Discusses three classroom climates that are often encountered in teaching about inequality and social stratification: resistance, paralysis, and rage. Describes resistance as denying the existence or importance of inequality. Defines paralysis as classes that see little chance of overcoming inequality. Suggests that the enraged class is unable to…

Reports on a study of 138 college sociology professors on their attitudes about and techniques for learning students' names. Finds that the number of tactics used for learning names declines as class size increases. Includes 18 techniques for name-learning. (CFR)

Presents techniques for encouraging peer learning in the college classroom. Discusses icebreaking exercises, ways to encourage total participation, and methods for dealing with grade anxiety. Argues that, with peer learning, students learn to develop their own resources for learning. Urges testing that calls for application of theoretical…

Summarizes a recent study concerning the impact of age on students' verbal participation in the college classroom. Discovered that age, gender, attendance, week in semester, and time of day were significant determinants. Examines students' reasons for their lack of participation and offers suggestions to increase it. (MJP)

Investigates how classroom traits (interaction norms, emotional climate) and students' traits (comprehension, confidence) impact on students' participation in class. Multiple regression analysis of survey data suggests that faculty members may play a much less direct role than previously assumed. (MJP)

Explores the changing expectations of students towards a women professor throughout the course of her pregnancy. The professor made a conscious effort to standardize her classroom behavior throughout the course. Nonetheless, students attributed negative reactions and a general decline in her effectiveness to the debilitating effects of the…