Showing papers in "Teaching Sociology in 2001"

Theories of Race and Racism : A Reader

Abstract: Acknowledgements Sources Introduction: Theorising Race and Racism John Solomos Part 1: Origins and Transformations Introduction First Impressions Winthrop D. Jordan The Idiom of Race Michael Banton Race and Racism Tzvetan Todorov Race Relations Oliver C. Cox The Conservation of Races W. E. B. Du Bois Racial Beliefs in America Gunnar Myrdal Part 2: Sociology, Race and Social Theory Introduction The Nature of Race Relations Robert Park Race: What it is not Ruth Benedict Race Relations in Sociological Theory John Rex Apropos the Idea of 'Race' Again Robert Miles Old and New Identities, Old and New Ethnicities Stuart Hall Racial Knowledge David Theo Goldberg The Theoretical Status of the Concept of Race Howard Winant Part 3: Racism and Anti-Semitism Introduction The Jews: Myth and Counter-Myth George L. Mosse Elements of Anti-Semitism Theodor Adorno and Max Horkheimer Modernity, Racism, Extermination Zygmunt Bauman Are Jews White? Sander L.Gilman Part 4: Colonialism, Race and the Other Introduction The Facts of Blackness Frantz Fanon Imperial Culture Lola Young The White Family of Man Anne McClintock Under Western Eyes Chandra Talpade Mohanty Sexual Affronts and Racial Frontiers Ann Laura Stoler Race, Time and the Revision of Modernity Homi Bhabba Part 5: Feminism, Difference and Identity Introduction Racism and Feminism bell hooks White Woman Listen! Hazel Carby Black Feminist Thought Patricia Hill Collins Race and Rights Patricia J. Williams Difference, Diversity, Differentiation Avtar Brah White Women, Race Matters Ruth Frankenberg Black Feminism and the Academy Barbara Christian Black Skin/White Boards Gargi Bhattacharyya Part 6: Changing Boundaries and Spaces Introduction The Dialectics of Diasporic Identification Paul Gilroy Race, Reform and Retrenchment Kimberle Williams Crenshaw America Again at the Crossroads Stephen Steinberg Identity and the Spaces of Authenticity Michael Keith The Matter of Whiteness Richard Dyer Identity and Diversity in Postmodern Politics Kobena Mercer The Lore of the Homeland: Hindu Nationalism and Indigenist 'Neoracism' Chetan Bhatt Enjoy Your Nation as Yourself! Slavoj Zizek Racial Identity and Racial Identification K.Anthony Appiah Notes Guides to Further Reading Index

White reign : deploying whiteness in America

Abstract: Foreword M.Apple - Introduction: Addressing the Crisis of Whiteness J.L.Kincheloe & S.R.Steinberg - Emptying the Content of Whiteness N.M.Rodriguez - Whiteness Is... P.McLaren - Is the Benign Really Harmless? F.V.Rains - America's Racial Unconscious M.B. de Mello Patterson Mendez - Youth, Memory-Work and Whiteness H.A.Giroux - 'They Got the Paradigm and Painted it White' F.Maher & M.K.Thompson Tetreault - Educating the White Teacher as Ally C.Titone - The Curriculum of Whiteness L.Semali - Developing a Media Literacy of Whiteness in Advertising D.R.Nicholson - Whitewashing 'The Strip' B.G.Brents & M.J.Monson - Okie Narratives C.B.Allison - Once Upon a Time When We Were White K.Anijar - Computer-Assisted Racism V.K.Carter - The Learning Organization S.L.Howell - Interview with Michael Eric Dyson R.E.Chennault - Afterword C.McCarthy

Experiential learning in sociology: service learning and other community-based learning initiatives

