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Sociology and the Environment: An Analysis of Coverage in Introductory Sociology TextbooksAuthor(s): Tammy L. Lewis and Craig R. HumphreySource: Teaching Sociology, Vol. 33, No. 2 (Apr., 2005), pp. 154-169Published by: American Sociological AssociationStable URL: http://www.jstor.org/stable/4127521 .

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SOCIOLOGYANDTHEENVIRONMENT:AN ANALYSISOFCOVERAGE N INTRODUCTORY OCIOLOGYTEXTBOOKS*

Using content analysis, this research examines the impact of the first 25 yearsof environmentalsociology research on current introductorysociology text-books. The investigators searched the texts for 40 key concepts in environ-mental sociology and for the inclusionof works by 20 award-winningenviron-mental sociologists. On average, the texts cited 7 of the 40 key concepts.Eliminatingmultiplecitations to a page, the total numberof pages cited aver-

aged just under threepercent per book. On average, the texts cite four works

by influentialenvironmental ociologists. The texts, however, omitted some ofthe most central, unique concepts in the field. The texts typicallytreated envi-ronmental issues as social problems rather than as the by-productsof institu-

tionalized behaviors orpractices. Theretends to be a positive relationshipbe-tween the sales of a text and the discussion of the environment.

TAMMY . LEWIS

Muhlenberg ollege

ENVIRONMENTAL OCIOLOGISTSelebrated

the 25thanniversaryf theirAmericanSo-ciological Association(ASA) Section onEnvironmentand Technologyin August2001 at a nationalmeeting in Anaheim,California.Organizationally,he sectionhasdone well. In 2002, the Environmentnd

Technology section had 409 members,rankingt number 3 of ASA's 43 sectionsand sections n formationAmerican ocio-

logical Association2003). As part of the

anniversary,eadingscholars n the field--Frederick Buttel (2002), Riley Dunlap(2002), John Foster(2002), Loren Lutzen-hiser(2002),andAllanSchnaiberg2002)--presentedcandidaccountsof theirprofes-

CRAIGR. HUMPHREY

PennsylvaniatateUniversity-Universityark

sional lives as the innovators f environ-

mental ociology n a commemorativeym-posium.Thesymposium resentersaisedacentralquestion:Whatscholarly mpacthas25 yearsof researchn environmentaloci-

ologyhadon sociology n general?This paper continuesthat inquiry.We

ask:What mpacthas 25 yearsof research

by environmentalociologistshadon intro-

ductory ociology extbooks?We haveem-

piricalevidenceof the impactof environ-

mentalsociologyon mainstreamociologyjournals(Krogman nd Darlington1996).We have no wayof gauging,however,howclassroominstructorsare presenting his

scholarshipthrough assigned textbooks,especially in undergraduatentroductorysociologycourses.

Teaching nvironmentalociologymaybea wayto connectwithexisting tudentnter-est in environmentalssues and to create

greaterinterestin sociology. The topicsaddressedn environmentalociologyare ofinteresto ourstudents, ndto thepublic n

general. Polls regularlydocumenta highdegree of environmentaloncern (Guber2003) andexploringcurrent vents relatedto the environments one way that nstruc-torscan teachabout hesociologyof every-

*Thankso JeanBeaman, arlaB. Howery,andMichaelMurphyttheAmericanociologi-cal Associationorassistingwith nformation.At Muhlenberg ollege,thanks o William

Abruzzi,Richard iesenbaum,artha teven-son, and LindaWirth. Please directall corre-

spondenceo TammyL. Lewis,MuhlenbergCollege,Departmentf SociologyndAnthro-pology,2400ChewSt.,Allentown,A18104;e-mail:[email protected].

Editor's note: The reviewers were, in

alphabeticalrder,KarenEhrhardt-Martinez,PaulO'Brien,ndDianeTaub.

Teachingociology, ol.33,2005 April:54-169) 154



ENVIRONMENTAL SOCIOLOGY 155

daylife. Inaddition,discussing omeaspectof the environmentn introductoryourses

mayencouragemore studentso takeaddi-

tional sociology courses-since only ten

percentof studentswhotakeIntroductiono

Sociologycontinueheireducationn sociol-

ogy, this is animportantoncern.Ourdiscussion enterson threequestions

about heimpact f environmentalociologyfor teaching ociology.Whatarethemajortopicsof interest o environmentalociolo-

gistsandhow well aretheyreflectedn in-

troductoryextbooks?What

empiricalwork

exists aboutthe impactof the field on the

disciplineas a whole anddoes this impactextendto introductoryeachingmaterials?Whatdoes contentanalysisof introductorysociologytextbooksell us about he extentto which the concepts, heories,and schol-ars in the field of environmentalociologyarebeing representedn introductoryexts?We concludewith a discussion f theimpli-

cationsof our findings or introductoryo-ciology coursedesign and possiblefuture

introductoryociology exts.

