bluuebunny/crossref_metadata_2025 huggingface dataset:
Atypical Craniosynostosis with Torticollis and Neurological Symptoms: A Rhombencephalosynapsis Sequence
Authors: Koljonen Virve , Leikola Junnu , Valanne Leena , Hukki Jyri
Published: December 2009

Purpose. We describe a case of 3-year-old girl with rhombencephalosynapsis, a rare cerebellar anomaly.Patient. A 3-year-old girl was admitted to our hospital due to congenital torticollis and asymmetry of face, skull and trunk. Craniosynostosis was suspected due to abnormal head shape. 3D-CT revealed closure of the sagittal suture without scaphocephalic skull. Due to atypical craniosynostosis with neurological symptoms, brain-MRI was performed revealing rhombencephalosynapsis.Results. Our patient presented with atypical craniosynostosis and balance problems, not typical for scaphocephaly. Operative treatment for craniosynotosis was not carried out because the cause of the problems was the cerebellum instead of the brain.Conclusions. Therefore, we conclude that patients with atypical craniosynostosis should be examined with brain-MRI to exclude the intracranial malformations, which 3D-CT does not reveal. Without brain-MRI, decision (not) to perform surgery could have been different.
Decreased Amniotic Fluid Leptin Levels in the Second Trimester in Down’s Syndrome
Authors: Choi Tae Yeong , Kim Siho , An Byeong Min , Jeong So Yeong , Moon Hwa Sook , Joo Bo Sun
Published: December 2009

Objective: To investigate a possible role of leptin contributing to the pathophysiology of Down’s syndrome by assessing amniotic fluid leptin levels in the 2nd trimester of normal pregnancy and pregnancy complicated by Down’s syndrome. Methods: We retrospectively assessed leptin levels of 2nd trimester amniotic fluid from 15 pregnancies diagnosed with Down’s syndrome and 15 matched unaffected singleton pregnancies (controls). All amniotic fluid samples were obtained from women undergoing genetic amniocentesis at 16–20 weeks of gestation. Leptin levels were measured by enzyme-linked immunosorbent assay. Results: Amniotic fluid leptin levels were significantly decreased in the Down’s syndrome group (3.26 ± 2.36 ng/ml) compared to the controls (8.26 ± 9.11 ng/ml, p < 0.05). Conclusion: This study showed significantly decreased leptin levels in the 2nd trimester amniotic fluid of fetuses with Down’s syndrome. This result suggests a possible role of leptin in the pathophysiology of Down’s syndrome during the fetal period.
Evidence for the Involvement of Glutamatergic and Neurokinin 1 Receptors in the Antinociception Elicited by Tramadol in Mice
Authors: Jesse Cristiano R. , Nogueira Cristina W.
Published: December 2009

This study was designed to evaluate the role of spinal glutamatergic receptors and neurokinin 1-mediated pathway in the antinociception elicited by tramadol in mice. Tramadol (1–50 mg/kg), given intraperitoneally (i.p.), produced significant inhibition of the biting behavior induced by intrathecal injection (i.t.) of glutamate (175 nmol/site), α-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA; 135 pmol/site), (±)-1-aminocyclopentane-trans-1,3-dicarboxylic acid (trans-ACPD; 50 nmol/site) and substance P (SP, 135 ng/site). Tramadol injected by the i.t. route (25–400 nmol/site) also produced inhibition of glutamate-, AMPA-, trans-ACPD- and SP-induced biting response. Pretreatment with tramadol by the i.p. and i.t. routes had no significant effect against the kainate- and N-methyl-D-aspartic acid (NMDA)-mediated biting response in mice.
Bonding Social Capital in a Postcommunist Region
Authors: Kaminska Monika Ewa
Published: December 2009

Social capital is acknowledged as an important factor in local economies. However, depending on their specific characteristics, social capital resources may have both positive and negative effects on socioeconomic development: The outcomes are related to whether the local contexts are endowed with bonding or bridging social capital. This article investigates the impact of the bonding social capital present in a local production system in the Polish region of Łodž. The findings reveal that although the “rise and demise” of this local economy cannot be ascribed only to the quality of social capital, bonding social capital brought positive results in the form of rapid economic growth of the local companies and neutralizing the effects of the post-1989 crisis. It has subsequently hampered cooperative behavior, impeded learning and unlearning, and finally contributed to the incapacity of the local production system to adapt to new market economy conditions. Bonding social capital resources originating from the communist period have been further reproduced through local economic governance mechanisms, heavily influenced by the shadow economy.
Intergenerational Bonding in School: The Behavioral and Contextual Correlates of Student-Teacher Relationships
Authors: Crosnoe Robert , Johnson Monica Kirkpatrick , Elder Glen H.
Published: December 2009