Abstract: Despite increased popularity and a strong pedagogical tradition, the literature on community-based learning (CBL) initiatives and service learning evidences a certain conceptual imprecision In the hopes of clarifying definitional ambiguities, we critically review the CBL literature, identifying six distinct types of CBL options and their characteristics The result is a hierarchy of community-based learning, which while not proposed as a definitive conceptualization, is likely to be useful in terms of curricular development Using a hypothetical sociology class, the community-based learning options identified (ie, out-of-class activities, volunteering, service add-ons, internships, service learning, and service learning advocacy) are discussed in terms of their pedagogical differences and associated curricular benefits

Emotion in organizations

Abstract: Emotional Arenas Revisited - Stephen Fineman PART ONE: EMOTIONAL TEXTURES Narratives of Compassion in Organizations - Peter J Frost et al Feelings at Work - Lloyd E Sandelands and Connie J Boudens Relational Experiences and Emotion at Work - Vincent R Waldron Emotion Metaphors in Management - Kathleen J Krone and Jayne M Morgan The Chinese Experience PART TWO: APPROPRIATING AND ORGANIZING EMOTION Commodifying the Emotionally Intelligent - Stephen Fineman Bounded Emotionally in the Body Shop - Joanne Martin and Kathy Knopoff and Christine Beckman Aesthetic Symbols as Emotional Clues - Varda Wasserman, Anat Rafaeli and Avi Kluger PART THREE: WORKING WITH EMOTION If Emotions Were Honoured - Debra E Meyerson A Cultural Analysis Emotional Labour and Authenticity - Blake E Ashforth and Marc A Tomiuk Views from Service Agents Ambivalent Feelings in Organizational Relationships - Michael G Pratt and Lorna Doucet A Detective's Lot - Robert Jackall Contours of Morality and Emotion in Police Work How Children Manage Emotion at School - Gillian Bendelow and Berry Mayall Emotions and Injustice in the Workplace - Karen P Harlos and Craig C Pinder PART FIVE: EPILOGUE Concluding Reflections - Stephen Fineman

Women across cultures : a global perspective

Abstract: "Women Across Cultures" examines contemporary women's issues and empowerment from a global perspective. Gender inequality is examined as a historical, sociocultural phenomenon within the context of interlocking systems of inequality such as racism, colonialism, and economic injustice. A strong emphasis is given to the variety of approaches and actions women take to promote gender equality and to influence women's progress. The influence of intersectional and contextual factors on women's issues, activism, and movements are a key focus. Instructors and students can now access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect(r) is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following: SmartBook(r) - an adaptive digital version of the course textbook that personalizes your reading experience based on how well you are learning the content. Access to your instructor s homework assignments, quizzes, syllabus, notes, reminders, and other important files for the course. Progress dashboards that quickly show how you are performing on your assignments and tips for improvement. The option to purchase (for a small fee) a print version of the book. This binder-ready, loose-leaf version includes free shipping. Complete system requirements to use Connect can be found here: http: //www.mheducation.com/highered/platforms/connect/training-support-students.html"

Collaborators in Teaching and Learning: Undergraduate Teaching Assistants in the Classroom.

Abstract: Critics of traditional approaches to college education call for a greater emphasis on student learning in the classroom and for giving students a more active role in their own learning. Advocates of the learning paradigm offer many general suggestions about how to reform college instruction. One practice, not previously studied sociologically or pedagogically, that can promote these goals is the use of Undergraduate Teaching Assistants (UTAs). We conducted in-depth and written interviews of UTAs and faculty members/ instructors who work with UTAs and administered questionnaires to students in classes utilizing UTAs. We find benefits for all three groups consistent with the goals of the Learning Paradigm. We believe that UTAs can be used to promote active learning by students and instructors in the classroom and offer specific recommendations toward this end.

Enhancing Critical Reading and Writing through Peer Reviews: An Exploration of Assisted Performance.

