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Mastering Sociology
Mastering Sociology James m. Henslin
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Mastering Sociology
Mastering Sociology James m. Henslin
James M. Henslin Southern Illinois University, Edwardsville mastering_sociology_v2.indd 1
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Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
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Editorial Director: Craig Campanella Editor in Chief: Dickson Musslewhite Senior Acquisitions Editor: Brita Mess Assistant Editor: Seanna Breen Director of Marketing: Brandy Dawson Executive Marketing Manager: Maureen Prado Roberts Managing Editor: Denise Forlow Senior Production Project Manager: Marianne Peters-Riordan Senior Operations Supervisor: Mary Fischer Operations Specialist: Alan Fischer Art Director: Anne Bonanno Nieglos Interior Design: Riezebos Holzbaur/Brieanna Hattey
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Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text (or on page 522).
Copyright © 2014 by James M. Henslin. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson, Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458. Many of the designations by manufacturers and seller to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Henslin, James M. Mastering sociology / James M. Henslin. pages cm ISBN-13: 978-0-205-20678-0 ISBN-10: 0-205-20678-6 1. Sociology. I. Title. HM585.H448 2013 301—dc23 2012049591
10 9 8 7 6 5 4 3 2 1
ISBN 10: 1-256-60600-6 ISBN 13: 978-1-256-60600-0
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To my fellow instructors of sociology, who strive for creative teaching and the development of their students’ sociological perspective. With my sincere admiration and appreciation,
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BRIEF CONTENTS Part I
The Sociological Perspective
Chapter 1 The Sociological Perspective
1
Chapter 2 Research and Theory in Sociology
18
Chapter 3 Culture
46
Chapter 4 Socialization
77
Chapter 5 Social Structure and Social Interaction
105
Chapter 6 Deviance and Social Control
145
Part II
Social Inequality
Chapter 7 Social Stratification
181
Chapter 8 Race and Ethnicity
226
Chapter 9 Sex and Gender
269
Part III
Social Institutions
Chapter 10 Politics and the Economy
305
Chapter 11 Marriage and Family
350
Chapter 12 Education and Religion
388
Part IV
Social Change
Chapter 13 Population and Urbanization
425
Chapter 14 Social Change and the Environment
465
x
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Contents to t he STUDENT
xix
TO THE instructor xxi About the Author
xxvii
Part I
The Sociological Perspective Chapter 1 The Sociological Perspective 1 Unit 1.1 Seeing the Social Context
2
Unit 1.2 Origins of Sociology
5 5 5 6 6 7 7
Tradition Versus Science Auguste Comte and Positivism Herbert Spencer and Social Darwinism Karl Marx and Class Conflict Emile Durkheim and Social Integration Max Weber and the Protestant Ethic
Unit 1.3 Sociology in North America: Social Reform Versus Social Analysis Sexism at the Time: Women in Early Sociology Racism at the Time: W. E. B. Du Bois Jane Addams and Social Reform Talcott Parsons and C. Wright Mills: Theory versus Reform The Tension Today: Basic, Applied, and Public Sociology
Pulling It All Together Did I Learn It? Answers
Chapter 2 Research and Theory in Sociology
10 10 12 12
13
16 17
A Very Brief Introduction
31
Unit 2.5 Theoretical Perspectives: Symbolic Interactionism Applying Symbolic Interactionism
32 33
Unit 2.6 Theoretical Perspectives: Functional Analysis 35 Robert Merton and Functionalism Applying Functional Analysis
Unit 2.7 Theoretical Perspectives: Conflict Theory Karl Marx and Conflict Theory Conflict Theory Today Feminists and Conflict Theory Applying Conflict Theory
35 36 38 38 38 38 39
Macro and Micro Which Theory Is the Right One? Levels of Analysis: Macro and Micro
Pulling It All Together Did I Learn It? Answers
40 40 40
42 44
Chapter 3 Culture 46 18 19
Unit 2.2 Doing Research: The Model
20 20
Unit 2.3 Doing Research: The Methods
Unit 2.4 Why Research Needs Theory:
Unit 2.8 Putting the Perspectives Together: 13
Unit 2.1 Doing Research: The Need A Research Model
Analysis of Documents 26 Experiments 27 Unobtrusive Measures 28 Participant Observation (Fieldwork) 28 Gender in Sociological Research 28
24 Surveys 24 Secondary Analysis 26
Unit 3.1 What Is Culture?
