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Article
'It Opened My Eyes’: Using Student Journal Writing to Make Visible Race, Class, and Gender in Everyday Life
Teaching Sociology
  • Leslie H. Picca, University of Dayton
  • Brian Starks, University of Notre Dame
  • Justine Gunderson, Florida State University
Document Type
Article
Publication Date
1-1-2013
Abstract
Journal writing is pedagogically appropriate for increasing reflexivity and conscious awareness of one’s environment. The journal assignment discussed in this article promotes recognition of the impact of race, gender, and social class on students’ everyday lives. In pre- and posttest surveys of students engaged in this assignment, students report statistically significant increases in awareness after journaling. These increases in awareness are found for students enrolled in introductory courses at two very different universities (one a private Catholic midsized university in the Midwest and the other a large state university in the Southeast). Students’ qualitative responses further substantiate the effectiveness of this assignment in meeting course objectives. To facilitate use of this assignment by others, we identify a set of best practices to help ensure high-quality journals and discuss challenges and benefits of this assignment, including getting to know one’s students.
Inclusive pages
82-93
ISBN/ISSN
0092-055X
Comments

The document to be made available for download in compliance with publisher policies on self-archiving is the authors' accepted manuscript. Some differences may exist between this version and the version of record, which is available online at http://www.asanet.org/.

Permission documentation is on file.

Publisher
Sage Publishing
Peer Reviewed
Yes
Citation Information
Leslie H. Picca, Brian Starks and Justine Gunderson. "'It Opened My Eyes’: Using Student Journal Writing to Make Visible Race, Class, and Gender in Everyday Life" Teaching Sociology Vol. 41 Iss. 1 (2013)
Available at: http://works.bepress.com/leslie-picca/3/