Abstract: Using a Web-based, conferencing system, we required students to electronically post draft answers to take-home essay questions. Students then produced peer reviews of each other's answers. Regression analyses indicated that the higher the quality of the review students gave their peers, the higher their own grades for revised essays. The pedagogical structuring of this activity draws heavily on the theoretical concept of 'scaffolding' or 'assisted performance'

Of Crime and Criminality: The Use of Theory in Everyday Life

Abstract: Prelude - Sally S Simpson Introductory Chapter - Don C Gibbons Criminology, Criminologists, and Criminological Theory PART ONE: ACCOUNTING FOR GENDER, RACE AND CLASS DIFFERENCES IN CRIMINALITY AND CRIME CONTROL Differential Association Theory and Female Crime - Peggy C Giordana and Sharon Mohler Rockwell Feminist Theories of Women's Crime - Jody Miller Robbery as a Case Study Racial Hoaxes - Katheryn K Russell Applied Critical Race Theory The War on Crime as Hegemonic Strategy - Katherine Beckett and Theodore Sasson A Neo-Marxian Theory of New Punitiveness in U.S. Criminal Justice Policy PART TWO: TRADITIONAL CRIMINOLOGICAL THEORY UPDATED The Systematic Theory of Neighborhood Crime Rates - Robert J Bursik Jr Strain Theory and School Crime - Robert Agnew The Dramatization of Evil - Ruth Triplett Reacting to Juvenile Delinquency During the 1990's PART THREE: NEW DIRECTIONS IN THEORY - NEW IDEAS, APPLICATION, AND ISSUES The Social Control of Corporate Criminals - Sally S Simpson, M Lyn Exum, and N Craig Smith Shame and Informal Sanction Threats Whither the Beast? - Jeffrey Bouffard, M Lyn Exum, and Raymond Paternoster The Role of Emotions as a Rational Choice Theory of Crime Understanding Illicit Drug Use - Paul Maxerolle Lessons from Developmental Theory The Routine Activity Approach as a General Crime Theory - Marcus Felson

Cultivating the sociological imagination : concepts and models for service-learning in sociology

Abstract: Preface - Service-Learning: Not Charity, But A Two-Way Street By Judith R. Blau. Introduction - Service-Learning And The Teachability Of Sociology By James Ostrow. Part One: The Critical Examination Of Social Life. Sociology's Essential Role: Promoting Critical Analysis In Service-Learning By Sam Marullo Sociology And Service-Learning: A Critical Look By Kerry J. Strand Building Campus-Community Connections: Using Service-Learning In Sociology Courses By J. Richard Kendrick, Jr. Part Two: Pedagogical Advantages. A Multicultural And Critical Perspective On Teaching Through Community: A Dialogue With Jose Calderon Of Pitzer College By Sandra Enos Service-Research Projects In The Urban School: A Dialogue With Frank Furstenberg Jr. Of The University Of Pennsylvania By Sandra Enos Service-Learning As Symbolic Interaction By Barbara H. Vann The Joys Of Your Troubles: Using Service And Reflection To Enhance Learning In The Community College Sociology Classroom By Martha Bergin And Susan Mcaleavey Service-Learning Through Meta-Reflection: Problems And Prospects Of Praxis In Organizational Sociology By Hugh F. Lena. Part Three: Action Research. Action Research: The Highest Stage Of Service-Learning? By Douglas V. Porpora Examining Communities And Urban Change: Service-Learning As Collaborative Research By Garry Hesser Afterword - Sociology, Service, And Learning, For A Stronger Discipline By Carla B. Howery (American Sociological Association). Appendix. Bibliography: Sociology And Service-Learning By Garry Hesser Three Sample Syllabi.

Small group debates: fostering critical thinking in oral presentations with maximal class involvement*

Abstract: L'A. montre comment il obtient une participation maximale de la classe en aiguisant la pensee critique dans les presentations orales de petits groupes de debats chez ses etudiants en sociologie

Teaching Uncomfortable Topics: An Action-Oriented Strategy for Addressing Racism and Related Forms of Difference.

