Preface  (Page 2/2)

Features of openstax Introduction to Sociology

The following briefly describes the special features of this text.

Modularity

This textbook is organized on Connexions ( (External Link) ) as a collection of modules that can be rearranged and modified to suit the needs of a particular professor or class. That being said, modules often contain references to content in other modules, as most topics in sociology cannot be discussed in isolation.

Learning objectives

Every module begins with a set of clear and concise learning objectives. These objectives are designed to help the instructor decide what content to include or assign, and to guide the student with respect to what he or she can expect to learn. After completing the module and end-of-module exercises, students should be able to demonstrate mastery of the learning objectives.

Key features

The following features show students the dynamic nature of Sociology:

• Sociological Research: Highlights specific current and relevant research studies. Examples include “Is Music a Cultural Universal?” and “Deceptive Divorce Rates.”
• Sociology in the Real World: Ties chapter content to student life and discusses sociology in terms of the everyday. Topics include “Secrets of the McJob” and “Grade Inflation: When Is an A Really a C?”
• Big Picture: Features present sociological concepts at a national or international level, including “Education in Afghanistan” and “American Indian Tribes and Environmental Racism.”
• Case Study: Describes real-life people whose experiences relate to chapter content, such as “Catherine Middleton: The Commoner Who Would Be Queen.”
• Social Policy and Debate: Discusses political issues that relate to chapter content, such as “The Legalese of Sex and Gender” and “Is the U.S. Bilingual?”

Section summaries

Section summaries distill the information in each section for both students and instructors down to key, concise points addressed in the section.

Key terms

Key terms are bold and are followed by a definition in context. Definitions of key terms are also listed in the Glossary, which appears at the end of the module online and at the end of the chapter in print.

Section quizzes

Section quizzes provide opportunities to apply and test the information students learn throughout each section. Both multiple-choice and short-response questions feature a variety of question types and range of difficulty.

Further research

This feature helps students further explore the section topic and offers related research topics that could be explored.

Acknowledgements

Introduction to Sociology is based on the work of numerous professors, writers, editors, and reviewers who are able to bring topics to students in the most engaging way.

We would like to thank all those listed below as well as many others who have contributed their time and energy to review and provide feedback on the manuscript. Their input has been critical in maintaining the pedagogical integrity and accuracy of the text.

Faculty contributors

Nathan Keirns, Zane State College
Eric Strayer, Hartnell College
Heather Griffiths, Fayetteville State University
Susan Cody-Rydzewski, Georgia Perimeter College
Gail Scaramuzzo, Lackawanna College
Tommy Sadler, Union University
Sally Vyain, Ivy Tech Community College

Faculty reviewers

Carol Jenkins, Glendale Community College
Lillian Marie Wallace, Pima Community College
J. Brandon Wallace, Middle Tennessee State University
Gerry R. Cox, professor emeritus at the University of Wisconsin-La Crosse
David Hunt, Augusta State University
Jennifer L. Newman-Shoemake, Angelo State University, and Cisco College
Matthew Morrison, University of Virginia
Sue Greer-Pitt, Southeast Kentucky Community and Technical College
Faye Jones, Mississippi Gulf Coast Community College
Athena Smith, Hillsborough Community College
Kim Winford, Blinn College
Kevin Keating, Broward College
Russell Davis, University of West Alabama
Kimberly Boyd, Piedmont Virginia Community College
Lynn Newhart, Rockford College
Russell C. Ward, Maysville Community and Technical College
Xuemei Hu, Union County College
Margaret A. Choka, Pellissippi State Community College
Cindy Minton, Clark State Community College
Nili Kirschner, Woodland Community College
Shonda Whetstone, Blinn College
Elizabeth Arreaga, instructor emerita at Long Beach City College
Florencio R. Riguera, Catholic University of America
John B. Gannon, College of Southern Nevada
Gerald Titchener, Des Moines Area Community College
Rahime-Malik Howard, El Centro College, and Collin College
Jeff Bry, Minnesota State Community and Technical College at Moorhead
Cynthia Tooley, Metropolitan Community College at Blue River
Carol Sebilia, Diablo Valley College
Marian Moore, Owens Community College
John Bartkowski, University of Texas at San Antonio
Shelly Dutchin, Western Technical College

Supplements

Accompanying the main text is an Instructor’s PowerPoint file, which includes all of the images and captions found throughout the text and an Instructor’s test bank.

Disclaimer

All photos and images were licensed under a Creative Commons Attribution (CC-BY) license at the time they were placed into this book. The CC-BY license does not cover any trademarks or logos in the photos. If you have questions about regarding photos or images, please contact us at info@openstaxcollege.org.