Suchergebnisse

This paper examines the changing nature of the female labor force in Ireland and the United States. Data from the two countries are used to illustrate both similarities and variations in the Western experience of women during the period of rapid change in work and family life since the late nineteenth century.A central facet of how Western families have been transformed during the past century has involved the increased participation of women in the paid labor force, and in the most recent decades, a dramatic rise in the labor force participation of married women. In his classic work, World Revolution and Family Patterns, Goode suggests that the increase in female participation in the non-agricultural labor force was clearly evident in Western countries but was not dramatic during the first half of this century (1963: 59-60). Since 1950, however, increases in the economic activity of women have occurred throughout the West. For example, using data from Scandinavian countries, Haavio-Mannila and Kari (1980) document the increased economic activity of women throughout this century, the transformation of the economies of Scandinavia from an agricultural to an industrial base, and the rapid increase in labor force participation of married women since 1950.

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.

An experimental design was used to examine the effect of previous polling information about candidate preference on subsequent polling responses. Ss (undergraduates, N = not given) were given one of three types of information (Carter commanding a lead, Reagan commanding a lead, no information about current poll results) at two different points in time. This yielded nine information conditions. The data clearly demonstrate that both strength of attitude & candidate preference are influenced by knowledge of previous polling results. The patterns of both shift in attitude & switching candidate preference are explained in terms of an oppositional reactivity hypothesis. Modified AA.

Content analysis of 77 college and university catalogs and department websites assesses conformity with select recommendations for the sociology major. The majority of institutions have programs that fulfill some recommendations examined, but the minority fulfills most of the recommendations. Some sociology programs are much more coordinated than others. Fewer than one in three institutions with sociology majors have programs that fully or nearly fully conform to the measured recommendations. Benchmarking current levels of curricular coordination leads to identification of institutions that may represent "gold standards" and aspirational models. Institutional theory informs methods of using benchmark data to advance curricular coordination.

This paper discusses a joint project of the American Library Association and the American Sociological Association. The goal of this collaboration is to guarantee that students of sociology, particularly sociology majors, develop strong information literacy skills during their undergraduate experience. The article talks about national standards for information literacy and how they relate to the sociology major. It presents examples for applying the sociology information literacy standards to course assignments and the sociology curriculum. We also provide suggestions for building linkages between sociology faculty members and social science librarians, as well as ways in which information literacy outcomes might be assessed in the sociology curriculum.

This article focuses on how the institutional contexts of colleges and universities shape these "greedy institutions." We look at the current social, political, and economic trends affecting all postsecondary institutions, specifically the forces that encourage "greediness." We examine the literature on structural arenas that influence teaching in higher education, including type of institution and departmental level characteristics, considering how the varied structural features of institutions and departments shape the conditions of academic life and demands placed on faculty. We identify the features of the institutional context that can help faculty manage demands on their time and enhance teaching and learning. The article closes with identification of areas for future inquiry and a challenge to sociologists to contribute to an examination of the contextual forces that shape the work lives of faculty and students.

Is there a distinct disciplinary core (or foundation of agreed on knowledge) in sociology? Should we define a core in our broad field to build consensus? If so, what should it look like? We address these questions by presenting three viewpoints that lean for and against identifying a core for department curricula, students, and the public face of sociology. First, "There really is not much, if any, core." Second, sociology is "a habit of the mind" (a sociological imagination). Third, key content of a sociological core can be identified using a long or short list. Centripetal forces pressure the discipline to define itself for assessment, transfer articulations, general education, the trend toward interdisciplinary courses, and the public face of sociology. We describe previous efforts for the introductory course and sociology curricula. We conclude with a discussion of everyday practices in sociology that are built on the conception of a core.