Abstract: The purpose of this article is to provide one pedagogical model for addressing uncomfortable topics in the classroom. More concretely, the model reconceptualizes the process of teaching and learning and generates an action-oriented strategy for dealing with a topic that typically creates classroom discomfortrace and racism. Traditional modes of learning are critically evaluated, highlighting how elements of these approaches can negatively impact one's understanding of race and racial differences. The paper then offers an alternative, action-oriented strategy grounded in the notions of collective responsibility, dialogue, and intersubjectivity, the Gramscian (1971) "intellectual," the dialectic, and praxis. This strategy is concretized using examples of teaching and learning about racism and related forms of difference that occur both in and outside of the classroom.

Avoiding Moral Dichotomies: Teaching Controversial Topics to Resistant Students.

Abstract: We argue that students' classroom resistance to the analysis of social inequality and other controversial topics commonly involves their application of norm/other logic to course material. Such logic manifests itself as morally laden dichotomies that identify the norm as superior to all other alternatives. Further, we argue that norm/other dichotomies exist as social constructs that rely on dualism to foster a moral hegemony justifying social inequality. However, as social constructs, norm/other dichotomies are not immutable. Teachers may overcome students' resistance by consciously seeking to make students aware of this logic and its inhibiting influence on the development of sociological understanding. We offer specific lecture topics, in-class exercises, and homework assignments to aid teachers in helping students overcome the limitations inherent in norm/other logic

All Our Families: New Policies for a New Century

Abstract: 1. Introduction by Mary Ann Mason, Arlene Skolnick, and Stephen D. Sugarman 2. Single Parent Families by Stephen D. Sugarman 3. Families Started by Teenagers by Jane Mauldon 4. Children of Divorce: A Society in Search of Policy by Judith S. Wallerstein 5. The Modern American Stepfamily: Problems and Possibilities by Mary Ann Mason 6. Ambiguous-Father Families by Ira Mark Ellman 7. Gay and Lesbian Families: Queer Like Us by Judith Stacey 8. A Sign of Family Disorder? Changing Representations of Parental Kidnapping by Paula S. Fass 9. New Families: Modern Couples as New Pioneers by Philip Cowan and Carolyn Pape Cowan 10. Working Families: Hearth to Market by Neil Gilbert 11. Immigrant Families by Sylvia Guendelman 12. Abusive and Neglecting Parents and the Care of Their Children by Richard P. Barth 13. Solomon's Children: The New Biologism, Psychological Parenthood, Attachment Theory, and the Best Interests Standard by Arlene Skolnick

Sociopoly: Life on the Boardwalk.

Abstract: IMAGINE YOURSELF SUPPORTING a family of four on $16,530 a year. Sounds difficult, does it not? The reality is millions of people struggle at or below this level. The U.S. Census arbitrarily assigns $16,530 as the poverty threshold for a family of four. In 1998, 34.5 million persons fell below the official poverty level, and although less than half the poor are African American and Latino, poverty rates for minorities are more than double compared to non-Hispanic whites (U.S. Bureau of the Census 1999a). Clearly, the lower the social class, the more difficult to secure appropriate housing and the greater the percentage of income for food and other basic necessities. Persons

Sound and Vision: Using Progressive Rock To Teach Social Theory.

