Showing papers in "Teaching Sociology in 1999"
TL;DR: Collaborative learning as mentioned in this paper addresses the problems associated with student consumerism in higher education by constituting students as responsible interpreters expected to accomplish rigorous inquiry in the classroom community, and is particularly suitable for teaching theory because they overcome the intimidation that students often feel about this subject.
Abstract: This article describes the ways collaborative learning methods can enhance the undergraduate course in sociological theory. When instructors employ collaborative learning methods, student passivity and fears about theory are transformed into an engaging practice of theorizing. Such practice is not without conflicts and failures, but it acts as a powerful form of resistance to lethargy and routine. Collaborative learning addresses the problems associated with student consumerism in higher education by constituting students as responsible interpreters expected to accomplish rigorous inquiry in the classroom community. Further, these methods are particularly suitable for teaching theory because they overcome the intimidation that students often feel about this subject. This article presents an explanation of collaborative learning, distinguishes it from active learning, identifies its challenges, and describes some specific wavs that instructors can use it to teach classical sociological theory
60 citations
TL;DR: In this paper, the authors argue that incorporating sociologically informed service learning into the curriculum is necessary for completing the progressive educational and social reforms sought by both, thus enabling us to fulfill Mills' promise for our discipline.
Abstract: This paper grounds the practice of service learning in a sociological understanding so that we may more fruitfully tie this pedagogy to our field. A base for such grounding can be found in the work of C. Wright Mills, who built on the work of John Dewey. We argue that incorporating sociologically informed service learning into the curriculum is necessary for completing the progressive educational and social reforms sought by both, thus enabling us to fulfill Mills' promise for our discipline. On the other hand, a sociologically uninformed service-learning experience may hinder, rather than help, the movement toward a just society because students may objectify community residents and blame them for their problems. Thus, we present potential problems associated with service-learning and argue for the concept of addressing key sociological insights prior to immersing students into a program of service-learning
60 citations
TL;DR: This paper identified three classroom responses to teaching about inequality-resistance, paralysis, and rage, and identified several dangers within this class reaction, including scapegoating and reductionist thinking, and also cited rage as a powerful motivator for students.
Abstract: wonder how to teach race and ethnicity to white students. Davis (1992) identified three classroom responses to teaching about inequality-resistance, paralysis, and rage. Resistance can emerge from a class filled with students raised in a homogeneous community. Classes dominated by "resistors" often deny inequality or are defensive about its existence. Classes also become paralyzed and overwhelmed by the intractability of stratification systems and "don't want to talk about inequality anymore" (Davis 1992:235). Other students have experienced inequality, and classes on stratification can provide an avenue for anger. Davis describes several dangers within this class reaction, including scapegoating and reductionist thinking. She also cites rage as a powerful motivator for students. It is particularly difficult to teach many white students about privileges and advantages of their membership in a dominant cultural group. Once white students recognize their advantages, they have to acknowledge that institutionalized inequality not only exists, but favors them. Their resistance ranges from overt hostility to a "wall of silence" (Cohen 1995). Many white students see inequality as a black or Latino issue. Other students think that, because they are white, they have nothing to add to discussions. Finally, many raceand ethnicitybased privileges are invisible to and taken for granted by most whites and even some people of color. It is problematic for white students to see "whiteness" as a norm and the "natural, inevitable, ordinary way of being human" (Dyer 1988:44). I have taught at three universities and have often encountered courses
54 citations
TL;DR: This paper examined the professional socialization of undergraduate sociology majors with a focus on research training and argued that strong professional socialisation requires a cumulative curriculum that provides students with a solid set of research skills designed to build the sociological imagination.
Abstract: This paper examines the professional socialization of undergraduate sociology majors with a focus on research training. The first section of the paper argues that strong professional socialization requires a cumulative curriculum that provides students with a solid set of research skills designed to build the sociological imagination. Next, the paper presents data that explore the structuring of research training in the undergraduate major nationwide and the extent to which this training follows recommendations on study in-depth within our discipline. Finally, a case study is presented that illustrates how to integrate research training throughout a cumulative curriculum in undergraduate sociology.
47 citations
TL;DR: In this article, the authors describe an abstract exercise and demonstrate how the insights achieved can then be easily applied to concepts of race, offering students a better understanding of race as a social construct.
