@book{atkinson_korgen_2023, place={Los Angeles, California}, edition={2nd}, title={Social Problems: Sociology in Action}, ISBN={9781071851227}, publisher={Sage}, year={2023} }
 @book{kenneavy_harnois_atkinson_korgen_2023, place={Thousand Oaks, California}, title={Social Research Methods: Sociology in Action}, ISBN={9781544373935}, publisher={SAGE}, year={2023} }
 @book{atkinson_korgen_2022, place={Los Angeles}, title={Race and ethnicity: Sociology in action}, ISBN={9781544394718 9781544394725}, publisher={SAGE}, year={2022} }
 @book{korgen_atkinson_2019, place={Thousand Oaks, California}, title={Sociology in action}, ISBN={9781506345901}, publisher={SAGE}, year={2019} }
 @inproceedings{vila-parrish_carson_moore_atkinson_auten_queen_2015, title={Teaching to foster critical and creativing TH!NKing at North Carolina State University}, booktitle={Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL)}, author={Vila-Parrish, A. and Carson, S. and Moore, D. and Atkinson, M. and Auten, A. and Queen, S.}, year={2015}, pages={1117–1119} }
 @article{macomber_rusche_atkinson_2009, title={FROM THE OUTSIDE LOOKING IN: THE SOCIOLOGY OF THE CLASSROOM}, volume={37}, ISSN={["0092-055X"]}, DOI={10.1177/0092055x0903700301}, abstractNote={Only for you today! Discover your favourite from the outside looking in book right here by downloading and getting the soft file of the book. This is not your time to traditionally go to the book stores to buy a book. Here, varieties of book collections are available to download. One of them is this from the outside looking in as your preferred book. Getting this book b on-line in this site can be realized now by visiting the link page to download. It will be easy. Why should be here?}, number={3}, journal={TEACHING SOCIOLOGY}, author={Macomber, Kris and Rusche, Sarah E. and Atkinson, Maxine P.}, year={2009}, month={Jul}, pages={228–232} }
 @article{atkinson_buck_hunt_2009, title={SOCIOLOGY OF THE COLLEGE CLASSROOM: APPLYING SOCIOLOGICAL THEORY AT THE CLASSROOM LEVEL}, volume={37}, ISSN={["0092-055X"]}, DOI={10.1177/0092055X0903700302}, abstractNote={ Teaching Sociology's emphasis on the scholarship of teaching and learning has moved the field well beyond simple description of teaching methods. There is no doubt that the journal is more scholarly than in the past. Still, we do not take advantage of our rich theoretical disciplinary work. There is much to learn sociologically about the classroom and other sites of interaction between teachers and students. Our classrooms are social sites and our analysis of them can be of help to scholars both inside and outside the discipline. In this article, we propose a sensitizing concept, the sociology of the college classroom—the application of sociological theory and/or concepts to understand social phenomena that take place at the level of the classroom and other sites of faculty-student interaction. We situate the sociology of the college classroom as a subset of the scholarship of teaching and learning and the sociology of higher education. Sociology of the college classroom can be a place not only where research meets teaching, but it can also be a site where sociological theory meets pedagogical praxis. }, number={3}, journal={TEACHING SOCIOLOGY}, author={Atkinson, Maxine P. and Buck, Alison R. and Hunt, Andrea N.}, year={2009}, month={Jul}, pages={233–244} }
 @article{atkinson_2009, title={The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century}, volume={37}, ISSN={["0092-055X"]}, DOI={10.1177/0092055x0903700112}, number={1}, journal={TEACHING SOCIOLOGY}, author={Atkinson, Maxine P.}, year={2009}, month={Jan}, pages={109–110} }
 @article{atkinson_hunt_2008, title={Inquiry-guided learning in sociology}, volume={36}, ISSN={["1939-862X"]}, DOI={10.1177/0092055X0803600101}, abstractNote={ This paper is based on a workshop of the same name presented at the 2007 American Sociological Association meetings. The purpose of the workshop and this article is to focus attention on teaching methods that require students to actively investigate sociological phenomena. During the workshop, participants practiced constructing inquiry-guided learning activities suitable for a range of different courses taught throughout the curriculum. These activities are described here. Inquiry-guided learning (IGL) includes a variety of teaching methods that assist students in their investigation of questions and problems. Fundamental to IGL in sociology is the notion that students should think and act like sociologists. IGL activities provide a means whereby the instructor models and the student practices the same disciplinary activities. Students “do” sociology rather than just learning about the results of others. }, number={1}, journal={TEACHING SOCIOLOGY}, author={Atkinson, Maxine P. and Hunt, Andrea N.}, year={2008}, month={Jan}, pages={1–7} }