Abstract: theory to students' experiences. Another is the use of popular music in the sociology classroom. The literature on using music to teach sociology suggests that the medium is well .suited for use in a range of courses, and that it is an effective way of stimulating student interest and enhancing active learning. Among sociology instructors, the most common uses of music involve playing selected songs in class and discussing how the lyrics illustrate sociological concepts, ideas, and theories (Elterman 1983). Such a technique has been successfully applied in courses on deviance (Martinez 1995), race, class, and gender (Martinez 1994), theory (Burns and Martinez 1993), and introduction to sociology (Walczak and Reuter 1994). In fact, the materials collected in Reuter and Walczak's (1993) collection indicate that music can be used in almost any sociology course. Most recently, Ahlkvist (1999) has offered an alternative to the illustrative uses of music in sociology classes by making popular music the object of students' cultural analysis. Ahlkvist (1999) demonstrates how students in introductory sociology courses can learn about theories, concepts, and ideas by using them in their analysis of heavy metal music and subculture. By all accounts, illustrative and analytical uses of music in sociology classes are liked by students, and effective tools for making sociology relevant to them. "*The author would like to thank the anonymous reviewers for their help in revising this paper. Please address all correspondence to the author at the Department of Sociology, University of Colorado, Colorado Springs, CO 809337150; e-mail: jarlandmarti@juno.com Editor's note: The reviewers were, in alphabetical order, Lilli Downes, Walter R. Jacobs, and Anthony M. Orum. Teaching Sociology, Vol. 29, 2001 (October:471-482) 471 This content downloaded from 157.55.39.170 on Tue, 26 Jul 2016 06:12:47 UTC All use subject to http://about.jstor.org/terms 472 TEACHING SOCIOLOGY More generally, the value of multimedia learning is well established theoretically and empirically in the fields of psychology and education (Mayer 1997). Teaching techniques that engage multiple senses are well supported by theories of learning that emphasize the importance of drawing on organizing frameworks or "schema" that are meaningful to the learner (e.g., Neisser 1976; Paivio 1986; Torney-Purta 1991) and research on multimedia learning (e.g., Moreno and Mayer 1999; Park and Hannafin 1993; Penney 1989). According to Moreno and Mayer (2000), learning is enhanced when instructors present "complementary stimuli that are relevant to the content of the lesson" (p. 124), allowing students to use both auditory and visual processing channels. The technique described in this article employs popular music to address the challenges of teaching theory to introductory sociology students without glossing over its pivotal place in the course and the discipline. My approach to teaching theory to introductory students differs from most uses of music in the sociology classroom in that albums from a single music genre, rather than individual songs or lyrics, are used to highlight the distinctions between theoretical perspectives. I use progressive rock music to help students grasp theories holistically, rather than to illustrate isolated concepts and ideas. By demonstrating how the ideas of Marx, Durkheim, and Weber are expressed in the music of the classical progressive rock bands Pink Floyd, Yes, and Emerson, Lake and Palmer (ELP) respectively, students are able to grasp the distinctive focus of each of these classical theories.' In describing this teaching technique, I begin by offering a rationale for using progressive rock music. Secondly, I explain how I use this music in the classroom, and present evidence of the technique's effectiveness. In conclusion I discuss some limitations and alternative applications of the technique.

Teaching Classical Sociological Theory in Singapore: The Context of Eurocentrism.

Abstract: We argue that there is a need to rethink the teaching of classical sociological theories given our concern with the limitations of the received theoretical canon, and through our encounters with students of sociology who also persistently ask that the classics be shown to be meaningful and of contemporary relevance. In our teaching, we highlight Eurocentrism as an additional and essential context for understanding the rise of classical sociological theory, and to attune students in more meaningful ways to the works of Marx, Weber, and Durkheim. Ironically, such an approach constitutes a new form of legitimating the classics by revealing their timeless qualities, notwithstanding their Eurocentrism.

Forming and transforming the teaching self in different institutional environments: two teachers' experiences*

Abstract: Academic professionals recognize that the educational context affects students' experiences and achievements. Indeed, teachers manipulate the learning environment in order to facilitate particular learning outcomes. However, instructors may not realize the extent to which the institutional context and learning environment affect their identity and pedagogy as teachers. Using our experiences as two very similar instructors with nearly identical training currently teaching in very different institutional contexts (a large Midwestern Research I institution and a small West coast experimental teaching college), we suggest that an instructor's teaching self evolves and is shaped by the cultural and institutional environment in which she teaches. We end with a call for more systematic research on the effects that institutions have on teachers' identities.

Recent Changes in Higher Education and Their Ethical Implications.

