TEACHING SOCIOLOGY - COMPARING UNDERGRADUATE CURRICULA IN THE UNITED-STATES AND IN ENGLISH CANADA

On the basis of theoretical arguments from the sociology of sociology and the sociology of knowledge, we explore how sociologists have const ructed the undergraduate curriculum. Focusing on sociological theory a nd research methods, we use survey data from departments and instructo rs in the United States and in English Canada. In addition to comparin g the degree of fragmentation versus unification that exists in underg raduate curricula, we explore six specific questions: the relative imp ortance of theory versus methods in teaching; the proportionate emphas is of quantitative methods teaching; the emphasis on classical versus contemporary theory; the extent of integration of theory with methods; the relation between theory/methods teaching and substantive courses; and the stress on sociology versus other courses in the undergraduate BA program. We find that the English Canadian curriculum is more Euro pean in flavor; it places relatively greater emphasis on sociological theory, especially classical training. In contrast, U.S. schools empha size research methods in the context of a more liberal arts program.