Unequal Geographies: The Use of Data in Teaching Social Stratification

• In Event: 3523 - Teaching and Learning Symposium: Workshop on Using Data in the Sociology Classroom

Abstract

In this presentation I discuss a semester-long group project in which students develop info-graphics to help them understand and analyze sociological data from a variety of internet based sources. Students are placed into groups to find and analyze a state within the US in terms of how stratification operates based on different demographic characteristics. Using Census data, they find the median income of one state, as well as 3 specific towns – one with the lowest median income, a median income closest to the median income of the state, and the highest median income of the state. Students are asked to consider the readings as well as how stratification operates in each of these towns, which groups are more likely to experience stratification in these towns, how intersectional oppressions operate in these towns, and policies that are in place to prevent stratification as well as encourage stratification. Sources that are used for this project rely heavily on representative data, including: The Census, The American Community Survey, Current Population Survey, USDA, Vera institute, Racial Dot Map, Bureau of Labor Statistics, the Williams Institute, and other sources. In addition to aspects of intersectional identity and class, students analyze data based on food insecurity, housing, education, the criminal justice system, and healthcare. Goals of the project are for students to gain a deeper understanding about methods (what makes a good data collection source as opposed to a problematic one), how stratification operates and might look different in specific places/spaces, how intersectionality operates differently, and how to create infographics to demonstrate stratification in their locations. Students create infographics for their state, and for their region (as a group). Infographics are presented at the end of the semester to the entire class.

Author

• Kimberly G. Tauches, Centenary University