47
Unit 3.2 Culture and Orientations to Life
49
“Culture within Us”: Our Lens for Viewing Life Ethnocentrism and Orientations to Life
Unit 3.3 Symbolic Culture: Language Language
49 50 53 53 xi
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Unit 3.4 Symbolic Culture: Gestures
57
Unit 3.5 Symbolic Culture: Values, Norms, Sanctions, Folkways, and Mores Values, Norms, and Sanctions Folkways and Mores
Unit 3.6 Many Cultural Worlds Subcultures Countercultures
Unit 3.7 Values in U.S. Society An Overview of U.S. Values Value Clusters Values as Distorting Lenses “Ideal” Versus “Real” Culture
Unit 3.8 Changing Values Value Contradictions When Values Clash Emerging Values
59 59 60 61 61 61 65 65 66 66 66 67 67 67 67
Unit 3.9 Cultural Universals
69
Unit 3.10 Technology in the Global Village
70 70 70 71
The New Technology Cultural Lag and Cultural Change Technology and Cultural Leveling
Pulling It All Together Did I Learn It? Answers
73 75
Chapter 4 Socialization 77
Unit 4.1 Extremes in Socialization Feral Children Isolated Children Isolated Animals Institutionalized Children
Unit 4.2 Socialization into the Self and Mind Cooley and the Looking-Glass Self Mead and Role Taking
Unit 4.3 Socialization into Emotions Expressing Emotions: Biology Expressing Emotions: “Feeling Rules” What We Feel
Unit 4.4 Getting the Message: Learning Gender Learning the Gender Map Gender Messages in the Family Gender Messages from Peers Gender Messages in the Mass Media
Unit 4.5 Agents of Socialization The Family Day Care
78 78 78 80 80
The School and Peer Groups The Workplace
Unit 4.6 Resocialization Total Institutions
94 94 95 96
Unit 4.7 Socialization through the Life Course 97 Childhood (from birth to about age 12) 97 Adolescence (ages 13–17) 98 Transitional Adulthood (ages 18–29) 99 The Middle Years (ages 30–65) 99 The Older Years (about age 65 on) 99
Pulling It All Together Did I Learn It? Answers
Chapter 5 Social Structure and Social Interaction
101 103
105
Unit 5.1 Levels of Sociological Analysis: Macrosociology and Microsociology 106 Macrosociology and Microsociology: A Brief Overview 106
THE MACROSOCIOLOGICAL PERSPECTIVE
108
Unit 5.2 The Macrosociological Perspective: Social Structure 108 The Sociological Significance of Social Structure 108
Unit 5.3 The Components of Social Structure: Culture, Social Class, Groups, Social Status, and Roles 110 Culture 110 Social Class 111 Groups 111 Social Status 111 Roles 113
83 83 83
Unit 5.4 Another Component of Social Structure:
86 86 86 87
Unit 5.5 Comparing Functionalist and Conflict
88 89 89 89 90
Unit 5.6 What Holds Society Together? 120
92 92 93
Social Interaction in Everyday Life 123 The Microsociological Perspective 123 Symbolic Interaction 123
Social Institutions 115 What Social Institutions Are 116 Perspectives 117 The Functionalist Perspective 117 The Conflict Perspective 118 Mechanical and Organic Solidarity 120 Gemeinschaft and Gesellschaft 121 Changes in Social Structure 121
Unit 5.7 The Microsociological Perspective:
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Through the Author’s Lens: Vienna: Social Structure and Social Interaction
Control Theory 152 Labeling Theory 153 124
Unit 5.8 Dramaturgy: The Presentation of Self in Everyday Life 127 Introducing Dramaturgy 127
Unit 5.9 Ethnomethodology: Uncovering Background Assumptions 133 Introducing Ethnomethodology 133
Unit 5.10 The Social Construction of Reality 135 Introducing the Social Construction of Reality 135 Through the Author’s Lens: When a Tornado Strikes: Social Organization Following a Natural Disaster
138
Pulling It All Together Did I Learn It? Answers
140 143
Unit 6.4 The Functionalist Perspective 155 Can Deviance Really Be Functional for Society? 155 Strain Theory: How Mainstream Values Produce Deviance 156 Illegitimate Opportunity Structures: Social Class, Gender, and Crime 157
Unit 6.5 The Conflict Perspective 161 Class, Crime, and the Criminal Justice System 161 The Law as an Instrument of Oppression 161
Unit 6.6 Reactions to Deviance: Prisons 162 Street Crime and Prisons 163 Street Crime and the “Three-Strikes” Laws 164 The Decline in Violent Crime 165 Recidivism 165
Chapter 6 Deviance and Social Control 145
Unit 6.7 Reactions to Deviance: The Death Penalty 167
Unit 6.1 What Is Deviance? 146
Unit 6.8 On Laws and Crime Statistics 171
How Norms Make Social Life Possible 147 Sanctions 147
Unit 6.2 Comparing Sociobiology, Psychology,
The Death Penalty and Serial Killers 167 Bias in the Death Penalty 168 The Trouble with Crime Statistics 171
Unit 6.9 The Medicalization of Deviance 173 Neither Mental Nor Illness? 173
and Sociology 149 Explanations for Violating Norms 149
Unit 6.3 The Symbolic Interactionist Perspective 151 Differential Association Theory 151
Unit 6.10 The Need for a More Humane Approach 176 A More Humane Approach 176
Pulling It All Together Did I Learn It? Answers
177 179
Part II
Social Inequality Chapter 7 Social Stratification
181
Unit 7.1 Global Stratification: From Slavery to Social Class 182 Slavery 182 Caste 183 Social Class 185 Global Stratification and the Status of Females 185
Unit 7.2 Three Worlds of Stratification 186 The Most Industrialized Nations 187 The Industrializing Nations 187 The Least Industrialized Nations 187
Through the Author’s Lens: The Dump People: Working and Living and Playing in the City Dump of Phnom Penh, Cambodia 188 Cutting across the Three Worlds: The New Global Superclass 190
Unit 7.3 How Did the World’s Nations Become Stratified? 191 Colonialism 191 World System Theory 192 Culture of Poverty 192 Evaluating the Theories 193
Unit 7.4 Why Is Social Stratification Universal? 193 The Functionalist View: Motivating Qualified People 193 The Conflict Perspective: Class Conflict and Scarce Resources 197 Contents xiii
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Unit 7.5 What Determines Social Class? 198
Unit 8.3 Prejudice and Discrimination 236
Karl Marx: The Means of Production 199 Max Weber: Property, Power, and Prestige 199
Learning Prejudice 237 Groups Based on Prejudice 238 Individual and Institutional Discrimination 238
Unit 7.6 Social Class in the United States 201 Property 201 Power 204 Prestige 204 Status Inconsistency 205
Unit 8.4 Theories of Prejudice 240
Unit 7.7 A Social Class Model 207
European Americans 245 White Anglo Saxon Protestants 246
The Capitalist Class 207 The Upper Middle Class 209 The Lower Middle Class 209 The Working Class 209 The Working Poor 209 The Underclass 209