To explore the significance of social integration in the educational system, this study examined whether student-teacher relationships predicted two important student behavioral outcomes (academic achievement and disciplinary problems); whether these within-school intragenerational relationships were predicted by the structural, compositional, and climate-related characteristics of schools; and how the behavioral and contextual correlates of student-teacher relationships varied by race-ethnicity. Our findings, based on nationally representative panel data, indicated that stronger intergenerational bonding in school was associated with higher academic achievement, especially for Hispanic American girls, and with a lower likelihood of disciplinary problems, especially for white girls. Moreover, these intragenerational bonds were stronger in schools with several characteristics (private sector, greater racial-ethnic matching between students and the student body, greater perceived safety, and lower socioeconomic status), although these associations also differed by race-ethnicity.
Charter Building and Labor Market Contacts in Two-Year Colleges
Authors: Deil-Amen Regina , Rosenbaum James E.
Published: December 2009

How do unselective schools that serve disadvantaged students get employers to recognize their graduates' qualifications? This study examined whether low-status colleges (whose credentials may not be widely understood) rely on the traditional college charter or engage in charter-building activities to get employers to recognize students' value. Examining occupational programs in public and private two-year colleges, the authors found that both types of colleges do similar activities but do them differently. While these community colleges act as if additional action is not required, these private two-year occupational colleges actively engage in charter-building activities, mediating the hiring process by conveying students' qualifications through trusted relationships and aiming to place all their graduates, including many disadvantaged students, in jobs. The authors speculate that charter building identifies previously ignored issues and may suggest ways that low-status schools can make hiring into an institutional process in which students' lower social backgrounds have a less-negative influence.
When Race Matters: Teachers' Evaluations of Students' Classroom Behavior
Authors: Downey Douglas B. , Pribesh Shana
Published: December 2009

Past studies have noted that black students' classroom behavior is rated more favorably by black teachers than by white teachers. This pattern could be a function of white teachers' bias—rating black students more harshly than they deserve—or black students' misbehavior—acting out more when placed with white teachers versus black teachers. If explanations emphasizing black students' misbehavior (oppositional culture) are accurate, matching effects should be more substantial among adolescents than among young children. To assess this possibility, the authors estimated matching effects among kindergartners in the Early Childhood Longitudinal Study—Kindergarten Class of 1998-99 and eighth graders from the National Education Longitudinal Study of 1988. They found that the effects of matching are comparable across both kindergartners and adolescents, a pattern that is more readily understood from the position of white teachers' bias than from that of oppositional culture.
No Child Left Behind? Sociology Ignored!
Authors: Karen David
Published: December 2009

Too many American children are segregated into schools without standards, shuffled from grade-to-grade because of their age, regardless of their knowledge. This is discrimination, pure and simple—the soft bigotry of low expectations. And our nation should treat it like other forms of discrimination. We should end it. One size does not fit all when it comes to educating children, so local people should control local schools. Those who spend tax dollars must be held accountable. When a school district receives federal funds to teach poor children, those children should learn. If they don't, parents should get money to make a different choice. (Bush 2000)
The Connection Between Academic Failure and Adolescent Drinking in Secondary School
Authors: Crosnoe Robert
Published: December 2009

Academic failure and drinking are both problematic aspects of the adolescent stage of the life course, and the connection between these two behaviors can disrupt the basic functioning of individuals and schools. Drawing on theories of problem behavior from multiple disciplines, this study attempted to determine whether academic failure was a risk factor for adolescent drinking, and vice versa, and then to identify the mechanisms underlying these two longitudinal associations. Cross-lagged models of data from 11,927 middle school and high school students in the National Longitudinal Study of Adolescent Health revealed that the number of classes failed in one year predicted alcohol use a year later more than early alcohol use predicted later class failures. Aspects of social bonding (e.g., attachments to adults) and symptoms of general maladjustment (e.g., delinquency) did more than opportunity structures (e.g., peer norms) to explain the connection between these two behaviors over one year of secondary school.
Following Their Every Move: An Investigation of Social-Class Differences in College Pathways
Authors: Goldrick-Rab Sara
Published: December 2009

