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A significant part of hegemonic masculinity is proving one's heterosexuality though sexual experiences. Peer pressure to conform is particularly acute for adolescent boys and young men. We analyze interviews with 87 boys in middle school, high school, and college about how their masculinity goals and subsequent achievement of those goals influence their navigation of pressure to engage in sexual relations with girls and women to "prove" themselves. Our findings show that, while boys and young men recognize dominant notions of hegemonic masculinity, most do not subscribe to those uncritically. Rather, they struggle to balance personal ideas about masculinity with consistent pressure from others to demonstrate their heterosexuality. As a result, they employ various strategies to negotiate such pressures, including avoidance, acceptance, and outright rejection of this particular expectation. These strategies, however, ultimately contribute to a broader gender culture among adolescents in which expectations and privileges associated with hegemonic masculinity that dominate U.S. culture remain largely unchallenged. [ABSTRACT FROM AUTHOR]

Even though pedagogy courses in sociology are on the rise, many departments do not offer or require a course on teaching sociology or a teaching proseminar series. However, faculty in such departments do have other options for incorporating and integrating pedagogical issues into their standard curriculum. In this note, I offer one suggestion for incorporating teaching and learning into the curriculum: integrating pedagogy into substantive seminars. “Teaching-infused” graduate seminars are a great way to transmit norms, values, and common practices of the department to graduate students, and they allow for discussions of particular substantive challenges that graduate student instructors may face when teaching undergraduates about privilege, inequality, discrimination, and social structure. I describe my approach and present qualitative evaluations of this approach from two semesters of graduate students who have taken one of these seminars. [ABSTRACT FROM AUTHOR]

Like other visible characteristics such as skin color, gender, or age, body size is a diffuse status characteristic that impacts perceptions, interactions, and social outcomes. Studies demonstrate that individuals hold preconceived notions about what it means to be fat and document a long list of negative stereotypes associated with fat individuals, including laziness, unintelligence, and incompetence. Such perceptions have consequences for employment, including decisions about hiring, promotion, compensation, and dismissal. In this article, we examine how body size and race interact to affect individuals’ perceptions of success, competence, health, laziness, and masculinity. Based on undergraduate students’ ratings of photographs of men, our findings demonstrate significant differences between evaluations of black and white men based on body size. Thin white men are perceived to be more intelligent, more successful, and more competent than their thin black counterparts. However, these results reverse when the men are overweight: overweight black men are seen as more intelligent and more competent than overweight white men. They are also seen as more successful and hardworking and more masculine. These results suggest that the stigma of body size differently impacts black and white men; individuals judge overweight white men more negatively than overweight black men. We discuss two possible explanations for these findings: black threat neutralization and race-based attribution theory. [ABSTRACT FROM AUTHOR]

The sociological imagination is a useful tool for teaching about plagiarism and academic integrity, and, in turn, academic integrity is a good case to help students learn about the sociological imagination.  We present an exercise in which the class discusses reasons for and consequences of dishonest academic behavior and then examines a series of scenarios using the sociological imagination. Students and instructors consider whether each scenario is a violation of academic integrity norms and how it can be viewed as both personal and public. We demonstrate that this kind of discussion helps students learn about academic integrity and how to think of violations (including causes and a range of outcomes) sociologically. In other words, we encourage students to think of academic dishonesty (both causes and consequences) not just as “personal troubles” but also as “public issues.” [ABSTRACT FROM PUBLISHER]

The article focuses on the weight discriminations in the U.S. It says that fat stigma in the country is widespread which lead to various social disadvantages for the overweight individuals such as employment discrimination, sexism and gender inequality. It mentions that the Centers for Disease Control and Prevention (CDC) has declared the health risks of overweight and obesity including coronary heart disease, type 2 diabetes and hypertension.

Sociologists have developed a wide range of pedagogical strategies to facilitate student learning about racial/ethnic, class, and gender inequalities. Despite the growing subdiscipline of the sociology of the body and evidence pointing to the prevalence of inequalities based on physical attractiveness, the pedagogical literature has yet to develop strategies for teaching students about biases based on physical attractiveness. In this article, the authors report on a pedagogical module that involves student evaluations of photographs (depicting individuals ranging in levels of physical attractiveness) using semantic differential scales, and discuss the results of this evaluation. The authors test for student learning outcomes through (1) a one-group pretest-posttest design and (2) an assessment survey with both qualitative and quantitative components. Because this photograph evaluation typically illustrates students’ beauty biases, a discussion of these results, paired with relevant readings, provides a powerful tool for the exchange of ideas about physical attractiveness biases. [ABSTRACT FROM PUBLISHER]

Environmental justice scholars have suggested that because chemical plants and other hazardous facilities emit more pollutants where they face the least resistance, disadvantaged communities face a special health risk. In trying to determine whether race or income has the bigger impact on a neighborhood’s exposure to pollution, however, scholars tend to overlook the facilities themselves and the effect of their characteristics on emissions. In particular, how do the characteristics of facilities and their surrounding communities jointly shape pollution outcomes? We propose a new line of environmental justice research that focuses on facilities and how their features combine with communities’ features to create dangerous emissions. Using novel fuzzy-set analysis techniques and the EPA’s newly developed Risk-Screening Environmental Indicators, we test the influence of facility and community factors on chemical plants’ health-threatening emissions. Contrary to the idea that community characteristics have singular, linear effects, findings show that facility and community factors combine in a variety of ways to produce risky emissions. We speculate that as chemical firms experiment with different ways of producing goods and externalizing pollution costs, new ‘‘recipes of risk’’ are likely to emerge. The question, then, will no longer be whether race or income matters most, but in which of these recipes do they matter and how. [ABSTRACT FROM PUBLISHER]

Organizations are not only gendered; they are also classed-that is, they articulate ideas and presentations of gender that are mediated by class position. This article pursues the idea of organizations as gendered and classed by means of a comparative ethnographic analysis of the performance of sexuality in four exotic dance clubs in the Southwestern United States. Strip clubs construct sexuality to be consistent with client class norms and assumptions and with how the clubs and dancers think working-class or middle-class sexuality should be expressed. Class differences are represented as sexual differences in very concrete ways: the appearance of dancers and other staff, dancing and performance styles, and interactions that take place between dancers and customers. [ABSTRACT FROM AUTHOR]