Milán Hinostroza, Natalia M. Toscano
Abstract: Teaching Sociology, Ahead of Print.
El Puente Research Fellowship is a transformative program that uses culturally relevant and reflective pedagogies, curriculum, and praxis for first-generation, working-class college students beyond the traditional classroom. Drawing on the Chicana/Latina feminist epistemologies of plática and convivencia, we argue that the practice of convivencia facilitates a relational and collective learning environment that allows students to learn from one another, build relationships of authentic caring, and support one another academically and holistically. Through our plática, we illuminate the ways convivencia manifests in our pedagogical and curricular approaches. As a teaching framework, the implementation of convivencia in classes, research programs, and learning environments paves the way for new forms of teaching and learning that value and center collective and cultural learning practices from the home. We conclude with practical tools, strategies, and reformulations of classroom environments that can be applied in sociology classrooms and beyond.
Citation: Teaching Sociology
PubDate: 2023-05-26T08:45:21Z
DOI: 10.1177/0092055X231174511
- Playing Spent!: FGWC Experiences of Poverty Simulation Games
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Authors: Heather-Ann Layth
Abstract: Teaching Sociology, Ahead of Print.
First-generation and working-class (FGWC) students bring a different set of life experiences to the classroom than students of privilege. As an instructor from an FGWC background, I use the poverty simulation game Spent! to make economic stratification understandable to students who have led lives of economic privilege and bring FGWC representation to the classroom in a way that honors their unique cultural capital. Despite a tendency toward consciousness raising for students of privilege, poverty simulation can still be a liberatory learning exercise for FGWC students when the cultural capital they bring to the classroom from their lived experience is valued and honored during the activity rather than objectified and subordinated. During the activity, as privileged students express shock at the realities of living paycheck to paycheck, FGWC students confidently share their situated knowledge of poverty. Building on prior assessments of the value of simulation games in the classroom, this article expands this knowledge by specifically looking at the experiences of FGWC students in addition to their more privileged peers in the context of Spent!
Citation: Teaching Sociology
PubDate: 2023-05-26T07:44:08Z
DOI: 10.1177/0092055X231172598
- Campus Collaboration as a Gateway to Public Sociology: A Guide For
“Unmuzzling” Graduate Student Instructors-
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Authors: Stacey Livingstone
Abstract: Teaching Sociology, Ahead of Print.
Graduate students face obstacles when attempting to pursue public sociology in general, but specifically when they desire to utilize public sociology as both a research and teaching orientation that fully incorporates undergraduate students. Drawing on a two-year public sociology project on student financial security challenges, the author advocates for graduate students interested in public sociology to engage in campus collaborations, where connections between undergraduate students and campus partners are forged based on relevant campus resources easily accessible to graduate students. Based on the specifics of the author’s campus collaboration, six tips emerge for graduate students interested in replicating this approach to public sociology early in their careers. Gaining familiarity with conducting public sociology that fully incorporates undergraduate students in graduate school, a model that has been shown to benefit students, community partners, and sociology as a discipline, will prepare graduate student instructors to implement the model when they become faculty.
Citation: Teaching Sociology
PubDate: 2023-05-16T08:31:37Z
DOI: 10.1177/0092055X231175180
- Doing Sociology, Learning Objectives, and Developing Rubrics for
Undergraduate Research Methods-
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Authors: Bhoomi K. Thakore
Abstract: Teaching Sociology, Ahead of Print.
The research project assignment can create meaningful opportunities for students to apply sociological concepts. For grading these projects, assessment rubrics are useful pedagogical tools to evaluate students’ abilities in achieving course learning objectives. In this study, I analyzed final research papers collected over multiple semesters in my undergraduate Methods of Social Research course. My goals are to (1) evaluate the grading rubric’s effectiveness in enabling students to meet course objectives and (2) identify improvements in students’ outcomes from revisions to the rubric over time. Findings indicate that rubrics can provide students the information needed to apply course concepts to their work and that rubric revisions are necessary to ensure validity, reliability, and equity across grading. In conclusion, I provide suggestions for implementing a semester-long research project assignment and initiating iterative revisions to rubric criteria.