Unit 7.8 Consequences of Social Class 211 Physical Health 211 Mental Health 212 Family Life 212 Education 212 Religion 213 Politics 213 Crime and Criminal Justice 213
Unit 7.9 Social Mobility 214 Three Types of Social Mobility 214 Women in Studies of Social Mobility 215
Unit 7.10 Poverty 216 Drawing the Poverty Line 216 Stereotypes of the Poor 217 Race–Ethnicity and Poverty 218 Suburbanization of Poverty 218 Children of Poverty 218 The Penalties of Poverty 219 Where Is Horatio Alger? The Social Functions of a Myth 220
Pulling It All Together Did I Learn It? Answers
Chapter 8 Race and Ethnicity
221 223
Psychological Perspectives 240 Sociological Perspectives 241
Unit 8.5 Racial–Ethnic Relations:
Unit 8.6 Racial–Ethnic Relations: Latinos (Hispanics) 248 Numbers, Origins, and Location 248
Unit 8.7 Racial–Ethnic Relations: African Americans 252 Rising Expectations and Civil Strife 253
Unit 8.8 Racial–Ethnic Relations: Asian Americans 256 A Background of Discrimination 256
Unit 8.9 Racial–Ethnic Relations: Native Americans 258 Diversity of Groups 259 From Treaties to Genocide and Population Transfer 259
Unit 8.10 Looking Toward the Future 261 The Immigration Debate 262 Affirmative Action 263 Toward a True Multicultural Society 263
Pulling It All Together Did I Learn It? Answers
Chapter 9 Sex and Gender
265 267
269
Unit 9.1 Differences between Sex and Gender 270
226
Unit 8.1 Race: Myth and Reality 227 Human Variety 227 Ethnic Groups 229
Unit 8.2 Minority Groups and Dominant Groups 230 How Dominant Groups Treat Minority Groups 231
Sex and Gender 270
Unit 9.2 Human Behavior: Biological or Social Factors? 273 The Dominant Position in Sociology 273 The Minority Position in Sociology 274 The Vietnam Veterans Study 274
Unit 9.3 How Females Became a Minority Group 276 Females as a Minority Group How Did Females Become a Minority Group?
276 276
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Unit 9.4 Fighting Back: The Rise of Feminism
279 Cultural Supports to Maintain Dominance 279 The Struggle 280
Unit 9.8 Gender Inequality in Everyday Life and Health Care 292 Gender Inequality in Everyday Life 292 Gender Inequality in Health Care 293
Unit 9.5 Global Inequality in the World of Work 282
Unit 9.9 Violence against Women 294
Sex Typing of Work around the World 283 Gender and the Prestige of Work 283
Violence against Women on a Global Level 295 Violence against Women in the United States 295
Through the Author’s Lens: Work and Gender: Women at Work in India
284
Unit 9.6 Gender Inequality in the American Workplace 287 The Pay Gap 287 The Slowly Cracking Glass Ceiling 289
Unit 9.7 Sexual Harassment 290
Unit 9.10 The Changing Face of Politics 298 Cultural Supports of Gender Discrimination 298 Women’s Potential Political Power 298
Pulling It All Together Did I Learn It? Answers
300 302
From Personal to Structural 291
Part III
Social Institutions Chapter 10 Politics and the Economy 305 Politics: Establishing Leadership
306
Unit 10.1 Power, Authority, and Violence 306 Authority and Legitimate Violence 306 Traditional Authority 307 Rational–Legal Authority 307 Charismatic Authority 308 The Transfer of Authority 309
Unit 10.2 Types of Government 311 Monarchies: The Rise of the State 311 Democracies: Citizenship as a Revolutionary Idea 311 Dictatorships and Oligarchies: The Seizure of Power 312
Unit 10.3 The U.S. Political System 315 Political Parties and Elections 315 Voting Patterns 316 Lobbyists and Special-Interest Groups 318
Unit 10.4 Who Rules the United States? 321 The Functionalist Perspective: Pluralism 321 The Conflict Perspective: The Power Elite 322 Which View Is Right? 323
Unit 10.5 War and Terrorism: Implementing Political Objectives 324 Why Countries Go to War 324 Terrorism 325
The Economy : Work in the Global Village 327 Unit 10.6 The Transformation of Economic Systems 327 Preindustrial Societies: The Birth of Inequality 328 Industrial Societies: The Birth of the Machine 328 Postindustrial Societies: The Birth of the Information Age 329 Biotech Societies: Is a New Type of Society Emerging? 330
Unit 10.7 Principles and Criticisms of Capitalism and Socialism 331 Capitalism 332 Socialism 333 Criticisms of Capitalism and Socialism 333
Unit 10.8 Belief Systems and the Convergence of Capitalism and Socialism 335 Belief Systems of Capitalism and Socialism 335 The Convergence of Capitalism and Socialism 335
Unit 10.9 The Globalization of Capitalism 337 A New Global Structure 337 Stagnant Paychecks 338 Contents xv
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The New Economic System and the Old Divisions of Wealth 339 Through the Author’s Lens: Small Town USA: Struggling to Survive 340 The Global Superclass 342
Unit 10.10 A New World Order? 343 Trends Toward Unity 343 Strains in the Global System 344
Pulling It All Together Did I Learn It? Answers
345 347
Unit 11.7 Current Trends 372 Postponing Marriage and Childbirth 372 Cohabitation 372
Unit 11.8 Divorce and Remarriage 375 Ways of Measuring Divorce 375 Children of Divorce 376 Grandchildren of Divorce 377 Fathers’ Contact with Children after Divorce 377 The Ex-Spouses 378 Remarriage 378
Unit 11.9 Two Sides of Family Life 380
Chapter 11 Marriage and Family 350 Unit 11.1 Marriage and Family in Global Perspective 351 What Is a Family? 351 What Is Marriage? 351 Common Cultural Themes 352
Unit 11.2 Marriage and Family in Theoretical Perspective 355 The Functionalist Perspective: Functions and Dysfunctions 355 The Conflict Perspective: Struggles between Husbands and Wives 356 The Symbolic Interactionist Perspective: Gender, Housework, and Child Care 356
Unit 11.3 Love and Marriage 358 Love and Courtship in Global Perspective 359 Marriage 360
Unit 11.4 Family Transitions 361 Childbirth 362 Child Rearing 362 Staying Home Longer 364 Widowhood 364
Unit 11.5 Racial–Ethnic Diversity 366 African American Families 366 Latino Families 367 Asian American Families 368 Native American Families 368
Unit 11.6 More Diversity 369 One-Parent Families 369 Couples without Children 370 Blended Families 370 Gay and Lesbian Families 371
The Dark Side of Family Life: Spouse Battering, Child Abuse, and Incest 380 The Bright Side of Family Life: Successful Marriages 381
Unit 11.10 The Future of Marriage and Family 383 Pulling It All Together 384 Did I Learn It? Answers 386
Chapter 12 Education and Religion 388 Education: Transferring Knowledge and Skills