Abstract: THE IDEA THAT race is socially constructed is widely accepted within social science disciplines (Haney Lopez 1996; Omi and Winant 1986; Waters 1990). Relating this concept to students, however, can present a serious challenge. Students, like most people, tend to view their world as an objective reality divorced, in many ways, from interpretation or constructed meaning. This is also true of the racial categories that are presented and reified throughout society, but which are nonetheless, socially defined. Through the use of an abstract exercise, removed from ingrained notions of race, the absence of natural groupings and the social construction of such categories can be more clearly presented. In this paper, I describe such an exercise and demonstrate how the insights achieved can then be easily applied to concepts of race, offering students a better understanding of race as a social construct. Most social scientists recognize that existing racial categories developed due toparticular historical circumstances (Haney Lopez 1996; Omi and Winant 1986; Waters 1990). Yet, students often think of race as a given biological fact based on established scientific distinctions, ideas that are strongly reified throughout society by the media, through government policy and by individuals who often embrace a racial identity. According to Omi and Winant (1986), "Everyone learns some combination, some version, of the rules of racial classification...often without
41 citations
TL;DR: For example, the authors argue that social stratification contains crucial concepts for students to apply to many areas of social life, and when stratification is taught well, the concepts can be applied throughout the course, enhancing and integrating all of the material.
Abstract: TEACHING INDIVIDUAL TOPICS in meaningful ways in introductory courses can be challenging. Because most areas of sociology are covered in a one-week period, instructors must quickly communicate the content of the area while attempting to spark some interest, or at least provide a meaningful experience that will affect the way students view the social world. Social stratification contains crucial concepts for students to apply to many areas of social life. When stratification is taught well, the concepts can be applied throughout the course, enhancing and integrating all of the material. However, social stratification may appear somewhat dry when presented in condensed form. Many authors have articulated the difficulties of communicating the realities of social stratification to students. Bohmer and Briggs (1991) write:
40 citations
TL;DR: In this article, students, graduate instructors, and a professor responded in journals, on objective tests, in focus groups, and on survey questionnaires to the effects of computer multimedia in four large lecture classes.
Abstract: Students, graduate instructors, and a professor responded in journals, on objective tests, in focus groups, and on survey questionnaires to the effects of computer multimedia in four large lecture classes. Graduate instructors and students responded in focus groups to multimedia technologies with consistent themes, including enhancement of cognitive strategies (note taking and organization of ideas) and motivation. However, students also expressed distancing from the instructor. Surveys of the same student groups and a journal kept by the course professor reflected similar themes. Student achievement outcomes (pre- and post-test scores) showed no differences across two classroom applications of multimedia presentations: static and dynamic. Sociology instructors should consider adopting more complex computer multimedia in light of balancing interests: (1) resource scarcity in education and (2) few direct demonstrable effects of media on objective measures of student test outcomes in this and other research. However, the participants consistently cite considerable enhancement of students' cognitive skills and motivations (especially note taking and student interest levels), and the instructors endorse the positive effects of multimedia development on the process of reworking and rethinking their course curricula and materials.
40 citations
TL;DR: In this article, the authors describe the stages of an internship: the anticipation stage, the confrontation stage, and the last stage, when the intern is ready to leave the internship.
Abstract: Part I Laying the groundwork: 1. Introduction and overview: welcome to your internship. The Internship Seminar. The Concepts Underlying This Book. Experiential Education. Overview of the Text. For Further Reflection. For Further Exploration. References. Appendix One. 2. Understanding yourself. Introduction. Values. Reaction Patterns. Learning Styles. Family Patterns. Your Psychosocial Identity. Your Culture Identity. Summary. For Further Reflection. For Further Exploration. References. 3. Understanding yourself as an intern. Introduction. Your Motivation Placement. Unresolved Issues. Self Disclosure. Assessment. Authority. Your Life Context. Support Systems. Summary. For Further Reflection. For Further Exploration. References. 4. Stages of an internship. Introduction. Stage One. Stage two. Stage 3. Stage Four. Stage Five. Summary. For Further Reflection. For Further Exploration. References. Part II Beginning the journey: 5. Experiencing the what if The Anticipation Stage. Introduction. The Tasks You Face. The Learning Contract. Summary. For Further Reflection. For Further Exploration. References. 6. The people. Introduction. Clients. Your Supervisors. Co-Workers. Summary. . For Further Reflection. Further Exploration. References. 7. The placement site. Don't Skip this Chapter! Your Placement Site as a System. The Formal Organization. The Informal Organization. The External Environment. Summary. For Further Reflection. For Further Exploration. References. 8. Your growing edge. Thinking About Growth. Taking Stock of Your Progress. Common Issues For Interns. Facing Realities. Summary. For Further Reflection. For Further Exploration/ References. 9. Breaking through barriers: the confrontation stage. Introduction. The Tasks You Face. A Meta-Model For Change. Summary. For Further Exploration. References. SECTION FOUR: GOING THE DISTANCE. 10. RIDING HIGH: THE COMPETENCE STAGE. Introduction. Enjoying the Ride. Bracing for the Bumps. Ethical Issues and Concerns. Summary. For Further Reflection. For Further Information. References. 11. THE LAST MILE. Introduction. Seizing the Opportunities. Finishing the Work. Saying Good-bye To Your Clients. Your Supervisor. Saying Good-bye to the Placement. Epilogue. For Further Reflection.
