The subject of this article is differentiated reception of sociology by students in a multi-disciplinary degree program which is at the center of recent transformations in the University system. The results of the collective investigation show that there is no link between the educational level of the students and the fact of accepting that course content is true. Instead, the reception should be envisaged as an active posture of adherence or distancing, which can be explained by a relationship to knowledge that is more pragmatic than scientific. The combined effect of positions of gender and class play a central role in this process, which varies according to the theme dealt with in the course.