{"id":229,"date":"2023-12-04T19:12:05","date_gmt":"2023-12-04T19:12:05","guid":{"rendered":"https:\/\/thesocietypages.org\/firstpublics\/?p=229"},"modified":"2025-06-02T14:28:35","modified_gmt":"2025-06-02T14:28:35","slug":"intro-textbooks-as-public-sociology-a-conversation-with-lisa-wade","status":"publish","type":"post","link":"https:\/\/thesocietypages.org\/firstpublics\/2023\/12\/04\/intro-textbooks-as-public-sociology-a-conversation-with-lisa-wade\/","title":{"rendered":"Intro Textbooks as Public Sociology: Lisa Wade"},"content":{"rendered":"\n

Intro to Sociology classes are frequently the first and only contact many students will have with sociology, which also makes Intro textbooks an important platform for public sociology engagement. In this Dialogues<\/em> series, we interviewed four authors of Intro to Sociology textbooks and asked them to explore how their textbooks can facilitate students\u2019 first encounter with sociology while also promoting the reflection and practice of public sociology. In this third interview, we spoke to Dr. Lisa Wade, the author of Terrible Magnificent Sociology<\/em><\/a>, an Intro to Sociology textbook published by W.W. Norton. Check the first two interviews for this series here<\/a>.<\/p>\n\n\n\n

First Publics: <\/strong>We’ve read some of the pieces you <\/a>and Norton<\/a> have written about the textbook, but we wanted to hear from you firsthand. What motivated you to write Terrible Magnificent Sociology<\/em>? What were your goals for this book?<\/p>\n\n\n\n

Lisa Wade<\/strong>: The marketing materials have done a pretty good job of packaging my story, but that story is true! I\u2019m a first-generation college student. My extended family is all rural. My mom went to a one-room schoolhouse through middle school. My dad was drafted into the Vietnam War out of high school, when my mom married him. I didn\u2019t grow up on the farm, but I didn\u2019t feel that far off it.<\/p>\n\n\n\n

Being first-generation, I wasn\u2019t sure I\u2019d actually make it through college. I had so little cultural capital that, when I took the SAT, I didn\u2019t know what it was for. When I applied to colleges, I just applied to the ones on the beach. I didn\u2019t even like the beach! I just didn\u2019t know any other way to discern one school from another. I had no information, no college counseling, and my parents couldn\u2019t help me. I got into one college, thank goodness, UC Santa Barbara, and when my parents dropped me off to start my first year, it was the first time I’d ever stepped foot on a college campus. I was scared. <\/p>\n\n\n\n

I took Sociology 101 that year, and that scared me more. As we know, sociology is about understanding the things outside of us that are affecting our lives. My prospects didn\u2019t look so great from that point of view. Sociology was telling me that no matter how hard I worked, I wasn’t well positioned to make it. And working hard was all I had. Mentally, I just couldn’t accept what I was hearing. <\/p>\n\n\n\n

My sophomore year of college was also the peak of the HIV epidemic in the United States, and that was really terrifying, too. At that time, most everyone who contracted HIV died. I was already getting involved in sexuality activism on campus and so I was out begging my peers to wear condoms. But condoms break and monogamous partners aren\u2019t always faithful. That was scary, too. In the same way, I thought, if I just practice safer sex, I’ll be okay. But would I?<\/p>\n\n\n\n

Sociology responds to these kind of reassurances \u2013 about the benefits of working hard and wearing condoms \u2013 with \u201cWell, maybe.\u201d  I just couldn’t handle that information as a young person. So, Sociology 101 was my worst grade in college (I didn\u2019t want to put the \u201ccorrect\u201d answers on the tests, even if I knew them). I majored in philosophy. It\u2019s overconfidence about truth with a capital T was reassuring.<\/p>\n\n\n\n

Much later, as my career in sociology was maturing and I was thinking about what I wanted to do next, that early experience of being frightened away from sociology \u2013 especially given how much I came to love it \u2013 was still quite present for me. I worried that experiences like mine could scare people off of sociology forever. So, I wanted to write an intro to sociology that acknowledged that and was organized around the kind of emotional work we need to do to make sociology accessible. And one way to do that, of course, was to lean into how wonderful it is, right? So let’s go ahead and feel all the scary things and face them head-on \u2013 all of what C. Wright Mills calls “terrible\u201d \u2013 but let\u2019s also bring forward, in a heavy-handed way, all the \u201cmagnificent\u201d things about sociology. And that, of course, is the origin of the title, thanks to Mills. <\/p>\n\n\n\n

That was a really big part of the motivation, and a big part of how I thought to write a book that would be accessible to first-gen students like myself, and others who are marginalized in academia. I did this not by making the ideas simple, but by making them irresistible<\/em>. I thought I could help students push themselves to overcome some of their fears of higher ed and the deprivations of their previous educational experience if I made the book worth <\/em>reading. If it was rewarding emotionally, intellectually, and pragmatically, this would inspire students to keep coming back to it all semester.<\/p>\n\n\n\n

