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This document provides information about an introductory sociology textbook. It includes the title, author, publisher, copyright information, and cataloging details. The preface expresses the author's admiration for the field of sociology and its researchers.

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Essentials of Sociology A Down-to-Earth Approach Thirteenth Edition James M. Henslin Southern Illinois University, Edwardsville 330 Hudson Street, NY NY 10013 Acknowledgments of third party content appear on pages CR-1– CR-7, which constitutes an extension of this copyright page. Cultural Diversity Around the World: Doing Business in the Global Village box contains art with the following credit: Demashita! Powerpuff Girls Z © 2009 Cartoon Network, Toei Animation & Aniplex. All Rights Reserved. THE POWERPUFF GIRLS and all related characters and elements are trademarks of and © Cartoon Network. Copyright © 2019, 2017, 2014, 2012 by James M. Henslin. All Rights Reserved. Printed 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 otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Rights & Permissions Department, please visit www.pearsoned.com/permissions/. PEARSON and ALWAYS LEARNING are exclusive trademarks owned by Pearson Education, Inc. or its affiliates in the United States and/or other countries. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors. Library of Congress Cataloging-in-Publication Data Names: Henslin, James M., author. Title: Essentials of sociology : a down-to-earth approach / James M. Henslin, Southern Illinois University, Edwardsville. Description: Thirteenth edition. | Boston : Pearson, [2019] Identifiers: LCCN 2017048320 (print) | LCCN 2017052388 (ebook) | ISBN 9780134740041 (ebook) | ISBN 9780134736570 (student edition : alk. paper) |
ISBN 9780134740003 (a la carte : alk. paper) Subjects: LCSH: Sociology. Classification: LCC HM586 (ebook) | LCC HM586 .H43 2019 (print) | DDC 301— dc23 LC record available at https://lccn.loc.gov/2017048320 1 17 VP, Product Development: Dickson Musslewhite Portfolio Manager: Jeff Marshall Editorial Assistant: Christina Winterburn Development Editor: Jennifer Auvil (OPS) Program Team Lead: Amber Mackey Content Producer: Mary Donovan Director of Field Marketing: Jonathan Cottrell Field Marketer: Brittany Pogue-Mohammed Acosta Operations Manager: Mary Fischer Operations Specialist: Mary Ann Gloriande Director of Design: Blair Brown Cover Art Director: Kathryn Foot Cover Design: Lumina Digital Studio Project Manager: Rich Barnes Full-Service Project Management and Composition: Integra Printer/Binder: LSC Communications, Inc Cover Printer: Phoenix Color/Hagerstown Rental Edition ISBN 10: 0-13-473658-3 ISBN 13: 978-0-13-473658-7 Revel AC ISBN 10: 0-13-473989-2 ISBN 13: 978-0-13-473989-2 ALC
ISBN 10: 0-13-473839-X ISBN 13: 978-0-13-473839-0 Instructor’s Resource Edition ISBN 10: 0-13-47385-4 ISBN 13: 978-0-13-473845-1 http://www.pearsoned.com/permissions/ https://lccn.loc.gov/2017048320 To my fellow sociologists, who do such creative research on social life and who communicate the sociological imagination to generations of students. With my sincere admiration and appreciation. 1 The Sociological Perspective 1 2 Culture 38 3 Socialization 68 4 Social Structure and Social Interaction 101 5 Social Groups and Formal Organizations 133 6 Deviance and Social Control 162 7 Global Stratification 195 8 Social Class in the United States 228
