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Deepening Learning and Addressing Inequalities: A Psychosocial Approach to Improving Statistical Literacy throughout Sociology Curricula

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Title: Deepening Learning and Addressing Inequalities: A Psychosocial Approach to Improving Statistical Literacy throughout Sociology Curricula
Language: English
Authors: Samantha Nousak (ORCID 0000-0002-2269-8652), Leanne Barry (ORCID 0000-0001-8379-9345), Susan R. Fisk (ORCID 0000-0002-7107-2357)
Source: Teaching Sociology. 2024 52(3):276-287.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Sociology, Statistics, Literacy, Social Science Research, Gender Differences, Racial Differences, Social Differences, Equal Education, Disadvantaged, Power Structure, Teacher Role, Course Content, Curriculum Development, Individual Development, Statistics Education, Student Needs, Universities, Psychological Needs, Barriers
DOI: 10.1177/0092055X231222280
ISSN: 0092-055X
1939-862X
Abstract: Statistical literacy is critical for all sociology students because it facilitates academic and professional success, high-paying jobs, and informed citizenship. Most students, however, lack adequate statistical literacy to engage with sociological research. Within that general deficit, there are gender, racial, and social-class differences, with students from historically marginalized groups starting and staying behind. In this conversation, we argue that to deepen statistical literacy and reduce inequalities, instructors must be willing to sacrifice breadth of content to attend to students' psychosocial needs throughout sociology curricula, especially in courses where quantitative methodology is not the core focus. We synthesize prior literature into a holistic psychosocial approach for teaching quantitative sociology content at all course levels: build interest and motivation, foster a growth mindset, develop statistical efficacy, encourage belonging, and challenge stereotypes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432539
Database: ERIC
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  Data: Deepening Learning and Addressing Inequalities: A Psychosocial Approach to Improving Statistical Literacy throughout Sociology Curricula
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  Data: <searchLink fieldCode="AR" term="%22Samantha+Nousak%22">Samantha Nousak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2269-8652">0000-0002-2269-8652</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leanne+Barry%22">Leanne Barry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8379-9345">0000-0001-8379-9345</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+R%2E+Fisk%22">Susan R. Fisk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7107-2357">0000-0002-7107-2357</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teaching+Sociology%22"><i>Teaching Sociology</i></searchLink>. 2024 52(3):276-287.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/0092055X231222280
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  Data: Statistical literacy is critical for all sociology students because it facilitates academic and professional success, high-paying jobs, and informed citizenship. Most students, however, lack adequate statistical literacy to engage with sociological research. Within that general deficit, there are gender, racial, and social-class differences, with students from historically marginalized groups starting and staying behind. In this conversation, we argue that to deepen statistical literacy and reduce inequalities, instructors must be willing to sacrifice breadth of content to attend to students' psychosocial needs throughout sociology curricula, especially in courses where quantitative methodology is not the core focus. We synthesize prior literature into a holistic psychosocial approach for teaching quantitative sociology content at all course levels: build interest and motivation, foster a growth mindset, develop statistical efficacy, encourage belonging, and challenge stereotypes.
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  Data: 2024
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  Data: EJ1432539
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      – SubjectFull: Statistics
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      – SubjectFull: Social Science Research
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      – TitleFull: Deepening Learning and Addressing Inequalities: A Psychosocial Approach to Improving Statistical Literacy throughout Sociology Curricula
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