389
Unit 12.1 Education in Global Perspective 389 Education in the Most Industrialized Nations: Japan 389 Education in the Industrializing Nations: Russia 390 Education in the Least Industrialized Nations: Egypt 391
Unit 12.2 The Functionalist Perspective: Providing Social Benefits 392 Teaching Knowledge and Skills 392 The Transmission of Mainstream Values 392 Social Integration 393 Gatekeeping (Social Placement) 393 Replacing Family Functions 394
Unit 12.3 The Conflict Perspective: Perpetuating Social Inequality 395 Stacking the Deck: Unequal Funding 395 Tilting the Tests: Discrimination by IQ 395 The Bottom Line: Family Background 396
xvi Contents
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Unit 12.4 The Symbolic Interactionist Perspective:
Unit 12.9 The Symbolic Interactionist Perspective 410
Teacher Expectations 398 The Rist Research 398 How Do Teacher Expectations Work? 399
Unit 12.5 Problems in U.S. Education—And Their Solutions 400 Mediocrity 401 Violence 403
Religion: Establishing Meaning
404
Unit 12.6 Religion in Global Perspective 404 What Is Religion? 404
Unit 12.7 The Functionalist Perspective 406 Functions of Religion 406 Dysfunctions of Religion 407
Unit 12.8 The Conflict Perspective 408 Opium of the People 408 Legitimating Social Inequalities 409
Religious Symbols 410 Beliefs 411 Rituals 411 Through the Author’s Lens: Holy Week in Spain 412 Religious Experience 414
Unit 12.10 Religion in the United States 415 Types of Religious Groups 415 Cult (New Religion) 415 Sect 416 Church 416 Ecclesia (State Religion) 416 Characteristics of Religious Groups 417 The Future of Religion 419
Pulling It All Together Did I Learn It? Answers
420 423
Part IV
Social CHANGE Chapter 13 Population and Urbanization 425 Population in Global Perspective
426
UNIT 13.1 A Planet with No Space for Enjoying Life?
Unit 13.7 Models of Urban Growth 450 The Concentric Zone Model 450 The Sector Model 450 The Multiple-Nuclei Model 450 The Peripheral Model 451 Critique of the Models 451
426 The New Malthusians 427 The Anti-Malthusians 427 Who Is Correct? 429
Unit 13.8 City Life: From Alienation to Community 452
Unit 13.2 Why Are People Starving? 430
Unit 13.9 The Diffusion of Responsibility 455 Unit 13.10 Urban Problems and Social Policy 456
Unit 13.3 How Populations Grow 432 Why Do the Least Industrialized Nations Have So Many Children? 433 Implications of Different Rates of Growth 433
Unit 13.4 The Three Demographic Variables 436 Problems in Forecasting Population Growth 438
Urbanization 440 Unit 13.5 The Development of Cities 441 Through the Author’s Lens: Medellin, Colombia: A Walk Through El Tiro 442 The Process of Urbanization 444
Unit 13.6 U.S. Urban Patterns 446 The United States 446 The Rural Rebound 448
Alienation in the City 453 Community in the City 453 Who Lives in the City? 454
Through the Author’s Lens: Community in the City 457 Suburbanization 458 Disinvestment and Deindustrialization 458 The Potential of Urban Revitalization 458
Pulling It All Together Did I Learn It? Answers
Chapter 14 Social Change and the Environment
460 462
465
Unit 14.1 How Social Change Transforms Social Life 466 The Four Social Revolutions 466 From Gemeinschaft to Gesellschaft 466 The Industrial Revolution 466 Contents xvii
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Unit 14.2 Global Politics: Power and Conflict 468 Unit 14.3 Theories and Processes of Social Change 470
Unit 14.6 The Growth Machine Versus the Earth 479 Environmental Problems and Industrialization 479
Evolution from Lower to Higher 470 Natural Cycles 470 Conflict over Power 471
Unit 14.7 The Environmental Movement 483
Unit 14.4 Ogburn’s Theory 473
The Environment and Sociology 485
Unit 14.5 Networking, Facebook, and Technology 475 The Facebook of Revolution 476 The Changing Face of War 477
EPILOGUE
490
Glossary
492
References
501
CREDITS
522
NAME Index
527
subject Index
533
Unit 14.8 Environmental Sociology 485 Pulling It All Together Did I Learn It? Answers
487 488
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To the Student from the Author WELCOME TO SOCIOLOGY! I’ve loved sociology since I was in my teens, and I hope you enjoy
it, too. Sociology is fascinating because it is about human behavior, and many of us find that it holds the key to understanding social life. If you like to watch people and try to figure out why they do what they do, you will like sociology. Sociology pries open the doors of society so you can see what goes on behind them. Mastering Sociology stresses how profoundly our society and the groups to which we belong influence us. Social class, for example, sets us on a particular path in life. For some, the path leads to more education, interesting jobs, higher income, and better health, but for others it leads to dropping out of school, dead-end jobs, poverty, and even a higher risk of illness and disease. These paths are so significant that they affected your chances of making it to your first birthday, as well as of getting in trouble with the police. If you marry, they will even influence how you relate to your spouse, how many children you will have, and how you will rear them. When I took my first course in sociology, I was “hooked.” Seeing how marvelously my life had been influenced by these larger social forces opened my eyes to a new world, one that has been fascinating to explore. I hope that you will have this experience, too. From how people become homeless to how they become presidents, from why people commit suicide to why women are discriminated against in every society around the world—all are part of sociology. This breadth is what makes sociology so intriguing. We can place the sociological lens on broad features of society, such as social class, gender, and race–ethnicity, and then immediately turn our focus on the smaller, more intimate level. If we look at two people interacting—whether quarreling or kissing—we see how these broad features of society are being played out in their lives. One of sociology’s many pleasures is that as you study life in groups (which can be taken as a definition of sociology), whether those groups are in some far-off part of the world or in some nearby corner of your own society, you gain new insights into who you are and how you got that way. As you see how their customs affect them, the effects of your own society on yourself become more visible. This book, then, can be part of your intellectual journey, an adventure that can lead you to a new way of looking at your social world—and in the process, help you to better understand both society and yourself. I wish you the very best in college—and in your career afterward. It is my sincere desire that Mastering Sociology will contribute to that success.