ENVIRONMENTALOCIOLOGY:KEY TOPICSANDCONCEPTS

The studyof environmentalociology,ac-

cording to Buttel (1996), is scholarshipseeking to understandand articulate he

"materialmbeddednessf social life" (p.57). Environmentalociologists work to

specifythewaysthat societiesdependuponthematerial rbiophysicalnvironment,hecultural aluesandbeliefsthatpromptpeo-ple to use the environmentn particularways, and the implications f these socie-tal/environmentalnterrelationshipsor so-cial consensusand conflict. According othe official ASA website: "The term

'environment's understoodo encompassboth thenatural ndbuiltenvironment. he

term 'technology' s to be understood oinclude the origins and consequencesof

technology,sociologicalaspectsof techno-

logical risk and assessment, and]the im-

pactsof technologyon socialbehavior,or-

ganization,and environment"asanet.org

2003). Rudel(2002) identifies hree domi-nantareasof interestwithinenvironmental

sociology:environmentalttitudes, nviron-

mentalustice,and thepoliticaleconomyofthe environment. elow, we brieflyoutlinefourthemes n environmentalociology hatare reflectiveof Rudel's summaryof thefield: environmentalattitudes, environ-mentalmovementsof whichenvironmental

justice s a subset), hepolitical conomyofthe environment, nd an additionalheme,sustainableevelopment,whichreflects he

globalens of environmental

ociology.An

examinationf the ASA's mostrecentsyl-labi set for environmentalociology sug-gests, however,thatenvironmentalociol-

ogy coursescover a broadrangeof topicsand contents.At this time, environmental

sociology is not necessarilya coherentwhole andthedisciplines justbeginningo

developa canon Foster1999).1Work on the Human Exemptionalism

Paradigmndthe New Environmentalara-digmis central o sociologicalresearchonenvironmentalttitudesCatton ndDunlap1978, 1980;Dunlap ndCatton1979, 1983,1994;Dunlapand Jones2002; DunlapandVanLiere1984). Traditionalwesterncul-

ture, CattonandDunlap nsist,perpetuates"humanexemptionalist" ttitudestowardthe biophysical nvironment.Westernpeo-ple thinkthat socially constructed ulture

andtechnology xempthumansromnatural'Todevelopoding ategoriesorthecontent

analysishatollows,we consideredhesebroadthemes ndthe tableof contents f environ-mental ociologyexts andreaders.We alsosearchedusing bibliographicndices.First,usingSociologicalbstracts, e searchedub-ject = environmentalociologynd hendidasearcho "find elatedubjects."We alsodidthiswitha keywordeafchor "environmental

sociology"nd hen"find elated

ubjects."We

did the sametwo searches singWorldCat.Based on the overlappingerms on these listsandour knowledgeof the field, we shortenedthe list to fifty-threeerms.We thenshortenedtfurtherasedon initial eviewof a fewtexts.Some f the ermswere ar oospecificnddidnotshowupinanyof thetextsor strike s asrelevanto the coreof environmentalociology.



156 TEACHINGSOCIOLOGY

ecological limits. Environmental ociolo-

gistsareexaminingwhycertain roupshavebecomemorebiocentric nd/or nvironmen-

tally sensitive since the 1960s. They arealso examiningthe processes that createattitudechanges and the relationshipbe-tween attitude changes and behavioral

changes, such as participationn environ-mental movements, green consumerism,recycling, programs o protectbiodiverseenvironmentsuchasrainforests,ndso on.

The emergenceof environmentalociol-

ogy paralleledhe

emergenceof the envi-

ronmental movement in the late 1970s

(Humphrey, ewis,andButtel2002). Earlystudies examined the movements that

emergedaroundcrises such as the SantaBarbaraoil spill (Molotch 1970) and the

energycrisisof theearly1970s(Schnaiberg1975). In the last decade,researchon theenvironmentalustice movement has be-come one of the fastestgrowingareasof

scholarship in environmental ociology.Environmentalustice studies look at the

disproportionatempact of environmentalexternalitieson the lower classes, racialminoritiesand disempowered opulations.Studieswith a focus on race look at envi-ronmental acism. Scholars uchas RobertBullard 1992, 1993, 1994,2001) andBev-

erly Wright 1998), as well as civil rightsactivists,areworking o documentnviron-

mentalracism, and to developmediationpolicies thatpreventhigherrisks of expo-sure to toxic chemicals n residential om-munities f racialminorities.The 1982offi-cial decision o disposeof 3,200 cubicyardsof soil contaminatedy toxic chemicals nthe African-Americanommunity f Afton,NorthCarolinawasa pivotal ncidentn theenvironmentalustice movement(Bullardand Wright, 1986/87). The incidentpro-

voked a highly publicized ivil rightspro-test in NorthCarolina ndweddedenviron-

mental usticeto the American ivil rightsmovement orthefirsttime. Thismovementalso has ties to actions,such as those taken

by working class whites in Love Canal(Levine 1982), to protect working classneighborhoodsromenvironmentalegrada-

tion(Edwards 995).Environmentalacismand environmentallassismare both sub-sumed n our useof thetermenvironmental

justice.Otherormsof environmentalctiv-ism, such as movements o protectrainfor-ests and movementsor organic abelingofconsumerproducts,arepartof the generalcategory f the environmentalovement.

