readings

Collage featuring the titles of TSP’s Partner and Community Pages, all of which afford high-interest and accessible sociological content that’s great for teaching.

Previously we posted “Using TSP to Teach Online.” This week we’re featuring content from our partner and community pages. In addition to producing in-house content, The Society Pages is an online hub for blogs written and curated by other social scientists. We can’t feature them all here, but you can find the full list at the bottom of our homepage.

Sociological Images” is designed to encourage people to exercise and develop their sociological imagination by presenting brief discussions of compelling and timely imagery that spans the breadth of sociological inquiry.

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Screenshot of a Zoom meeting for the University of Minnesota’s SOC 8090 course, also known as TSP’s graduate editorial board.

As instructors move their courses online, we at The Society Pages want to help out by offering a guide to our site. We have lots of sociological content that can be used in teaching, from new research coming out of journals to podcast interviews with sociologists. We strive to make our content clear, concise, and public-facing — perfect for undergraduates! 

What kind of content do we have? (and how can you use it to teach?)

There’s Research on That!” – In this blog, we curate sociological research that speaks to things that are happening in the world.

  • Have students read “#SayHerName and Black Women’s Experiences with Police” for an overview of research on Black women’s experiences with police, including distrust of police and the challenges that come with motherhood. Then, ask them to respond with a short post about the racialized and gendered challenges that lie ahead in developing police-community trust.

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Four young adults stand in a circle facing each other. They are all smiling. One is holding a piece of paper.
Photo by US Coast Guard Academy, Flickr CC

As a sociology instructor, I have
been thinking about how ice breakers can be used for students to get to know
each other and to seamlessly move
into course content. There are a lot of good ideas for ice breakers online,
including some that do a great job of building community in the classroom. However,
I find myself moving away from them because they seem to be a one-trick pony.

Here are three examples of ice breakers that could be used to connect students with each other, as well as slide right into sociological content.

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Photo looking down on a person climbing up the side of a rock face. The person is wearing a blue helmet and a long sleeve shirt and is holding onto the rock with two hands.
Photo by Laurel F, Flickr CC

With the recent Oscar
win for Free Solo
, many students
are likely to be interested in rock climbing. Jennifer
Wigglesworth’s research and recent post on Engaging Sports
about the sexism in rock climbing route names
provides a perfect way to think about established concepts using popular
culture phenomenon.

This is an interactive activity designed to get students out into their own communities and seeing them with new eyes. During this three-part activity, students will think about history and specifically how naming practices privilege or marginalize certain groups and histories. The activity begins with a critical examination of a pop culture concept — rock climbing — and then asks students to broaden that idea by examining the geography they circulate every day. The lesson concludes with an academic reading on the broader history of imperial naming practices in the United States. This activity would be good for Introduction to Sociology, Sociology of Gender, Race and Ethnicity, Sociology of Sport, Sociology of Culture, Theory, and Urban Sociology.

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Lit-up sign by the road that reads, US Border Patrol.
Photo by Jonathan McIntosh, Flickr CC

Teaching about immigration can be tough because students come to our classrooms with the battle lines already drawn and believing their minds are already made up. We know, for example, that “the border” occupies a large conceptual space in our collective minds and that certain racialized populations suffer from perceptions of illegality. I have successfully re-centered my classroom conversation in a more constructive direction by starting with something most students seem to have a complete lack of information about: how the U.S. immigration system actually works.

Below I share some resources and ideas for leading an hour long discussion on “everything you wanted to know about the immigration system but were afraid to ask.” The activity below would be a great fit for any course where you are going to spend several class days on migration in the United States: Global Sociology, Social Problems, Migration, Race & Ethnicity, or Crime & Deviance. This activity is intended to take advantage of the fact that a classroom is a special place designated for learning, where everyone (including the instructor) can always learn something new without feeling embarrassed of our ignorance.

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Photo of a sign depicting a stick figure in a dress outside of a women’s restroom. Photo by Brendan Riley, Flickr CC

Like many instructors of the sociology of gender and feminist theory, I teach Simone de Beauvoir’s foundational text, “Introduction to the Second Sex.” Not only is Beauvoir part of the feminist cannon, but in some ways it seems even more relevant in today’s sociology classroom as Beauvoir deconstructs the very category of “woman.” She provides fertile groundwork for anyone looking to teach about sex and gender beyond the constructed gender binary. Unfortunately the reading can be a little difficult for undergraduate students to digest; this is where Sociological Images comes to the rescue! In this activity the instructor will show students contemporary, everyday examples of Beauvoir’s concept of women as “other” and engage them in a discussion about its continued relevance. This active and visual engagement is designed to incorporate Beauvoir into students’ working vocabulary.