Jim Henslin Department of Sociology Southern Illinois University, Edwardsville P.S. I enjoy communicating with students, so feel free to comment on your experiences with this text. Because I travel a lot, it is best to reach me by e-mail:
[email protected]
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To the Instructor from the Author I am pleased that you have chosen Mastering Sociology, a new approach to teaching sociology. From the beginning to the end, this book is a learning-centered text. It is designed to teach students, not simply to present information. You will be pleased at how well your students learn from this text and how well it complements your teaching. Let me tell you why I wrote this book and then give you an overview of how it is laid out. I have taught intro students for decades—with an enthusiasm for sociology that stays with me and that you should see shining through in this text. I always enjoyed the intro course, as the students responded favorably to innovative teaching. And I was always experimenting, finding new ways of reaching students. As I did this, I didn’t hold back on the content, as it was my responsibility to teach sociology. I felt that if I approached teaching in this way, students would learn. And they did. And we both enjoyed the course. But two things bothered me. First, students often asked me, “What should I learn in this chapter?” and my answer was, “Learn it all.” And, of course, when I said this, the students would leave perplexed. Mastering Sociology solves this problem. From the way I have designed this book, the students will know precisely what they are expected to learn—and they will know if they learned it. Second, I taught at an average college, with students whose backgrounds were highly diverse. Some students were highly qualified academically, while others had difficulty with basic academics. Many of these latter students would do poorly, and I kept thinking that there must be a way to reach all students, no matter their level of preparation. But how? Mastering Sociology solves this problem, too. Built upon solid pedagogical principles, this text is an exceptionally effective teaching tool. You, of course, are the judge as you use this book in the classroom. I certainly hope that your experience matches my expectations and confirms these goals. Today’s students are not the same as the students of previous decades. They have no less ability, but they have grown up in an instantaneous world. Their experience is that of quick snapshots of events swirling around them. Their way of thinking is built around short bursts. Instead of lamenting this orientation, this book is designed to capture the approach that students have to their world. As will become apparent as you teach from this text, I have not sacrificed sociological content. Students will learn sociology, not just some puffery trying to pass itself off as sociology, a masquerade that most of us find quite distasteful. You now have the “why,” the “who,” and the “what.” Let’s get an overview of the “how,” so you can see how this book works and precisely what makes it so different. I expect that you will find this text to be the most effective you have ever used. This is a bold statement, but I think this will be the result that you will have the pleasure of enjoying. Let’s see why I expect you to have such a positive teaching experience.
3.2
unIt
3.2
What am I SuppoSed to Learn?
Culture and orientations to life
after you have read this unit, you should be able to
1 2
“Culture within us”: our Lens for Viewing Life Anthropologist Ralph
Explore the Concept on mysoclabLinton (1936) once The Asian American Population said, “The last thing a of the United States – The fish would ever notice Diversity Cultureson in mysoclab Explore the of Concept
would be water.” This sounds like a strange statement, but it makes sense. It simply means that we tend to take the world we are reared in for granted. Our culture—except in unusual circumstances—remains below our radar. We take our speech, our gestures, our beliefs, and our customs for granted. We assume that they are “normal,” even “natural,” and we almost always follow them without question. Culture’s influence on you is so profound that it touches almost every aspect of who and what you are. You came into this life without a language; without values and morality; with no ideas about religion, war, money, love, use of space, and so on. You possessed none of these fundamental orientations that are so essential in determining the type of person you have become. Yet they now are an essential part of you, and, like the fish and the water, you take them for granted. Sociologists call this culture within us. These learned and shared ways of believing and of doing (another definition of culture) that penetrate us at an early age become our taken-forgranted assumptions about what normal life is. Culture becomes the lens through which we perceive and evaluate what is going on around us. Seldom do we question these assumptions, for, like water to a fish, the lens through which we view life remains largely beyond our perception. Watch the Video IndividualInRights vs. rare instances these assumpSociology on the Job:on mysoclab the Common Good tions are challenged, which can be Watch the Video Individual CultureRights in vs. quite upsetting. As a sociologist I the Common Good on mysoclab should be able to look at my own culture “from the outside,” but my trip to Africa revealed how fully I had internalized my culture. My upbringing in Western culture had given me assumptions about social life that had become rooted deeply in my being—eye contact, hygiene, and the use of space. These are an essential part of the way I get through everyday life in the States. But in this part of Africa these assumptions were useless in helping me navigate everyday life. No longer could I count on people to stare tactfully, to take precautions against invisible microbes, or to stand in line, one behind the other.
