Literaturnachweis - Detailanzeige
| Autor/inn/en | Sola, Jorge; Diaz-Catalán, Celia; Sádaba, Igor; Romanos, Eduardo; Rendueles, César |
|---|---|
| Titel | The Inequality Mirror: Using a Student Survey to Teach Social Stratification |
| Quelle | In: Teaching Sociology, 50 (2022) 3, S.241-255 (15 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Sola, Jorge) ORCID (Sádaba, Igor) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0092-055X |
| DOI | 10.1177/0092055X211071131 |
| Schlagwörter | Student Surveys; Student Characteristics; Sociology; Social Stratification; Student Attitudes; Socioeconomic Status; Social Class; Conflict; Teaching Methods; Critical Thinking; Foreign Countries; Advantaged; Disadvantaged; Spain |
| Abstract | Social inequality is a central theme in sociology study plans (both in research and education), but it is often one of the most difficult topics to teach. This article presents an innovative student-centered strategy for teaching social inequality that uses a survey to collect data on students' socioeconomic characteristics and perceptions of inequality. To stimulate reflection and discussion on the social mechanisms that reproduce inequality, this information is subsequently presented to them in conjunction with a comparative analysis to general population data. The exercise seeks to make social inequality less abstract for students by involving them in the research process and by using data relative to their own lives and families. Ultimately, the strategy boosts students' sociological imagination and their capacity for critical thinking by encouraging them to see the connections between individual biographies and broader social forces. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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