As more Americans enter college than ever before, their pathways through the broadly differentiated higher education system are changing. Movement in, out, and among institutions now characterizes students' attendance patterns—half of all undergraduates who begin at a four-year institution go on to attend at least one other college, and over one-third take some time off from college after their initial enrollment. This study investigated whether there is social-class variation in these patterns, with advantaged and disadvantaged students responding to new postsecondary choices by engaging in different pathways. National longitudinal data from postsecondary transcripts were used to follow students across schools and to examine the importance of family background and high school preparation in predicting forms of college attendance. The results demonstrate that students from lower socioeconomic backgrounds are more likely than are economically advantaged students (net of prior academic preparation) to follow pathways that are characterized by interrupted movement. Such pathways appear to be less effective routes to the timely completion of degrees. Thus, difference in how students attend college represent an additional layer of stratification in higher education.
Educational Model and Expansion of Enrollments in Sub-Saharan Africa
Authors: Garnier Maurice , Schafer Mark
Published: December 2009

This article relies on the concept of educational model to explain why African countries that were colonized by Britain and France experienced significantly different forms of educational expansion after independence. The authors argue that both models represented legitimate variants of world institutional processes that drove the expansion of mass education in the sub-Saharan region. Each model defined the nature of the relationship between the educational system and other institutions differently, in particular what should happen in school, who may teach, and who is responsible for the provision of education. Using panel data for 28 sub-Saharan nations between 1970 and 2000, the authors found strong model effects that persisted after they controlled for resources, pupil-teacher ratio (an imperfect measure of quality), and percentage Muslim. Specifically, the Francophone model contributed to lower mean enrollment levels, a slower expansion of enrollments from 1970 to 1985, and (3) a more rapid expansion of enrollments from 1985 to 2000. Gender differences are also discussed. Institutional theorists have minimized the importance of resources, but the findings presented here indicate that resources and the characteristics of the educational model matter for educational expansion.
Schooling for Newcomers: Variation in Educational Persistence in the Northern United States in 1920
Authors: Tolnay Stewart E. , Bailey Kate Bailey
Published: December 2009

Early in the 20th century, high rates of international migration from Europe and an increasing number of migrants from the South were rapidly changing the composition of cities in the northern United States. Within this dynamic environment, families faced a more complex set of decisions for the preferred economic roles of their members. For adolescents, families chose between the immediate economic rewards of sending them into the workforce and deferring benefits by extending their educational careers. This article uses the 1920 Public Use Microdata Sample to examine racial and ethnic variation in school enrollment for adolescents aged 14 to 18. It proposes a conceptual model that uses a variety of social, economic, and cultural forces to anticipate differences in schooling between international immigrants and domestic migrants, as well as across generations of both groups. The statistical analyses reveal large racial and ethnic differences in schooling for both boys and girls. The most surprising finding is for second-generation black female migrants from the South, who were significantly more likely than were all other groups of female adolescents to be enrolled in school. The authors speculate that this result is due to a combination of “immigrant optimism” and restricted employment opportunities for second-generation black female migrants in the North.
Marital Transitions, Parenting, and Schooling: Exploring the Link Between Family-Structure History and Adolescents' Academic Status
Authors: Cavanagh Shannon E. , Schiller Kathryn S. , Riegle-Crumb Catherine
Published: December 2009

The linkage between family structure and adolescents' academic experiences is part of a larger, dynamic process unfolding over time. To investigate this phenomenon, this study drew on the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement Study. Logistic regressions revealed that family structure at birth predicted students' academic status in math in the ninth grade, and multinomial regressions revealed that family instability, along with curricular location in the ninth grade, parenting behaviors, and adolescents' adjustment and aspirations, distinguished those who completed higher-level math by the end of high school from those who did not but still graduated from high school and from those who dropped out of high school.
Texas Students' College Expectations: Does High School Racial Composition Matter?
Authors: Frost Bellessa Frost
Published: December 2009

This article explores the association between school racial composition and students' expectations to graduate from a four-year college. In addition to the individual characteristics of students that have been repeatedly shown to influence educational goals, the results indicate that both school socioeconomic level and achievement composition are related to expectations. The results also suggest the counterintuitive finding that in similar schools, students in schools with greater concentrations of minority students are more likely to expect to attain a four-year college degree than are students in schools with lower proportions of minority students.
Early Schooling: The Handicap of Being Poor and Male
Authors: Entwisle Doris R. , Alexander Karl L. , Olson Linda S.
Published: December 2009

