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EXPLORINGCRITICALSOCIOLOGICALTHINKING*
Much has been written about enhancing students' critical thinking abilities,
but very little empirical research on this important learning outcome exists
within the sociological literature. Indeed, there is little consensus among sociologists (and non-sociologists) about what critical thinkingis. In this paper we
review ways in which sociologists have conceptualized and measured critical
thinkingand introduce a new concept--critical sociological thinking--that embodies the type of higher-level thinking many sociologists want to help students attain. Criticalsociological thinkingrefers to the ability to logicaly and
reasonably evaluate an argument or problem while maintainingan awareness
of and sensitivity to social forces and contexts. Further, we develop a scale
that can be used to measure critical sociological thinkingand demonstrate its
usefulness in the empiricalanalysis of student writing. Implicationsfor future
research and teaching are discussed.
LIZ GRAUERHOLZ
SHARONBOUMA-HOLTROP
Purdue University
Purdue University
ONE OF THEMOSTIMPORTANT
and common
CONCEPTUALIZING
CRITICALTHINKING
485
486
TEACHINGSOCIOLOGY
CRITICALSOCIOLOGICALTHINKING
487
Geertsen (2003a) recognizes that certain are particularlyinterestedin teaching. Intypes of thinkingabilitiesare requiredfor deed, some sociologistshave addressedthe
different disciplines. Similarly, McPeck connection between critical thinking and
(1990; 1985) argues that critical thinking sociological imagination. For instance,
cannotbe taughtoutsideof a specific sub- Bidwell (1995:401)connectsthe sociologiject area. For McPeck, critical thinking cal imaginationto criticalthinking,suggestinvolvesa knowledgecomponent(a collec- ing that "sociologistsmust design assigntion of discipline-basedskills and informa- mentsthatallow studentsto thinkcritically
tion)anda criticalcomponent(the abilityto in writing about personalexperiencesand
reflect on and question that knowledge). social events."Greenand Klug (1990:462)
Thus,criticalthinkingin sociologydoes not suggestthatcriticalthinkinginvolves "such
necessarilytranslateinto critical thinking things as the abilityto createlogical arguwithinanotherdiscipline.
ments based on the 'sociologicalimaginaGeertsen(2003a)suggeststhatthe type of tion' andto supportthoseargumentsempirithinkingof particularrelevanceto sociology cally." In exploringthe connectionbetween
is referentialthinking.One partof referen- multicultural
educationand the sociological
tial thinkingconsists of conceptualizing,a imagination, Thompson and Tyagi
process of critical thinking that involves (1993:195-6)proposethat "[u]ltimatelythe
identifying multiple examples, analyzing sociologicalimaginationwill be fully develexamplesfor commonalities,distinguishing oped through the ability of multicultural
examplesfromnon-examplesand determin- educationto train studentswho can critiing the underlying conceptual structure. cally examine the relationsbetween indiuses analyticalthinkingto viduals and their society and can question
Conceptualizing
considerhow multipleexamplesof a con- powerrelations...."Othershave referredto
cept can be brokendown into theircompo- "sociologicalthinking"or "criticalpedanentpartsto identifykey commonattributes gogy" which contain aspects of critical
of the concept(Geertsen2003b). The sec- thinking and social critique (Stoecker,
ond type of referentialthinkingis contextu- Mullin,Schmidbauer,
andYoung 1993).
We suggestthat sociologists'interestsin
alizing, a reflective thinkingprocess that
involves identifying linkages between an differenttypes of critical thinkingcan be
immediateproblemand larger social con- broadly encompassed under the term
texts. Contextualizinginvolves using vari- "criticalsociologicalthinking."We prefer
ous examplesof how a particularconcept this term to Geersten'sreferentialthinking
takeson multiplelayers of meaningin lar- because it explicitlyhighlightsthe imporger contextswhile still retainingits essential tance of sociological knowledge and the
definingattributes(Geertsen2003b). Geert- sociological imaginationin making judgsen's notion of contextualizingembodies ments about the social world. In other
Mills' conceptof the sociologicalimagina- words,criticalsociologicalthinkingis not a
tion. Accordingto Geertsen(2003a:13):
broadthinkingprocessapplicableto different disciplines. It requires sociological
Contextualized
thereflective knowledgeand skills and the abilityto use
thinking...enables
thinkerto see thatmanyprivatetroublesare this knowledgeto reflect upon, question,
of unresolved
expressions
publicissuesand and judge informationwhile also demontherebyembracespart of what C. Wright stratinga sensitivityto and awarenessof
Millscallsthe sociological
that
imagination;
social and cultural contexts. While it involves a combination of the types of thinking described by Geersten (2003a) as critical
judging and referentialthinking in that it
Geertsen's (2003a) notion of referential
both conceptual judging (narrowed
requires
thinking speaks to the type of disciplineand contextual judging
perspectives)
specific, higher-level thinking sociologists
(expanded perspectives), critical sociologiis, it directsthe thinker'sattentionto the bigger picture....
