By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

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International student migration to the United States markedly dropped after the September 11, 2001, attacks. Considering the interaction of immigration policy and student agency, this study examines how student visa issuances changed after 9/11 to determine whether there were significant changes to international student flows to the United States. Nonimmigrant visa data from the U.S. Department of State annual Report of the Visa Office from 1997 to 2006 were analyzed. Results show that while there was no initial significant difference between the pre- and post-9/11 periods, when broken down by visa classification and by region, there were pronounced decreases in visa issuance. Findings suggest that negative effects by student visa type in all regions may have shifted worldwide student mobility trends in the post-9/11 era.

Few articles explain how life satisfaction and happiness influence intention to migrate to another country. This study fills the gap by investigating the desire to emigrate in relation to individual life satisfaction while testing for moderation effects of national life satisfaction scores, the Human Development Index and Gender Inequality Index at country level. The empirical analysis is based on the unique Gallup World Poll data for 127 countries in 2017. In line with previous research, the findings confirm a negative association between life satisfaction (both individual and country level) and the desire to emigrate. Furthermore, results point to mean country life satisfaction, human development and gender inequality levels acting as moderators of individual‐level life satisfaction on the desire to emigrate. Higher aggregate life satisfaction levels act as counter‐forces to individual life satisfaction, performing as enablers of stay versus move. In countries with lower human development and higher gender inequality, individual life satisfaction will act as an enabler to move. A comprehensive discussion includes findings for gender and age groups and those born or not born in the country.

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