In trying to understand the origin of gender differences favoring girls in reading skills, analysts have examined mainly the performance of students who are in the same grade, with samples pooled across socioeconomic status (SES). Using a longitudinal sample in Baltimore, where all students in a randomly selected panel are the same age and are followed from the beginning of the first grade, the authors found that the early reading skills of boys who are receiving meal subsidies-those who are disadvantaged-are lower than those of girls. Among children who are not on meal subsidies, boys do about the same as girls. This gender gap that emerges over the elementary school years is explained in terms of the higher retention rate of disadvantaged boys, which traces back to teachers' low ratings of classroom behavior and reading skills for boys on meal subsidies and to their parents' lower expectations for boys' school performance. The longitudinal design of this study, the early point from which children are followed (age 6), and the attention given to SES differences in how parents and teachers treat boys are key differences between this research and other studies of gender differences in reading comprehension. The discussion points up the critical nature of the first-grade transition in relation to the gender gap and some of its long-term implications.
Where the Rubber Meets the Road: Rethinking the Connection Between High-Stakes Testing Policy and Classroom Instruction
Authors: Diamond John B.
Published: December 2009

In this article, the author examines the link between high-stakes testing policies and classroom instruction. Using data from classroom observations and interviews with teachers, he argues that these policies influence instruction but are mediated by teachers and filtered through their collegial interactions. He shows that teachers link the influence of high-stakes testing policies to instructional content (the knowledge and skills that they emphasize) more often than pedagogy (how they engage students around instructional content). As a result, didactic instruction dominates, especially in predominantly low-income and African American schools, in a policy environment that encourages addressing racial and class achievement gaps by increasing the use of interactive forms of instruction. The author concludes that researchers should be cautious not to overstate the impact of these policies on pedagogy and educational equity.
Exploring the Importance of Teachers' Institutional Structure on the Development of Teachers' Standards of Assessment in Belgium
Authors: Stevens Peter A. J.
Published: December 2009

While a large body of research has focused on the effects of teachers' educational standards and/or expectations of different types of pupils related to pupils' ability, race/ethnicity, gender, and/or social class, there has been much less research on how such standards/expectations are formed by teachers' institutional structure. Previous research on the impact of institutional factors on teachers' pedagogy and curriculum has suggested the usefulness of a particular embedded, ecological model in studying the development of teachers' standards/expectations of pupils. This article uses ethnographic data gathered from one Belgian (Flemish) multicultural vocational and technical education school to illustrate the usefulness of this conceptual framework for studying the development of teachers' standards of assessment of pupils. The conclusion discusses implications for future research on the development of teachers' standards and/or expectations of pupils.
Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten Through the Third Grade
Authors: Cheadle Jacob E.
Published: December 2009

Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement from entry into kindergarten through the third grade on concerted cultivation and family context variables. The results indicate that educational investments are an important mediator of socioeconomic and racial/ethnic disparities, completely explaining the black-white reading gap at kindergarten entry and consistently explaining 20 percent to 60 percent and 30 percent to 50 percent of the black-white and Hispanic-white disparities in the growth parameters, respectively, and approximately 20 percent of the socioeconomic gradients. Notably, concerted cultivation played a more significant role in explaining racial/ethnic gaps in achievement than expected from Lareau's discussion, which suggests that after socioeconomic background is controlled, concerted cultivation should not be implicated in racial/ethnic disparities in learning.
What Types of Students' Effort Are Rewarded with High Marks?
Authors: Kelly Sean
Published: December 2009

This analysis of data from the Partnership for Literacy Study investigates the relationship among achievement, effort, and grades. Certainly, grades reward achievement, the mastery of material by students. Research has also suggested that grades are used to reward students for exerting effort to learn material, even if students fall short of mastery. Indeed, some small-scale research has found that teachers reward students for merely cooperating with their instructional plans, for behaviors that may be weakly related or even unrelated to the growth in achievement. This analysis reveals that teachers seldom reward students for nonachievement-related behavior, for keeping instruction moving. In these data from middle school English and language arts classrooms, the vast majority of the variance in grades is accounted for by students' achievement and students' behaviors that are closely related to the growth in achievement. The findings are consistent with the theory that many teachers adopt a “developmental” perspective on instruction and seek to promote students' achievement by rewarding students' engagement.
The Relationship Between Sexist Naming Practices and Athletic Opportunities at Colleges and Universities in the Southern United States
Authors: Pelak Cynthia Fabrizio
Published: December 2009