Sociologicalwork on the politicalecon-

omy of theenvironmentepresentshethird

major topic in environmental ociology.Schnaiberg's 1980) work and work by

Schnaibergand his students

(Gould,Schnaiberg, and Weinberg 1996;Schnaibergand Gould 1994; Weinberg,Pellow,andSchnaiberg000) on thetread-mill of productions central o this areaofthefield. The treadmillepresentsheforces

perpetuatingconomicgrowth n advanced

capitalist ndustrial ocieties. The increas-

ingly dominant ole of monopoly, ransna-tionalfirms in the perpetuationf environ-

mentalpollution,natural esource carcity,andthedisplacementf labor s at the heartof the productionreadmill.State officials

supporthetreadmill, venthoughenviron-mentaland laborproblemsgrow, because

corporateexpansionprovides the crucialtaxablewealthessential orthe financialifeof the state.Thus,thepoliticaleconomyof

growthbecomesan important rea in thefield.

The fourth key area of environmentalsociologyinvolves researchon sustainable

development.For developmento be sus-

tainable,the environment houldbe pro-tected, people's economic situationim-

proved, and social equity enhanced

(Humphrey,Lewis, and Buttel 2002: 225;also see Belsky 2003; Schnaiberg1997).The idea of sustainabledevelopmentwas

popularizedwith the 1987 Bruntland om-

mission Report, sponsoredby the UnitedNations,which tied economicdevelopmentto environmental rotection,rather than

posing hemas adversariesWorldCommis-sion on Environmentand Development1987). Development gencies,such as theUnitedStates'Agencyfor Internationale-

velopmentandthe WorldBank,have em-



ENVIRONMENTAL SOCIOLOGY 157

bracedthe concept,as have nationalgov-ernments, s evidenced y the establishmentof then-PresidentClinton's President's

Council on SustainableDevelopment.De-spitethe enthusiasmor the topic, environ-mentalsociologistshave viewed the topicskeptically Schnaiberg 997;Lewis2000),since the promiseof economicgrowthwith

equityandenvironmentalrotections a tall

glassto fill. Environmentalociologistswhoadvocate"ecologicalmodernization"ug-gest that technologycan be one way tomove toward ustainableevelopmentMol1997).Others uggest hatgreaterparticipa-tionby "civilsociety"andincorporationf

nongovernmentalrganizationsn environ-mentaldisputesmaylead to greater ustain-

ability Lipschutz 996;Rudel2003).

THEIMPACTOFENVIRONMENTALOCIOLOGY

Whensome of theleading

cholarsn envi-ronmentalociologydiscussed heimpact fthisrelativelynew field on sociologyat theAnaheimymposium,herewascontroversyand debate.Few presenters r members fthe audience, however, were sanguineenoughto arguethatenvironmentalociol-

ogy has been a smashing uccess. The titleof Allan Schnaiberg's aper, "Reflectionson My 25 Years Before the Mast of theEnvironmentand

Technology Section,"suggeststhat being a scholarlyinnovatorcanbe, at times,a stormynavigation rob-lem.

The themesand issuesraised n the sym-posiumrevolvedaround wo centralques-tions.First,has25 yearsof theorybuildingand research in environmentalociologycreated ignificantn-roads o other ields n

sociology?Second,has 25 yearsof schol-

arlywork in the field

broughtconsensus

amongenvironmentalociologistsas to thecentralproblemfor their work?

The answer to the first of these questions,the in-roads or impact question, is yes andno. The in-roads include a growing aca-demic job market for those trained in the

field and, in very recent years, publications

by environmentalociologists in the topjournals n sociologysuch as theAmericanJournalof Sociologyandthe AmericanSo-

ciologicalReview.The fact that in recentyearsenvironmentalociologistshave con-tributedto The BlackwellCompaniono

Sociology,the Encyclopedia f Sociology,and the InternationalEncyclopedia f theSocial and Behavioral Sciences certainlysuggests n-roads Buttel2002). Yet, onlytwo of the majorgraduate chools in theUnitedStatesofferenvironmentalociologyas a specialty rea Foster2002).

Recent ociologicalworkon theimpact fenvironmentalociologyon thedisciplinen

generalalso providesan optimisticview.

Krogmanand Darlington1996) trace the

developmentof scholarship n environ-mental sociology. They reportcounts ofarticles on the environment in nine

mainline, refereed sociology journals byyear from 1969 to 1994. "The numberofenvironmentalrticlesfrom 1990

through1994(total= 75)," Krogman ndDarling-ton write, "exceeds he number f environ-mentalarticles rom1985 to 1989 (total=

36)." Theseauthors henoptimisticallyn-fer: "Theconsiderablework in this areaindicatesa paradigmatichift in sociologyto theoryand research hat addresses he

reciprocalnatureor interrelations etweenhumanpopulationsand the environment"

(p. 50).The answer o the secondof theseques-tions, the centralproblemquestion, s yes."Theproblemof the 'treadmill f produc-tion'-belying sociology's traditional,un-

thinkingemphasison modernization nd

developmentat all costs-is central,"ac-

cording to Foster (2002:56). "Althoughcapitalist treadmill] roduction as had a

significantnternationalomponentor thelast

centuryat

least," Schnaiberg 2002)writes,"thebreadth nddepthof globaliza-tiontoday s unprecedented"p. 35).

