Developing Sociologists through Qualitative Study of College Life

MosTr OF us, McKinney, Saxe, and Cobb (1998:2-3) argue, do not use the discipline of sociology sufficiently to understand teaching and undergraduate education, giving only 'lip service' to notions of academic and professional socialization, believing that undergraduates are incapable of practicing sociology. Summarizing empirical literature about the benefits of out-of-class experiences for student development and academic outcomes, these authors call for sociologists to provide opportunities that help students understand the workings of college life, the importance of a well-rounded academic experience, the sociological imagination, and the ethics and standards of our discipline. One of the ways that sociologists have tackled these goals is through qualitative methodology courses that offer students opportunities to leave the classroom, enter a field site, take notes, and contend with the logistical and ethical dilemmas that observing the social world presents. In this note I describe a course designed both to teach students qualitative methods and to engage them in collecting data and reflecting on the experiences of students at their college. My primary goal is to suggest that focusing students on the study of their own social context enhances their engagement with and learning about qualitative methodology; more broadly, studying college life develops students' sociological imaginations and awareness of themselves as community members. The data I present are from stude t evaluations, field notes, field and interview reports, and synthesizing essays submitted as requirements of the course.'