This research examines the phenomenon of sexist naming of women's athletic teams at four-year colleges and universities in the southern United States. Drawing on theoretical and methodological insights from feminist scholarship on gender and sports, gendered language, and intersecting systems of race and gender inequalities, the author analyzes (1) the forms of and the extent to which sexist names are used, (2) the typical characteristics of schools that use sexist names, and (3) the relationship between sexist naming and the uneven distribution of athletic opportunities among female and male students. The findings demonstrate that sexist team names are the norm at southern schools and that the use of sexist names is negatively associated with equitable athletic opportunities for women students. They reveal that sexist naming and the overall gender equity climate of athletics departments are related to the persistence of gender inequities in collegiate athletics.
Adolescents' Sexual Behavior and Academic Attainment
Authors: Frisco Michelle L.
Published: December 2009

High school students have high ambitions but do not always make choices that maximize their likelihood of educational success. This was the motivation for investigating the relationships between high school sexual behavior and two important milestones in academic attainment: earning a high school diploma and enrolling in distinct postsecondary programs. The analysis of data from 7,915 participants in the National Education Longitudinal Study of 1988–94 presented here indicated that the timing of sexual initiation, the nonuse of contraceptives, and parenthood all predict female and male students' academic attainment. Furthermore, sexual behavior has more ramifications as attainment milestones become more competitive. These findings point to the importance of considering how students' choices across multiple life domains influence academic attainment, an important predictor of socioeconomic opportunity in adulthood.
The Black-White Gap in Mathematics Course Taking
Authors: Kelly Sean
Published: December 2009

Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black-white gap in mathematics course taking is the greatest in integrated schools where black students are in the minority and cannot be entirely accounted for by individual-level differences in the course-taking qualifications or family backgrounds of white and black students. This finding was obscured in prior research by the failure to model course taking adequately between and within schools. Course placement policies and enrollment patterns should be monitored to ensure effective schooling for all students.
Why Do Immigrant Youths Who Never Enroll in U.S. Schools Matter? School Enrollment Among Mexicans and Non-Hispanic Whites
Authors: Oropesa R. S. , Landale Nancy S.
Published: December 2009

Using data from the 2000 Public Use Sample of the U.S. census, this research examined how estimates of school enrollment and school-work patterns among Mexican-origin adolescents are affected by including or excluding young immigrants who never enrolled in U.S. schools. The analysis demonstrates that a nontrivial share of adolescents who were born in Mexico almost certainly never enrolled in U.S. schools; these youths most likely migrated to the United States for work. Excluding these adolescents from analyses substantially reduces gaps in school enrollment between Mexicans and whites and between native and foreign-born Mexicans. Excluding never-enrolled immigrant youths also changes the relationship between the duration of U.S. residence and idleness among Mexican immigrant youths, revealing that additional years of residence in the United States increase the likelihood of being out of school and not working compared to being in school and not working. Overall, inferences about the level of school enrollment and intraethnic differences in school enrollment by duration of residence depend on how those who are likely to have never enrolled in U.S. schools are treated. Inferences about interethnic differences are also affected, although they are somewhat less sensitive to this issue.
Intergenerational Closure and Academic Achievement in High School: A New Evaluation of Coleman's Conjecture
Authors: Morgan Stephen L. , Todd Jennifer J.
Published: December 2009

This article reexamines the conjecture of James S. Coleman that intergenerational social closure promotes student achievement in high schools, analyzing the best national data on academic achievement and social networks: the 2002 and 2004 waves of the Education Longitudinal Study. The results show that within the Catholic school sector, schools that are characterized by dense parental networks have substantially higher average student achievement. This association can be reduced but not eliminated by conditioning on available measures of student network structure and standard measures of family background. In contrast, in the public school sector, a similarly strong bivariate association between dense parental networks and student achievement can be attributed almost entirely to these basic conditioning variables. These results represent, at best, a mixed verdict for Coleman's predictions. Intergenerational closure in its currently observed form does not increase achievement in public schools, suggesting that parental monitoring of discipline does not outweigh some of the costs of parental closure. However, intergenerational closure may increase achievement in Catholic schools to a modest degree because Catholic schools are affiliated with religious communities that have appropriable norms.
High School Classmates and College Success
Authors: Fletcher Jason M. , Tienda Marta
Published: December 2009

