Sociology In Colleges Research Articles

Who’s Getting the Best Sex? A Comparison by Sexual Orientation

This study examined the difference in sexual satisfaction between sexual minority and heterosexual college students testing the mediation effects of institutional affiliations and interpersonal relationships. A convenience sample of 280 college sociology students completed a 47-item Internet questionnaire, including self-reports on sexual satisfaction and sexual behaviors/activities. Data on 193 heterosexuals and 87 sexual minority respondents were analyzed using regression to test for differences in reported levels of sexual satisfaction by sexual orientation. Results revealed that sexual minority undergraduates reported lower sexual satisfaction than heterosexual undergraduates. This difference persisted when controlling for sex, race, education, and SES. Mediation analyses found support for the hypothesis that institutional affiliations and interpersonal relationships have an effect on this association. Previous researchers have suggested that sexual minority relationships exist in a context of heterosexism, suppression, stigmatization, prejudice, discrimination and violence which results in lower relationship quality. Such an impact on minority couples’ satisfaction may spill over into lower sexual satisfaction.

SOCIOLOGICAL MEDIA: MAXIMIZING STUDENT INTEREST IN QUANTITATIVE METHODS VIA COLLABORATIVE USE OF DIGITAL MEDIA

College sociology lecturers are tasked with inspiring student interest in quantitative methods despite widespread student anxiety about the subject, and a tendency for students to relieve classroom anxiety through habitual web browsing. In this paper, the author details the results of a pedagogical program whereby students at a New York City community college used industry-standard software to design, conduct, and analyze sociological surveys of one another, with the aim of inspiring student interest in quantitative methods and enhancing technical literacy. A chi-square test of independence was performed to determine the effect of the pedagogical process on the students’ ability to discuss sociological methods unrelated to their surveys in their final papers, compared with the author’s students from the previous semester who did not undergo the pedagogical program. The relation between these variables was significant, χ 2(3, N=36) = 9.8, p = .02. Findings suggest that community college students, under lecturer supervision, with minimal prior statistical knowledge, and access to digital media can collaborate in small groups to create and conduct sociological surveys, and discuss methods and results in limited classroom time. College sociology lecturers, instead of combatting student desire to use digital media, should harness this desire to advance student mastery of quantitative methods. Key words: community college, digital media, sociological methods, transformative pedagogy.

Teaching for Social Justice

This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do not see themselves as pushed into their careers through external factors but, rather, describe being pulled into community college instruction through a set of personally meaningful internal motivations. Those motivations include serving a diverse and underserved student body. Despite difficult working conditions, most faculty indicated that they likely will teach at a community college until retirement and would do so again if they could. Nearly half of sociology faculty discuss their motivations and satisfactions in community college careers in terms that are consistent with a social justice orientation.

Learning from Experience: Integrating Students’ Everyday Lives into the Urban Community College Sociology Classroom

Over 40 percent of today’s college students are enrolled at community colleges. While the institutions of community colleges have been gaining national attention given this growing statistic, we do not engage in large scale conversations about teaching practices that best benefit our local populations. This paper looks at the risks and rewards of incorporating students’ everyday life experiences into the classroom in an introduction to sociology course. This course is developed in an urban setting giving students tools both to see the world as sociologists and to critically analyze persistent inequalities in society. These goals are accomplished through challenging classroom conversations and culminate in a project where students collect data through their lived experience and analyze it as sociologists. While this style of teaching provides unique and often unexpected challenges, it creates a strong active learning environment in the classroom, confronts important social problems, and holds potential for consciousness raising and social change in the local community.

First Graders in a College Sociology Classroom: A Reflection

Once a year from 1995 until 2008 I offered a sociology class session in which first graders from a local private school joined college undergraduates who were enrolled in my advanced theories course entitled Sociological Studies of Children. The sessions had two goals: to have college students interact with the first graders guided by what we had been learning in class and to introduce first graders to college and to sociology. These joint classes are worthy of further reflection for what they suggest about the potential theoretical, methodological, and practical uses of ideas drawn from the “new sociology of childhood.”
 This paper is a retrospective description of and reflection on these joint classes. It begins with a presentation of the theoretical background that framed the event. It then details the preparations for the class with the college students; the class itself, including the format and content of lectures and discussions; and the post-visit discussion with the college students. Additional issues described are the influences of the adults (parents) who accompanied the children and some unexpected matters that arose in some of the classes.
 The first graders’ participation in a college sociology class drew on the ideas of taking children seriously as learners about sociology and recognizing children’s expertise about what it is like to be children. Taking seriously children’s actions, comments, and concerns in non-judgmental ways provides insights into children’s ways, alternative modes of interaction, and new approaches to studying children.

