Using Census Data in the Classroom to Increase Quantitative Literacy and Promote Critical Sociological Thinking

Abstract

One useful, but underutilized, strategy to increase quantitative literacy and promote critical sociological thinking is to have students investigate demographic trends in their local community. In this article, the authors describe a project in which students compare and contrast the demographic characteristics of two counties in their state using the 2000 Census Bureau data, formulate specific research questions using the data they have collected, and draw conclusions about the social influences on local demographic patterns using local media sources and sociological thinking. The authors present results from a quasi-experiment assessing the assignment’s effectiveness in improving quantitative literacy. They also present findings from a general evaluation survey administered to students. Despite the limitations of this study, results suggest that the described assignment increased quantitative literacy as well as encouraged critical sociological thinking.

Keywords

quantitative literacy introductory sociology census critical thinking

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