American Sociological Association

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  1. Exploring Classroom Climate in Sociology Courses Using Syllabi

    The classroom climate shapes students’ learning and instructors’ teaching experience in profound ways. This study analyzes classroom climate statements in syllabi from various sociology courses to understand the extent that sociology instructors highlight climate issues and how climate is conceptualized in their syllabi. Drawing from data from two different times periods (pre-2005 and post-2010), the current study examines the frequency of classroom climate statements, the factors that may contribute to the presence of a statement, and themes within these statements.

  2. “I Understand What They’re Going through”: How Socioeconomic Background Shapes the Student Service-learning Experience

    Traditional service-learning pedagogy assumes that learning occurs when contact between relatively advantaged students and a relatively disadvantaged service population reduces prejudice. However, little is known about how students whose backgrounds are similar to the populations they serve process this learning experience. This study explores the connections between socioeconomic status and learning trajectories within service-learning. Students provided written reflections on a service-learning experience focused on food insecurity as part of course requirements.

  3. Integrating Community-based Research into a Senior Capstone Seminar: Lessons Learned from a Mixed-methods Study

    This article describes a senior capstone, Neighborhoods and Health, which used community-based research (CBR) as its primary pedagogy. Students in the course drew upon multiple research methods and forms of data to provide our partner, the Urban Farming Institute of Boston, with an array of research products in support of the revitalization of a historic farm in the Boston neighborhood of Mattapan.

  4. Collective Social Identity: Synthesizing Identity Theory and Social Identity Theory Using Digital Data

    Identity theory (IT) and social identity theory (SIT) are eminent research programs from sociology and psychology, respectively. We test collective identity as a point of convergence between the two programs. Collective identity is a subtheory of SIT that pertains to activist identification. Collective identity maps closely onto identity theory’s group/social identity, which refers to identification with socially situated identity categories. We propose conceptualizing collective identity as a type of group/social identity, integrating activist collectives into the identity theory model.
  5. Trouble in Tech Paradise

    The structures of the tech industry, with its dependence on highly skilled immigrant workers, and the H-1B visa, with its dependence on sponsoring companies, bind tech workers in a cycle of legal violence.

  6. Are Robots Stealing Our Jobs?

    The media and popular business press often invoke narratives that reflect widespread anxiety that robots may be rendering humans obsolete in the workplace. However, upon closer examination, many argue that automation, including robotics and artificial intelligence, is spreading unevenly throughout the labor market, such that middle-skill occupations that do not require a college degree are more likely to be affected adversely because they are easier to automate than high-skill occupations.

  7. Crisis as Opportunity: Nixon’s Announcement to Close the Gold Window

    The authors reexamine the announcement of the August 1971 decision to suspend convertibility of U.S. dollars to gold, or closing of the gold window, which ended the Bretton Woods system and ushered in the neoliberal era. Existing accounts identify critical pressure on the U.S. gold supply after May 1971 international currency disruptions as a tipping point for this policy. In contrast, using new archival evidence, the authors reveal that Nixon strategically framed May 1971 events as an urgent economic “crisis,” deploying “crisis” as a justification for closing the gold window.
  8. Using Racial and Class Differences in Infant Mortality to Teach about White Privilege: A Cooperative Group Activity

    A considerable amount of research across the past several decades has documented the emergence of a new racial ideology of “color-blindness” as well as evidence that white college students have difficulty recognizing the racial privileges that are obscured by this color-blindness. To address this, we developed a cooperative group White Privilege Activity that used racial and class differences in infant mortality to help students recognize the existence of white privilege.
  9. Towards a Dynamic Theory of Civil Society: The Politics of Forward and Backward Infiltration

    This article develops a conceptual framework to theorize the processes of mutual penetration between civil society, the state, and the economy, where incumbents and challengers continuously formulate new strategies against each other. We criticize the prevailing Weberian and Tocquevillian concepts of civil society, and then, drawing on research in social movements and comparative political economy, propose a new framework: the politics of forward and backward infiltration.
  10. Navigating the Process of Curriculum Redesign in Sociology: Challenges and Lessons from One Program

    The American Sociological Association has produced a wide range of reports and materials addressing curricular best practices. Collectively, those materials are an invaluable resource for guiding revisions of the sociology major, but they do not address processes for implementing such revisions. In this conversation piece, we describe the steps by which our department implemented a thorough curricular redesign—a process nearing completion after five years of formal discussions, and with roots reaching back even farther.