How did instructors design their sociology courses for remote teaching during the 2020–2021 academic year, and what challenges did they face in teaching those courses? To answer these questions, we surveyed lead instructors and graduate teaching assistants (n = 77) in the Sociology Department at the University of Michigan, supplemented by interviews with students and our experiences as remote course consultants. Through this case study, we found that instructors cited increased workload and lack of connection as challenges with remote teaching, in addition to pandemic-related struggles. Most instructors reported using either synchronous or a mix of synchronous and asynchronous instruction in course design, incorporating both formative and summative assessments, and implementing communication and community-building strategies to establish connections with and among students. We argue that these challenges and course designs highlight the importance of care-informed pedagogy to not only remote teaching in 2020–2021 but also sociology instruction in general.

Myanmar’s citizenship law is stratified by ethnic membership, but, on the books, it is gender neutral. Much attention has therefore focused on ethnic discrimination codified in the law. But individuals whose ethnic identities should provide them with a legitimate claim to citizenship continue to face barriers. Why is this the case? This article examines the additional obstacles that women face legitimating their ethno-national membership and conferring citizenship on their children, despite the gender neutrality of the citizenship law. I argue that the patriarchal structure of evidentiary documentation and patrilineal understandings of ethnic membership transmission shared by village leaders operating as key gatekeepers influence which parent’s claim—father’s or mother’s—to taingyintha (Indigenous or national ethnicity) membership can strengthen or weaken an individual’s chances of obtaining citizenship. The ethno-national identity of women is not evaluated equally to that of men, challenging women’s ability to capitalize on their taingyintha identity for citizenship purposes and contributing to the reproduction of statelessness across generations. I focus on this intersection of gender and ethnicity in establishing ethno-national membership and citizenship across variation in regional geopolitical environments to expand socio-legal knowledge on how formal and informal discrimination together exacerbate inequalities beyond the letter of the law.