“It’s not rocket science!“: High school sociology teachers’ conceptions of sociology

Since academic sociology’s birth in this country, sociologists have not been shy about publicly praising and ridiculing the discipline. Though sociologists have been the primary participants in the seemingly endless debates about sociology’s proper subject matter, methods, and purpose, there is another group that has also struggled over the past 95 years to formulate a conception of the discipline—high school sociology teachers. At this point, we know virtually nothing about what the thousands of high school teachers who offer sociology each year, actually think about the discipline. This paper uses questionnaire and interview data collected from high school sociology teachers to examine their thoughts on four topics: (1) sociology’s strengths, (2) its weaknesses, (3) whether high school students are capable of understanding the discipline, and (4) appropriate course objectives. The results indicate that high school teachers view sociology quite differently from academic sociologists, and that their conceptions are based primarily on “textbook sociology.” I conclude by discussing the far-reaching implications of teachers’ current thinking about the discipline. I wish to thank Larry nichols for offering helpful comments on an earliar draft of this paper.     

“Apathetic,active, or antagonistic”: A history of the American Sociological Association’s involvement in high school sociology

The role that the American Sociological Association (ASA) has historically played in reforming high school sociology courses has been alternately apathetic, active, or antagonistic. Apathy marked the time period between 1905 and about 1960, and again during most of the 1970s and 1980s. The Association played a much more active role during the New Social Studies movement of the 1960s, and has also been actively involved since the late 1980s. But even in its activity, the ASA has been antagonistic toward high school courses and teachers. During the 1960s, and again since about 1989, the ASA has pushed solely for the teaching of sociology as a scientific discipline. This approach has proven problematic for two reasons. First, it directly contradicts the traditional objective of the social studies curriculum—citizenship education. Teachers are much more concerned about molding good citizens than exposing students to the nuances of scientific inquiry. Second, it ignores the well-documented fact that high school sociology teachers typically have little training in, exposure to, or experience with formal, academic sociology. For that reason, they have had great difficulty satisfying the demands made by academic reformers. I conclude that the ASA must address these two issues and several others if it is serious about improving secondary sociology courses. This paper was awarded the 2004 Graduate Student Paper Award from the American Sociological Association's Section on the History of Sociology. I thank Larry Nichols and Afshan Jafar for their thoughtful feedback on an earlier draft.     

The Science and Profession of Involved Sociology

Abstract

In this essay, I examine the contextual and historical relationship between the national and regional associations in American sociology. Four findings emerge from the analysis of this relationship. First, the regional associations underutilize the populations they represent. Second, the constituencies of the national and regional associations are diverging. Third, the regional associations appear no longer to serve as a viable pathway for involvement in the leadership of the national association. Fourth, the disciplinary visibility of the regional associations journals has declined, on average, since 1990. These four outcomes reflect a disciplinary drift toward internal differentiation, which can only be understood as a manifestation of the culture of American sociology. Specifically, the discipline is becoming increasingly incoherent as a result of the inaccurate perception it holds of itself as a science. This misperception, historically embedded within the disciplinary culture of American sociology, appears to guide the discipline toward an overemphasis on the production of research and the establishment of a governance structure that draws heavily on faculty from doctoral-granting departments. Accordingly, following from my analysis of the discipline's culture. I concude that sociology is better positioned as a profession than a science.     

Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

ABSTRACT

There is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers’ multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout.     

How Public Are We? Coverage of Sociology by the Associated Press

The recent and prolific attention to public sociology has involved a great deal of theoretical debate about its merits, flaws, and potential future within the discipline. Despite the loud call for becoming more public, existing research on the discipline lacks both an empirical understanding of where we are as well as a methodological rubric to guide future inquiry. This project explores one outlet for public sociology—the press—as a starting point for this line of research. Through an investigation of Associated Press stories featuring sociology and sociologists, we seek to provide a baseline for consideration of public sociology efforts by describing the current state of how our discipline and its members are portrayed in the press. Further, based on our findings we provide some insights for future research.     

The relevance of Kuhn's model of science to discipline development in sociology «1»

Thomas Kuhn's model of scientific development during the last two decades is reviewed critically in light of its increasing popularity in the sociology of sociology literature. This model, along with recent criticisms and rebuttals by Kuhn, is described, and the circularity of this position as a basis for paradigm development is noted. Several problems are identified for contemporary sociology. We conclude that Kuhn's model can not be used as a strategy for generating a scientific paradigm for the discipline of sociology and, at best, Kuhn's work serves only as a heuristic device for discipline analysis.     