 @article{atkinson_wills_mcclure_2008, title={The evidence matrix: A simple heuristic for analyzing and integrating evidence}, volume={36}, ISSN={["1939-862X"]}, DOI={10.1177/0092055X0803600306}, abstractNote={THE DEBATE DEFINING THINKING, critical thinking, and higher-level thinking is expan sive. Geersteen (2003) provides an excellent review of this literature and suggests that one way to distinguish between lowerand higher-level thinking is based on the level of abstraction. In this article, we focus on analysis and synthesis or integration-that is, identifying parts and putting these parts together to form a coherent whole. We offer a simple heuristic device, the evidence ma trix, that helps students recognize the rela tionship between sources of evidence. Although analysis and synthesis are broad intellectual skills that transcend disciplinary boundaries, Grauerholz and Bouma-Holtrop (2003) and Geersteen (2003) argue that dif ferent types of higher-level thinking are more likely to be emphasized by some disci plines than others. Grauerholz and Bouma Holtrop (2003) conclude that there are two general types of higher-level thinking re quired by sociologists, conceptualizing and contextualizing. Contextualizing is most similar to C. Wright Mills's sociological imagination and emphasizes placing specific examples within larger contexts. Conceptu alizing involves the process of breaking concepts into their constituent parts, recog nizing commonalities and differences, and the ability to compare and contrast the com ponents of an argument. The evidence ma trix is a tool that is most helpful in develop ing conceptualizing skills. While the heuris tic device we suggest does tap broad cogni tive skills, these are a subset of skills that are especially relevant for sociologists. Analyzing evidence and recognizing the similarities and dissimilarities between sources is an example of a skill Geertsen (2003) calls referential thinking and Grauer holz and Bouma-Holtrop (2003) include as a part of sociological critical thinking. The evidence matrix is designed to foster critical sociological thinking by helping students integrate data and research findings from different modes of research and synthesize findings across multiple contexts. Using the evidence matrix helps students see the rela tionship among different sources of data and how to organize a more general argument around specific instances of evidence. Finding, reading, and evaluating the va lidity of research studies and synthesizing information from a variety of sources is sometimes referred to as information liter acy (Association of College and Research Libraries 2006; Grafstein 2002). Grafstein (2002:) explains, however, that instructors teach "IL [information literacy] skills that are embedded within the research para digms and procedures of their disciplines" (p. 202). Therefore, in this paper we con ceptualize certain information literacy skills, particularly synthesizing research evidence from multiple sources, as a component of sociological critical thinking more gener ally. *Please direct all correspondence to Maxine Atkinson, Department of Sociology and Anthro pology, North Carolina State University, Box 8107, Raleigh, NC 27695-8107; e-mail: Maxine_Atkinson@ncsu. edu. Editor's note: The reviewers were, in alpha betical order, Jill Bouma, Theodore D. Fuller, Kathy Rowell, and Stephen Sweet.}, number={3}, journal={TEACHING SOCIOLOGY}, author={Atkinson, Maxine P. and Wills, Jeremiah B. and McClure, Amy I.}, year={2008}, month={Jul}, pages={262–271} }
 @article{wills_atkinson_2007, title={Table reading skills as quantitative literacy}, volume={35}, ISSN={["0092-055X"]}, DOI={10.1177/0092055X0703500304}, number={3}, journal={TEACHING SOCIOLOGY}, author={Wills, Jeremiah B. and Atkinson, Maxine P.}, year={2007}, month={Jul}, pages={255–263} }
 @article{atkinson_czaja_brewster_2006, title={Integrating sociological research into large introductory courses: Learning content and increasing quantitative literacy}, volume={34}, ISSN={["1939-862X"]}, DOI={10.1177/0092055X0603400105}, abstractNote={ Sociologists can make meaningful contributions to quantitative literacy by teaching sociological research skills in sociology classes, including introductory courses. We report on the effectiveness of requiring a research module in a large introductory class. The module is designed to teach both basic research skills and to increase awareness of race and gender inequality. We find that a majority of students are able to interpret basic percentage tables with a minimum of instruction. Under the condition that students are willing to acknowledge inequality in our occupational system, completing the research assignment increases their awareness of race and gender inequality. We argue that one of sociology's most powerful contributions to quantitative literacy is that our core content provides a challenging and relevant context in which to learn quantitative skills. }, number={1}, journal={TEACHING SOCIOLOGY}, author={Atkinson, MP and Czaja, RF and Brewster, ZB}, year={2006}, month={Jan}, pages={54–64} }
 @article{atkinson_greenstein_lang_2005, title={For women, breadwinning can be dangerous: Gendered resource theory and wife abuse}, volume={67}, ISSN={["0022-2445"]}, DOI={10.1111/j.1741-3737.2005.00206.x}, abstractNote={ To explain wife abuse, we offer a refinement of relative resource theory, gendered resource theory, which argues that the effect of relative resources is contingent upon husbands’ gender ideologies. We use data from the first wave of the National Survey of Families and Households (N =4,296) to test three theories of wife abuse. Resource theory receives no support. Relative resource theory receives limited support. Gendered resource theory receives strong support. Wives’ share of relative incomes is positively related to likelihood of abuse only for traditional husbands. The findings suggest that both cultural and structural forces must be considered to understand marriage as a context for social interactions in which we create our gendered selves.}, number={5}, journal={JOURNAL OF MARRIAGE AND FAMILY}, author={Atkinson, MP and Greenstein, TN and Lang, MM}, year={2005}, month={Dec}, pages={1137–1148} }