This activity is ideal for Sociology of Gender and classes that teach feminist theory, but it could be modified for use in classes that explore gender in smaller doses like Family or Introduction to Sociology.

Materials:

You bring:

  • Projector/internet/resources to look at a website in class
  • Links to the Sociological Images posts you want to show

Students bring:

  • Copy of Beauvoir’s “Introduction to the Second Sex,” assigned in advance

Instructions

  1. Assign Simone de Beauvoir’s “Introduction to the Second Sex” to be read by students in advance.
  2. Open the class by discussing the reading a little bit so that the main questions and topics are in the foreground of students’ minds. This could also be done by lecturing for the first section of class if that better suits your teaching style. For example, I ask the students to identify some of the key sentences of the reading, and what they think Beauvoir’s key question is. There are of course many important concepts in this reading, and in order to stimulate a comfortable discussion, it’s important to just let students nominate any and all sentences and ideas.
    The ideas that I’ll focus on in the next steps are Beauvoir’s concept of woman as “other,” or, as she says, “A man is in the right in being a man; it is the woman who is in the wrong” (xxi); and “thus humanity is male and man defines woman not in herself but as relative to him” (xxii). Keep going until someone comes up with this; you can leave other questions and concepts that come up here on the backburner to come back to later in this class to see how the reading fits together as a whole.
  3. Once you have students puzzling over this idea of women as other, pull up this post from Sociological Images for your class. The SocImages team refers to this same concept as “women versus people.”
  4. Expand each image in the post one at a time by clicking on it and ask the students “what do you see?” I do not show my students the pre-written analysis on the post but ask them to do the analytic work together in our discussion. Allow the students to start to discussing and problematizing each image out loud as a group as you go through each one by one.
  5. At the bottom of the post there are links to more; two of my favorites are scientists and females scientists and Body Worlds, although that example is not visual and will have to be read in advance and explained.
  6. Throughout this discussion it is important to clarify that the problem is not necessarily the segregation of the items or that there are separate women’s items (t-shirts are a great example here); it’s that, just as Beauvoir describes, one item is for “everybody,” while another item is specifically for women. Are women not part of everybody? You can draw the students back into a discussion of Beauvoir and her continued relevance today by engaging the question of what is hidden under these universal categories. How does one dominant group remain unmarked while others end up marked?

Possible modifications

  • You could also give an assignment to students after this exercise to find their own local examples. (I have often had students come back and tell me in later class periods that they couldn’t stop seeing this concept at work in the world.) This could work well for discussion board posts, or an extra credit assignment, especially if coupled with a short paragraph explaining how the visual/example they found illustrates the concept with citations from the reading.

Additional resources

TROT on the Social Construction of Gender and Sex

A list of 5 reasons why pointlessly gendered products are a problem (even if they aren’t “women vs people”) from Sociological Images

A different example to illustrate the broader concept of how privilege operates for those in the “unmarked” group from Sociological Images

 

Dr. Meghan Krausch studies race, gender, disability, and other forms of marginalization throughout the Americas and in particular how grassroots communities have developed ways to resist their own marginalization. Read more of Meg’s writing at The Rebel Professor or get in touch directly at meghan.krausch@gmail.com.

Photo of a sign marking the historical site of the Stewart Indian School (1890-1980). Photo by Ken Lund, Flickr CC

*~* “Teach with TSP” Contest Winner, 2018 *~*

One of the ways that The Society Pages can be really useful for teaching is for finding ways to connect recent events in the news to larger sociological conversations in the classroom. Today’s suggestion shows one way to use “There’s Research on That!” to do just that: without necessarily assigning any of the readings to the students, the instructor can find a topic of relevance and use the academic resources included in the TROTs post to quickly catch themselves up to speed on the recent sociological literature in order to facilitate a stronger class discussion. This is a great way to keep classes relevant and to keep ourselves current in the field.

Recently a Texas court ruled the Indian Child Welfare Act (ICWA) unconstitutional. This topic would be of interest in a variety of sociology courses: Family, Law and Society, Race and Ethnicity, Social Problems, and Intro to Sociology units on institutions.