Abstract: The shift toward universal access to higher education and the view of higher education as a business have resulted in a dramatically more heterogeneous student body (and, to a lesser degree, a more heterogeneous faculty), increased internal and external pressures for accountability, and the idea of students as consumers. These trends call into question whether or not standards of ethical behavior are shared among the faculty members. By the same token, they also call into question whether or not the norms, standards, and behavioral expectations of higher education are shared by today's students. This situation presents Sociology departments with significant ethical challenges. These include issues related to the development of ethical standards and their communication, as well as the establishment of policies regarding ethical behavior and their enforcement, for faculty members and staff as well as students

Sharing Secrets Slowly: Issues of Classroom Self-Disclosure Raised by Student Sex Workers.

Abstract: Many teachers find experiential teaching methods useful for discussing emotional and controversial topics such as sexual identity or family violence. These methods, many of which include self-disclosure in the classroom, can break down the barriers between students and the social world. We explore the classroom management of student self-disclosure of sensitive topics drawing on our experiences teaching sociology at a large, urban university in which a number of students used their employment in the sex industry as springboards into class projects. Students' concerns with peer disapproval and the processes through which they disclosed their involvement in the sex industry raised several pedagogical and ethical issues that have not yet been addressed in the self-disclosure literature. We examine a number of difficulties with students disclosing information partially, either to teachers or to a few classmates, on classroom dynamics and teacher-student interactions. Finally, we evaluate a number of strategies, such as hidden involvement, fictitious informant, and full disclosure, for managing self-disclosure in the sociology classroom, and we discuss additional steps that teachers can take to address sensitive topics in class.

People like Us: Social Class in America

Abstract: Photo of man on porch dressed in white tank top and plaid shorts MAN: He looks lower class, definitely. And if he's not, then he's certainly trying to look lower class. BLACK WOMAN, STANDING WITH WHITE MAN IN MALL: I mean, look how high his pants are up–my god! Wait a minute–I'm sorry, no offense. Something he would do. Photo of slightly older couple. Man is dressed in crisp white shirt, woman in sleeveless navy turtle neck with pearl necklace. WOMAN: He look like he the CEO of some business. OLD WOMAN: The country club set-picture of smugness. GUY ON STREET: The stereotypical \" my family was rich, I got the money after they died, now we're happily ever after. \" They don't really look that happy though. Montage of images: the living situations of different social classes Song: \" When you wish upon a star, makes no difference who you are. Anything your heart desires will come to you. If your heart is in your dream, no request is too extreme. \" People Like Us – Transcript-page 2 R. COURI HAY, society columnist: It's basically against the American principle to belong to a class. So, naturally Americans have a really hard time talking about the class system, because they really don't want to admit that the class system exists. But the reality is it does. Sometimes it's based on looks and popularity, sometimes it's based on money, sometimes it's based on how big your house is, or where your daddy works, or if your mother came out at the infirmary ball in New York City, there are all kinds of measures of class in America. Song (cont.): \" Fate steps in and sees you through. \" TITLE: FALLEN GENTRY RICKY ALDRICH: Somehow it's reassuring, to me anyway, to live in a house I've been in all my life, knowing that my forbears lived here too. She had the money-he didn't have any money. This is Sam Ward here, who's my great-great-grandfather. Let's have a look at him. Oops-he has a veil today. ALEX KINGSTON: I wouldn't drive a Volvo. Volvo is plumpish middle class middle aged woman, too many children, and uncontrolled dog. I certainly wouldn't drive a Ford. It's probably stolen. Song (cont.): \" Like a bolt out of the blue. \" TITLE: WORKING STIFF BILL BEAR: I love for a salesman to show up for a job …

Electronic sex talk: the uses and dynamics of computer-mediated discussion groups in a team-taught human sexuality class*

Abstract: This paper is a case study of the effectiveness of a computer-mediated, discussion group gequirement in meeting some of the challenges of the teaching-learning process in a human sexuality course. Data collected from students enrolled in a team-taught, human sexual behavior course provide information both about the value and limitations of required computermediated discussion groups, and some of the unique dynamics of electronic discourse. Overall, the data show that the addition of the electronic requirement to this course was an effective pedagogical strategy that provided students with a safe place to talk about sex, that is, to discuss, argue, rethink and reevaluate their attitudes and opinions, and to receive encouragement and support from one another.