Citation: Teaching Sociology
PubDate: 2023-05-05T09:56:15Z
DOI: 10.1177/0092055X231170618
- Preparing for Medical School: How Sociology Helps Premedical Students
Prepare for the MCAT and beyond-
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Authors: Elizabeth Culatta, Melissa Powell-Williams, Kim Davies
Abstract: Teaching Sociology, Ahead of Print.
Educators have recently highlighted the importance of social science courses for students entering the medical field. This has led to the inclusion of sociological theories and concepts on the Medical College Admission Test (MCAT), a requirement for any student seeking formal medical training. Using open-ended survey data responses provided by students who recently completed the MCAT, we explore how students perceive that sociology courses prepare them for the MCAT and their lives more generally. We find that students report that their sociology courses introduced them to key concepts and laid a foundation for material assessed on the exam, but those courses could improve by aligning with the MCAT structure by prioritizing application of concepts and critically analyzing case studies. Students also reported that sociology courses helped them develop empathy and inclusivity and use their sociological imaginations, which will ultimately positively impact their careers in the medical field and lives overall.
Citation: Teaching Sociology
PubDate: 2023-05-05T09:53:55Z
DOI: 10.1177/0092055X231169754
- Recurring Vagueness: A Longitudinal Study of What Students Think about
Sociology before, Right after, and Years after Taking the Introductory
Course-
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Authors: Péter Miskolczi
Abstract: Teaching Sociology, Ahead of Print.
The introductory course to sociology serves the multiple roles of providing students with the foundations of the field while also being its “public face” and possibly improving its image. The outcomes of introductory courses have been investigated mostly in quantitative ways in the past. The article presents a qualitative, longitudinal study of the “mental image” that 397 students of an introductory course at a Hungarian university formed about sociology. Participants were asked to draw mind maps around the central concept of “sociology” right before, right after, and years after taking the course. Results from the content analysis of mind maps indicate that while students are able to situate sociology as a science of the human world, their mental image of the field is often vague beyond that. Mind maps drawn years after taking the course bear the closest resemblance to the ones drawn even before studying it.
Citation: Teaching Sociology
PubDate: 2023-05-05T09:50:36Z
DOI: 10.1177/0092055X231169752
- Teaching the Abstract: An Evaluation of “Social Structure” in
Introductory Textbooks-
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Authors: Andrea Krieg
Abstract: Teaching Sociology, Ahead of Print.
There is general agreement among sociologists that teaching social structure is a core component of a sociological curriculum. Despite this agreement, there are few guides for instructors on how to teach this key concept. Using the sociological literacy framework, this research examines the most popular undergraduate Introduction to Sociology textbooks and their supplemental resources. Most texts offer a basic definition, but beyond that, there were few additional resources for helping to clarify the concept. With this in mind, additional resources for supplementing the textbooks are offered.
Citation: Teaching Sociology
PubDate: 2023-04-13T12:48:39Z
DOI: 10.1177/0092055X231165539
- In Defense of Doom and Gloom: Science, Sensitivity, and Mobilization in
Teaching about Climate Change-
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Authors: Brian K. Obach
Abstract: Teaching Sociology, Ahead of Print.
Given the profound social implications of climate change, this subject is increasingly important for a broad range of sociology classes. Sociology instructors who address the subject of climate change face a dilemma. Presenting too grim of a portrait risks fostering psychological distress and withdrawal from action to address climate change, whereas downplaying the magnitude of the crisis can provide false assurance that the situation is well in hand and that urgent action is unnecessary. I argue that educators must be sensitive in their presentation of the issue but forthright, even as the scientific evidence indicates that the social impacts of climate change are grim. This does not necessarily foster withdrawal and inaction. Social movement theory suggests that political participation is not primarily a rational pursuit based on calculated outcomes. Educators can inspire climate action by providing students with opportunities and support to do so.