 @article{wright_assar_kain_kramer_howery_mckinney_glass_atkinson_2004, title={Greedy institutions: The importance of institutional context for teaching in higher education}, volume={32}, ISSN={["0092-055X"]}, DOI={10.1177/0092055X0403200201}, abstractNote={This article focuses on how the institutional contexts of colleges and universities shape these “greedy institutions.” We look at the current social, political, and economic trends affecting all postsecondary institutions, specifically the forces that encourage “greediness.” We examine the literature on structural arenas that influence teaching in higher education, including type of institution and departmental level characteristics, considering how the varied structural features of institutions and departments shape the conditions of academic life and demands placed on faculty. We identify the features of the institutional context that can help faculty manage demands on their time and enhance teaching and learning. The article closes with identification of areas for future inquiry and a challenge to sociologists to contribute to an examination of the contextual forces that shape the work lives of faculty and students.}, number={2}, journal={TEACHING SOCIOLOGY}, author={Wright, MC and Assar, N and Kain, EL and Kramer, L and Howery, CB and McKinney, K and Glass, B and Atkinson, M}, year={2004}, month={Apr}, pages={144–159} }
 @article{atkinson_2001, title={The scholarship of teaching and learning: Reconceptualizing scholarship and transforming the academy}, volume={79}, ISSN={["1534-7605"]}, DOI={10.1353/sof.2001.0029}, abstractNote={This article makes contributions toward the conceptualization of the scholarship of teaching and learning (Scholarship of Teaching and Learning). The scholarship of teaching is a concept with multiple ramifications. It is at the core of the current transformation of higher education. The scholarship of teaching challenges the existing stratification system within the academy. The scholarship of teaching and learning is a much larger enterprise, a movement, that can transform the nature of American society toward our ideals of equality and justice. Sociologists have a vital role to play within the academy and society. If we take advantage of the opportunity that the scholarship of teaching and learning offers, we can reach our potential as an intellectually liberating force in society.}, number={4}, journal={SOCIAL FORCES}, author={Atkinson, MP}, year={2001}, month={Jun}, pages={1217–1229} }
 @article{atkinson_2000, title={The future of sociology is teaching? A vision of the possible}, volume={29}, ISSN={["0094-3061"]}, DOI={10.2307/2654388}, abstractNote={The biggest lie in academe is that the bedrock of faculty rewards and responsibilities is a triumvirate of teaching, research, and service. Many academic sociologists view teaching as something to do to earn the right to perform the truly important work: "MY RESEARCH." Others value teaching but lack peer respect because professional recognition for teaching is either absent or infrequent. Teaching, like service, is too often the activity you have to do just well enough to prevent having complaints lodged against you. Faculty are rarely rewarded for teaching excellence, especially in our highest ranked sociology programs. Perhaps worse, the content of textbooks is organized by presses rather than by the discipline. The sad state of teaching in sociology is an epidemic social problem for the discipline, not an isolated individual-level issue. If there are few rewards for teaching, few if any penalties for doing a poor job, and few of us know how to do it, why should we worry about teaching? We owe it to ourselves for our own personal well-being. As Howard Aldrich (1997) puts it, "a person's self worth and sense of efficacy are bound up in what that person does for a living, and teaching consumes a large part of an academic's job no matter how much he or she tries to escape it. Years of falling down on the job will take their toll, and that's no way to live." Years of looking out over a sea of blank faces, many hidden behind student newspapers, do not constitute a strategy for achieving job sat-}, number={2}, journal={CONTEMPORARY SOCIOLOGY-A JOURNAL OF REVIEWS}, author={Atkinson, MP}, year={2000}, month={Mar}, pages={329–332} }
 @article{szinovacz_deviney_atkinson_1999, title={Effects of surrogate parenting on grandparents' well-being}, volume={54}, ISSN={["1079-5014"]}, DOI={10.1093/geronb/54B.6.S376}, abstractNote={OBJECTIVES
This study assesses whether grandchildren's moving into or out of grandparents' households affects grandparents' depressive symptoms and life satisfaction, and whether such effects vary by gender or race. It further examines whether effects of surrogate parenting on grandparents' subjective well-being are direct or mediated through the impact of surrogate parenting on other life changes, namely, health, work hours, income, socializing, and social supports.


