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Sociology

• A Multicultural Framework: Transforming Curriculum, Transforming Students
  Discusses efforts to bring a multicultural perspective to a 200-level course on the sociology of health and aging as a means of addressing broader multicultural curriculum transformation issues. The course is constructed around students' examination of four basic questions concerning their own experiences with exclusion and entitlement.
• Cultivating the Sociological Imagination: Concepts and Models for Service-Learning in Sociology. AAHE's Series on Service-Learning in the Disciplines
  The articles in this volume, seventh in a series of monographs on service learning and the academic disciplines, discuss service learning in sociology or students engaging in sociological analysis through projects designed to make a positive impact on communities. The discussions consider ways that service learning projects can be adapted in most undergraduate curricula in sociology.
• Developing Intercultural Communication and Understanding through Social Studies in Israel
  Discusses the problems related to cultural pluralism, differences among the groups living in Israel, and social studies education within Israel. Focuses on the sociology curriculum, offering a rationale, description, and information about intercultural education.
• Included in Sociology: Learning Climates That Cultivate Racial and Ethnic Diversity
  This collection of essays is designed for the faculty member and others who care about the retention and success of students of color in gateway courses in Sociology. The book examines assumptions about diversity and teaching and learning and provides strategies for enacting learning environments that are more inclusive and conducive to the success of all students.
• Race and Ethnicity Issues in the Sociology Curriculum
  Shows why the sociology curriculum in English education fails to acknowledge the multicultural nature of British society and ways in which sociology teachers can improve things through their own research and teaching. British teachers and students can learn about cultural differences together.
• Teaching Chicano Sociology: A Response to the Academic Stock-Story about Ethnic Studies Classes
  Analyzes the academic stock-story that portrays ethnic studies classes as limited in substantive content, noncomparative, and only useful if they meet specialized curriculum needs. Discusses how to structure a Chicano sociology class as response to the academic stock-story and addresses the advantage of a diversity requirement in universities.
• The Color of Teachers, the Color of Students: The Multicultural Classroom Experience
  Examines the experiences of students taking a one-semester race and ethnic relations course taught in three sections, each with a different instructor, one African American, one Mexican American, and one white. Finds that approximately 25 to 40 percent of students expected instructor's race/ethnicity to influence everything but grading.
• Toward a Multicultural Imagination: Infusing Ethnicity into the Teaching of Social Psychology
  Explores the utility of a multicultural approach to teaching an undergraduate social psychology course. Discusses institutional context and the transformation of the course by infusing multicultural content.
• Towards a Multicultural Society: Bringing Postmodernism into the Classroom
  Asserts that western civilization's belief in the differentiation between object and subject impedes a true multicultural discourse. Praises the postmodernist approach, that self-evident reality is actually a politically constructed text, as being useful in identifying subjectivity.