Whiletheprogress nd mpactof scholar-ship in environmentalociologyis encour-aging, we have no way of gauginghowclassroominstructorsare presentingthisscholarlyworkthroughassigned extbooks,



158 TEACHING SOCIOLOGY

especially in undergraduatentroductorysociology courses. Most sociologists,his-

torically,have used exemptionalisteason-

ing andscholarship.Thisrepresents lim-ited treatment f the subjectthat fails to

incorporatemore recent developmentsnthe field.Hasthegrowing cholarlywork nenvironmental ociology permeated ntro-

ductory extbooksn sociology,or do eventhe mostrecent ntroductoryociology extsreflectDunlapand Catton'sHumanExemp-tionalistParadigm? his is the question owhich we now turn.Borrowingmethodol-

ogy from recent impactstudies on howwork on gender, race and disabilityhasinfluenced current introductoryextbooks

(Hall 1988, 2000; Tauband Fanflik2000)we examine the impactof environmental

sociologyon introductoryexts.

TRENDS N INTRODUCTORYEXTS

Data and MethodsTo understandhe impactof environmental

sociology in introductoryexts, we exam-ined24 introductoryociology extbooks odeterminethe degree to which conceptsfrom environmentalociology have been

integratednto introductoryexts. We se-lectedthesebooksfrom two sources.First,we acquired listof thetenmost-used exts

compiledby the American ociologicalAs-sociation.Second, we searchedBooks inPrintusingtwo title searches:"Sociology"and "Introductiono Sociology"for the

publicationyears 2000-2003. We selectedbooksfrom hese ists thatmet fourcriteria;they were: 1) publishedbetween2000 and

2003, 2) in at least theirsecondedition,3)notcountry-specificooks ntended ornar-row audiences for example,SociologyorAustralianswasexcluded), nd4) not editedreaders.From the ASA's most-used

exts,twowereexcluded rom hesamplebecause

they were readers.From 114 titles identi-fied in Booksin Print,we included16 thatfit the above criteriaandwere not partofthe ASA's list. A convenience ampleis

appropriateor this studybecauseourgoalis not to generalizeo thepopulation f all

Introduction o Sociology books written.

Instead,we areinterestedn what is repre-sented n booksthatareactuallybeingused

in classrooms.Becauseof theeconomicsoftextbook ales, only books that are sellingwill go into a secondand subsequentdi-tions. Convenienceamples uchas thisthat

attempto identifybooksmost oftenused inclassrooms have been used in textbook

analysisof the inclusionof race andethnic

groups(Stone 1996), the inclusionof dis-

ability Tauband Fanflik2000), andanaly-sis of howpovertys presentedHall2000).(Seeappendixor a list of books n the sam-

ple.)Followingan established ontentanalysis

method or introductoryextbooks hatusesindex citations s indicators f topiccover-

age (Hall 1988, 2000; NiesenbaumandLewis2003; Stone1996;Tauband Fanflik

2000), we developeda list of key wordsthat reflected hemesandtopicsin environ-mental

sociology(Table 1).2We searched

the indexof each text for these words. Wedetermined hichkeywordswerecited,thetotal numberof citations,and the uniquepages thatwere cited in each book. Inter-coderreliabilitywas90.6%.

Thismethods not withoutproblems.For

example, t cansaymore about heprocessof indexinghanabout hecontent f a book

(Stone1996).There s also thepossibility f

overlookingcitation bouta

topicof inter-

est that s indexedunderanotheropic(Hall1988). Nevertheless,we believe that the

2We ould ave rguablyncludedther ermsandexcludedertainerms.Wesoughto useterms hat eflectedoth onceptualnd opicalaspectsof environmentalociology.We hadoriginallyncludedhe termsagriculture,ity/cities*,demog*/population*,ndtechnolog*.These ermswerecited n almost verysingletext.These hemes reclosely elatedo envi-

ronmentalociology, hough hey also havehistories ithin ther reas f sociology. incetheywere o widespread,e chose o limit hekeywordso those onceptsndopicshathaveemergedrom helasttwenty-fiveearsof anexplicitenvironmentalociology,alongwithsome of the importantfeeders"o environ-mentalociology,uch s ruralociology.



ENVIRONMENTAL OCIOLOGY 159

strengthsof this method outweightheselimits. Other ypesof contentanalysis uchas wordcountsin the texts are moretime

consumingand we do not believe theywould generate different results overall.Stone(1996) arguesthat this methodologyis simpleand clearandHall (2000) notes,"indicesare the most detailedmechanismfor locating information n a topic" (p.303). We do not claim thatindexanalysessay anything bout hequalityof the contentnor of the texts. What hisanalysisoffers s

an overviewof the extent to which termsandconceptsn environmentalociologyareincluded n Introductiono Sociologytext-books.