Sociology in High School: A Profile of New York State.

Abstract: WHILE THE BULK Of sociology instruction happens at the post-secondary educational level, high school sociology classes have existed since at least the early 1960s (Short and Matlock 1982) Despite their presence, and the periodic stressing of the importance of sociology in the K-12 curriculum (eg, Howery 1985; Levine 1997), we have surprisingly little current information about these courses and those who teach them The

Sociology through active learning : student exercises

Abstract: Puzzling Over Theoretical Perspectives - Kathleen S. Lowney The Speed Discussion - Peter Kaufman Faculty Doors as Symbolic Statements - John W. Eby A Very Short Survey - Susan M. Collins, Sue R. Crull Helping Experiment - Paul Higgins, Mitchell B. Mackinem An Introduction to an Important Source for Basic Quantitative Sociological Data - Edward L. Kain Decoding Human Behavior: Social Norms and Daily Life - Corinne Lally Benedetto Understanding Social Location - Andrea Malkin Brenner Application Exercise on Ethnocentrism and Cultural Relativism - Virginia T. Gill Peer Learning in Sociology -- Learning about Other Cultures from International Students - Beth Pamela Skott Observing Culture - Craig This Writing Children's Books - Peter Kaufman Gender Socialization - Betsy Lucal Leadership, Gender, and the Invisible Ceiling: Survey Activity - Keith A. Roberts NASA: Understanding Social Interaction - Heather M. Griffiths Group Decision-Making - Judy L. Singleton Six Statements for Teaching Social Stratification - Lissa J. Yogan Guided Fantasy: The Titanic Game - John R. Bowman Food Stamp Challenge - Sandra Enos Making Ends Meet - Mellisa Holtzman Global Inequality: Comparing Guinea to the United States - Fadia Joseph, Donal J. Malone Global Stratification and its Impact on a Country's Population Characteristics - Edward L. Kain Team Case Study of a Community Organization - Rebecca Bach Structural Change at Your College or University - Charles S. Green Critique of Student Government - Alton M. Okinaka Occupation and Income Exercise - Keith A. Roberts Fast Food, Fast Talk: Interactive Service Work - Catherine Fobes, Adam Gillis Critically Thinking About Race through Visual Media - Marcia Marx, Mary Thierry Texeira Drawing Pictures: Race and Gender Stereotypes - Jacqueline C. Simpson Stump that Race Game - Melanie D. Hildebrandt A Group Exercise in Affirmative Action - Jacqueline C. Simpson Analyzing the Social Construction of Gender in Birth Announcement Cards - Jacqueline Clark, Maxine Atkinson Reading Little Critter: Understanding the Power of Symbols - Jacqueline C. Simpson Debating Deviance - Brenda L. Beagan Deviance Mini Case Study - Janis McCoy Images of Crime - Paul Higgins, Mitchell Mackinem Media Portrayals of Crime - Rebecca L. Bordt Drug Testing in the Workplace: What Would You Do? - Robert B. Pettit Housework: Division of Labor - Judy Aulette Parenthood: Defining Family - Judy Aulette Family History Project - Mark R. Warren Tommy?s Story - Marjorie Altergott Mapping Census Data for Your Town - Julie A. Pelton, Frank D. Beck Song Analysis Project - Mellisa Holtzman "All of a Sudden?": Exploring Sociology in Everyday Life - Sarah E. Rusche, Kris Macomber Critical Reports on Contemporary Social Problems - John J. Shalanski Literary and Artistic Reflections on War, Terror and Violence - Danielle Taana Smith Student Empowerment: Student-Designed Syllabus - Ada Haynes My Page: Student Information - Janis McCoy Initial Group Assessment - John R. Bowman Panel Debates - Kathleen R. Johnson