This article uses administrative data from the University of Texas at Austin to examine whether the number of classmates from the same high school at college entry influences college achievement, measured by grade point average (GPA) and persistence. For each freshman cohort from 1993 through 2003, the authors calculated the number and ethnic makeup of college freshmen from each Texas high school. Empirical specifications included high school fixed effects to control for unobservable differences across schools that influence both college enrollment behavior and academic performance. Using an instrumental variables–fixed-effects estimation strategy, they also evaluated whether “marginal” increases in the number of high school classmates influence college grades. The results show that students who arrive on campus with a larger number of high school classmates outperform their counterparts from smaller high school cohorts. The average effects of larger high school cohorts on college achievement are small, but a marginal increase in the number of same-race classmates raises the GPA by 0.1 point. The results provide suggestive evidence that minority academic benefits from larger high school cohorts are greater for minority compared with white students.
Visualization of Textile Surface Roughness Based on Silhouette Image Analysis
Authors: Xin Binjie , Hu Jinlian , Baciu George
Published: December 2009

This paper presents a digital imaging method based on silhouette image analysis to visualize the three-dimensional (3D) surface profile of textiles, or other flexible materials, and investigates its 3D reconstruction principle. A prototype of an imaging system consisting of five components has been developed: visible lighting source (white backlighting), sample stage, progressive sample feeding equipment, detector (CCD camera), and analysis software. A sequence of silhouette images of textile surface patches was digitized progressively where a sample was passed through the sharp edge of a crossbeam in bending status, so that the whole 3D surface profile could be generated by a combination of the silhouette height profile of each surface patch in the sequence. This non-destructive testing method is effective for the surface characterization or defects detection of flexible materials. It can reconstruct a pure 3D surface profile of the surface while discarding unwanted information such as surface color. This avoids the fusion of shadows and dark colors, which is a problem when using traditional two-dimensional (2D) image analysis methods. The Kawabata Evaluation System (KES) is used to validate the effectiveness of this silhouette imaging system (SIS), and our experiment shows that good correlation can be achieved in terms of thickness and surface roughness measurements. However, there are some differences due to the contact or non-contact methods used in terms of the measurement of fuzzy layers in textile materials.
Educational Aspirations in an Urban Community College: Differences Between Immigrant and Native Student Groups
Authors: Conway Katherine M.
Published: December 2009

This study explored the educational aspirations of immigrant and native students in an urban community college. Using Burton Clark’s cooling-out theory as a framework, the study looked at choices students make when applying to college and the extent to which students later change their aspirations. Immigrant students who were educated in United States high schools were more likely than other student groups to aspire to a 4-year degree and seek admission to a senior college rather than a community college. Logistic regression analysis revealed that most students did not change their majors over six semesters, although among those who did, students were more likely to be cooled out (i.e., they lowered their aspirations as indicated by a change from a transfer to a terminal program) than to shift from a terminal program to a transfer program.
“That's Not Fair!”: A Simulation Exercise in Social Stratification and Structural Inequality
Authors: Coghlan Catherine L. , Huggins Denise W.
Published: December 2009

Social stratification may be one of the most difficult topics covered in sociology classes. This article describes an interactive learning exercise, using a modified version of the game Monopoly, intended to stress the structural nature of social inequality and to stimulate student reflection and class discussion on social stratification in the United States. The primary focus of this exercise is to help students experience different levels of social stratification and to challenge the idea that individual talents or aspirations are enough to overcome structural barriers to upward class mobility. Student reactions to the experience suggest that it is an effective tool for demonstrating the structural nature of social inequality in the United States and for stimulating discussion on social inequality and related topics. This exercise has worked well in introductory sociology, social problems, and social inequality classes.
Preparing Future Faculty: A New Approach at North Carolina State University
Authors: Jones Angela Lewellyn , Davis Shannon N. , Price Jammie
Published: December 2009

In the fall of 2000 the Department of Sociology at North Carolina State University (NCSU) implemented a Phase IV Preparing Future Faculty (PFF) initiative. The goal of this program was (and is) to ensure that doctoral students anticipating entry into a professional position be prepared for all expectations associated with faculty life in a wide variety of college and university placements. NCSU's program combined in-house research mentoring opportunities as well as off-campus mentoring relationships with faculty at other schools to explore the teaching and service responsibilities of junior faculty members. An evaluation committee assessed the effectiveness of this new initiative. Data were collected using several methods, including surveys, interviews, and focus groups. The committee found the PFF program to be a welcome addition to graduate training; however, the NCSU program experienced struggles that provide insight for other schools that may wish to start a PFF program of their own.
Learning Communities as Transformative Pedagogy: Centering Diversity in Introductory Sociology
Authors: Snowden Monica
Published: December 2009

