Teaching Work and Family to Undergraduate Students

Catalyzing Pedagogical, Curricular, and Programmatic Innovations

Bibliographic Data

ID11062328
AuthorsStephen Sweet (0009-0003-4582-1718, Stephen Sweet, PhD, is assistant professor of Sociology at Ithaca College. He currently co-edits the Sloan Work and Family Encyclopedia and is developing teaching resources for the Sloan Work and Family Research Network. He most recently co-authored The Changing Contours of Work: Jobs and Opportunities in the New Economy (with Peter Meiksins)., corresponding author), Joshua Mumm (Marcie Pitt Catsouphe, PhD, is Co-Director of the Center for Aging and Work/Workplace Flexibility and Boston College and is the former director of the Sloan Work and Family Research Network. She has published numerous articles on work and family, many of which center on the challenges presented by the aging workforce. Most recently, she co-edited The Work and Family Handbook: Multidisciplinary Perspectives, Methods and Approaches (with Ellen Ernst Kossek and Stephen Sweet).), Marcie Pitt-Catsouphes (0000-0001-5374-3404, Judith Casey, MSW, is the current Director of the Sloan Work and Family Research Network. She has published numerous articles on work and family concerns, including Business or Busyness: Strategies for Managing Workload (with Jacquelyn James) and Creating a Culture of Flexibility: What it is, Why it Matters, and How to Make it Work.), Judith Casey (Joshua Mumm completed his Bachelor's degree in Sociology at Ithaca College in 2007 and is currently applying to graduate programs in sociology. He recently co-edited the American Sociological Association's teaching resource guide Teaching Work and Family: Strategies, Activities and Syllabi (with Stephen Sweet, Marcie Pitt-Catsouphes, Judith Casey, and Christina Matz).)
Year2008
Volume36
Issue1
Pages58-65
Publication date2008-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTeaching Sociology (JOURNAL)
Journal identifiersISSN: 0092-055X • E-ISSN: 1939-862X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0092055x0803600108
OpenAlexW2098500189
LanguageEN
Citations received3
References cited11

In 2006 and 2007, two workshops on teaching work-family courses were held at the annual meetings of the American Sociological Association. This article examines the current challenges and strategies of teaching work-family, as identified by workshop participants, and the resources that are available through the Sloan Work and Family Research Network. Three concerns are considered: pedagogy, curriculum and programming. Analysis of syllabi, course catalogues, and teaching activities reveal that work-family scholars are making innovative contributions to teaching, but work-family has yet to have a firm position in the undergraduate curriculum. We argue that increasing undergraduate's exposure to work-family concerns is one of the most significant challenges—and potential contributions—for work-family scholars to address

Curriculum · Family studies · Pedagogy · Sociology · Syllabus · Work (physics · Engineering · Gender Diversity and Inequality · Gender Roles and Identity Studies · Work-Family Balance Challenges

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