The Child Labor Amendment in the Social Studies Class

As part of a geography-based minority recruiting program (MRP), teachers were asked to serve as mentors for teams of high school students interested in both postsecondary education and geography as a major discipline or career path. The goal was to determine whether teacher participation in MRP programs was an effective tool to mentor underrepresented populations in geography. One component of the program evaluation examined the impact of teacher participation in a MRP by analyzing participating teachers’ classroom strategies and students’ performance in the school year following the summer program. Teachers were surveyed and participated in follow-up interviews during the school year following their participation in the MRP to determine the effects of the program's professional development components. The research hoped to reveal: (a) the participant-teachers’ function and role as mentors for students and the changes of participant-teachers’ behaviors, and (b) how any changes in their classrooms have affected their students’ understanding of geography. Data collection, reduction and analysis followed a grounded-theory approach to qualitative research. The research confirmed that participants leave professional development with an increased enthusiasm for and a better understanding of geography that they shared with their colleagues and students. Furthermore, teachers reported overcoming campus and district barriers in order to implement strategies and technologies provided during the MRP. More promising findings validate the prevailing thought that the positive energy of the MRP continues to reach into the classrooms in the following years. By understanding the impacts of professional development on participating teachers, the discipline may better recruit and retain high-achieving minority students.     

ABOUT THE AUTHORS

Within the last several years, sociology has witnessed numerous emerging interests, two of which are clinical sociology and teaching sociology. Although these two movements appear to have little in common, beneath the surface a great deal of commonality exists. This paper examines the similarities and dissimilarities between these movements. In particular, the discussion presents the factors leading to the emergence of these movements, the basic issues articulated by each, and the organizational format developed to address their concerns. The issues that these movements address have implications for the future of sociology. These movements offer the possibility that sociology may become a more applied discipline, a discipline closer to the phenomena it studies, and a discipline confident that it has something to offer.     

Examining Familial-Based Academic Success Factors in Urban High School Students: The Case of Puerto Rican Female High Achievers

ABSTRACT

This article works to dispel the myth that Puerto Rican female urban high school students living in poverty are not capable of performing at high academic levels. This article attempts to counteract these beliefs by describing the four success factors that seven Puerto Rican female high school students attribute to their high academic achievement. These success factors are: (1) religiosity and extracurricular activities as sources of social capital, (2) affirming and maintaining a Puerto Rican identity, (3) maternal influences on students' academic achievement and, (4) the potential for caring teachers and other school staff to influence high academic achievement. Finally, our findings suggest that opportunities for Latinas and other youth of color are still inequitably structured in large, comprehensive high schools. Hence, we argue that schools must continue to bridge the large gap between themselves and the families/communities they serve and utilize the funds of knowledge and social capital that their students already bring to school.     

Hidden and actual dropout from the education system among adolescents of Ethiopian origin in Israel

ABSTRACT

This paper examines aspects and predictors of actual and hidden dropout among immigrant students in general, and among Israeli students of Ethiopian origin, in particular. A hidden dropout is a student who is often absent from school or physically in class but is passive and does not actively take part in the learning process. The subject of this study derives from research evidence showing that the dropout rates of Israeli adolescents of Ethiopian origin are higher than those of their peers who are not of Ethiopian origin. We investigated differences between normative learners, hidden dropout youth and adolescents who are disengaged from the educational system. The predictors included perceived discrimination, social support and collective identities; 374 adolescents of Ethiopian origin completed self-report questionnaires. The major findings show that the hidden dropouts group was characterised by a pattern of high parental encouragement but a lack of support from teachers. Implications of the results, both for theory and for practice, are discussed, followed by suggestions for future research.     

Sociology and High School Teaching

Teaching opportunities for sociolgy majors have traditionally been oriented to the college or university. There is, however, a clear need for qualified sociolgy teachers at the high school level. Such teachers could generate interest in the sociological imagination among precollege students. By doing so these teachers could provide skills for those students entering the workforce and encourage enrollments among those students opting to attend college. The American Sociological Association is aware of this opportunity and has addressed it in a variety of ways over the past thirty years. There has been renewed commitment by the ASA in the 1900s to develop programs that can enhance high school sociolgy. This article suggest that the state sociological association may be in a strategic position to assess the needs of high school sociolgy teachers, to address their resource needs as well as the concerns of teacher certification and competency. Jan Rienerth, teaching interests are in women's issues, applied sociology, and experiential learning. Her research has focused on women and the elderly in prison. Paul Lindsay, most recent teaching and research interests are in the areas of the sociology of education, educational policy and conflict resolution. Michael Wise, recent teaching and research is in the area of deviant behavior.     

Reconstructing Chinese Sociology: A Quest for an Applied Science

After nearly a 30-year absence from the curricula of higher education, sociology as an academic discipline was reestablished in China in the late 1970s. Like Chinese sociology in the pre-communist era, contemporary sociological research in China embraces an applied orientation. This article reviews issues confronting Chinese sociologists and explains why Chinese sociology continues to evolve as an applied science. A directory of major sociology departments and research centers in China is provided.     