In addition o analyzingkey terms, wealso examined hedegree o which he workof influential nvironmentalociologistswascitedin the texts. Since 1983, the Environ-mentandTechnologySectionhas annuallypresented a Distinguished Contribution

Award. Through2002, 20 awards havebeengiven.We examined hebibliographiesof each text to determine he extent towhich the sociologistswinningthis awardhadbeencited nthe texts.

FindingsTables 1 and 2 summarize he key wordcounts in each text. On average, seventermsfrom thekey word ist of fortyterms

were citedper textbook,18 percentof allkey words(Table2). Twobooks citedonlyone key word(2.5%)while six bookscitedtwelve or morekey words,the highestbe-

ing fifteencitations 37.5%). The numberof citationsranged rom 1 to 122 with an

averageof 37. The total numberof pagescited (eliminatingmultiplecitationsto a

page) averagedalmost 16 pages per bookwith a range rom 1 to 31. Onaverage, ust

under hreepercentof a book's totalpageswerecitedas havingenvironmentalontent.Therangewas from ess thanone to almostsix percent.

Thetwo mostfrequentlyitedkey wordswere Malthus/neo-Malthus* nd environ-

mentwith 19 and 17 citations,respectively(Table1). Tenkey termswere not cited at

all: ecological modernization,environ-mentalattitudes, nvironmentalolicy, en-vironmental

quality, growthcoali-

tion/growthmachine,human xemptionalistpardigm/newnvironmentalaradigm,po-liticalecology,ruralsociology,social ecol-

ogy, andtreadmill f production.Thenum-ber of references o the Environment nd

TechnologySection'sDistinguished ontri-bution Awardrecipients angedfromzeroto ten, witha meanof justover four(Table2). Over60 percentof the books ncluded

chapter with either "environment"or"ecology"nthe title.The distribution f the key terms was

limited to a fractionof the chapters.On

average, ust over a fifth of chapters on-tained a reference to a key term. This

ranged rom a low of six percent o a highof almost ortypercentof chapters ontain-

ing keywords.Otheranalyseshavereferredto the lack of distribution f conceptsas

"ghettoization"Hall 1988; NiesenbaumandLewis2003; Stone1996).At thispointin its development,nvironmentalociologyappearsmarginalized.Environmentalon-tent is concentratedn just over a fifth ofthe introductoryexts'chapters.We did not

expect o find a broaddistributionf terms.

Early feministsarguedthat genderissueswere included n sociology using an "addand stir"method Hall 1988);for the most

part, environmentalociological opics ap-pearto be simply ackedon to the end of atext. Hall (1988) notes three implicationsfor thistypeof organization:) chapters tthe end of texts are omittedas assignmentsbecause here s so muchmaterial o cover,2) when material s groupednto one chap-ter rather hanspread hroughouthe text,the topiccan easilybe ignoredcompletely,and3) thetopicis consideredeparaterom

general ociology.If we rank texts by most environmentalsociologytermsandconcepts ited, four ofthe top five are on the ASA's list of most-usedsociology exts. This is anencouragingindicatorhat the field is havingan impacton the texts. Thetop of this list, JohnMa-cionis'sSociology s in its nintheditionand



Table1. KeyWord Citations n EachText

?.4 .-.•

Animals* x x x

Cd.

EcologicalModernization

0-Environmentalttitudes

0 0 Environmental qualAnimals* x x x

Conservationmentalisk x x

Consumerism x x

Disaster x x x x

Ecological Modernization

Ecolog* x x x x x x x x

Energy* x x x x x

Environment/environmentalssues x x x x x x x x x x x x

(not "social environment")

Environmentalattitudes

Environmentalustice/environmentalnequity x X

Environmentalovement*environmentalctivism x x x x

EnvironmentalpolicyEnvironmentalprotection* x x x x

Environmentalquality

Environmentalracism x x x x x x x x

Environmentalrisk x x



Environmental ociology* x

Environmentalism

Food* x x x x

Forest* x

Genetically odifiedrganism/geneticngineering x

Green* x x x x x x x x

Growthcoalition/growthmachine

Humanecology x x x x x x x

Humanexemptionalistparadigm/new environmentalparadigm

Hunger x x x x x x

Malthus*/neo-Malthus* x x x x x x x x x x x x

Natural environment x x

Nature x

Naturalresources

Nuclear (not family) x x x x x

Political ecology

Pollution x x x x x x

Public health xRuralsociology

Social ecology

Sustainable* x x x x x x x




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thesecondon thelist,JamesHenslin'sSoci-

ology, is in its sixthedition.Also in thetopfive, the fourtheditionof Diane Kendall's

text includesan onlinesupplementwrittenby two environmentalociologists.We sus-

pect that, in general, texts with multipleeditions are likely to be keeping up withnew turns n sociology.There s also a lagbetweenwhathappensn research,eaching,andwhat inallygets put ntotexts. A searchof sociologysyllabion the internet uggeststhatmany nstructorsreincorporatingnvi-ronmental sociology into introductorycourses,despiteapublishingag.