First Publics:<\/strong> Thank you for sharing that biography of the book. You mentioned how you hope the students will encounter the book. How else do you hope the book will be used by students and instructors? <\/p>\n\n\n\n

Lisa Wade:<\/strong> While I was writing, I assumed that most students would take one sociology class, just this one. Of course, I want them to take all the sociology classes! But I assumed not, and I wanted them to leave this one class feeling empowered. <\/p>\n\n\n\n

I noticed that a lot of introductory texts had a very inspiring conclusion, but I wanted to do a little better than that. <\/p>\n\n\n\n

First, I tried to empower by giving students real knowledge about how harm is done in and by society. One of the totally new chapters in my book is on the social structure. Most books discuss the idea briefly in an introduction to a section on social institutions, but I felt we needed a whole chapter because it\u2019s one of the most difficult concepts in sociology to understand, and also one of the most important. This chapter is paired with another innovative chapter called \u201cElite Power,\u201d which is all about the elites that so often go unscrutinized: Who are these people? How do they grasp power? How do they wield it? And how do they legitimate it?<\/em> <\/p>\n\n\n\n

Now, those two chapters don\u2019t sound very inspiring, but I think knowledge is power, so the book is really giving students an understanding, not just that there are these dark clouds over some people’s lives, but about what exactly is going on. <\/p>\n\n\n\n

Then, in the last three chapters of the book, I lean very heavily into showing that people are already working hard on making the world a better place. After \u201cElite Power\u201d is \u201cPower to the People,” a social movement chapter where I highlight many examples of young people who are doing amazing things in our society. And it\u2019s really easy to show a very diverse range of young people, because that\u2019s often who is at the front lines of these fights. In that chapter, I start with Frances Fox Piven’s idea of \u201cinterdependent power,\u201d which is the power of non-cooperation. I\u2019m trying to show rather than just tell them that they have much power, even as individuals, but especially together.<\/p>\n\n\n\n

The chapter before the conclusion is called \u201cOur Future on Earth,\u201d and it is the chapter in which I introduce the idea of globalization and world systems theory. But it\u2019s also heavily organized around the climate crisis and climate activism. That is a perfect example of how young people are literally changing the world. I will admit to tearing up every so often when writing that chapter. Young people are genuinely inspiring.<\/p>\n\n\n\n

First Publics: <\/strong>Great! How do you think textbooks in general and your textbook specifically can help teachers and students practice public sociology? How does that connection happen? And how do you perceive your book doing that?<\/p>\n\n\n\n

Lisa Wade: <\/strong>I think one of the biggest obstacles to taking our sociological imagination out into the world and making change is just overwhelm<\/em>. There are a thousand things we want to do, and no time to do any of them. Our students — even mine who are very privileged — are feeling overwhelmed, as they sign up for too many clubs and take too many classes and feel fearful about whether they\u2019re gonna do enough in college to make them stand out on the other side. <\/p>\n\n\n\n

But of course, those aren\u2019t the typical college students. The typical college student is a parent, or they\u2019re taking care of their parents or siblings, or they\u2019re working to pay their own tuition, or they\u2019re helping someone else get through school. And that\u2019s the challenge: I think that, in some ways, it\u2019s a lot easier to inspire people than it is for inspired people to find time. <\/p>\n\n\n\n

So, one thing I\u2019ve decided to do for the second edition is include a supplemental chapter that poses answers to the question, \u201cWhat now?\u201d <\/em>Rather than saying, \u201cOh, Michelle Obama was a sociology major, you could be too,<\/em>\u201d or \u201cHere’s something you can do with a sociology major\u201d<\/em>, my idea is to inspire students to embrace sociology at whatever level they can. The first level is guidance about how to just keep thinking sociologically. The next level would be like, \u201cOkay, maybe you want to be a nurse or a paralegal or start a business. What\u2019s one more sociology class you could take<\/em> that would help you be more sociological in that occupation?<\/em>\u201d And so on. I am trying to think about overwhelm and how I can meet students where they are in terms of growing their capacity to build sociology into their lives. <\/p>\n\n\n\n

First Publics:<\/strong> We\u2019ve been thinking about the kind of challenges involved in writing a textbook with the goal of public sociology in mind. Helping students deal with overwhelm is surely one of these challenges. What other kinds of challenges did you consider? <\/p>\n\n\n\n

Lisa Wade:<\/strong> I worked hard to expand the scope of students who would feel like they belonged<\/em> in sociology, not just as research subjects but as researchers. I believe I\u2019m the first author to write an intro sociology book that breaks out of the canon of Marx, Weber, and Durkheim. They, of course, appear in the book, and they get lots of kudos and attention, as well as they should. But I don\u2019t set them apart from the many other scholars of the same era who made important contributions to sociology. Typically, you would see DuBois and Jane Addams, maybe, highlighted in the theory chapter alongside a mea culpa<\/em>. I don\u2019t do that. They\u2019re just in<\/em> the book. And so are Anna Julia Cooper, Harriet Martineau, Ida B. Wells-Barnett, Charlotte Perkins Gilman, Oliver Cox, Marianne Weber, Charlotte Perkins Gilman, and others. <\/p>\n\n\n\n

