Symbolic Interactionism in Introductory Textbooks: Coverage and Pedagogical Implications

Carrothers, Robert M.; Benson, D. E.

doi:10.2307/3211306

Cited by 11 publications

(10 citation statements)

References 27 publications

(20 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From the day they are born, humans interact with other members of their society, learning the meanings and behavioral expectations of social roles and statuses. In this sense, Stryker followed the structural school of symbolic interactionism articulated in the Iowa School (Carrothers and Benson ; Meltzer, Petras, and Reynolds ; Serpe and Stryker ). Stryker's work, therefore, drew on macrosociological ideas such as social systems, statuses, and roles, and connected them through the notion of internalization to the development of the self, which, in turn, influenced behavior.…”

Section: Common Roots Different Stemsmentioning

confidence: 99%

Two Faces of Self and Emotion in Symbolic Interactionism: From Process to Structure and Culture—And Back

Francis

Adams

2018

Symbolic Interaction

View full text Add to dashboard Cite

During the heyday of modernist sociology, two theories emerged within symbolic interaction, each attempting to refine and extend aspects of Mead's framework: Affect Control Theory and Identity Theory. The similarities between these two different theories have led to confusion as well as speculation about their continuance as separate theories. We trace the development of both, contrast their foci and contributions, and outline paradigmatic changes that may reconcile some differences. In addition, we highlight the growing potential for interface with processual symbolic interactionist work, and the possible benefits for all such “faces” of the framework.

show abstract

Section: Common Roots Different Stemsmentioning

confidence: 99%

Two Faces of Self and Emotion in Symbolic Interactionism: From Process to Structure and Culture—And Back

Francis

Adams

2018

Symbolic Interaction

View full text Add to dashboard Cite

show abstract

“…Introductory sociology textbooks have been used to examine the inclusion or exclusion of a range of topics from disability (Taub and Fanflik 2000) to symbolic interactionism (Carrothers and Benson 2003) to sexuality (Suarez and Bajlaji 2007). Several studies have examined gender, race, and class independently, while a few have focused more specifically on the relationship between gender and race in textbook illustrations.…”

Section: Coverage Of Gender Race and Class In Textbooksmentioning

confidence: 99%

Intersections of Gender, Race, and Class in Introductory Textbooks

Puentes

Gougherty

2012

Teach Sociol

View full text Add to dashboard Cite

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 found that textbooks primarily discuss gender at the micro level, race at the meso level, and class at the macro level. Replicating previous approaches by using index citations, we find evidence that gender is linked to socialization much more than race and class, and there is evidence that class is still more likely to be discussed at a macro level. Our content analysis findings show a similar pattern, but also some evidence for the increased inclusion of theories and examples that examine gender, race, and class at multiple levels of analysis. Implications of these findings are discussed.

show abstract

“…While textbooks are only one aspect of education, they are included in the majority of university courses and therefore impact students' understanding of the course material (see Carrothers and Benson 2003;Clump et al 2004;Hood 2006). Although it may seem to be an obvious point, data do indicate that at least some students do, in fact, make use of their textbooks, albeit at different times.…”

Section: Introductionmentioning

confidence: 93%

Evolution and University-level Anthropology Textbooks: The “Missing Link”?

et al. 2009

View full text Add to dashboard Cite

Although studies analyzing the content of evolution curriculum usually focus on courses within the context of a biological sciences department or program, research must also address students and courses outside of the biological sciences. For example, using data solely from biological courses will not fully represent the scope of coverage of evolution in university education, as other fields, like anthropology, also utilize evolutionary principles. We analyzed the content of 31 university-level anthropology textbooks for the following: (1) presence of a definition of evolution in various sections of the textbooks, (2) accuracy and consistency of the definitions provided in the textbook sections, and (3) differences between textbooks for cultural and physical anthropology. Results of this study suggest that anthropology textbooks do not necessarily (1) provide a single definition of evolution or (2) provide an accurate, "baseline" definition of evolution when present. Additionally, substantive differences were observed between definitions provided in different sections within a single textbook, as well as between textbooks written for cultural anthropology and physical anthropology/archaeology courses. Given the inclusion of anthropology courses in general education curriculum at the university-level, we conclude that this situation may further exacerbate the misunderstanding of the basic tenets of evolution that university students have been repeatedly shown to demonstrate. We stress the role of the instructor in choosing textbooks that provide accurate information for students, as well as the responsibility they hold in providing a concise, accurate definition of evolution in social sciences courses.

show abstract

Symbolic Interactionism in Introductory Textbooks: Coverage and Pedagogical Implications

Cited by 11 publications

References 27 publications

Two Faces of Self and Emotion in Symbolic Interactionism: From Process to Structure and Culture—And Back

Two Faces of Self and Emotion in Symbolic Interactionism: From Process to Structure and Culture—And Back

Intersections of Gender, Race, and Class in Introductory Textbooks

Evolution and University-level Anthropology Textbooks: The “Missing Link”?

Contact Info

Product

Resources

About