Citation: Teaching Sociology
PubDate: 2023-03-31T11:44:56Z
DOI: 10.1177/0092055X231159094
- Teaching with TikTok in Online Sociology of Sex and Gender Courses
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Authors: Nik M. Lampe
Abstract: Teaching Sociology, Ahead of Print.
Maintaining class participation and engagement poses a unique challenge in teaching online courses at postsecondary institutions. With the distinctive rise of online instruction during the COVID-19 pandemic, there is a critical need to develop innovative and exciting opportunities in online course concept learning, application, and peer-to-peer engagement. To fulfill this need, I utilized the popular social media app TikTok to help students engage with sociological insights and concepts during course participation activities in two asynchronous, online Sociology of Sex and Gender courses at the University of South Carolina. TikTok is an online-sharing platform that allows users to create short videos with music and visual effects. TikTok can also be a valuable tool for increasing student engagement in online sociology courses. In this article, I describe this teaching activity, present findings of the preliminary teaching evaluation, and discuss the potential impact of using TikTok in online sociology courses.
Citation: Teaching Sociology
PubDate: 2023-03-08T10:14:32Z
DOI: 10.1177/0092055X231159091
- Capturing Dis/Comfort and Navigating Transformation in the Gender Studies
Classroom-
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Authors: Thamar Melanie Heijstra, Gyða Margrét Pétursdóttir
Abstract: Teaching Sociology, Ahead of Print.
Creating a positive classroom experience for students can be a challenge, especially when teaching a contested topic such as gender studies. Teaching and learning gender is teaching and learning against the grain, which can lead to feelings of comfort and discomfort among students. The objective is to capture different manifestations of dis/comfort and transformation within the classroom by presenting a case based on gender studies. The study builds on course evaluations collected between 2009 and 2019. The findings reveal three appearances of dis/comfort: inexplicit manifestations, explicit manifestations, and a transformation stage in which the experienced dis/comfort operates as a steppingstone leading to possible change through affective dissonance. We suggest that discomfort can be mitigated by openly discussing resistance and by giving students more autonomy over course assessment and lecture content but without watering down the curricula. Thus, it is possible to navigate transformation and reduce compliancy with the ruling regime.
Citation: Teaching Sociology
PubDate: 2023-01-17T07:01:02Z
DOI: 10.1177/0092055X221149441
- You Will Never Walk Alone: Ethnographic Training as Collective Endeavor
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Authors: Águeda Ortega, Katherine Jensen, Javier Auyero
Abstract: Teaching Sociology, Ahead of Print.
Despite being intensely sociable, ethnographic research is also deeply isolating. Although fieldworkers may feel lonely, we contend that they are not (or should not be) alone. At the 10th anniversary of Urban Ethnography Lab at the University of Texas at Austin, we reflect on the ethnographic training cultivated there. We detail objectives, experiences, and lessons learned while also considering challenges for pedagogical projects of ethnographic collectivity—as well as techniques to address them. We contend that learning and teaching sociology through the ethnographic craft is not limited to the classroom but combines reading, writing, fieldwork, and dialogue with other ethnographers. These four dimensions are cultivated through various, simultaneous, classroom-based and research-development activities. We examine activities conducive to the creation of what we call, borrowing from Norbert Elias, an “ethnographer aperti.” Finally, we discuss the replicability of this model, suggesting how universities can expand pedagogical support by pursuing ethnography as more than work in isolation.
Citation: Teaching Sociology
PubDate: 2023-01-12T12:27:29Z
DOI: 10.1177/0092055X221147848
- Introduction to the Special Issue—A Class of Our Own: Teaching Sociology
by, for, and about First-Generation and Working-Class People-
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Authors: Robert D. Francis, Colby R. King, Marisela Martinez-Cola, Mary L. Scherer, Myron T. Strong
First page: 211
Abstract: Teaching Sociology, Ahead of Print.
Citation: Teaching Sociology
PubDate: 2023-06-24T09:25:25Z
DOI: 10.1177/0092055X231178672
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