40 citations
TL;DR: The authors provides guidelines for creating writing-intensive courses and writing assignments that are integral to achieving pedagogical goals and strategies for managing and teaching such courses, as well as some strategies to manage and teach such courses.
Abstract: Writing is one of the most important and useful pedagogical tools available to instructors to help students achieve a variety of goals central to sociological instruction, including critical thinking and the development of students' sociological imaginations. This article provides specific guidelines for creating writing-intensive courses and writing assignments that are integral to achieving pedagogical goals. It also includes some strategies for managing and teaching such courses
40 citations
TL;DR: In this paper, the use of feature films as a pedagogical tool in sociology classes is discussed, where sociological and cinematic representations are used to contribute to an understanding of the Mexican American experience.
Abstract: This article focuses on the use of feature films as a pedagogical tool in sociology classes. Sociological and cinematic representations are used to contribute to an understanding of the Mexican American experience. An interpretive procedure, or hermeneutics, is used as a methodology that provides an encounter between the student's experience, film, and social science texts. As well, the Millsian relation between personal problems and social issues are developed within the context of the material. The cinematic construction of reality is analyzed as the effect of the constraints of the Hollywood production system, and the operation of ideology, including representations of ethnicity and gender
39 citations
TL;DR: In this article, a cultural analysis of heavy metal music and its subculture is used to promote active learning in an introductory sociology course, where students first conduct a sociologically grounded cultural analysis, and then they expand this analysis during the rest of the course by applying new concepts, theories, and research to explain this cultural object socially.
Abstract: This article demonstrates that popular music's potential as a tool for teaching interactive introductory sociology courses is enhanced when a cultural analysis of a specific music genre is incorporated into the classroom. Using this type of analysis as an integrative course theme promotes active learning as students apply sociological ideas to explain empirical reality. Using heavy metal music as an example, I present a two-part model for integrating a cultural analysis of this music and its subculture into the introductory course. Students first conduct a sociologically grounded cultural analysis of heavy metal music. Then they expand this analysis during the rest of the course by applying new concepts, theories, and research to explain this cultural object sociologically. The article's final section discusses the application of this model in a range of class contexts and provides student responses to its use in an introductory sociology course.
TL;DR: In this paper, the authors present a classroom exercise using comic books as a way to connect the parallel universes of sociology and everyday life to show students the relevance of the sociological perspective.
Abstract: that sociology instructors need not follow the traditional teaching model of lecturing to a captive audience. Fiction, film, and music are popular culture media that have been suggested as means for establishing links between sociology and the "real world" outside our classrooms (Laz 1996; Loewen 1991; Martinez 1995; Pescosolido 1990). Given the visibility of comic book characters in American culture, it is surprising that more sociologists have not looked to comic books as another resource for teaching. A common goal in teaching is to connect the parallel universes of sociology and everyday life to show students the relevance of the sociological perspective. Sociology provides a unique perspective on popular culture items such as comic books. By using comic books in class, instructors can provide students with an illustration of how sociology is applicable even in places where they may least expect it to be relevant. As a "universe" within everyday life, and an accessible medium, comic books can provide illustrations of a variety of sociological concepts and topics. Their stories and settings parallel life, offering an analytical milieu that, while exaggerated in some ways, shows some of the same phenomena that exist in contemporary culture. Incorporating the exercise we present below provides an easy way to give students some hands-on experience "doing" sociology and some further insight into the pertinence of a sociological perspective. In this note, we provide objectives and guidelines for preparing and executing a classroom exercise using superhero comic books. We describe variations of the exercise and make specific suggestions about how to use it in different sociology courses. Finally, we discuss where to obtain comic books and the costs involved in purchasing them.