9 Race and Ethnicity 263 10 Gender and Age 303 11 Politics and the Economy 345 12 Marriage and Family 381 13 Education and Religion 415 14 Population and Urbanization 451 15 Social Change and the Environment 488 Brief Contents iv v To the Student ... from the Author xviii To the Instructor ... from the Author xix About the Author xxxvi 1 The Sociological Perspective 1 The Sociological Perspective 3 Seeing the Broader Social Context 3 The Global Context—and the Local 4 Origins of Sociology 4
Tradition versus Science 5 Auguste Comte and Positivism 5 Herbert Spencer and Social Darwinism 6 Karl Marx and Class Conflict 6 Emile Durkheim and Social Integration 7 APPLYING DURKHEIM 7 Max Weber and the Protestant Ethic 8 RELIGION AND THE ORIGIN OF CAPITALISM 8 Sociology in North America 9 Sexism at the Time: Women in Early Sociology 9 Racism at the Time: W. E. B. Du Bois 10 Jane Addams: Sociologist and Social Reformer 11 Talcott Parsons and C. Wright Mills: Theory versus Reform 12 The Continuing Tension: Basic, Applied, and Public Sociology 12 BASIC SOCIOLOGY 12 • APPLIED SOCIOLOGY 12 • PUBLIC SOCIOLOGY 12 Theoretical Perspectives in Sociology 14 Symbolic Interactionism 14 SYMBOLS IN EVERYDAY LIFE 14 • IN SUM 15 • APPLYING SYMBOLIC INTERACTIONISM 15 • IN SUM 16 Functional Analysis 16 ROBERT MERTON AND FUNCTIONALISM 16 • IN SUM 17 • APPLYING FUNCTIONAL ANALYSIS 17 • IN SUM 17 Conflict Theory 18 KARL MARX AND CONFLICT THEORY 18 • CONFLICT
THEORY TODAY 19 • FEMINISTS AND CONFLICT THEORY 19 • APPLYING CONFLICT THEORY 19 • IN SUM 19 Putting the Theoretical Perspectives Together 19 Levels of Analysis: Macro and Micro 19 How Theory and Research Work Together 20 Doing Sociological Research 21 A Research Model 21 Selecting a Topic 21 Defining the Problem 22 Reviewing the Literature 22 Formulating a Hypothesis 22 Choosing a Research Method 22 Collecting the Data 22 Analyzing the Results 23 Sharing the Results 23 Research Methods (Designs) 24 Surveys 25 SELECTING A SAMPLE 25 • ASKING NEUTRAL QUESTIONS 26 • TYPES OF QUESTIONS 27 • ESTABLISHING RAPPORT 27 Participant Observation (Fieldwork) 28 Case Studies 29 Secondary Analysis 30 Analysis of Documents 30 Experiments 30 Unobtrusive Measures 32 Gender in Sociological Research 32
Ethics in Sociological Research 33 Protecting the Subjects: The Brajuha Research 33 Misleading the Subjects: The Humphreys Research 34 Trends Shaping the Future of Sociology 34 Tension in Sociology: Research versus Social Reform 35 THREE STAGES IN SOCIOLOGY 35 • DIVERSITY OF ORIENTATIONS 35 Globalization 35 HOW GLOBALIZATION APPLIES TO THIS TEXT 35 Summary and Review 36 Thinking Critically about Chapter 1 37 2 Culture 38 What Is Culture? 40 Culture and Taken-for-Granted Orientations to Life 40 IN SUM 42 Practicing Cultural Relativism 43 ATTACK ON CULTURAL RELATIVISM 44 Components of Symbolic Culture 46 Gestures 46 MISUNDERSTANDING AND OFFENSE 46 • UNIVERSAL GESTURES? 47 Language 47 LANGUAGE ALLOWS HUMAN EXPERIENCE TO BE