Materials:

You bring:

  • Projector/internet/resources to show a streaming film in class
  • Link to the documentary
  • Read the TROTs resources ahead of time
  • Prepare and print copies of a worksheet with some questions (suggestions below) connecting the ICWA with contemporary and historical experiences on Native people in the United States
  • Paper copies of a news article about the Texas court decision striking down the ICWA (unless you want to assign it in advance or have students read together in class)

Students bring:

  • Any reading you want to assign in advance

Instructions:

  1. Ask students to read a news article about the Texas court ruling that the ICWA is unconstitutional. You can either have everyone do this together at the start of class or assign this to be read in advance, but in all cases ask students to take written notes on anything they don’t understand or have further questions about.
  2. Ask students if they have any immediate comprehension questions about the news article. For example: if they didn’t understand a word or basic concept, then those questions should be answered. Otherwise, tell students to keep their questions in mind during the documentary. The questions should help the students connect the contemporary to the historical.
  3. Show the first 40 minutes of the PBS Documentary “Unspoken: America’s Native American Boarding Schools.” The documentary streams for free online. Its full length is 56 minutes but I don’t recommend the last 16 minutes for this activity as it is not focused on boarding schools and will probably distract class discussion. Ask the students to complete the worksheet while they watch the documentary, which will again help make broader sociological connections between the historical experience of boarding schools and contemporary foster care systems and schooling. Actively using the worksheet also teaches students to be more active watchers of content.
  4. Use the answers on the worksheet AND the questions students wrote on the news article to launch a discussion. A good prompt for starting a discussion after an emotional video like this one can sometimes be to first let students just react to the content (ex: “how did it make you feel?” or “what did you think?”) before trying to get them to think too analytically.

Worksheet Question Suggestions

  • Did the documentary answer any of the questions you wrote beforehand?
  • What is the Dawes Act?
  • List 3 dates you heard and what happened on those dates. (You as the instructor can use these to have students construct a timeline later for a more extensive activity if you want. These can be a really useful for active learning and to really have students visualize how long certain periods lasted in relation to how little time has passed since then.)
  • How long did American Indian boarding schools run? When were they closed?
  • Give one example of resilience from the documentary.
  • What surprised you?
  • What does assimilation mean? How does it relate to American Indian boarding schools? To the Indian Child Welfare Act?
  • There are more ideas for discussion on the PBS website of the documentary.

Additional Resources

 

 A special thank you to Bret Evered for her invaluable pedagogical knowledge and assistance with this activity.

Dr. Meghan Krausch studies race, gender, disability, and other forms of marginalization throughout the Americas and in particular how grassroots communities have developed ways to resist their own marginalization. Read more of Meg’s writing at The Rebel Professor or get in touch directly at meghan.krausch@gmail.com.

Photo of a sign that says, “polling place” in three languages. Photo by Andrew Mager, Flickr CC

With so many concerns about voter suppression in the 2018 midterm elections, now is an excellent time to highlight the important role that social science can play in public debate and in our classrooms. Today’s suggestion for Teaching with TSP is a group exercise using King and Roscigno’s special feature on the 50th anniversary of the voting rights act that can be done during class followed by a discussion with the whole class. I used this exercise in my lower division Race & Ethnicity class, but it could easily be used in other lower division classes like Introduction to Sociology or Social Problems, or in an upper division Political Sociology class with some additions and modifications (which I’ll explain below). This exercise is ideal for a course in a general education curriculum that meets a social sciences requirement where instructors are often tasked with teaching students how to assess different kinds of information, evaluate evidence, and understand biases. I like this exercise because it leaves room for students with differing levels of ability, and because it directly and constructively engages students who hold the belief that everything taught in Race & Ethnicity or other sociology classes is “biased” or based on “differing opinions” without attacking them.

Materials:

You bring:

  • Printed copies of the article (1-4 copies per group)
  • Whiteboard and a bunch of markers

Students bring:

  • A copy of the book or other text you have recently read in your class
  • Pen and paper

Instructions

  1. Place the students in groups of 4-5 and give each group at least one copy of the article. Make a section on your white board for each of the different terms: 1) an opinion, 2) an empirical fact, and 3) a social scientific claim. Ask students to read through the entire article and, as they go, to identify two of each: an opinion, a fact, and a claim. They will need to write each of these on the board as they find them. You may want to make the rule that no repeats are allowed since that sometimes helps people work a little more quickly in groups (but this may not work if you have a larger class and a lot of groups).
  2. As students fill the board and work through the exercise you can choose to either let incorrect answers stand or you can go talk to the groups and ask them to fix those answers in the moment, depending on the dynamic and size of your class.
  3. Students are likely to come up with good questions about the difference between these three terms for you and each other while they work through the exercise, keeping in mind that part of what may be new here for college students is the addition of the “social scientific claim.” While K-12 does teach a related skill, it tends to focus on fact vs. opinion, which leaves evidence-based arguments in a confusing gray area for many new college students. Furthermore, many of us know that observable empirical facts in sociology are often nonetheless controversial. This exercise opens up that fact for conversation directly from an unexpected angle.
  4. Groups that finish early complete the same exercise using the most recent course reading, until all groups have at least finished the main exercise.
  5. Gently correct or clarify anything from the answers on the board. Transition from small group activity to large group discussion by asking “What do you notice when you look at the answers on the board? Does anything jump out at you? Anything surprise you? Confuse you?” This gives students a moment to reflect on what all the groups did. By asking students to choose the direction, you allow them to take ownership over the activity and lead the discussion in a direction that’s interesting to them, and the result is a more engaged, productive discussion that will allow students to tell you what they know and don’t know about the topic and what they want to know more about. More ideas for discussion are below, along with possible modifications to the exercise.

