Developing a More Inclusive Sociology Curriculum: Racial and Ethnic Group Coverage in Thirty Introductory Textbooks

Abstract

The primary goals of sociology courses include the development of a fuller understanding of interpersonal interaction and, as a result, improved effectiveness in social relationships among students. In view of the heterogeneity of the United States population, our courses must provide information about a wide variety of groups in order to achieve these goals and to enhance the sensitivity of all our students. Beyond our classrooms, however, we must assume leadership in labeling cultural diversity as an important issue for the entire college community. We are uniquely situated to assume this responsibility because our discipline has investigated the topics of privilege and oppression in society from its beginning. In addition, as accreditation organizations encourage our institutions to define goals and assess outcomes in education, we must clarify our expectations for college graduates. We must accept our responsibility to develop literacy, but along with computer, writing, and numerical competence, we must insist on ethnic literacy as a basic requirement for effective behavior. Our graduates must be prepared to function effectively in the global village and to understand the world of diversity. Members of culturally diverse groups are increasingly aware of the history and tradition that they share with other members of their group and are demanding recognition of their contributions to society throughout the curriculum. Ignoring their achievements perpetuates the failure to recognize a substantial portion of social reality. Our scientific responsibility for accuracy and comprehensive explanation should not permit this to happen. Therefore our research and teaching should reflect an increased commitment to such