This paper discusses learning communities as pedagogy for introductory sociology courses, which are often plagued by student apathy. Most importantly, it examines the potential for learning communities to incorporate active and collaborative learning techniques as a vehicle to subvert dominant views of diversity, to see diversity as intersecting social inequalities that can be rearranged in favor of greater social equality. The effectiveness of a learning community with the theme of diversity for meeting these goals is assessed using qualitative and quantitative data. It is concluded that the pedagogic framework of the learning community did indeed push students to problematize their student role. Finally, a review of results from a pre/post-test questionnaire suggests that students entered the community as a fairly homogenous group in their views of diversity and left as a more heterogeneous group, indicating some shift in consciousness, however slight.
Representing the Other in Sociology of the Family Texts
Authors: Dunham Charlotte Chorn , Cannon Julie Harms , Dietz Bernadette
Published: December 2009

The purpose of this paper is to explore the concept of otherness as it applies to the content of sociology of the family texts. We conducted a study of the content of the indexes and the body of texts on sociology of the family, examining the way in which the experiences of whites were addressed relative to families of color. We found that whites were more often presented as a comparison group to families of color rather than as groups with histories and experiences of their own. We recommend that textbooks avoid separate sections for families of color, examine whites with the same scrutiny as families of color, examine white privilege as well as minority disadvantage, and focus on the positive experiences of families of color.
Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes
Authors: Wright Eric R. , Lawson Anthony H.
Published: December 2009

Over the past several years, scholars of teaching and learning have demonstrated the potential of collaborative learning strategies for improving student learning. This paper examines the use of computer-mediated communication to promote collaborative student learning in large introductory sociology courses. Specifically, we summarize a project we conducted during the 2000-2001 academic year in which we added online collaborative learning activities to the curriculum of two large sections of introductory sociology. Drawing on Novak et al.'s (1999) Just-In-Time Teaching methods, we developed online activities to help prepare students for subsequent in-class work and to cultivate a sense of group solidarity among smaller teams within the larger class. The results suggest that student engagement in the online group learning activities was strongly predictive of better student academic achievement on the biweekly quizzes, cumulative final exam, and course paper. These findings highlight the potential value of online group work for fostering collaborative learning environments in large lecture courses as well as for enhancing student learning.
The Madding Crowd Goes to School: Myths about Crowds in Introductory Sociology Textbooks
Authors: Schweingruber David , Wohlstein Ronald T.
Published: December 2009

The authors examined the crowd sections of 20 introduction to sociology textbooks, coding them for the presence of seven crowds myths—claims about crowds that have no empirical support and have been rejected by scholars in the field. The number of myths per book ranges from five to one. The authors conclude by making suggestions for rewriting these chapters and for improving the book reviewing process.
Taking a Critical Pedagogical Look at Travel-Study Abroad: “A Classroom with a View” in Cusco, Peru
Authors: Fobes Catherine
Published: December 2009

The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel-study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman's (2002) four-point model of critical pedagogy, I recommend that understanding, reflecting, analyzing, and engaging in social action can help structure the application of critical pedagogy to travel-study abroad in sociology. My research suggests benefits of such an approach, including working with a native educational institution, pairing sociology and Spanish students, and using home-stay families as informal teachers. I conclude by offering suggestions for faculty interested in creating a travel-study abroad course, to a developing nation in particular.
95 Years of Teaching High School Sociology
Authors: DeCesare Michael
Published: December 2009

A neglected part of the history of teaching sociology is the history of teaching high school sociology. The American Sociological Association's centennial in 2005 affords sociologists an opportunity to reflect on the teaching of sociology–anywhere and everywhere that it happens. In the spirit of contributing to the history of teaching sociology in the United States, this paper outlines the roughly 95-year history of the teaching of high school sociology. I rely upon published course descriptions written by high school sociology teachers and empirical studies conducted by academic sociologists. They demonstrate that past high school sociology courses have focused primarily on examining social problems and current events, and on promoting citizenship education. This remains the case today. I offer several reasons why the courses have looked as they have over the past 95 years, and conclude with four predictions about the future of teaching high school sociology.
The Research Article as an Instrument of Active Learning for Teaching About Violence, Sexual Abuse, and Union Formation Among Low-Income Families
Authors: Purvin Diane M. , Kain Edward L.
Published: December 2009

