KEITH AND ENDER (2004) claim that if soci-


ology has a disciplinary core, it “would logically be located in the introductory text-book ” (p. 20). Based on their extensive analysis of textbooks in the 1940s and 1990s, they conclude that since these books have no core, the discipline itself may have no core. Furthermore, since a science is supposed to have a conceptual core, Keith and Ender suggest that sociology may not be a science, or at least is not presented as one in introduction to sociology textbooks. This comment presents evidence that intro-duction to sociology textbooks are not re-flective of published sociological research and, therefore, the contents of these books’ glossaries tell us little about the current state of the discipline. Keith and Ender are not alone in claiming that introduction to sociology textbooks reflect the field. Several textbook authors in Teaching Sociology’s 1988 special issue on textbooks (Wagenaar 1988) make the same claim. For instance, Tischler (1988) claims that “Textbooks are a reflection of the disci-pline and the times; they are sure to change as the discipline changes and as ways of passing on knowledge change. As textbook writers we are not necessarily shaping the discipline, merely reflecting it ” (p. 372) (cf. Shepard 1988:395; Ballantine 1988). An alternative hypothesis is that books con-struct an “intro ” version of sociology by borrowing from each other, either directly or through the review process as reviewers demand inclusion of features from other books. “By putting topics into books (at the suggestion of reviewers and authors), we sometimes reify them as part of sociology when in fact they may not be ” (Fullerton 1988:354). This second hypothesis is sup-ported by studies of the textbook revie

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