Great Expectations? A Systematic Review of the Relationship Between the School-to-Higher Education Transition and Social Mobility

Abstract

Education has always been considered as a means for social mobility, leveling off inequalities among individuals and enabling them to realize their potential. Against a backdrop dominated by political discourses on employability, flexibility and performance, there are growing concerns that students’ career decisions may be affected by individual and structural factors undermining the fairness of the transition from school to higher education (HE). To address this issue, this article seeks to unpack the enablers and barriers affecting the school-to-HE transition. To do so, we undertook a systematic review of papers published in psychology, sociology, education and public policy from 1985 to date, a period where major employment and education reforms in advanced and emerging economies were implemented. The findings show that socio-economic, cultural and institutional factors affect students’ access to HE. By taking stock of research on the school-to-HE transition, this article contributes to broaden the debate on the topic and reflects upon the relation between education and social mobility.     

Examining Ecuadorian teachers’ perspectives on their students’ multiculturalism

ABSTRACT

This study investigated Ecuadorian teachers’ attitudes towards multilingual students. This work was informed by findings from two previous studies consisting of observations and interviews with secondary school teachers. In this mixed methods study, 26 teachers completed a 22-question Likert Scale questionnaire that explored their awareness of the influences of students’ cultural norms on classroom instruction. In small focus groups, participants responded to three open-ended questions documenting their definition of multiculturalism and philosophies of how to create a culturally responsive classroom. Findings suggest that Ecuador’s teachers are aware of the diversity within their country but report their training did not stress the pedagogical need to consider cultural influences on teaching and learning.     

“Malicious to the skin” The internalisation of corporal punishment as a teaching and a disciplinary tool among South African teachers

ABSTRACT

Corporal punishment has been legally banned in South Africa. However, anecdotal evidence suggests the prevalence of the practice in schools two decades after this legislative banning. Using the cultural-historical activity theory framework, this article qualitatively explores why teachers continue to use or believe in this method as a disciplinary tool. This study is based on interviews which emanated out of the individual and group interviews of 22 teachers and four retired teachers at a primary school in Mpumalanga province of South Africa. Findings suggest that the internalisation of childhood interpsychological processes related to discipline and experiences of corporal punishment account for the current manifestation of the phenomenon.     

Teachers as risk and resource factors in minority students’ school adjustment: an integrative review of qualitative research on acculturation

ABSTRACT

The present study is embedded in the contextual approach of acculturation research. It examines teachers’ attitudes and behaviors, teachers’ expectations as well as their teaching practices as risk and resource factors in minority students’ school adjustment. The study applies the method of content analysis and uses a deductively developed and inductively enriched system of categories. The results of the study provide an integrative review of qualitative research on the role teachers play in the acculturation process of minority youth and their adjustment outcomes in the school context.     

The ecology of social support in relation to academic and behavioral self-perceptions among African American boys and girls

ABSTRACT

In this research, the ecology of perceived social support was examined across multiple contexts (i.e., parents, teachers, classmates, and close friends) in relation to self-perception indices among African American school-age children. Social support is multifaceted and includes positive regard from others, practical support, and stability of care. While there is ample evidence that levels of perceived social support are predictive of self-perceptions, there is less information regarding ecologies of social support. African American children are subject to disparate discipline in schools which can create discontinuity in social support across home and school. Furthermore, research has suggested African American boys and girls have different experiences and expectations across parent, school, and peer contexts. Hence, the question arises as to what ecologies of social support are more or less impactful, and for whom? Cluster and canonical correlation analyses were employed to identify and create relevant ecologies across adult and peer social support items. The results suggested the following: a) continuous positive social support was associated with enhanced self-perceptions, b) some patterns of discontinuity were particularly germane for self-perceptions, and c) relations between perceived social support and self-perceptions outcomes varied by gender. Practical implications are discussed.     

“Our Kids Aren’t Dropping Out; They’re Being Pushed Out”: Native American Students and Racial Microaggressions in Schools

ABSTRACT

Poor graduation rates, truancy rates, and standardized tests results have been presented as indicators of a school crisis among Native American youths. This crisis, however, relies on ahistoric and deficit models of intervention, which imagine academic success as an individual- or family-level phenomenon. Responding to Reyhner’s (1991) suggestion to assess the role of schools and teachers in working to push students out of school, we explored the experiences of Native American youths in schools. This article documents findings from a community-based mixed-methods study. It establishes not only the significant prevalence of microaggressions for Native American youths in schools but it also presents the unique discriminatory experiences and aspects of those microaggressions. We suggest that these microaggressions play a role in school climate and push-out and provide suggestions for research, professional development, and social action.     

Between the Ethos of Science and the Ethos of Ideology

Abstract

This paper attempts to explain the continuous friction between Marxist sociology and Marxist ideology in terms of the premises of the theory of scientific communism, which accords to proletarian ideology the status of scientific truth. The successive stages of the evolution of Soviet sociology are related to the parallel development of views on the scientific ethos. The notion of the “ethos of ideology” is introduced and applied to the analysis of the ideological turmoil Soviet sociology underwent in the course of its establishment as an academic discipline. “Value tolerance” is advocated as an alternative to the “value-partisan” and “value-neutral” orientations in social science.