Explain how culture is the lens through which you view life. Know what culture shock, ethnocentrism, and cultural relativism are.
I found these unfamiliar behaviors unsettling, for they violated my basic expectations of “the way people ought to be.” I did not even realize how firmly I held these expectations until they were challenged in this unfamiliar setting. When my nonmaterial culture failed me—when it no longer helped me to make sense out of the world—I experienced a disorientation known as culture shock. In the case of buying tickets, being several inches taller than most Moroccans let me outreach others. But I never got used to the idea that pushing ahead of others was “right.” I always felt guilty when I used my size to receive better treatment. If you want to learn more about culture shock, as it was experienced by the Hmong when they were abruptly transported from Laotian villages to the United States,
from the author: Culture Shock: The Read more the Document in mysoclab Arrival the Hmong in mysoclab Read theofDocument
In Sum: To avoid losing track of the ideas we are discussing, let’s pause for a moment to summarize and, in some instances, clarify the principles we have covered. 1. There is nothing “natural” about material culture. Arabs wear gowns on the street and feel that it is natural to do so. Americans do the same with jeans. 2. There is nothing “natural” about nonmaterial culture. It is just as arbitrary to stand in line as to push and shove. 3. Culture penetrates deeply into our thinking, becoming a taken-for-granted lens through which we see the world. 4. Culture provides implicit instructions that tell us what we ought to do and how we ought to think. It establishes a fundamental basis for making our decisions. 5. We view what people do as right or wrong according to the culture we internalize. (I, for example, believed deeply
culture shock the disorientation that people experience when they come in contact with a fundamentally different culture and can no longer depend on their takenfor-granted assumptions about life 49
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3.2
This photo of passengers riding outside a train because the inside is packed illustrates how the norms of India differ from those of the United States.
that it was wrong to push and shove to get ahead of others.) 6. Coming into contact with a radically different culture challenges our basic assumptions of life. (I experienced culture shock when I discovered that my deeply ingrained cultural ideas about hygiene and the use of personal space no longer applied.) 7. Culture itself is universal. All people have culture, for a society cannot exist without developing shared, learned ways of dealing with the challenges of life. The specifics of those cultures, though, differ from one group of people to another.
ethnocentrism and orientations to Life Read the Document on mysoclab “Culture within us” “Body Ritual Among the Nacirema” brings ethnocentrism, a tendency to by Horace Mineron in mysoclab Read the Document
judge others by the way our own group does things. All of us learn that the ways of our own group are good and right, even superior to other ways of life. As sociologist William Sumner (1906), who developed this concept, said, “One’s own group is the center of everything, and all others are ethnocentrism the use scaled and rated with reference to it.” of one’s own culture as a The results of ethnocentrism are both yardstick for judging the positive and negative. On the posiways of other individutive side, it creates in-group loyalties. als or groups, generally On the negative side, ethnocentrism leading to a negative leads to discrimination against peoevaluation of their values, ple whose ways differ from ours. norms, and behaviors
To counter our tendency to use our own culture as the standard by which we judge other cultures, we can practice cultural relativism; that is, we can try to understand a culture on its own terms. This means looking at how the elements of a culture fit together, without judging those elements as better or worse than our own way of life. With our own culture embedded so deeply within us, however, practicing cultural relativism can be a challenge. A little while ago, I asked how you felt about bullfighting. From the perspective of U.S. culture, it is wrong to raise bulls for the purpose of stabbing them to death in front of crowds that shout “Olé!” If we use cultural relativism, however, we will view bullfighting from the perspective of the culture in which it takes place. We will look at its history, its folklore, its ideas of bravery, and its ideas of sex roles. You may still regard bullfighting as wrong, of course, especially if your culture, which is part of you, has no history of bullfighting. We all possess culturally specific ideas about cruelty to animals, ideas that have evolved slowly and match other elements of our culture. In the United States, for example, practices that once were common in some areas—cockfighting, dogfighting, bear–dog fighting, and so on—have been gradually eliminated. No matter how hard we try, none of us can be entirely successful at practicing cultural relativism. Our own culture is too deeply engrained in us for this to occur. We just can’t help thinking that our ways are superior. To see what I mean, consider the foods discussed in Making It Personal on page 52. I think you’ll find the next attempt to apply cultural relativism a bit easier. Look at the photos on the next page. As you view them, try to appreciate the cultural differences they illustrate about standards of beauty.
attaCk on CuLturaL reLatIVISm Although cultural relativism can help us avoid cultural smugness, this view has come under attack. In a provocative book, Sick Societies (1992), anthropologist Robert Edgerton suggests that we should develop a scale for evaluating cultures on their “quality of life,” much as we do for U.S. cities. He asks why we should consider cultures that practice female circumcision, gang rape, or wife beating, or cultures that sell little girls into prostitution, as morally equivalent to those that do not. Cultural values that result in exploitation, he says, are inferior to those that enhance people’s lives. Edgerton’s sharp questions and challenging examples bring us to a topic that comes up repeatedly in this text: the disagreements that arise among scholars as they confront contrasting views of reality. It is difficult to argue against Edgerton. I find myself nodding my head immediately. Yet I fear ethnocentrism—that the standards for judging a culture’s “quality of life” will reflect the culture of those who do the judgcultural relativism not ing. The matter is complicated, judging a culture but trywith arguments on both sides. Such ing to understand it on its questioning of assumptions keeps own terms sociology interesting.