Finally, f we examine heimpactof work

by the recipients f the DistinguishedCon-tributionAward,we findthat heyarebeingcited in these texts both for their workinenvironmentalociologyand other areas of

sociology. For example, the most-citedaward ecipient,KaiErikson,s citedfor hisenvironmentalociology and his work inother

subfields,uchas deviance,work,and

researchmethodology.However, for themost part, these scholarswere not cited.Elevenof the twentyawardwinners 55%)were cited two or fewer times; of these,four (20%) were not cited at all. Allan

Schnaiberg, leading heoristn thefield, iscited only fourtimes, and all of the refer-ences are to only one of his books

(SchnaibergndGould1994).

IMPLICATIONS

What s the impactof 25 yearsof research

by environmentalociologistson introduc-

tory sociology textbooks? Has environ-mentalsociologypermeatedhese texts ordo even the most recent ntroductoryextsreflectCattonandDunlap'sHumanExemp-tionalistParadigm?Our researchprovidesmixedanswerso theseresearch

uestions.Someterms romenvironmentalociologyare being incorporated into introductorytextbooks, though this varies tremendously

suggesting that there is little consensus

among sociologists about the importanceof

environmental sociology for sociology in

general. The terms that are being incorpo-




rated tend to represent opics in environ-mentalsociologyrather hanconcepts.Bythis we mean thatenvironmentalssues are

being included n introductoryexts morethan he theoretical ndconceptual xplana-tionsof these ssues.Forinstance,pollutionis an environmentalopic/issue/problem;understandingpollution theoreticallyin-volves conceptssuch as the treadmillof

productionor ecological modernization.Theseconceptsdo notseem to be appearingin introductiono sociologytexts. Instead,pollution s presentedn termsof the cen-

ter/tradition f sociology.For example, none of the most-used exts, Schaeferpre-sentsair andwaterpollution s socialprob-lems andanalyzeshemaccordingo a func-tionalistperspective nd a conflictperspec-tive. Theenvironmentalroblem,pollution,is examinedusing core sociologicaltheo-ries. Pollutions seenas data o be analyzedsociologically ather hanas a systemicout-come of social processes, particularlyhe

treadmillof production, theoretical on-struction from environmental ociology.Anderson ndTaylor'sstudyquestions lso

exemplify his type of social-problems p-proach.They ask, "Whatare the current

problemspertainingo humanecologyandthe environment?"p. 611). In another

popular ext, Henslinorganizeshis discus-sion of the environment around"Environmentalroblemsn Most Industri-alized Nations"and "Environmentalrob-lems in theIndustrializingnd LeastIndus-trialized Nations"(pp. 680-3). (Henslin'stextis unusualn that t was theonlytext todiscuss the emergence of environmental

sociologyas a subfield.)Also symptomaticof the social-problemspproachs that therecommendedeadings hat follow chapterson the environment re not booksby envi-ronmentalsociologists;instead, most are

booksby natural cientistswho outlinethescope of the environmental problem--providing more data but not analysis from

an environmentalsociology perspective or

theory-and lists of websites of environ-mentalorganizations.

Rather than treat the environment as a

causal and consequentialactor in under-

standing human-environmental elation-

ships, these texts treatit in a mainstream,

social-problemsormat.The environmentstreatedas an exampleof a socialproblemrather han as a distinctsubfield.We sus-

pect thatthis could be said of manysocio-

logical subfields.For instance ntroductorytexts may treat women's ssues as a social

problem ather hanpresenting ender roma theoreticalperspective.As one environ-mental sociologist remarks, introductorytexts that do discussenvironmentalociol-

ogy "are often shallow analytically"(Dunlap 002:24).

Intermsof thefour argeareasof interestinenvironmentalociologyoutlined bove-environmental attitudes, environmental

movements,politicaleconomyof the envi-

ronment, and sustainabledevelopment-environmentalmovements,particularlyn-vironmentalustice, appearto be makingthe most inroads n introductoryociologytexts. Combined, nvironmentalusticeandenvironmental acism were cited twelve

times; and environmental move-ment/environmentalctivismwas cited sixtimes. We suspectthatenvironmentalus-tice/environmentalacismhas been highlycited because there is a clear connectionbetween heseconceptsand the mainstream

sociologicalissues of race and class. In-deed, environmentalustice/environmentalracismwas oneof thetopicscitedoutsideofthe environmenthaptersof books. It wascited in social movements hapters s wellas stratificationhapters.This cross-over san encouraging ign thatthe 25 years ofenvironmentalociologyresearch s havingan impacton the contentof introductorysociology exts.

