American Sociological Association

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  1. Racial Disparities in Student Debt and the Reproduction of the Fragile Black Middle Class

    A nascent literature recognizes that student loan debt is racialized and disproportionately affects youth of color, especially black youth. In this study, the authors expand on this research and ask whether black-white disparities in student debt persist, decline, or increase across the early adult life course, examine possible mechanisms for changes in racial disparities in student debt across early adulthood, and ask whether racial disparities in student debt contribute to black-white wealth inequality among a recent cohort of college-going young adults.
  2. Black-White Differences in the Relationship between Parental Income and Depression in Young Adulthood: The Different Roles of Family Support and College Enrollment among U.S. Adolescents

    This study uses the National Longitudinal Study of Adolescent to Adult Health to examine racially patterned mechanisms linking parental income and early adult depression, focusing on the mediating roles of family support and college enrollment. Findings suggest two noteworthy Black-White differences. First, parental income is positively correlated with depression for Black adolescents through family support. This is because high parental income tends to decrease family support for Black adolescents, a pattern not replicated for White adolescents.
  3. Do Sociology Courses Make More Empathetic Students? A Mixed-Methods Study of Empathy Change in Undergraduates

    Assessing course goals is often challenging; assessing an abstract goal, like empathy, can be especially so. For many instructors, empathy is central to sociological thinking. As such, fostering empathy in students is a common course goal. In this article, we report the initial findings of a semester-long assessment of empathy change in undergraduate students (N = 619). We employ a mixed-methods research design that utilizes qualitative instructor data to determine independent instructor-level variables and student surveys to measure student empathy change.
  4. Teaching Replication to Graduate Students

    Replicating published studies promotes active learning of quantitative research skills. Drawing on experiences from a replication course, we provide practical tips and reflections for teachers who consider incorporating replication in their courses. We discuss teaching practices and challenges we encountered at three stages of a replication course: student recruitment, course structure and proceedings, and learning outcomes. We highlight that by engaging in replication, students learn from established scholarly work in a collaborative and reflective manner.
  5. Making It Count: Using Real-World Projects for Course Assignments

    Previous scholarship has demonstrated the value of high-impact practices of community engagement, inquiry-based pedagogy, and collaborative learning for engagement and learning in sociology courses, especially undergraduate research methods and statistics. This article explores the changes made to an upper-division undergraduate course focused on applied research practices and community-level interventions.
  6. Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course

    This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn.
  7. The Sociological Canon, Relations between Theories and Methods, and a Latent Political Structure: Findings from a Survey of Sociology Students in Germany and Consequences for Teaching

    We discuss findings from a survey of sociology students in Germany and consequences for teaching. We focus on the de facto formation of a sociological canon, the relation between theories and methods, and effects of social and political characteristics on student’s scientific preferences. Our findings suggest that irrespective of an agreement of the sociological professionals on a common definition of a core, a de facto canon of theories and methods exists in teaching practices. Moreover, specific relations between sociological theories and methods occur in the data.
  8. Black Homebuying after the Crisis: Appreciation Patterns in Fifteen Large Metropolitan Areas

    Some have questioned the financial wisdom of homeownership and, especially, Black homeownership. This is understandable because the mortgage crisis dealt heavy blows to Black homeowners. One concern is that home values may not appreciate as much where Blacks purchase homes. We examine how Black homebuyers fared compared to White and Latino buyers in terms of home appreciation during the 2012 to 2017 recovery. We examine appreciation rates by race and ethnicity across 15 metros.

  9. Along the London Overground: Transport Improvements, Gentrification, and Symbolic Ownership along London's Trendiest Line

    Between 2008 and 2011, the dysfunctional North London line was improved and rebranded into a high‐quality, high‐frequency service: the London Overground. Great ambitions for regeneration came with this project: The improved line, running through deprived areas of East London, was expected to bring inward investment and to open access to new opportunities outside the borough to its residents.

  10. A Meta-Analysis of the Association between Income Inequality and Intergenerational Mobility

    We provide an overview of associations between income inequality and intergenerational mobility in the United States, Canada, and eight European countries. We analyze whether this correlation is observed across and within countries over time. We investigate Great Gatsby curves and perform metaregression analyses based on several papers on this topic. Results suggest that countries with high levels of inequality tend to have lower levels of mobility.