The Presentation of Minorities in Marriage and Family Textbooks

Shaw-Taylor, Yoku; Benokraitis, Nijole V.

doi:10.2307/1319342

Cited by 9 publications

(6 citation statements)

References 13 publications

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“…Following the precedent of previous textbook reviews performed by Shaw-Taylor and Benokraitis, 1995; Stolley and Hall, 1996; Stone, 1996, we first created a coding sheet of key vocabulary we expected to see cited in the indices of the 12 texts based on our combined teaching and research experience in the field. As professional academics we worked in sociology, natural resources and interdisciplinary sustainability departments exposing us to a variety of terminology and cross-discipline communication.…”

Section: Methodsmentioning

confidence: 99%

Sustainability and engagement: strange bedfellows in the undergraduate textbook

Larkins

Wright

Dann

2018

IJSHE

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Purpose This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks. Design/methodology/approach In this paper, the authors’ findings are based on a content analysis of 12 textbooks published between 2005 and 2015. The authors generated the sample through three sources: a review of the offerings of five major academic publishers, title searches of academic databases and an examination of the syllabi compiled by AASHE. Texts that displayed a high degree of disciplinarity or those that were narrowly focused were rejected. A list of a priori codes was established in which the authors expected to find in the indices of the texts. This resulted in 21 expected a priori codes for which the authors assessed the sample texts to gauge the place of engagement in these materials. Findings The authors find that only two textbooks contained ten or more references to engagement. Overall, very little attention was paid to the ways in which individuals, groups or institutions can engage in action for a sustainable society. The authors argue that substantive changes in the writing of textbooks are necessary to provide students with comprehensive training on why engagement is critical. More diverse writing teams, attention to cultural obstacles and mindfulness of the politics of difference are recommended. Practical implications Practical implications include pedagogical methods aimed at better-informed students knowledgeable of the importance of public engagement in the sustainability transition. Social implications Social implications include a more dynamic socially sustainable educational experience for students, which is aligned with cutting-edge scholarship. Originality/value The authors know of no other research devoted to the analysis of engagement in contemporary sustainability textbooks. The authors hope to encourage writers of sustainability textbooks and their editors to incorporate more robust social science scholarship on pivotal topics such as how social change and action intersects with sustainability. Second, the authors seek to broaden a conversation about the role of public engagement in sustainability-focused textbooks and curricula.

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Section: Methodsmentioning

confidence: 99%

Sustainability and engagement: strange bedfellows in the undergraduate textbook

Larkins

Wright

Dann

2018

IJSHE

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“…Indeed, during a 13 year stretch, 42 articles were published in Teaching Sociology, employing the textbook as the unit of analysis. Many of these articles focus on textbooks within various specialty areas, including medical (Barnartt 1990(Barnartt , 1995, law (Berger 1989;Trevino 1998), marriage and the family (Greenwood andCassidy 1986, 1990;Mann et al 1997;Shaw Taylor and Benokraitis 1995;Stolley and Hill 1996;Zinn and Eitzen 1988), social theory (Lewis and Alshtawi 1992), human sexuality (Goettsch 1987;Hogben et al 1999), education (Mulkey 1990), race and ethnic relations (Niemonen 1993), research methods (Judkins 1994;Schutt 1987), statistics (Schacht 1990), social psychology (Schellenberg et al 1991), criminology (Wright 1987(Wright , 1990(Wright , 1994(Wright , 1995a(Wright , 1995bWright and Ducaji 1992), and social problems (Dolch 1990). Fifteen of these 42 articles are based on analyses of introductory sociology textbooks.…”

Section: The Problemmentioning

confidence: 99%

The Sociological Core: Conceptual Patterns and Idiosyncrasies in the Structure and Content of Introductory Sociology Textbooks, 1940-2000

Keith¹,

Ender

2004

Teach Sociol

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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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“…Textbooks have been used to study a wide range of substantive topics. For instance, they have been utilized as historical artifacts that tell us about early sociological concerns [Baker 1988;Brown 1976 [Ferree andHall 1990, 1996;Hall 1988Hall , 2000, racialized groups [Marquez 1994;Najafizadeh and Mennerick 1992;Niemonen 1993;Shaw-Taylor and Benokraitis 1995;Stone 1996], and various disadvantaged groups [Stolley and Hill 1996;Taub and Fanflik 2000]. Yet others have studied their function and formation [Baker 1988;Eitzen 1988;Fullerton 1988;Keith and Ender 2004;Judkins and Hand 1994;Macionis 1988;Manza, Sauder, and Wright 2010;Platt 2008;Stray 1994].…”

Section: Data Methods and Analytical Approachmentioning

confidence: 99%

Toward a Historical Sociology of Canonization: Comparing the Development of Sociological Theory in the English-, German-, and French-Language Contexts since the 1950s

Guzman¹,

Silver

Döpking

et al. 2023

Arch. eur. sociol.

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This paper adds to a vital international tradition of discussing the history of sociological theory by empirically investigating its structure, dynamics, and relationships. Our primary contribution to this tradition is to bring to the conversation a greater level of comparative and historical scope, a more systematic quantitative methodology, and a degree of reflexivity and synthesis. To do so, we examine some 670 editions of sociological-theory books geared toward students, published in English, German, and French between 1950 and 2020. Our empirical analysis highlights patterns, trends, and relationships among the theorists featured in these books, the narratives and approaches that define their visions of sociological theory, and the characteristics of the authors who wrote them. Our findings reveal some key intellectual as well as sociological factors associated with the changing composition of the canon.

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The Presentation of Minorities in Marriage and Family Textbooks

Cited by 9 publications

References 13 publications

Sustainability and engagement: strange bedfellows in the undergraduate textbook

Sustainability and engagement: strange bedfellows in the undergraduate textbook

The Sociological Core: Conceptual Patterns and Idiosyncrasies in the Structure and Content of Introductory Sociology Textbooks, 1940-2000

Toward a Historical Sociology of Canonization: Comparing the Development of Sociological Theory in the English-, German-, and French-Language Contexts since the 1950s

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