Our research, however, also uncoversevidenceto suggestthat even the most re-

cent introductoryexts reflect Catton andDunlap's Human Exemptionalist Paradigm.Research on environmental attitudes, and

the related terms humanexemptionalistand

new environmentalparadigmare not citedin any of the books. Nor is the key conceptof the treadmill of productioncited, or the



Table 2. Content Analysis of Textbooks for 40 Key Words

Book Numberof key Percentof key Totalnumber Numberof Percentof

termscited termscited of key term pages with pages with

citations citations citations

*AndersenandTaylor 12 30.0 40 22 3.3

Brinkerhoffet al. 5 12.5 11 10 2.3

Bryjakand Soroka 9 22.5 77 21 5.9

Farley 8 20.0 17 14 2.7

*Ferrante 4 10.0 14 8 1.5

Giddens and Duneier 8 20.0 53 30 5.6

*Henslin 13 32.5 68 31 4.5

Hughes et al. 5 12.5 54 20 4.3

*Kendall 12 30.0 63 21 3.2

Komblum (2002) 5 12.5 22 17 4.0

*Kornblum 2003) 8 20.0 31 24 3.6

Landis 4 10.0 10 9 1.9

Macionis (2002) 13 32.5 110 21 4.6

*Macionis (2003) 15 37.5 122 27 4.2

Newman 4 10.0 8 7 1.4

Popenoe 5 12.5 24 13 2.5

Schaefer(2001) 12 30.0 47 18 3.0

*Schaefer(2002) 1 2.5 1 1 0.2




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related concept of political ecology. Theterm sustainabilityand related terms, such

as sustainabledevelopment, are cited eighttimes. We suspect this is due to the term

being a political buzzword, especially rele-

vant to the theme of globalization, rather

than due to the impact of environmental

sociology.The argumentthat it takes time for new

paradigms to influence the mainstream of

thought does not completely explain these

omissions from the texts. Catton and

Dunlap's work on the HumanExemptional-ist Paradigm and the New Environmental

Paradigm was first published in 1978 with

an article in The AmericanSociologist,"EnvironmentalSociology: A New Para-

digm." Work on the conceptof the treadmill

of productionbegan with Allan Schnaiberg's1975 articlein the Social Science Quarterly,"Social Syntheses of the Societal-

Environmental Dialectic." In this context,one must conclude that two of the oldest

research traditions in environmental sociol-

ogy have not had an impacton introductory

sociology textbooks.

To understand his comparatively,we turn

to Hall (1988) who analyzes the inclusionof

gender into texts. She argues

In [the]firststageof gender nclusionwomenand women's ssues areportrayedn anatheo-reticalmanner hatmarginalizeswomen'sex-

periences. Marginalizingmechanisms ncludethe 'add-and-stir'methodof fittingwomen's

experiencesinto the existing male-centered

models...Stacey nd Thorne 1985)argue hatthe feminist evolutionn sociology s missingbecause the topics of women and women'sissueshavebeenghettoizedo a few traditionalareas of familyandsexualityor to the tradi-tionalsex-roleperspective.nthe secondstageof gender nclusion,women'sexperiences re

depicted airlyandappropriatelyn theirown

terms but the bulk of mainstreamociologyremains nchanged.nthe finalstage,theoreti-cal analysesof women'sexperiencesbecomethe basis for a reconceptualizationf basicconcepts,models,and theoriesof mainstreamsociology. Pp.431-2)

According to these stages, environmental




sociologyhasachieved lementsof the firstandsecondstages.Environmentalssuesare

usually presented t the end of a textbook

(ghettoized),n a chapter edicatedo socialchange hat has a sectionon environmentaland populationchanges. In most books,environmentalroblems reanalyzedusingexisting exemptionalist-centeredmodels,such as typologies f functionalismndcon-flict theory, "but the bulk of mainstream

sociology remainsunchanged." f a final

stageof inclusion or environmentalociol-

ogy existed, mainstreamociology wouldconsider he natural ndbuilt environmentsas significantactorsaffecting ocialbehav-ior. Similarly, t would considertheories,such as the treadmill f production,n un-

derstandingocialprocessesandhow theylead to environmentalegradation.

Thequestion f howlongit takesbeforea

relativelynew field such as environmental

sociology becomesan even more integral

partof

introductory ociologytexts is an

importantne. Theanswer o thatquestionsaysmuchaboutcultural hange-the inno-vationof ideasand heirdiffusion nto ntro-

ductorytexts. We expect the presenceofenvironmentalociology n textsto increase

given that the volumeof scholarshipn thesubfieldhas increased s has thequality,asindicated y itsappearancen thetopsociol-

ogy journalsandencyclopedias.Thatsomeof the

verybest

sellingtextbooksuse envi-

ronmentalociologyconcepts endsa mes-

sage to introductory ociology textbookwriters.Whether he best-sellerwritersdothis with all the topics they cover, orwhether heyare respondingo facultyandstudent emandorenvironmentalociologyis a questionbeggingfor an answerabout

teaching sociology, especially environ-mental ociology.