TL;DR: In this paper, an analysis of racial politics in a women's studies course is presented, where the authors describe how ideologies of colorblindness frame the discourse on race for most students, and how this limits their ability to move from a racial discourse of diversity to one of difference.
Abstract: This paper is an analysis of racial politics in a women's studies course. As instructors of a course entitled Women of Color, we experienced much resistance from students about the de-centering of whiteness in the curriculum. In this article, we use Ruth Frankenberg's concepts of whiteness, power evasiveness, and race consciousness to theorize the origins of and solutions to this resistance. Further, we describe how ideologies of colorblindness frame the discourse on race for most students, and how this limits their ability to move from a racial discourse of diversity to one of difference. We also offer suggestions about addressing this type of student resistance in the future
TL;DR: The literature on teacher education stresses that learning to teach is a developmental process, and therefore, teacher training programs should incorporate a developmental model as discussed by the authors, and this perspective was applied to an individual teaching assistant training program at the University of Washington, a large research university.
Abstract: The literature on teacher education stresses that learning to teach is a developmental process, and therefore, teacher training programs should incorporate a developmental model. We review existing theory and research on the development and training of graduate teaching assistants and apply this perspective to an individual teaching assistant training program at the University of Washington, a large research university. This training program was designed, and has been modified over the past 20 years, to draw on current lines of thinking regarding teaching assistant training practices. Hence, it is organized around the developmental and cognitive issues facing new, and advanced, graduate assistants. Using evaluative program data and feedback from those who have completed this training program, we elaborate upon the usefulness of a developmental approach for the preparation and training of graduate assistants in sociology
TL;DR: The inequality class at SUNY at Stony Brook as mentioned in this paper is an upper-level elective and usually enrolls between 40-60 undergraduates of various social science majors, with a focus on historical patterns of inequality between and within nations.
Abstract: Timothy Patrick Moran is an Assistant Professor of Sociology at the State University of New York at Stony Brook. His inequality class is taught as an upper-level elective and usually enrolls between 40-60 undergraduates of various social science majors. In addition to his interests in undergraduate education, his current research focuses on historical patterns of inequality between and within nations. Among his publications, he co-authored "World Economic Trends in the Distribution of Income, 1965-1992" appearing in the American Journal of Sociology (vol. 102, 1997). This is an excerpt from an article by the same title in Teaching Sociology, April 1999, Vol. 27:110-125.
TL;DR: In this paper, the authors argue that contemporary Hollywood movies are useful tools to illustrate some of our discipline's central concepts and to serve as an exercise in the application of the sociological imagination.
Abstract: This article discusses the difficulties inherent in teaching a sociology course through use of feature-length film. Despite these difficulties, I argue that contemporary Hollywood movies are useful tools to illustrate some of our discipline's central concepts and to serve as an exercise in the application of the sociological imagination. Films, however, come prepackaged with a particular worldview or theoretical perspective. Thus, they require the sociologist to consider the theory-laden nature of movies as part of the analysis of social life that they depict. In order to do this, I analyze three groups of movies through the use of sociological concepts such as Griswold's cultural diamond and Jameson's ideology/utopia distinction
TL;DR: For example, the authors argued that the fundamental concepts of statistics are quintessentially abstract and that a complete understanding of statistical principles generally exceeds that which can be taught in a single semester.
Abstract: THERE IS LITTLE question that "the fundamental concepts of statistics are quintessentially abstract" (Watts 1991:290). As a result, the teaching of introductory statistics can be as frustrating as it is satisfying. It is frustrating in the sense that a complete understanding of statistical principles generally exceeds that which can be taught in a single semester. It is satisfying because the instructor is left with the creative task of finding mathematically intelligible ways of teaching students the many concepts associated with quantitative research. Teaching statistics is also challenging because the fundamental concepts that are introduced at the beginning of the course serve as the foundation for understanding inferential tests that occur later in the semester. The fundamental concepts associated with inferential techniques-such as the sampling distribution--are particularly important to students in introductory social statistics because these concepts help them understand how social scientists use a single sample to make generalizations about a larger population. As many of those who teach introductory social statistics would agree,
TL;DR: In this article, a "learning by doing" approach is proposed to teach sampling and measurement in the undergraduate social research methods course. But, the authors note that their students often describe these topics as "too abstract," "intimidating," or "irrelevant."