An Unseen Hand: The Role of Sociology Professor Ernst Borinski in Mississippi's Struggle for Racial Integration in the 1950s and 1960s

Based on archival and interview research, the current article examines the leadership roles of Tougaloo College's Sociology Professor Ernst Borinski, a German-Jewish Holocaust refugee, in Mississippi's racial integration struggles in the 1950s and 1960s. Embodying characteristics of both a bridge leader and a transformative intellectual, Professor Borinski worked behind the scenes and utilized the academy's resources and his status as an `outsider' to contribute to undermining Mississippi's racial status quo. As a bridge leader, Dr Borinski directly linked black and white groups together so that they could regularly meet, talk with one another, and develop critiques of racial segregation. As a transformative intellectual, Professor Borinski ensured that students understood their constitutional rights as American citizens and supported students and colleagues who were involved in the Mississippi civil rights movement. These two interlocking leadership roles encapsulate the contributions of Ernst Borinski to Mississippi's development from a `closed society' to a more racially integrated state.

The Legacy of Ernst Borinski: The Production of an African American Sociological Tradition

By using archival documents, a social history of the Tougaloo College Sociology Department was constructed as a method of viewing the significant contributions of Ernst Borinski, a German Jewish emigre scholar who played a pivotal role in the postwar development of the department. The paper examines Borinski's life, the social context in which he worked, and his influence on the institution and its students. The archival documents were derived from the Ernst Borinski Collection in the Tougaloo College Archives, including diaries, letters, and scholarly papers. In addition, documents from the Mississippi State Sovereignty Commission and secondary sources regarding Tougaloo College's academic life such as college catalogs, institutional self-studies, and school newspapers were used to examine the unique institutional constraints related to a historically African-American liberal arts college in Mississippi. Through grantsmanship, Borinski developed a Social Science Advancement Institute, Social Science Forums, and a Freshman Social Science Seminar. Between 1947 and 1999, he produced approximately 22 students who received Ph.D.'s, approximately 10 in sociology or social work; and approximately 88 students received master's degrees, including 26 M.S.W.'s

Videotape Recording in the Preparation of College Sociology Teachers

Videotape Recording in the Preparation of College Sociology Teachers

Some Reflections on Sociology in Colleges of Education

Some Reflections on Sociology in Colleges of Education

Some Reflections on Sociology in Colleges of Education∗

∗ The author wishes to acknowledge the help he has received from Mr R. S. Easterby of the Applied Psychology Department, University of Aston in Birmingham, in completing this research.

Teaching College Sociology

Teaching College Sociology

Sociology in Colleges and Secondary Schools: I. Prerequisites for Graduate Work in Sociology in Southern Institutions

Sociology in Colleges and Secondary Schools: I. Prerequisites for Graduate Work in Sociology in Southern Institutions

Teaching Sociology in Colleges and High Schools: III. The Correlation of the Teaching of Sociology in High Schools and Colleges

Journal Article Teaching Sociology in Colleges and High Schools: III. The Correlation of the Teaching of Sociology in High Schools and Colleges Get access Harold D. Meyer Harold D. Meyer University of North Carolina Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 15, Issue 2, December 1936, Pages 221–222, https://doi.org/10.2307/2570960 Published: 01 December 1936

Teaching Sociology in Colleges and High Schools: IV. The Social Studies in the P. K. Yonge Laboratory School

Journal Article Teaching Sociology in Colleges and High Schools: IV. The Social Studies in the P. K. Yonge Laboratory School Get access Louis A. Guessaz, Jr. Louis A. Guessaz, Jr. Division of Education, Florida Works Progress Administration Search for other works by this author on: Oxford Academic Google Scholar Social Forces, Volume 15, Issue 2, December 1936, Pages 222–225, https://doi.org/10.2307/2570961 Published: 01 December 1936

Teaching Sociology in Colleges and High Schools: I. Aims in the Teaching of Sociology

Teaching Sociology in Colleges and High Schools: I. Aims in the Teaching of Sociology

Teaching Sociology in Colleges and High Schools: II. Principles of Education and the Teaching of Sociology

Teaching Sociology in Colleges and High Schools: II. Principles of Education and the Teaching of Sociology

Measurement of Attitude Changes During an Introductory Course in College Sociology

Measurement of Attitude Changes During an Introductory Course in College Sociology