Toexpect

moreextensive, permeatedcoverageof all the majorareasof research

in environmentalociology n the introduc-

tory texts, however, is not realistic. Too

manyareasof long-standingnterest someas basicas environmentalttitudes ndthe

politicaleconomyof growth have nothadan impacton the texts andtheteachinghat

follows them. The traditionof humanex-

emptionalismn sociology has had, and

probablywill have for the foreseeable u-

ture, a significant mpacton introductorysociology textbookcoverage of environ-mental ociology.

APPENDIX. INTRODUCTION TO SOCIOL-OGY BOOKS INCLUDED IN ANALYSIS

*Andersen, argaret.andHoward. Taylor.2002. Sociology: Understanding a Diverse

Society. 2d ed. Belmont,CA: Wadsworth/

ThompsonLearning.Brinkerhoff,avidB.,LynnK.White, uzanne

T. Ortega, ndRoseWeitz.2002. Essentials fSociology.5th ed. Belmont,CA:Wadsworth/ThompsonLearning.

Bryjak, eorge . andMichael . Soroka. 001.Sociology: Changing Societies in a DiverseWorld.4th ed. Boston,MA:Allyn and Bacon.

Farley, John E. 2003. Sociology. 5th ed. UpperSaddleRiver,NJ: PrenticeHall.

*Ferrante,Joan. 2003. Sociology: A Global Per-

spective. 5th ed. Belmont, CA: Wadsworth/

Thompson.Giddens, Anthony and Mitchell Duneier. 2000.

Introductionto Sociology. 3d ed. New York:W.W.Norton&Co.

*Henslin,JamesM. 2003. Sociology:A Down-to-Earth Approach. 6th ed. Boston, MA: AllynandBacon.

Hughes,Michael, CarolynJ. Kroehler,and JamesW. VanderZanden.2002. Sociology: The Core.6th ed. Boston,MA: McGraw-Hill.

*Kendall, Diana. 2003. Sociology in Our Times.4th ed. Belmont,CA: Wadsworth.

Komblum, William. 2002. Sociology: The Cen-tral Questions. 2d ed. Fort Worth, TX: Har-courtPress.

*Komblum, William. 2003. Sociology in a

Changing World. 6th ed. Belmont, CA:

Wadsworth/Thompson earning.Landis,JudsonR. 2000. Sociology: Conceptsand

Characteristics. 11th ed. Belmont: CA:

Wadsworth/Thompson earning.Macionis,John J. 2002. Society: The Basics. 6th

ed. UpperSaddleRiver,NJ: PrenticeHall.

*Macionis, JohnJ. 2003. Sociology. 9th ed. Up-per SaddleRiver,NJ:PrenticeHall.

Newman, David M. 2002. Sociology: Exploringthe Architecture of Everyday Life. 4th ed.ThousandOaks,CA: Pine ForgePress.

Popenoe, David. 2000. Sociology. 11th ed. UpperSaddleRiver,NJ:Prentice Hall.

Schaefer, Richard T. 2001. Sociology. 7th ed.

Boston, MA: McGraw-Hill.




* . 2002. Sociology: A Brief Introduction.4th ed. Boston, MA: McGraw-Hill.

Shepard, onM. 2002.Sociology. 8th ed. Bel-

mont,CA:Wadsworth/Thompsonearning.Stark,Rodney. 001.Sociology.8thed.Belmont,

CA:Wadsworth/Thompsonearning.Sullivan,ThomasJ. 2001. Sociology:Concepts

andApplicationsn a DiverseWorld. 5th ed.Boston,MA:AllynandBacon.

Thompson,WilliamE. and JosephV. Hickey.2002.Society n Focus. 4th ed. Boston,MA:

AllynandBacon.Thio,Alex. 2003. Sociology:A BriefIntroduc-

tion. 5thed.Boston,MA:AllynandBacon.*Tischler,HenryL. 2002.IntroductionoSociol-

ogy. 7thed. FortWorth,TX: Harcourt ress.

*Includedn ASA's "mostwidelyused introduc-

tory extbooks"ist.

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TammyL. Lewis,an assistantrofessor tMuhlen-berg College, teaches Introductiono SociologyandEnvironmentalociology.She is a councilmember fthe ASA's EnvironmentndTechnologyection.Her

main researchareas includesocial movementsandenvironmentalociology.Her current esearchs oncoalition ormation etween nvironmentalroupsandlabororganizations.

Craig R. Humphreyhas a long-standingeachingandresearchnterest n urbanandenvironmentaloci-

ology. WorkingwithTammyL. Lewis(Muhlenberg)and FrederickH. Buttel (Wisconsin),Craig co-authoredEnvironment,nergy,and Society:A New

Synthesis Wadsworth,002) and co-editedEnviron-

ment, Energy, and Society: Exemplary Works(Wadsworth,003). His mostrecentwork--an rticle,"RachelCarsonandthe WildernessAct: ProgressiveConservation ransformed"-isn review. He taughtsociologyat the Collegeof Williamand Mary,The

PennsylvaniatateUniversity, nd,on sabbaticals,tWisconsin ndYale.

coverage of environment in sociology txt books

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