Abstract: THOSE WHO TEACH social research methods often note that their students approach the required course with dread, lack of interest, and questions about why they need to know "this stuff." This is especially true of sampling and measurement. Students describe these topics as "too abstract," "intimidating," or "irrelevant." In this paper, we detail a "learning by doing" approach to teaching sampling and measurement in the undergraduate social research methods course. Critical issues in sampling and measurement become concrete and relevant to
TL;DR: This article analyzed reviewers' comments regarding a recently published text and compared them with peer review patterns observed by other authors and editors over the past decade, finding that peer review affects sociology texts in at least five ways: (1) degree of innovation, including the book's focus, organization, and content, (2) length, reading level, ancillaries and accessories, and (5) the marketing strategies that will be used by publishers to sell the book.
Abstract: This study examines how the peer review process influences the writing and publication of sociology textbooks and the teaching of sociology. The research analyzes reviewers' comments regarding a recently published text and compares them with peer review patterns observed by other authors and editors over the past decade. The results show that peer review affects sociology texts in at least five ways: (1) degree of innovation, including the book's focus, organization, and content, (2) length, (3) reading level, (4) ancillaries and accessories, and (5) the marketing strategies that will be used by publishers to sell the book. The findings suggest that, although the peer review process generally provides authors and editors with beneficial ideas for the resulting book, it compounds other problems.
TL;DR: The authors examined students' experiences taking a one-semester race and ethnic relations course in different sections with instructors who are African American, Mexican American, and Euro-American, and found that approximately one-fourth to 40 percent of students did expect, at the beginning of the semester, that the instructor's race/ethnicity would influence the previously mentioned items.
Abstract: This research examines students' experiences taking a one-semester race and ethnic relations course in different sections with instructors who are African American, Mexican American, and Euro-American. The instructors designed a before-and-after survey as a crude measure of student change between the expected influence of the instructor's race/ethnicity at the beginning of the semester on grading, course content, teaching methodology, and pedagogy and the actual perception of this influence at the end of the semester. Findings show that, with the exception of grading, approximately one-fourth to 40 percent of students did expect, at the beginning of the semester, that the instructor's race/ethnicity would influence the previously mentioned items. However, at the end of the semester, with the exception of grading, the proportion of students who actually thought the instructor's race/ethnicity did make a difference had declined substantially
TL;DR: In this article, the authors discuss the need for teaching the evaluation of Web resources and suggest criteria for appraising Web pages, pose a possible format for citing web pages, and briefly discuss how to assess students' knowledge of the topic.
Abstract: Teaching Sociology, Vol. 27,1999 (January:31-37) WITH THE EXPLOSIVE and exponential growth of Web sites, the Internet has become an important (if often flawed) information re source. As more scholarly journals, reports, statistics, and polling data become available online, the academic value of this resource grows. Many textbooks and publishers now have supplements and guides to the Internet for sociologists and their students (Ferrante and Vaughn 1997; Rivard 1997). However, access to this glut of information is not always useful if one does not know how to select and evaluate the best and most reliable sites. Recognizing when to tum to the Web for information and when to rely on more tradi tional resources such as library catalogs, periodical and citation indexes, and subject encyclopedias is equally important. (See, for example, Abowitz's [1994] Appendix.) De spite the media hype, the Web is not a comprehensive information resource. This article illustrates a series of teaching tools useful for addressing these issues. After first examining the need for teaching the evaluation of Web resources, I suggest criteria for appraising Web pages, pose a possible format for citing Web pages, and briefly discuss how to assess students' mas tery of the topic.
TL;DR: The authors affirme que les etudiants doivent participer a la mise en oeuvre d'actions sociales concretes, and montre comment un certain nombre d'etudiants de l'Alabama furent confrontes a un probleme de sante publique.
Abstract: L'A affirme que pour faire decouvrir la demarche sociologique, il convient de montrer qu'elle peut etre utilisee pour resoudre des problemes sociaux Il estime que les etudiants doivent participer a la mise en oeuvre d'actions sociales concretes Il montre comment un certain nombre d'etudiants de l'Alabama furent confrontes a un probleme de sante publique, en l'occurrence, l'equipement sanitaire des populations rurales les plus pauvres de cet Etat Ils furent amenes a participer a la creation d'un modele de latrine de jardin prenant en compte le cout economique de sa realisation Il montre que cette experience a permis aux etudiants de saisir la situation d'extreme pauvrete de certaines couches de la population
TL;DR: In this article, the authors discuss the new global culture and discuss human rights in the context of the United Nations Universal Declaration of Human Rights (UNHLR), focusing on women, children, families, and education in a global society.
