There is general agreement among sociologists that teaching social structure is a core component of a sociological curriculum. Despite this agreement, there are few guides for instructors on how to teach this key concept. Using the sociological literacy framework, this research examines the most popular undergraduate Introduction to Sociology…

This article examines the presentation of caste systems of stratification in U.S. introductory sociology textbooks. First, the "caste versus class" debate from the 1930s and 1940s is summarized and its competing perspectives are evaluated. Second, after an in-depth analysis of introductory sociology textbooks presenting material on the…

Teaching introductory sociology is one of the primary means by which sociologists mobilize knowledge. Ongoing critical reflection on the content of sociology textbooks is therefore an important disciplinary enterprise. The current critical moment in which many nations, institutions, and publics face a reckoning with their historic and current…

Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that…

This is a response to "'World Religions' in Introductory Sociology Textbooks: In Search of the Sociology."

A section on "world religions" (WRs) is now routinely included in the religion chapters of introductory sociology textbooks. Looking carefully at these WR sections, however, two things seem puzzling. The first is that the criteria for defining a WR varies considerably from textbook to textbook; the second is that these WRs sections…

This paper examines the textual coverage of the topic of work in Canadian English--language introductory sociology textbooks. Our findings are based on a content analysis of 21 Canadian texts published between 2008 and 2012. We found that only 12 of 21 textbooks included a chapter on work, suggesting that work occupies a peripheral position in…

We update Ferree and Hall’s (1996) examination of the stratification systems of gender, race, and class in introductory textbooks. Using a sample of textbooks from 2003 through 2010, we explore 24 introductory sociology textbooks to determine the relationship between categories of gender, race, and class and levels of analysis. Previous research…

We have updated Ferree and Hall's (1990) study of the way gender and race are constructed through pictures in introductory sociology textbooks. Ferree and Hall looked at 33 textbooks published between 1982 and 1988. We replicated their study by examining 3,085 illustrations in a sample of 27 textbooks, most of which were published between 2002 and…

Reviews eight current human sexuality textbooks for both their general organization and substantive content. Addresses specifically the content areas of sexual response cycle; sexual disfunction; acquaintance rape; AIDS and sexually transmitted diseases; extramarital sex; abortion; homosexuality; and pornography. Identifies as a recurring fault…

Mirroring increased cultural and disciplinary attention to sexuality, many introductory sociology textbooks have begun to include coverage of the topic. Our study first assesses the extent of textual coverage of sexuality in a sample of 38 introductory textbooks published after 2000. Secondly, we focus on 14 textbooks with a sexuality chapter…

Reviews the following Human Sexuality books: "Taking Sides: Clashing Views on Controversial Issues in Human Sexuality" (Francoeur, R.T., 1987); "Annual Editions: Human Sexuality" (Pocs, O., 1987); "Personal Issues in Human Sexuality" (Gordon, S. and Snyder, W., 1986); "Journey Into Sexuality: An Exploratory…

Over half of all the introductory sociology books on the market today pay relatively little attention to quantitative sociological methods and research design. (Author/DE)

Discusses a study in which 50 introductory college-level sociology textbooks were examined to determine how the concept of power was treated. Findings indicated that power is generally presented as a macro-level phenomenon, with emphasis on institutionalized and legitimated forms of power. (Author/DB)

The authors examined the crowd sections of 20 introduction to sociology textbooks, coding them for the presence of seven crowds myths--claims about crowds that have no empirical support and have been rejected by scholars in the field. The number of myths per book ranges from five to one. The authors conclude by making suggestions for rewriting…