50 Chapter 3
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The Modular Approach The modular approach is not new, but combined with the personalization of sociology in this text, along with the reviews I have built into the chapters, your students will learn well. I have broken each chapter into short, coherent units, which enhance learning by matching the students’ approach to thinking. Each unit is self-contained, so after students complete a unit, they can take a break and do something else if they prefer. Following each unit is a series of questions that are an essential part of the learning process. Sequential with the unit’s presentation, the questions do not just let students know
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how they are doing, but they also teach. Repeating the unit’s main points, the questions are a form of review. These questions are such an essential part of the learning process that I have written each one myself. If they were the usual add-on, I would have had the publisher get someone to write them. Writing the questions so they would accomplish this teaching/learning goal was highly time-consuming, but this form of evaluative review is essential to the goal of Mastering Sociology. But I get ahead of myself. Let me back up and give you an overview of the book, starting with how the chapters are laid out.
Getting Started This short opening to each chapter is designed to arouse the students’ interest by showing how the coming chapter is relevant to their life.
Unit Heading Each unit heading is marked clearly by its unit number and title. The title indicates the topic that follows.
What Am I Supposed to Learn? Here I spell out the unit’s learning objectives. Each learning objective is numbered and written clearly. Students will know precisely what they are to learn.
The Narrative After the learning objectives comes the presentation of the sociological materials. I have written the narrative clearly, directing it in a personal fashion to the student. Students should gain the impression that I am talking to them directly, as this is precisely what I am trying to do. If teaching/learning is to be successful, it is important to engage the students in the process, which is what the narrative does. To attain clarity of learning objectives and to personalize the presentation of sociological concepts and research, it is not necessary to sacrifice sociological content. Although Mastering Sociology makes learning both easy and enjoyable, what the students learn in this text matches the content of standard courses. Students will be introduced to sociology’s major ideas, theories, and research. Mastering Sociology changes the form, not the content.
Testing Myself: Did I Learn It? Following the content of each unit comes a self-test. I have written these questions both to match the learning objectives and to provide a review of the unit. The questions are direct and straightforward, designed to measure learning. After studying a unit, students should have little trouble answering these questions correctly. If students miss a question, they will be able to spot their weakness and go back to the unit to learn that particular material. Everything in this text revolves around learning, including these self-test questions. As I said earlier, these questions are such an essential part of the learning process that I have written them myself. They are a way to help students attain mastery of the learning objectives. This sequence repeats throughout each chapter: Getting Started, the unit number and title, the learning objectives, the sociological narrative, and the self-test.
Pulling It All Together The last unit of each chapter is followed by Pulling It All Together. Here I again reinforce the students’ learning by reviewing the chapter’s learning goals. I have written a brief summary for each learning objective, answers that are inadequate for students to memorize, but that serve as a solid review. xxii To the Instructor From the Author
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Five Additional Features that Enhance Learning These additional features are:
Making It Personal This is probably my favorite feature of the entire book, the one whose writing gave me the most pleasure. In this feature, I have picked up some element of the sociological presentation and have related it directly to the students’ life. To point out how directly sociology is connected to what the students are experiencing in society lets them see that sociology is not something that belongs only in the classroom. By personalizing sociology, students not only learn more but they do so in a much more enjoyable way. You will find that Making It Personal enhances your teaching. Students will grasp sociological concepts and ideas in a new, refreshing way. This feature, which helps students see how society has impacted their lives, even their intimate orientations to life, truly helps make sociology come alive. Making It Personal can also serve as an essential tool to stimulate provocative discussions that enliven your classroom.
From Another Student Many students have written me over the years, pointing out how my text has helped them in one way or another. The content of Mastering Sociology is the same, so in this feature I reproduce some of these notes, always with permission of the students who wrote them. The intention of this feature is simple, to encourage students to read the text and learn sociology.
If You Want to Learn More This feature points to items that I have written on particular topics. As students read these one-page pieces online, they will better see how their world is immersed in sociology. Because these short analyses are built on interesting events, you might want to incorporate some of them into your course. They feature local, national, and international events, as well as other matters of human interest. In them, I make the sociology explicit, so the student can see the connection between life events and sociology. These items are available free to students in the SocLab that Allyn and Bacon provides.
The Photos and Captions You can take photos for granted, as all texts have them. But in Mastering Sociology, I have chosen each photo myself and have written each caption. Each photo illustrates some particular sociological content, and the caption makes a photo’s purpose explicit. In addition, I have designed the captions not only to inform students but also to engage them. Many captions ask students to apply sociological content. Since the photos and captions are so integrated in the text, you can use them to promote discussion in your classroom.
THROUGH THE AUTHOR’S LENS In personalizing this text with the goal of making sociology come alive for students, I have developed photo essays called Through the Author’s Lens. These photo essays let your students look over my shoulder as I take them on sociological journeys—from a visit to people who live and work in a dump in Cambodia to people in the USA who are putting their lives together after a tornado devastated their neighborhood. Some of the photos I took challenge common assumptions. In the photo essay on India, for example, students will see women doing extremely hard labor on construction crews. This caused me to rethink gender, and might do the same for your students.
