Sociology is often portrayed as an errant discipline, driving forward without any apparent direction or purpose. We contend that these perceptions about the central tenets of our discipline derive from a lack of standardization of core material, which reduces the social value of sociology as a scientific field and erodes its credibility as a discipline. Insofar as common conceptual knowledge exists in the field of sociology, one ought to find evidence of it in the introductory textbook. To this end, our study examines 35 introductory sociology textbooks published in the 1940s (n=16) and the 1990s (n=19) in search of common concepts that represent cumulative core disciplinary knowledge. While our findings reveal uniformity in the structure of the textbooks' major chapter headings within their respective decades, our analysis of concepts—the language used to introduce disciplinary content—reveals that the vast majority are referenced by only one text, with fewer than three percent of all concepts shared in common. Moreover, neither the number of concepts introduced only once nor the variability in the total number of concepts referenced declined across the two decades. In sum, while introductory sociology textbooks are structured in similar ways, we find little commonality in the concepts used by texts' authors to frame the discipline, either within the two cross-sections or between them.

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The United States armed-forces-and-society intersection is explored comparing attitudes toward the wars in Iraq and Afghanistan among West Point, Reserve Officers’ Training Corps (ROTC), and civilian undergraduates. A survey was administered in January and February 2003 to determine if military affiliation is associated with attitudes toward sending troops into Afghanistan after the war started and Iraq before sending troops. Majorities of all students supported both war efforts, though United States Military Academy at West Point and ROTC cadets are somewhat more supportive of both wars compared to civilian students. However, most differences are explained by students’ gender and political affiliation, suggesting that differences between groups result from selection effects rather than cultural differences. The authors contend a fourth wave in civil-military affairs potentially has emerged in the immediate aftermath of 9/11 through a civil-military attitude fusion complicated by a gender-politics gap.

The current study examined attitudes of West Point cadets (N = 218), Reserve Officer Training Corps (ROTC) cadets (N = 509), and non-military-affiliated students from civilian colleges (N = 598) toward a variety of roles that women may serve in the military. Respondents were queried whether a woman "should" or "should not" serve in the following military jobs: jet fighter pilot, truck mechanic, nurse in a combat zone, typist in the Pentagon, commander of a military installation, handto-hand combat soldier, jet transport pilot, air defense gunner, and crew member on a combat ship. A metric based on a sum of approval across all jobs indicated that women were significantly more approving than men; civilian college students were more approving than ROTC cadets; and West Point cadets showed the lowest overall approval.Increasingly, women are serving their country as Soldiers, Sailors, Marines, and Airmen. As of the end of Fiscal Year 2005, women comprise 15% of military