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 constructed the undergraduate curriculum. Focusing on sociological theory and research methods, we use survey data from departments and instructors in the United States and in English Canada. In addition to comparing the degree of fragmentation versus unification that exists in undergraduate curricula, we explore six specific questions: the relative importance of theory versus methods in teaching; the proportionate emphasis 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 European in flavor; it places relatively greater emphasis on sociological theory, especially classical training. In contrast, U.S. schools emphasize research methods in the context of a more liberal arts program.