Statistical literacy is critical for all sociology students because it facilitates academic and professional success, high-paying jobs, and informed citizenship. Most students, however, lack adequate statistical literacy to engage with sociological research. Within that general deficit, there are gender, racial, and social-class differences, with students from historically marginalized groups starting and staying behind. In this conversation, we argue that to deepen statistical literacy and reduce inequalities, instructors must be willing to sacrifice breadth of content to attend to students’ psychosocial needs throughout sociology curricula, especially in courses where quantitative methodology is not the core focus. We synthesize prior literature into a holistic psychosocial approach for teaching quantitative sociology content at all course levels: build interest and motivation, foster a growth mindset, develop statistical efficacy, encourage belonging, and challenge stereotypes.

中文翻译：

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深化学习和解决不平等：提高整个社会学课程统计素养的社会心理方法

统计素养对于所有社会学学生都至关重要，因为它有助于学术和职业成功、高薪工作和知情公民权。然而，大多数学生缺乏足够的统计素养来参与社会学研究。在这种普遍的赤字中，存在着性别、种族和社会阶层的差异，来自历史上边缘化群体的学生开始学习并留在后面。在这次对话中，我们认为，为了加深统计素养并减少不平等，教师必须愿意牺牲内容的广度，以在整个社会学课程中满足学生的社会心理需求，特别是在定量方法不是核心焦点的课程中。我们将先前的文献综合成一种整体的心理社会方法，用于在所有课程级别教授定量社会学内容：建立兴趣和动机，培养成长心态，发展统计功效，鼓励归属感，并挑战刻板印象。