Discussion Guide

  • Is voter fraud a problem? (Establish that given this article and exercise the students understand that it is not a problem.) Why do you think so many people think it IS a problem? Did you think it was (more of) a problem before today?
  • Explore students’ reactions to why voter ID and other voting access laws are being changed, especially since voter fraud isn’t a problem. Do they agree with the authors? Are they unsure of the reasons? Can they develop their own sociological hypotheses?
  • Discuss the history of the Voting Rights Act of 1965 and the Civil Rights Movement. What did students learn that was new? Do they have questions or reactions? Is there a reason these changes are happening now?
  • What is the role of social science and sociology in politics?

Possible Modifications

  • Students could be asked to update this piece or to make it local by researching the requirements to register and to vote in their own state.
  • If you are in a state with voter ID legislation, students could research who introduced and supported this legislation, what challenges have occurred to it, and the judicial opinions that have been issued.
  • Either of these could be done as part of a class activity or as a homework assignment.

Additional TSP Reading on Voter Suppression

How Voter Suppression Shapes Election Outcomes

Strict Voter Identification Laws Advantage Whites—And Skew American Democracy to the Right

Dr. Meghan Krausch studies race, gender, disability, and other forms of marginalization throughout the Americas and in particular how grassroots communities have developed ways to resist their own marginalization. Read more of Meg’s writing at The Rebel Professor or get in touch directly at meghan.krausch@gmail.com.

Note: At the time this post was written, The Society Pages’ Discoveries were called The Reading List.

DISC clippedFindings about lifetime earnings, fertility, graduation rates, and gentrification are interesting all on their own, but how do sociologists go about studying these topics? To address this question for my Intro to Sociology class, I began with a 10-min. mini-lecture on “Methods” based on the info in Ch. 2 of Dalton Conley’s You May Ask Yourself textbook. (The students had SQ3Red this chapter for homework.) To kick it off, I reviewed how sociology was different from the other disciplines—our topic from the previous class, and then got into the new material about variables, samples, qualitative and quantitative, methods, etc.

So that the students could develop a fuller sense of the new concepts they learned, I created this methods sheet for the class to practice applying them. First, as an example, we answered the questions from the sheet about the first article in the Reading List Packet together as a class. Students were able to ask questions about the procedure and I could clarify the directions before they tried one on their own.

Then, students were instructed to get into small groups of 2 or 3. Each group was directed to work on answering the questions about a different Reading List article. When all groups had finished, each reported back to the class what the question, findings and methods were.

Why I like this activity:

  • it’s easy to differentiate if you have a heterogeneous class. The Reading List articles vary in difficulty, so you could assign easier articles to groups that struggle and more difficult ones to groups that need a challenge. Alternatively, you could differentiate by interest by letting each group claim which article to begin with.
  • if one group gets done way ahead of the others, they can move on to a different article, so nobody’s stuck waiting around for groups that need more time. If the whole class picks up the skills quickly, you could set a time limit and reward the group that finishes the most articles before time is up.
  • it’s social—at the beginning of the semester, students can get to know one another, and get comfortable working together and sharing answers with the class
  • having groups report back to the whole class provides a low-stakes way for the teacher to correct students’ misunderstandings in a way that benefits the whole class
  • students learn about the breadth of sociological inquiry while practicing their skills of identifying parts of a research article (and—perhaps more importantly—the parts of a research study)

 

The NonViolence Project takes its symbol from a sculpture inspired by the shooting death of John Lennon. Photo via nonviolence.com.
The NonViolence Project takes its symbol from a sculpture inspired by the shooting death of John Lennon. Photo via nonviolence.com.

Horrible events, such as mass shootings, typically gain a lot of media attention, with fear and political outrage not far behind. Social scientific knowledge about topics like violence, gun control, and mental illness, however, is often obscured or excluded from these reports and calls for action. This activity, which can be done as a group or individually, helps readers think about how social scientific evidence can influence policy:

  1. Browse the Internet to gather two or three news stories from the weeks following a recent mass shooting in the United States.
  2. What claims are made in these stories about the causes of mass shootings?
  3. What calls for change are made by victims’ families, politicians, experts, or others?
  4. What policies are suggested to address mass shootings?

Next, read “A Broader-Based Response to Shootings” by Chis Uggen and think about how social science evidence compares to media reports. What does the evidence suggest we should be doing to address these crimes?