Toward the end of the 20th century, my colleagues and I won a “problems of the discipline” grant from the American Sociological Association to explore how to integrate new research and theory about gender throughout the sociological curriculum. We gathered together a dozen leading scholars and spent the weekend hidden away in a country retreat center, debating how to assure that new and important findings were disseminated widely.

By that moment, in the 1990s, there were already courses on sociology of gender in nearly every college and university. The problem, however, was that new research on gender was being siloed in those courses while that information needed to be incorporated into college classrooms that were not focused on gender, but where gender was still vitally important to un

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