A Multicultural Framework: Transforming Curriculum, Transforming Students

Moremen, Robin D.

doi:10.2307/1318656

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…Given this breadth, sociological education is loaded with positive potential. It can challenge students’ assumptions and see beyond the ordinary (Moremen 1997). It counters “nonsociological ideas” students hold (Kleinman and Copp 2009).…”

Section: Literaturementioning

confidence: 99%

“…There are empirical studies testing courses or teaching methods designed to overcome student cynicism and increase agency, but they often note the difficulty of finding prescriptive answers as to how this learning outcome can best be achieved (Kaufman and Ross 2006; Mobley 2007; Snowden 2004). These methods might increase student enjoyment and knowledge, but this does not necessarily translate into increased agency or engagement (Moremen 1997). Simply knowing more about social injustice does not necessarily beget self-efficacy, empowerment, or a desire to work for social change (Johnson 2005; Mobley 2007).…”

Section: Literaturementioning

confidence: 99%

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Help Me See the “Magnificent” Side of Sociology: The Outcomes of a Community Action and Involvement Course Designed to Help Undergraduates View Themselves as Agentic

Savage

2022

Teach Sociol

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The learning outcome, “Students will learn to engage with and impact society,” is common in curricular frameworks addressing undergraduate sociology education; however, it does not receive adequate coverage compared to other competencies. The lack of attention to this outcome coupled with the tendency to focus heavily on social problems may cause some students to leave sociology classes with increased cynicism and helplessness. This research therefore assesses an upper-level elective sociology course designed to challenge this proclivity by guiding students toward the recognition of their agency. Precourse and postcourse surveys (N = 47) are analyzed to uncover student attitudes regarding agency and social change. Results indicate the course prompted an increase in the students’ optimism and confidence in their ability to impact society. This type of course, both as an entity and in its transferable components, can provide support for students who want to learn how to engage with their world.

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Section: Literaturementioning

confidence: 99%

Section: Literaturementioning

confidence: 99%

Help Me See the “Magnificent” Side of Sociology: The Outcomes of a Community Action and Involvement Course Designed to Help Undergraduates View Themselves as Agentic

Savage

2022

Teach Sociol

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“…Multicultural education is relevant to a number of disciplines in higher education (e.g., anthropology, composition and science; Lewis, 1990; Moriarty, 2007), but it is especially relevant to the humanities and social sciences (Moremen, 1997). In fact, the APA (2003) expressly called for such curricular reform; this call was the impetus for our transformation of an introductory psychology course and development of a diversity training program for its instructors, graduate teaching assistants (GTAs).…”

mentioning

confidence: 99%

A training framework and follow-up observations for multiculturally inclusive teaching: Is believing that we are emphasizing diversity enough?

Elicker¹,

Thompson²,

Snell³

et al. 2009

Journal of Diversity in Higher Education

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The authors present a theoretically and empirically grounded training for multiculturally inclusive teaching for new instructors. After implementing this training, qualitative data were gathered from instructors to identify their experience of the training and concerns related to incorporating issues of diversity into their classrooms (Study 1). At the end of the semester immediately following the training, quantitative data were gathered from instructors and their students to examine the interaction between students' and instructors' perceived diversity emphasis (Study 2). When allowed to choose the extent to which they incorporated issues of diversity in their classes, the instructors differentially reported emphasizing diversity in class. In addition, results from multi-level linear modeling analyses demonstrated that instructors' reported emphasis on diversity in the classroom did not predict students' perceptions of the inclusion of issues of diversity. The authors discuss implications for the development of multiculturally supportive programs of learning at universities.

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“…Rodgers (2003) outlines a simulation that she adopts to exemplify the social construction of difference and discrimination; attached earlobes become the visible, physical marker that differentiates "normal" from stigmatized students. Others ask students to reflect on their own autobi-ographies to explore incidents when they have experienced both privilege and discrimination (Fritschner 2001;Moremen 1997).…”

mentioning

confidence: 99%

Only Some Are Dead Men Walking: Teaching About Race Discrimination and the Death Penalty

Bordt

2004

Teach Sociol

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This paper describes an experiential learning exercise I have used to teach race discrimination in my introductory and criminology courses. The exercise is designed to introduce students to the concept of non-conscious forms of racial bias, a form of race discrimination often difficult for students to grasp. Using a hypothetical criminal case, students imagine themselves as jurors in a capital murder trial and decide whether the defendant should receive the death penalty or life imprisonment. The results of the exercise are used as a basis for class discussion. Specifically, I consider why the students' findings either support or challenge previous research and consider social-psychological arguments about how racism manifests itself on a non-conscious level. After outlining the specifics of the exercise and describing the class discussion in detail, I offer an evaluation of the assignment based on student feedback and my own reflection.

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A Multicultural Framework: Transforming Curriculum, Transforming Students

Cited by 9 publications

References 10 publications

Help Me See the “Magnificent” Side of Sociology: The Outcomes of a Community Action and Involvement Course Designed to Help Undergraduates View Themselves as Agentic

Help Me See the “Magnificent” Side of Sociology: The Outcomes of a Community Action and Involvement Course Designed to Help Undergraduates View Themselves as Agentic

A training framework and follow-up observations for multiculturally inclusive teaching: Is believing that we are emphasizing diversity enough?

Only Some Are Dead Men Walking: Teaching About Race Discrimination and the Death Penalty

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