488
TEACHING SOCIOLOGY
EMPIRICALSTUDIES
OF CRITICALTHINKING
Despite the ambiguity and overuse of the
term critical thinking (as seen in the previous section), there has been much more
theoreticalwork on this topic than empirical
investigation. In Paul Baker's (1981:326)
insightful article on critical thinking, he
asks: "If critical thinking is so important,
why have so few sociologists designed testing methods which can demonstrate the
achievement of such educational aims?"
Nearly two decades later, sociologists continue to recognize the value of teaching
critical thinking and many have proposed
teaching strategies to encourage students'
growth in this area, but very few have empirically tested critical thinking. Obviously,
developing reliable and valid measures presents a daunting task, in part because there
is so little empirical research from which to
draw and also because such highly complex
learning is not easily tapped by standard
measurement techniques. As Browne and
Litwin (1987:390) argue: "Critical thinking
is a process, not a body of knowledge like
vocabularythat can be mastered."
Baker (1981) and Norris and Ennis (1989)
provide extensive reviews of the literature
on critical thinking, including information
about standardizedexams to assess critical
thinking. For instance, Norris and Ennis
(1989) offer a useful overview of commercially available tests as well as guidelines
for constructing and using both multiplechoice and open-ended tests of critical
thinking that could be adapted to course
material. However, most assessment tools
have been developed by non-sociologists
and do not relate specifically to sociological
content. Also, Baker (1981) and Norris and
Ennis (1989) do not offer any results of
empirical studies using these assessment
tools.
A few sociologists have attempted to
measure critical thinking. Logan (1976)
developed a test using 20 items, each of
489
usesad hominemarguments.
four sections of a Sociology of Marriage
"*fails to definekey termsor uses circular and Family course that were taught over
definitions.
"*insensitiveto weaknessesand contradic- by the same instructor, used identical outtionsin own logic and/orevidence.
490
3. A clearandconcisediscussionof the extent
to which and how individualsor groups
have managedto alterthis relationshipdynamic.You shouldprovideevidencefrom
readingsor lecture to substantiateyour
claims.
The explicit instructionsgiven to students
encourage them to demonstratetheir ability
to think critically rather than their inclination to do so (Logan 1976). In other words,
we are testing whether students are able to
produce evidence of critical sociological
thinking in their writing when asked to do
so. It should also be noted that students received this exam both during the first week
of the semester and at the end of the term.
Throughout the semester, the instructor
repeatedly urged students to consider these
questions in relationship to specific topics
covered.
All 207 students enrolled in the four
classes took the final exam. Of these, 81
percent agreed to have their exams used in
this study. In all, there were a total of 167
cases analyzed, about 40 from each section.
Eighty percent of the respondents were
women, and 79 percent were Liberal Arts
majors.
Measures
Building upon the work of Green and Klug
(1990) and Geertsen (2003a), we developed
eleven items that tapped aspects of critical
sociological thinking. Five items reflect
conceptualized thinking (Geertsen 2003a)
and involve the ability to narrow down and
analyze an issue by using examples, analyze
two sides of an issue, and so on (see items
1-5 below). Four items concern contextualized thinking and tap into thinking generally
associated with the sociological imagination
(see items 6-9 below). In addition to specific indicators, we used holistic measures
of critical thinking (iteml0 below) and sociological imagination (item 11). Each item
was rated on a 1-5 scale, with 5 indicating
stronger skills. The scale items are as follows:
TEACHINGSOCIOLOGY
1. Uses examples(5= sufficientnumber,used
1= noneand/orusedinapproappropriately;
priately)
2. Examplesarepertinent/relevant
to argument
(5 =meaningful/pertinent;
1= unnecessary/meaningless)
3. Reasoning(5=clear, complete;1= vague,
inadequate)
4. Bias(5= neverappealsto prejudice,prevailing opinion, feelings; 1l=oftenappealsto
prejudice,prevailingopinion,feelings)
5. Mentionstwo sides of an issue (5= often;
presentsalternativeperspectivesor arguments;1l=never;presentsonly one side of
the issue)
6. Indicatesan awarenessof social structural
contexts (e.g., class, gender, age, race,
religion, sex orientation)(5=clear, meancontexts;
ingfulmentionof social structural
1=no mention)
7. Indicatesan awarenessof historicalcontexts
mentionof historicalcon(5= appropriate
texts;1= ignoreshistoricalcontexts)
8. Indicates an awarenessof cross-cultural
contexts
men(5 =appropriate
tion/descriptionof cross-culturalcontexts;
1= ignorescross-cultural
contexts)
9. Uses sociologicalconceptsto illuminateand
analyze the issue (5= several appropriate
conceptsused;1l=noneused)
10.Demonstratescritical thinking (5=high
level; 1l=verylittle)
11.Demonstrates sociological imagination
(5=clear awarenessof private/publicconnection;1=completelyunaware)
The exams were coded by two advanced
graduate students who were familiar with
the study and who had taught the course in
the past. About 20 percent of the exams
were coded by both individuals in order to
test inter-coder reliability. The findings
suggested that exact matches in codes averaged only about 46 percent. However, 85
percent of the time, coders were only one
point off from each other (e.g., 4 versus 5
on a five-point scale).