And so, if you read my book, you get the sense from the beginning that sociology is an inclusive field. I do address our own history of exclusion in the supplemental material on the evolution of the field, but I decided that at some point we had to start presenting the field it always should have been. <\/p>\n\n\n\n

Of course, I include a diverse set of contemporary sociologists, too. I tried to make sure that no matter who you are \u2013 if you were trans, an immigrant, a single mom, a person with disabilities \u2013 there would be a sociologist profiled who you could identify with. <\/p>\n\n\n\n

Then, I foreground standpoint theory. I try to make it clear, both explicitly and subtly, that difference is an epistemic resource. I say so in the introduction. I introduce standpoint theory, and I argue that we need everybody involved in sociology if we want to get to the truth. But also, throughout the book, whenever I introduce a scholar, I spend a short paragraph or two giving some information about that person that ties into their insight. <\/p>\n\n\n\n

So, for example, Charles Horton Cooley was a shy, awkward child with very high-achieving parents who had very high expectations for him. He felt very intimidated by their gaze. Arguably that translated into his capacity to come up with his idea of a \u201clooking-glass self.\u201d I do that throughout the book. I say, \u201cSure, maybe being Black helped W.E.B. Du Bois see things that other people couldn\u2019t see, and maybe being a woman helped Charlotte Perkins Gilman in the same way, but also being shy and awkward helped Charles Horton Cooley, or being from a family that was anxious about their reputation helped Goffman come up with \u201cimpression management,\u201d <\/em>and so on and so forth. I tried to make clear the value of everyone\u2019s perspective by constantly showing throughout the book that everybody’s perspective is in fact really valuable. <\/p>\n\n\n\n

That was a really big part of the motivation, and a big part of how I thought to write a book that would be accessible to first-gen students like myself, and others who are marginalized in academia. I did this not by making the ideas simple, but by making them irresistible<\/em>.<\/strong><\/p>– Lisa Wade<\/strong><\/cite><\/blockquote><\/figure>\n\n\n\n

First Publics:<\/strong> Did you face any other political or practical challenges in writing a textbook with this kind of public sociology orientation in mind? What was it like to write the book?<\/p>\n\n\n\n

Lisa Wade:<\/strong> It\u2019s amazing! It\u2019s wonderful! I love writing, and I love sociology, and I love teaching. The writing process was a delight, and I hope that my enthusiasm comes across. I loved finding new and exciting ways to describe something or discovering a fresh and effective example. I was kind of sad when I was done! <\/p>\n\n\n\n

The thing I worried about the most was the price. Currently, our hard copy is $74 and our ebook is $37. I don\u2019t think that\u2019s too <\/em>bad. I wish it were better, but I\u2019ve learned a lot more about what Norton does to help students learn, help faculty teach, and make classes fun, and easy, and productive. I understand that that takes a lot of effort and work. So, I know the book has to cost something, but I did try to make sure that it was as affordable as possible.<\/p>\n\n\n\n

First Publics: <\/strong>Great! <\/strong>And <\/strong>are you working on the next edition now?<\/p>\n\n\n\n

Lisa Wade: <\/strong>Yes! It takes a long time to revise it when you have twelve chapters, an introduction, a conclusion, and three supplemental chapters! Most Intro books are on a two-year revision schedule, but we\u2019re on a three-year schedule. We feel like the book has more staying power because I tried to use timeless examples rather than ones closely tracking pop culture. In revisions, we\u2019re integrating methods more deeply into every chapter and trying to do more around decolonization in addition to de-canonization. We\u2019re just at the beginning. We’re excited, but it is going to be a while before anyone sees it. <\/p>\n\n\n\n

First Publics:<\/strong>  Do you have anything else that you would like to add? Anything else you’d like our readers to know?<\/p>\n\n\n\n

Lisa Wade:<\/strong> I just wanted to thank you all for doing this! And I hope your project helps replace some of the cynicism about textbooks with enthusiasm. I think that, as college has become more expensive, textbooks have been a scapegoat for problems of affordability. And many are obviously too expensive. But I also think a well-written and well-supported textbook can be an incredible pedagogical tool, especially in intro classes. So, I’m going to keep pouring love into Terrible Magnificent Sociology<\/em> and hoping that it makes a difference. <\/p>\n\n\n\n

<\/p>\n\n\n\n

Lisa Wade<\/a> is an Associate Professor at Tulane University with appointments in Sociology, the Gender and Sexuality Studies Program, and the Newcomb Institute. She is the author of American Hookup: The New Culture of Sex on Campus; an introduction to sociology titled Terrible Magnificent Sociology; a sociology of gender textbook, Gender: Ideas, Interactions, Institutions, with Myra Marx Ferree; and numerous other research publications. Her newest project documents undergraduate social life during the pre-vaccine pandemic. As a public-facing scholar, Lisa works to make her and others\u2019 scholarship engaging to a public audience. You can find her online at lisa-wade.com<\/a> and on Threads at @lisawadephd. <\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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