METHODS
The analyses rely on panel data from the National Survey of Families and Households, Waves 1 and 2. The sub-sample consists of Black and White grandparents with grandchildren younger than age 18 (N = 1,789). Ordinary least squares (OLS) regressions and path analyses are used to identify direct and indirect effects of grandchildren's move into and out of grandparents' household on change in depressive symptoms and life satisfaction (residualized gain scores).


RESULTS
The data indicate that grandchildren's move into the household increases depressive symptoms among grandmothers. On the other hand, grandchildren's leaving the household leads to reduced well-being among grandfathers. Grandmothers report less participation in church activities and more supports from friends and relatives after the grandchildren move in, whereas grandfathers frequent bars/taverns more when grandchildren move in and reduce time spent with church activities and paid work when grandchildren remain in the household.


DISCUSSION
The findings suggest that effects of surrogate parenting differ by gender, and that they are partially contingent on grandparents' vulnerabilities (marital status, education, and presence of childless dependent children in the household) before grandchildren join the household. Mediating effects of other life changes are relatively small.}, number={6}, journal={JOURNALS OF GERONTOLOGY SERIES B-PSYCHOLOGICAL SCIENCES AND SOCIAL SCIENCES}, author={Szinovacz, ME and DeViney, S and Atkinson, MP}, year={1999}, month={Nov}, pages={S376–S388} }
 @article{risman_atkinson_blackwelder_1999, title={Understanding the juggling act: Gendered preferences and social structural constraints}, volume={14}, ISSN={["0884-8971"]}, DOI={10.1023/A:1021422930020}, abstractNote={In this paper we use longitudinal data to test the strength of individual preferences and structural variables as explanations for married women's labor force participation. Data drawn from a subset of the Career Development Study are used to compare gendered preferences measured toward the end of adolescence vs. work and family structural variables as predictors of the actual number of hours married women work for pay. Family structures that push women out of the labor force and pull them into family work prove to be the strongest predictor of married women's employment hours, with work structures (e.g., aspects of “good” jobs) and the subjective definition of paid work as a career also being substantively important for explaining hours in the labor force. Our findings also indicate that attitudes formed before and during early adolescence do have a weak but statistically significant effect on married women's labor force participation, at least for baby boom women.}, number={2}, journal={SOCIOLOGICAL FORUM}, author={Risman, BJ and Atkinson, MP and Blackwelder, SP}, year={1999}, month={Jun}, pages={319–344} }
 @article{otto_atkinson_1997, title={Parental involvement and adolescent development}, volume={12}, ISSN={["0743-5584"]}, DOI={10.1177/0743554897121005}, abstractNote={ A series of structural equation models was specified to examine whether parental involvement predicts adolescents' development, controlling on family socioeconomic statuses, family composition, mothers 'work status, race, and gender Three measures of adolescent development and two dimensions of parental involvement were entered in the equations. The measures of development were grade point average, a standardized achievement test score, and an indicator of misbehavior The dimensions of parental involvement were connection (three measures) and regulation (fourmeasures). The study was based on data from high school juniors (N = 362) in two county school systems in North Carolina. Analyses consist of descriptive statistics, Cronbach s alpha, and ordinary least-squares (OLS) regression. The findings provided equivocal support for the hypotheses, which was consistent with reports from earlier research, in which results differed depending on the operational definitions of both parental involvement and outcome measures of adolescent development. Directions for further research were outlined. }, number={1}, journal={JOURNAL OF ADOLESCENT RESEARCH}, author={Otto, LB and Atkinson, MP}, year={1997}, month={Jan}, pages={68–89} }
 @article{slatta_atkinson, title={Using rimary sources online - An inquiry-guided learning approach to teaching Western history}, volume={46}, number={2}, journal={Journal of the West}, author={Slatta, R. W. and Atkinson, M. P.}, pages={14–21} }