Examines the importance of cultural literacy for the mastery of introductory sociology. Administers cultural literacy test to 709 undergraduate students. Finds that females and Blacks score lower than non-Black males, but women subsequently exhibit higher overall academic performance. The Cultural Literacy Test is appended. (NL)

Asserts that song lyrics illustrate important sociological concepts. Reports on a study using song-lyric packets with 23 students in an introductory college sociological course. Finds that students were very supportive of the strategy and includes an appendix illustrating the approach by presenting one song-lyric packet. (CFR)

Outlines the components of a teaching model on race that focuses on white privilege, white supremacy, and the ideology that upholds them. Recommends addressing issues of class privilege and power as a way to help white students understand this without alienating them. Discusses classroom preparation and teaching strategies. (MJP)

Asserts that culture was and is a major focus of much sociological research and writing and that music is often a subject of such research. Proposes using music as a teaching tool in a course about issues of race, class, and gender. Describes the use of musical lyrics in the course, and reports on student attitudes toward the course. (CFR)

Maintains that a high level of teacher-student communication is especially important in courses on race and ethnic relations. Describes the use of oral history and interviews in a college sociology course. Discusses interviewing methods, reporting results of the interviews, and the impact of the course on students. (CFR)

Maintains that, because of its importance in modern U.S. history, over 300 college courses are taught on the Vietnam War. Asserts that studying the war helps students develop critical thinking skills needed for citizenship. Describes the texts, formats, and assignments used in a college sociology course on the Vietnam War. (CFR)

Describes developing and teaching a college cultural pluralism course at California State University in Los Angeles. Maintains that the course used a political economy perspective and cooperative learning techniques. Discusses course objectives, class activities, and course materials. (CFR)

Maintains that, during the 1980s, it was difficult to find classroom approaches that effectively challenged racial and class stereotypes. Describes a college community service project designed to teach students about racial, social, and gender discrimination. (CFR)