Abstract: 1. The Sociological Perspective, Global Problems, and Globalization. I. NEGOTIATING THE NEW GLOBAL CULTURE. 2. Human Rights: Negotiating the New Civil Order. 3. Religion: Negotiating Cosmological Order. 4. Technology and Society: Negotiating the Natural Order. II. GLOBALIZATION AND CHANGING INSTITUTIONS. 5. Population and Urbanization: Too Many People, Too Few Resources. 6. Environmental Destruction: Depleting the Global Commons. 7. Global Political Systems: Power Shifts and a New World Order? 8. Global Economic Systems: From Exploitation to Interdependency? III. GLOBALIZATION: VICTIMIZATION AND EMPOWERMENT. 9. Women, Children, Families: Empowering the Building Blocks of Society. 10. Medicine and Education in a Global Society: Key Institutions of Empowerment. 11. Minority Group Tensions: Issues of Race and Ethnicity. 12. Terrorism, Crime, Repression, and Warfare: Violence in Global Society. EPILOGUE: REIMAGING THE FUTURE. Appendix: Universal Declaration of Human Rights. Glossary. Index.
TL;DR: The first day of a college course is important. as discussed by the authors discusses one unconventional first day and a modification of it intended both to encourage students to wonder about social life and to challenge their expectations about learning.
Abstract: THE FIRST DAY Of a college course is important. Some sociologists advise teachers to see the first class as a meeting of "strangers in a strange land" (Goldsmid and Wilson 1980:160). These strangers will "develop a definition of the situation as they perceive each other" (Dorn 1987:61). Students may quickly create impressions of their college professors and courses (Ambady and Rosenthal 1993). Their early impressions may significantly color their experiences throughout the semester (Ambady and Rosenthal 1992; Dorn 1987:62-3). Consequently, sociologists advise professors how to conduct the first class. Their reasonable advice, however, may confirm students' expectations about first meetings and courses instead of challenging them. I discuss one unconventional first day and a modification of it intended both to encourage students to wonder about social life and to challenge their expectations about learning. Unconventional first days can intrigue students and put into practice how they will explore social life throughout the semester.
TL;DR: Gender has become a major topic area within sociology over the past two decades as discussed by the authors and many departments regularly teach at least one "sociology of gender" course, which is also one of the more difficult topics to teach to undergraduates.
Abstract: Gender has become a major topic area within sociology over the past two decades. Virtually all textbooks and courses devote attention to it, and many departments regularly teach at least one "sociology of gender" course. But it is also one of the more difficult topics to teach to undergraduates. Despite the fact that gender is a major organizing feature of daily life, many students fail to recognize its importance or prevalence. Many of the issues surrounding gender are highly sensitive and can evoke strong negative reactions from students (Davis 1992; Moore 1997). Many of the challengesthat confrotn sociology instructors, which Goldsmid and Wilson (1980) discussed, (e.g., sociology as a threat, as common sense) are especially true for those teaching gender.
TL;DR: The authors presente la pedagogie feministe, evoque une experience menee dans le cadre d'un cours sur la sexualite, comment les etudiants se representent l'heterosexualite, la bisexualite, and l'homosexualite.
Abstract: L'A. decrit de quelle maniere l'experience personnelle de l'enseignant peut etre utilisee comme outil pedagogique. Elle presente la pedagogie feministe. Elle evoque une experience menee dans le cadre d'un cours sur la sexualite. Elle montre comment les etudiants se representent l'heterosexualite, la bisexualite et l'homosexualite
TL;DR: The authors discusses how a Chicano sociology class can be structured as a response to the academic stock-story and argues the distinct advantages for academic departments that offer classes to meet a university's diversity requirement.
Abstract: There is an academic stock-story that portrays ethnic studies classes as limited in substantive content, noncomparative, and only useful if they meet specialized curriculum needs. This paper discusses how a Chicano sociology class can be structured as a response to the academic stock-story. In addition, the paper argues the distinct advantages for academic departments that offer classes to meet a university's diversity requirement