Some Final Remarks You will find the pedagogy of this text sound. Its learning-centered principles are based on reinforcement. I have designed the text to help all students learn sociology, including students whose academic background is considerably less than ideal. A more advanced student who read a sample chapter said, “I wish I had had this to learn from. The units make it so clear and easy!” This was music to my ears, as I want to reach all students. To the Instructor From the Author xxiii
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I know that having your students do well is your goal in teaching. This text is designed specifically to help you reach this goal. The principle I followed as I wrote this text is: Students can learn and do well. They just need the right materials to help them achieve. My goal is for students, after studying a unit and taking the self-test, to say, “Yes, I can do it. I learned this. I’m going to make it in college!” I say this from personal experience, having come from a family in which I was the first college graduate. My mother dropped out of high school in the 11th grade, while my father didn’t even make it to high school, dropping out after the 7th grade. I know the self-doubts that students bring with them to college and the obstacles they face. I designed Mastering Sociology as a tool to help students overcome their self-doubts, a major obstacle to their success. As they learn, they will know they can succeed. I eagerly await your reaction to using this text with your class. You can write me at the following address. I would appreciate it if you would share your experience with me. This will help me to better meet the needs of students, my continuous goal.
Jim Henslin
[email protected] I want to thank the hard-working, creative team I have had the privilege of working with at Pearson. I especially want to thank Brita Mess, who has supported this project from the manuscript stage to the printed page; Jenn Auvil, who coordinated many aspects in the book’s initial stages; Dusty Freedman, who stepped in on an unexpected basis and valiantly saw the book through its latter stages; Kate Cebic, for some photo research; and the many people behind the scenes who checked manuscript and did innumerable tasks of which I am only dimly aware. A hearty and heartfelt thanks to them all. I also want to thank my fellow sociology instructors who were kind enough to share their reactions to the Mastering Sociology manuscript. It has been my privilege to follow many of their suggestions.
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Reviewers of the First Edition Karen Done, Coahoma Community College Richard Ellefritz, Oklahoma State University Sara Fisch, Scottsdale Community College Tammie Foltz, Des Moines Area Community College Patricia Gleich, Pensacola State College Marta Henriksen, Central New Mexico Community College Amy Holzgang, Cerritos College William Kimberlin, Lorain County Community College Michele Marion, Paradise Valley Community College Charles Post, Borough of Manhattan Community College-CUNY Mona Scott, Mesa Community College Rachel Stehle, Cuyahoga Community College Brooke Strahn-Koller, Kirkwood Community College Connie Veldink, Everett Community College Karl Wielgus, Anoka Ramsey Community College
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About the Author I was born in a rented room in a little town on the bitterly cold Canadian border in Minnesota. My mother hadn’t completed high school, and my father hadn’t even made it beyond the 7th grade. From the rented room, we moved to a house, a converted garage that didn’t have indoor plumbing. One of my colder memories goes back to age 11 when I froze my nose while delivering newspapers in my little northern village. I was elated at age 16 when my parents packed up the car and moved to sunny California, where I graduated from high school and junior college. During the summer following high school graduation, while working as a laborer on construction projects, I took a correspondence course in Greek from the University of California at Berkeley. Indiana was where I graduated from college. I was awarded scholarships at Washington University in St. Louis, Missouri, where I earned my master’s and doctorate in sociology. After winning a competitive postdoctoral fellowship from the National Institute of Mental Health, I spent a challenging year studying how people adjust to the suicide of a family member. My primary interests in sociology are the sociology of everyday life, deviance, and international relations. One of my main goals in sociology is to make sociological concepts and research findings down to earth. Among my books are Sociology: A Down-to-Earth Approach (Pearson), in its 11th edition; Down to Earth Sociology: Introductory Readings (Free Press), going into its fifteenth edition; and Social Problems (Pearson), now in its 11th edition. I have published widely in sociology journals, including Social Problems and American Journal of Sociology. The topics range from the esoteric ethnomethodological locationalities to the everyday nitty-gritty of cabdrivers shooting midnight craps in St. Louis alleys. While a graduate student, I taught at the University of Missouri at St. Louis. After completing my doctorate, I joined the faculty at Southern Illinois University, Edwardsville, where I am Professor Emeritus of Sociology. I’ve always enjoyed teaching the introductory course. What a pleasure to see students’ faces light up when they first glimpse the sociological perspective and begin to see how society has become an essential part of how they view the world! I enjoy reading (obviously), but also fishing, kayaking, and a little weight lifting. My two favorite activities are writing and traveling. I especially enjoy visiting other cultures, even living in them. This brings me face to face with behaviors and ways of thinking that challenge my perspectives, begging me to explore why they Photo by Anita Henslin
and I view the world so differently. These cultural excursions take me beyond the xxvii
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standard research and make sociological principles come alive. In the photo essays in this book, I am able to share some of these experiences with you. My mother once told me that I had “gypsy blood” in me. She was speaking figuratively, of course, but I can’t seem to settle in any one spot. The “other side” keeps beckoning, and I can’t get rid of this urge to explore it. Hitchhiking around northern Africa and Europe was one way that I have satisfied this desire. I recently married a woman from Latvia, an Eastern European country formerly dominated by the Soviet Union. There, I became an immigrant, certainly an eye-opening experience for me. I later gave up the immigrant status, but while in Latvia I observed how people were struggling to adjust to capitalism. I also interviewed aged political prisoners who had survived the Soviet gulag. After this, I moved to Spain, where I was able to observe how people adjust to a deteriorating economy and their reactions to the immigration of people from contrasting cultures. (Of course, for this I didn’t need to leave the United States.) To better round out my cultural experiences, which I find fascinatingly enjoyable and which keep my writing down to earth, I am making plans for extended stays in India and South America. There, and wherever else my sociological odyssey may take me, I expect to do more photo essays to reflect contrasting cultures. In the meantime, I’m back in the States, where among other activities I am documenting our economic crisis and deteriorating infrastructure. I am grateful to be able to live in such exciting social, technological, and geopolitical times—and to have access to portable broadband Internet while I pursue my sociological imagination.
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