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This paper discusses learning communities as pedagogy for introductory sociology courses, which are often plagued by student apathy. Most importantly, it examines the potential for learning communities to incorporate active and collaborative learning techniques as a vehicle to subvert dominant views of diversity, to see diversity as intersecting social inequalities that can be rearranged in favor of greater social equality. The effectiveness of a learning community with the theme of diversity for meeting these goals is assessed using qualitative and quantitative data. It is concluded that the pedagogic framework of the learning community did indeed push students to problematize their student role. Finally, a review of results from a pre/post-test questionnaire suggests that students entered the community as a fairly homogenous group in their views of diversity and left as a more heterogeneous group, indicating some shift in consciousness, however slight.

The economic fallout from the Great Recession has not been experienced similarly across the United States. Therefore, our understanding of well-being is enhanced by analyzing state-level data. This study employs survey data of Nebraskans compiled shortly after the recession to assess factors affecting healthcare affordability and access. Findings show that the affordability of health care for households is significantly affected by income (i.e., as income increases, problems with affordability decrease) and household size (i.e., as household size increases, problems with affordability increase). Someone in the single-and two-parent household being unemployed and having children in the household also are predictors of increased problems affording health care. Key predictors of individuals delaying health care due to costs are lower income, less education, and being younger. Other contributing factors toward delaying health care are being more affected by the economic downturn, being female, living in rural counties, having more people in the household, and not using a regular physician for routine care.