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ERIC Number: EJ929882
Record Type: Journal
Publication Date: 2011-Jul
Pages: 17
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0092-055X
Changing Students' Perceptions of Inequality?: Combining Traditional Methods and a Budget Exercise to Facilitate a Sociological Perspective
Garoutte, Lisa; Bobbitt-Zeher, Donna
Teaching Sociology, v39 n3 p227-243 Jul 2011
Budget exercises are frequently used in introductory and social problems courses to facilitate student understanding of income inequality. But do these exercises actually lead to greater sociological understanding? To explore this issue, the authors studied undergraduate students enrolled in introductory sociology courses during the 2008-2009 academic year. Using a unique pretest-pretest-posttest design, the authors captured student perceptions of issues of socioeconomic inequality at the beginning of the course, after completion of a traditional unit on stratification, and after participation in a budget exercise. The unique study design allows the authors to examine if and how students make gains in understanding inequality sociologically. They also consider other learning objectives, including fostering an appreciation of obstacles to social mobility and increasing general knowledge about inequality. The results suggest that both budget exercises and a traditional pedagogical unit of lecture, reading, and discussion play limited roles in fostering at least short-term sociological understanding as related to these goals. (Contains 5 notes and 3 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A