Analysis
We begin by presenting means, standard
deviations, and bivariate correlations for
491
4.05
1.00
Examplespertinent
4.20
1.04
Reasoning
Bias
3.73
1.06
4.00
1.05
Two-sides
3.83
.93
Awaresocialstructure
3.99
1.00
Awarehistoricalcontexts
3.60
1.49
Awarecross-cultural
1.80
1.30
Use sociologicalconcepts
4.08
1.04
Criticalthinking(holistic)
3.76
.99
Sociologicalimagination
(holistic)
3.87
1.04
DISCUSSION
Development of students' critical thinking
abilities is considered to be a core learning
goal in sociology. For decades scholars
have explored creative strategies to help
students achieve this goal. Unfortunately,
despite this attention, the concept of critical
thinking has remainedunclear. Further, few
sociologists have attempted to test empirically whether such strategies are effective in
enhancing critical thinking. In fact, few
measures of critical thinking in sociology
have been developed to facilitate this type
of discovery.
In this study, we considered some of the
various ways sociologists have defined critical thinking. We propose the concept of
"critical sociological thinking" to refer to
the ability to evaluate, reason, and question
492
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CRITICALSOCIOLOGICALTHINKING
Table 3. Results of factor analyses using all
critical sociological thinking items.
Component 1
Component 2
Uses examples
.821
-.005
Examplespertinent
.797
.150
Reasoning
.904
.004
Bias
.456
.308
Two-sides
.836
-.007
.859
.008
Aware historicalcontexts
.218
.740
Aware cross-cultural
.168
-.703
.766
.008
Criticalthinking(holistic)
.938
.004
Sociological imagination
(holistic)
.941
.007
.774
Examplespertinent
.740
Reasoning
.867
Two-sides
.783
.825
.708
Criticalthinking(holistic)
.912
Sociological imagination
(holistic)
.926
493
494
TEACHINGSOCIOLOGY
Despite
limitations,
scale developed here has importantuses for
researchers and instructors. For research
purposes, the scale could easily be used to
measure performanceon other types of student writing, in debates, on essay exams,
CRITICALSOCIOLOGICALTHINKING
and in class participation. As an instructional tool, the scale could be used as a
scoring rubric for essay exams, debates, or
other student work. Secondly, because the
scale presented here reflects some of the
key components of critical sociological
thinking, it can be used to guide curriculum
design by identifying key learning goals that
should be addresssed. Third, when using
this scale to assess students' work, we can
identify gaps in our teaching. For instance,
it became clear to the instructor of the
courses used in this study that greater attention needed to be paid to cross-cultural factors after realizing so few students offered
such evidence in their final exams. We believe students must be taught how to think
critically and sociologically in order to demonstrate such skills on an outcome measure
(Logan 1976); thus, when students perform
poorly on one or more of the items discussed here, it may be an indication of areas
that need to be more carefully addressed in
our teaching.
In conclusion, this study represents an
initial attemptto clarify what critical thinking in sociology involves and to create empirical measures of critical sociological
thinking. Our efforts discussed here represent a concerted effort but hardly a definitive one. More research is needed to help
improve our understanding and measurement of this importantlearning outcome.
REFERENCES
Baker, Paul J. 1981. "LearningSociologyand
AssessingCriticalThinking."TeachingSociology 8:325-63.
495
a Discipline.Washington,
DC: ASA Teaching
ResourceCenter.
Green,CharlesS. IIIandHadleyG. Klug. 1990.
"Teaching Critical Thinking and Writing
throughDebates: An ExperimentalEvaluation." TeachingSociology 18:462-71.
BerniceA PescosolidoandRonaldAminzade.
ThousandOaks,CA: PineForgePress.
Norris,StephenP. and RobertH. Ennis. 1989.
Evaluating Critical Thinking. Pacific Grove,
CA: MidwestPublications.
496
Wade, Carole and Carol Tavris. 1993. Critical
TEACHINGSOCIOLOGY
interestscenteraroundgender,family,andpower.She
is currentlyconducting
researchon the effectsof studentwritingon learningandproblemsfacingfirst-year
collegestudents.