This article addresses a challenge for sociologists who teach at institutions located in unfamiliar cultural contexts through a photo elicitation project to develop students' sociological imaginations while teaching the instructor about students' social contexts. In introductory courses, we must present sociology as a field of study that is…

Prof. Niemonen claims that the concept of white privilege is "anti-sociological" and "mask[s] complex race-class interactions." He highlights the importance of including social class in discussions of white privilege but focuses exclusively on the white working class, neglecting how race and social class also intersect for…

The resistance of recent high school graduates enrolled in residential colleges to feminist analysis in terms of the students' life experiences is explained. Rather than dismissing students' perceptions as naive, it is important to apply a feminist methodology to their experiences. Some suggestions are made. (Author/RM)

States that regardless of the content or level of a statistics course, five goals to reach are: (1) overcoming fears, resistances, and tendencies to memorize; (2) the importance of intellectual honesty and integrity; (3) understanding relationship between deductive and inductive inferences; (4) learning to play role of reasonable critic; and (5)…

Analyzes problems encountered when integrating gender materials and sex role perspectives into sociology courses. Argues for the value of mainstreaming gender material if it is done to strengthen sociology courses rather than to give token attention to feminist concerns. (Author/BSR)

Focuses on teaching sociology to prisoners, the benefits of teaching prisoners, and the experience of teaching the courses to prisoners. Addresses how the author took the experience of teaching prison students into traditional undergraduate courses. Highlights the implications for teaching sociology. (CMK)

In "Textbook Publishers and Academics" and "Some Observations on Sociology", Sheryl Fullerton and Franklin C. Graham discuss the history of sociology textbooks; the viewpoints of professors and publishers; and the goals of textbook publication. States that with changes in the sociology curriculum, textbook change will follow. (GEA)

The articles on textbook publication written by Sheryl Fullerton and Franklin C. Graham were responded to by: John Hewitt, Henry Tischler, George Ritzer, Paul Baker, Erich Goode, D. Stanley Eitzen, Jon Shepard, Richard Schaefer, Caroline Persell, Beth Hess, Paul Zopf, Jr., Jeanne Ballantine, Duane Monette, Mary Ann Lamanna, John Macionis, and…

Maintains that sociology was founded in the 19th century as a discipline for the scientific study of social order. Contends that the discipline has been attacked by both liberals and conservatives. Argues that teaching sociology as a laboratory science is the best way to improve the discipline's professional and public image. (CFR)

Maintains that, during the 1980s, it was difficult to find classroom approaches that effectively challenged racial and class stereotypes. Describes a college community service project designed to teach students about racial, social, and gender discrimination. (CFR)

Describes developing and teaching a college cultural pluralism course at California State University in Los Angeles. Maintains that the course used a political economy perspective and cooperative learning techniques. Discusses course objectives, class activities, and course materials. (CFR)

Describes the use of student focus groups to review and evaluate an interdisciplinary undergraduate program. Asserts that this technique reveals more significant information than using machine scorable tests. Concludes that the instructors' role is the most important factor in student attitudes toward a course. (CFR)

Argues that student consumerism (faculty acquiescence to student demands, grades as biasing teaching evaluations, and grade obsession) is a product of a new historical era -- postmodernism -- and not easily amenable to "ethical teaching" or the use of "responsible authority." Illuminates student consumerism and its challenges to collegiate…

Considers assumptions made in by Delucchi (Michael) and Smith (William L.) (1997) in their postmodern explanation of student consumerism. Suggests, instead, that problems encountered in college classrooms are more likely the result of two interacting social forces: (1) educators' changing pedagogy; and (2) shifting classroom dynamics. Discusses…

Summarizes arguments about student consumerism and postmodernity made by Delucchi (Michael) and Smith (William L.)(1997), and suggests some implications for higher education not considered by those authors. Discusses faculty responsibility for the rise of consumerist attitudes toward education, control of knowledge by higher education, and…