As noted by Goldsmid and Wilson a quarter of a century ago, a “curious gulf” exists between teaching and research in sociology. This article addresses this problem by suggesting ways in which a current research article from the American Sociological Review can be used in courses at three different levels of the undergraduate curriculum. The active learning exercises are linked to explicit student learning outcomes that build upon recommendations from Liberal Learning and the Sociology Major Updated: Meeting the Challenge of Teaching Sociology in the Twenty-First Century.
Creating a Successful International Distance-Learning Classroom
Authors: Little Craig B. , Titarenko Larissa , Bergelson Mira
Published: December 2009

As the global economy becomes more integrated, incorporating international experiences into college curricula becomes increasingly desirable for American students and their counterparts abroad. This paper describes one model for creating an international, Web-based, distance-learning classroom that can be used as a guide for those who might wish to pursue similar endeavors. Our replicated experiences teaching a sociology course on social control, twice under slightly different conditions, provide the basis for identifying the conditions and practices that optimize the goals of providing a forum for international education and enhancing reading and writing skills. A content analysis of the online Student-Led Discussions provides evidence that cross-national knowledge and understanding can be enhanced in this learning environment. Enrolling students from the United States, Belarus, Russia, and Australia, our course demonstrates how instructors can create a successful virtual classroom that truly encircles the globe.
Using a Research Article to Facilitate a Deep Structure Understanding of Discrimination
Authors: Bordt Rebecca L.
Published: December 2009

This article suggests ways in which a current research article on employment discrimination from the American Sociological Review can be used in the undergraduate classroom to facilitate deep structure learning (Roberts 1986, 2001, 2002). The exercises are designed for different levels of the undergraduate curriculum and adopt the strategies of benign disruption, inquiry-based learning, and role-taking so students can accomplish higher intellectual development.
Integrating Sociological Research Into Large Introductory Courses: Learning Content and Increasing Quantitative Literacy
Authors: Atkinson Maxine P. , Czaja Ronald F. , Brewster Zachary B.
Published: December 2009

Sociologists can make meaningful contributions to quantitative literacy by teaching sociological research skills in sociology classes, including introductory courses. We report on the effectiveness of requiring a research module in a large introductory class. The module is designed to teach both basic research skills and to increase awareness of race and gender inequality. We find that a majority of students are able to interpret basic percentage tables with a minimum of instruction. Under the condition that students are willing to acknowledge inequality in our occupational system, completing the research assignment increases their awareness of race and gender inequality. We argue that one of sociology's most powerful contributions to quantitative literacy is that our core content provides a challenging and relevant context in which to learn quantitative skills.
Competing Perspectives in the Classroom: The Effect of Sociology Students' Perceptions of “Balance” on Evaluations
Authors: Dixon Jeffrey C. , McCabe Janice
Published: December 2009

“Balance” in the classroom has been the subject of recent debate in academic and public spheres, with some calling for legislation to prevent instructors from “indoctrinating” students. The debate over balance is important to sociology because the discipline is sometimes characterized as overtly liberal and activist; but the implications of balance for teaching and learning remain unclear. In this article, we present the results of a study in which we operation-alized balance as students' perceptions of whether instructors discussed points of view other than their own and invited criticism of their ideas. Using OLS regression on undergraduate classes' quantitative evaluations of sociology instructors at Indiana University during the 2002-2003 academic year (N=99 classes), we asked whether classes perceived their sociology instructors to be balanced and whether positive perceptions led to better evaluations. We also asked about the relative influence of sociology classes' perceptions of balance compared to other influences. We found that most classes perceived their instructors as balanced and instructors who were perceived as being more balanced received better evaluations. However, we also found that balance was not as important as other factors in influencing evaluations. We discuss implications.
A Pedagogical Boomerang: From Hans Mauksch to Medicine to the Teaching and Learning of Sociology
Authors: Weiss Gregory L.
Published: December 2009

Even in its formative stages the scholarship of teaching and learning (SoTL) is drawing the attention and interest of scholars across academic disciplines and across types of educational institutions. Many sociologists are reflecting on how to shape scholarly efforts on teaching and learning within our discipline. This paper recounts the guidance that Hans Mauksch, a legendary figure in the teaching movement in sociology, extended to medical sociology as that area of specialization was developing, and seeks to apply his ideas to the development of SoTL in sociology today. I make three specific recommendations: (1) maintaining the independence of SoTL as a separate area of interest and scholarship while enthusiastically working with and drawing upon the work of others within and outside sociology, (2) broadening the content of SoTL investigations to address teaching and learning from additional perspectives, and (3) utilizing an increasingly diverse set of research methods to assist in exploring the many dimensions of teaching and learning.