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A Quarterly Publication of
The American Sociological Association

ABSTRACTS--Volume 28, Number 2, April 2000

ARTICLES

NOTES

Educating Students About Affirmative Action: An Analysis of University Sociology Texts
(Mark Beeman, Geeta Chowdhry, and Karmen Todd)
Affirmative action policy in the United States has recently come under intense political attack. Opponents have developed strategies to eliminate affirmative action using state referendums, often engaging in misleading public campaigns. In this political atmosphere, the role of education is significant. For many of our students, introductory sociology may be one of the few courses in which they are exposed to serious academic discussions about affirmative action. We examine the extent to which sociology texts accurately present affirmative action policy in the United States using a sample of introductory texts published from 1994 through 1997. We critically examine whether material presented either confronts or contributes to widespread myths about affirmative action policy. We conclude by offering practical suggestions to strengthen affirmative action presentations in sociology texts, including drawing upon significant empirical and theoretical sociological literature about affirmative action too often ignored by textbook authors.

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Getting More Out of Less: The Benefits of Short-Term Experiential Learning in Undergraduate Sociology Courses
(Mary C. Wright)

Experiential learning is a flexible instructional tool, adaptable to suit most courses. However, only a minority of instructors use these types of assignments in their courses. I examine whether short-term experiential learning reduces the drawbacks that may prevent instructors from using this instructional technique. I explore instructor and student perspectives on three types of short-term exercises: observations, participant-observations, and field trips. I find that short-term experiential assignments reduce the logistical concerns involved in experiential exercises and increase the opportunities for analytical reflection, especially for instructors of smaller courses and for non-field trip activities. In large introductory lecture courses, additional steps to structure the reflection process can successfully alleviate many of the problems dealing with lack of analysis. Proper selection of exercises included and careful choices about their use in courses or units with sensitive subject matter will help increase the chance of positive learning outcomes.

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The Cartoon Society: Using The Simpsons to Teach and Learn Sociology
(Stephen J. Scanlan and Seth L. Feinberg)
In this paper we introduce a wonderful video resource that can enhance the undergraduate learning experience. The animated television series, The Simpsons, can be particularly effective for illustrating sociological themes and encouraging critical thinking among today's undergraduates. Borrowing from Mills (1959), The Simpsons complements teaching philosophies that stress applying the sociological imagination to the observation of everyday life. We have found that the show is an effective pedagogical tool for demonstrating sociological concepts and fostering students' understanding of the course material. Students can relate to the show and by engaging them in critical discussions, The Simpsons is a valuable pedagogical resource to the sociology curriculum. The true indication of successful teaching is measured by the students' ability to grasp course material effectively, and then use that knowledge beyond the classroom. The Simpsons provides an excellent way to accomplish this goal.

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Embracing Student Evaluations of Teaching
(Timothy J. Gallagher)
Student evaluations of teaching are central in the teaching evaluation process. Well-constructed teaching evaluation instruments render valid and reliable information on teaching effectiveness. For this reason instructors, especially early in their careers, should view teaching evaluations as an opportunity to develop as teachers. Cooley's theory of self-formation frames an understanding of the importance in taking an active rather than passive approach to the teaching evaluation process. This framework provides an approach to one's own teaching, as a case study. In this paper, the author examines his own teaching evaluations in an attempt to understand what they measure and how they may be used to make changes in his own classroom performance.

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Network Newsgroups as a Teaching Tool in the Social Sciences
Gene Ammarell

The rapid introduction of computer technology in education has provided fertile ground for pedagogical experimentation in virtually every corner of the curriculum. Each innovation, from distance learning to relying on the Internet for research material, brings with it both new possibilities and problems. I have found that this technology can serve to provide undergraduates at a large public university with the opportunity to be part of a learning environment that is less teacher-centered and to develop certain skills more commonly available to students attending elite liberal arts colleges, namely critical analysis, clear writing, the ability to collaborate with others and to critically evaluate, revise, and rethink their own work as well as that of their peers. In this essay I describe how I use network newsgroups to foster the development of these skills and to provide means for the ongoing evaluation of student learning in my introductory course in cultural anthropology.

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Cultural Capital as Rules and Resistance: Bringing it Home in the Introductory Classroom
(Robin Isserles and Heather Dalmage)
This article addresses some of the specific ways we have used the Introduction to Sociology course to teach the basics of Sociology as well as to help our students develop the skills they will need to achieve their expressed goals of economic and social mobility. Perhaps more importantly, this paper demonstrates how the Introduction to Sociology course can be an extremely useful site to encourage the development of a deeper, critical understanding of these tools and the systems in which they are required. Acknowledging that we, as professors, have had some success in the system, and given that many of our students would like to take part in this same system, we feel a responsibility to provide them with all that
is needed to "play the game". This information has to be communicated to the student, for it is not often overtly addressed in our educational curricula. This seemingly contradictory endeavor--learning to play the game and at the same time learning to resist and challenge it, lies at the heart of this note as well as our pedagogical approach.Our goal, in short, is to teach the students about cultural capital as it relates to power relations.

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The Editor of Teaching Sociology is Helen A. Moore.

For articles, notes, and conversations, send manuscripts to: Helen A. Moore, Department of Sociology, University of Nebraska-Lincoln, Lincoln, NE 68588-0324. Phone: 402-472-6081, Fax: 402-472-6070.

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Page last updated: April 1, 2001