Educating students about affirmative action

An analysis of university sociology texts

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Affirmative action policy in the United States has recently come under intense political attack. Opponents have developed strategies to eliminate affirmative action using state referendums, often engaging in misleading public campaigns. In this political atmosphere, the role of education is significant. For many of our students, introductory sociology may be one of the few courses in which they are exposed to serious academic discussions about affirmative action. We examine the extent to which sociology texts accurately present affirmative action policy in the United States using a sample of introductory texts published from 1994 through 1997. We critically examine whether material presented either confronts or contributes to widespread myths about affirmative action policy. We conclude by offering practical suggestions to strengthen affirmative action presentations in sociology texts, including drawing upon significant empirical and theoretical sociological literature about affirmative action too often ignored by textbook authors.

Original languageEnglish (US)
Pages (from-to)98-115
Number of pages18
JournalTeaching Sociology
Volume28
Issue number2
StatePublished - Apr 2000

Fingerprint

affirmative action
sociology
university
student
sociology student
referendum
textbook
myth
campaign
present
education

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

Cite this

Educating students about affirmative action : An analysis of university sociology texts. / Beeman, Mark A; Chowdhry, Geeta; Todd, Karmen.

In: Teaching Sociology, Vol. 28, No. 2, 04.2000, p. 98-115.

Research output: Contribution to journalArticle

@article{9e6ee30408d245a89c92aae49fcf5e93,
title = "Educating students about affirmative action: An analysis of university sociology texts",
abstract = "Affirmative action policy in the United States has recently come under intense political attack. Opponents have developed strategies to eliminate affirmative action using state referendums, often engaging in misleading public campaigns. In this political atmosphere, the role of education is significant. For many of our students, introductory sociology may be one of the few courses in which they are exposed to serious academic discussions about affirmative action. We examine the extent to which sociology texts accurately present affirmative action policy in the United States using a sample of introductory texts published from 1994 through 1997. We critically examine whether material presented either confronts or contributes to widespread myths about affirmative action policy. We conclude by offering practical suggestions to strengthen affirmative action presentations in sociology texts, including drawing upon significant empirical and theoretical sociological literature about affirmative action too often ignored by textbook authors.",
author = "Beeman, {Mark A} and Geeta Chowdhry and Karmen Todd",
year = "2000",
month = "4",
language = "English (US)",
volume = "28",
pages = "98--115",
journal = "Teaching Sociology",
issn = "0092-055X",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - Educating students about affirmative action

T2 - An analysis of university sociology texts

AU - Beeman, Mark A

AU - Chowdhry, Geeta

AU - Todd, Karmen

PY - 2000/4

Y1 - 2000/4

N2 - Affirmative action policy in the United States has recently come under intense political attack. Opponents have developed strategies to eliminate affirmative action using state referendums, often engaging in misleading public campaigns. In this political atmosphere, the role of education is significant. For many of our students, introductory sociology may be one of the few courses in which they are exposed to serious academic discussions about affirmative action. We examine the extent to which sociology texts accurately present affirmative action policy in the United States using a sample of introductory texts published from 1994 through 1997. We critically examine whether material presented either confronts or contributes to widespread myths about affirmative action policy. We conclude by offering practical suggestions to strengthen affirmative action presentations in sociology texts, including drawing upon significant empirical and theoretical sociological literature about affirmative action too often ignored by textbook authors.

AB - Affirmative action policy in the United States has recently come under intense political attack. Opponents have developed strategies to eliminate affirmative action using state referendums, often engaging in misleading public campaigns. In this political atmosphere, the role of education is significant. For many of our students, introductory sociology may be one of the few courses in which they are exposed to serious academic discussions about affirmative action. We examine the extent to which sociology texts accurately present affirmative action policy in the United States using a sample of introductory texts published from 1994 through 1997. We critically examine whether material presented either confronts or contributes to widespread myths about affirmative action policy. We conclude by offering practical suggestions to strengthen affirmative action presentations in sociology texts, including drawing upon significant empirical and theoretical sociological literature about affirmative action too often ignored by textbook authors.

UR - http://www.scopus.com/inward/record.url?scp=0034164984&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0034164984&partnerID=8YFLogxK

M3 - Article

VL - 28

SP - 98

EP - 115

JO - Teaching Sociology

JF - Teaching Sociology

SN - 0092-055X

IS - 2

ER -