Assessing course goals is often challenging; assessing an abstract goal, like empathy, can be especially so. For many instructors, empathy is central to sociological thinking. As such, fostering empathy in students is a common course goal. In this article, we report the initial findings of a semester-long assessment of empathy change in undergraduate students ( N = 619). We employ a mixed-methods research design that utilizes qualitative instructor data to determine independent instructor-level variables and student surveys to measure student empathy change. We compare empathy change between students enrolled in introductory sociology classes to students not enrolled in sociology classes and test which student and instructor variables predict empathy change. We find that students taking sociology classes have positive empathy change compared to those who do not. We interpret these findings as evidence that study of sociology promotes empathy development and discuss implications for the classroom and further research.

This study uses primary data from a community-based random sample of adults in historically lower-income African American (or Black) neighborhoods in Atlanta, Georgia (N = 352). The aim was to investigate whether there are race differences in perceived neighborhood conditions/amenities, and the potential conditional effect of race on the relationship between the perceived built environment and physical limitations. Findings indicate significant race differences in the perceived built environment and that the relationship between the perceived built environment and physical limitations is conditioned by race, whereby Whites experience greater physical health benefits from more neighborhood conditions/amenities than African Americans.

Men's relationships to gender-based violence (GBV) have long been an area of sociological inquiry, but until recently men have primarily been framed as perpetrators of violence against women. More recently, research on men and GBV has broadened to include studying men as victims/survivors, as investigators and law enforcement officers, as passive or active bystanders, and as allies in working to address this social problem. We review this research in an effort to bridge these divergent bodies of work; we identify methodological trends and gaps in existing research, make recommendations for improved theoretical and methodological robustness, and suggest that research perspectives on men and GBV have shifted over time as wider understandings of gender and masculinities become more hopeful and more inclusive. While we see optimism and promise in new directions of GBV research, we urge ongoing research to retain the wisdoms and critical perspectives that marked the beginnings of GBV inquiry. K E Y W O R D S domestic violence, gender-based violence, men and masculinities, men as allies, men as victims, rape, sexual violence 1 | INTRODUCTION Over the last half-century, research on gender-based violence (GBV) has expanded dramatically as scholars work to better understand the phenomena and thereby contribute to addressing GBV more effectively. In this article, we use GBV to include primarily physical sexual violence (i.e., rape, sexual assault, and so forth), intimate partner violence, and sexual coercion, but also other forms of interpersonal physical and non-physical violence imposed on