The changing evaluation of knowledge: A study of introductory sociology textbook reviews, 1895–1979

1985 ◽  
Vol 5 (4) ◽  
pp. 347-360 ◽  
Author(s):  
Graham C. Kinloch
Keyword(s):  
Introductory Sociology ◽  
Sociology Textbook

Thoroughness in Explanation of Substructure-Superstructure Relations in Introductory Sociology Textbooks

2020 ◽  
Vol 48 (4) ◽  
pp. 313-326
Author(s):  
A. Olu Oyinlade ◽  
Zachary J. Christo ◽  
David W. Finch
Keyword(s):  
College Students ◽  
Online Learning ◽  
Max Weber ◽  
Introductory Sociology ◽  
Introductory Textbook ◽  
Sociology Textbook

The introductory sociology course is typically the only course most students take in sociology; hence, the introductory textbook becomes the only sociology textbook they may ever read as college students. The textbook, however, often lacks rigor in explaining concepts. This study focused on the thoroughness of explanations of the relations of substructure and superstructure of society by Karl Max (economic determinism) and Max Weber (ideological determinism) in a sample of introductory sociology textbooks. We found only one textbook to be consistently thorough in explaining both determinisms, and most textbooks were rated as low in their explanations of both concepts. We argue for greater thoroughness in introductory sociology textbooks, especially in the interest of students who participate in online learning and those who may not take another course in sociology and whose impression of the discipline would be framed by the introductory textbook.

Sociology and the Environment: An Analysis of Coverage in Introductory Sociology Textbooks

2005 ◽  
Vol 33 (2) ◽  
pp. 154-169 ◽  
Author(s):  
Tammy L. Lewis ◽  
Craig R. Humphrey
Keyword(s):  
Content Analysis ◽  
Positive Relationship ◽  
Social Problems ◽  
Environmental Issues ◽  
Environmental Sociology ◽  
Introductory Sociology ◽  
Award Winning ◽  
Key Concepts ◽  
The Impact ◽  
By Products

Using content analysis, this research examines the impact of the first 25 years of environmental sociology research on current introductory sociology textbooks. The investigators searched the texts for 40 key concepts in environmental sociology and for the inclusion of works by 20 award-winning environmental sociologists. On average, the texts cited 7 of the 40 key concepts. Eliminating multiple citations to a page, the total number of pages cited averaged just under three percent per book. On average, the texts cite four works by influential environmental sociologists. The texts, however, omitted some of the most central, unique concepts in the field. The texts typically treated environmental issues as social problems rather than as the by-products of institutionalized behaviors or practices. There tends to be a positive relationship between the sales of a text and the discussion of the environment.

Critical Thinking in Introductory Sociology Classes: A Program of Implementation and Evaluation

1992 ◽  
Vol 20 (1) ◽  
pp. 18 ◽  
Author(s):  
Norma J. Shepelak ◽  
Anita Curry-Jackson ◽  
Vernon L. Moore
Keyword(s):  
Critical Thinking ◽  
Introductory Sociology

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

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