CUMULATIVE 48 • LANGUAGE PROVIDES A SOCIAL OR SHARED PAST 48 • LANGUAGE PROVIDES A SOCIAL OR SHARED FUTURE 48 • LANGUAGE ALLOWS SHARED PERSPECTIVES 48 • LANGUAGE ALLOWS SHARED, GOAL-DIRECTED BEHAVIOR 49 • IN SUM 50 Language and Perception: The Sapir-Whorf Hypothesis 50 Values, Norms, and Sanctions 51 Folkways, Mores, and Taboos 52 Contents vi Contents Many Cultural Worlds 53 Subcultures 53 Countercultures 56 Values in U.S. Society 56 An Overview of U.S. Values 56 Value Clusters 57 Value Contradictions 58 An Emerging Value Cluster 58 IN SUM 59 When Values Clash 60 Values as Distorting Lenses 60 “Ideal” Culture Versus “Real” Culture 60 Cultural Universals 60 IN SUM 61
Sociobiology and Human Behavior 61 IN SUM 62 Technology in the Global Village 62 New Technology 62 Cultural Lag and Cultural Change 64 Technology and Cultural Leveling 64 CULTURAL DIFFUSION 64 • COMMUNICATION AND TRAVEL 65 • CULTURAL LEVELING 65 Summary and Review 66 Thinking Critically about Chapter 2 67 3 Socialization 68 Society Makes Us Human 70 Feral Children 71 Isolated Children 71 Institutionalized Children 72 THE ORPHANAGE EXPERIMENT IN THE UNITED STATES 72 • THE ORPHANAGE EXPERIMENT IN ROMANIA 73 • TIMING AND HUMAN DEVELOPMENT: THE CASE OF GENIE 73 • IN SUM 73 Deprived Animals 73 IN SUM: SOCIETY MAKES US HUMAN 74 Socialization into the Self and Mind 74 Cooley and the Looking-Glass Self 74 IN SUM 75
Mead and Role Taking 75 IN SUM 76 Piaget and the Development of Reasoning 76 Global Aspects of the Self and Reasoning 77 Learning Personality, Morality, and Emotions 77 Freud and the Development of Personality 77 SOCIOLOGICAL EVALUATION 78 Kohlberg and the Development of Morality 78 KOHLBERG’S THEORY 78 • CRITICISMS OF KOHLBERG 79 • RESEARCH WITH BABIES 79 • THE CULTURAL RELATIVITY OF MORALITY 79 Socialization into Emotions 79 GLOBAL EMOTIONS 79 • EXPRESSING EMOTIONS: “GENDER RULES” 79 • THE EXTENT OF “FEELING RULES” 80 • WHAT WE FEEL 80 • RESEARCH NEEDED 80 Society within Us: The Self and Emotions as a Social Mirror 81 IN SUM 81 Socialization into Gender 81 Learning the Gender Map 81 Gender Messages in the Family 82 PARENTS 82 • TOYS AND PLAY 82 • SAME-SEX PARENTS 84 Gender Messages from Peers 84 Gender Messages in the Mass Media 85
TELEVISION, MOVIES, AND CARTOONS 85 • VIDEO GAMES 85 • ADVERTISING 85 • IN SUM 86 Agents of Socialization 86 The Family 87 SOCIAL CLASS AND TYPE OF WORK 87 • SOCIAL CLASS AND PLAY 87 The Neighborhood 87 Religion 88 Day Care 88 The School 89 Peer Groups 90 The Workplace 92 Resocialization 92 Total Institutions 92 Socialization through the Life Course 94 Childhood (from birth to about age 12) 94 IN SUM 95 Adolescence (ages 13–17) 95 Transitional Adulthood (ages 18–29) 96 “BRING YOUR PARENTS TO WORK DAY” 96 The Middle Years (ages 30–65) 96 THE EARLY MIDDLE YEARS (AGES 30–49) 96 • THE LATER MIDDLE YEARS (AGES 50–65) 97 The Older Years (about age 65 on) 97
THE TRANSITIONAL OLDER YEARS (AGES 65–74) 97 • THE LATER OLDER YEARS (AGE 75 OR SO) 97 Are We Prisoners of Socialization? 98 Summary and Review 99 Thinking Critically about Chapter 3 100 4 Social Structure and Social Interaction 101 Levels of Sociological Analysis 103 Macrosociology and Microsociology 103 The Macrosociological Perspective: Social Structure 104 The Sociological Significance of Social Structure 104 IN SUM 105 Components of Social Structure 105 Culture 106 Social Class 106 Social Status 106 STATUS SETS 106 • ASCRIBED AND ACHIEVED STATUSES 106 • STATUS SYMBOLS 107 • MASTER STATUSES 107 • STATUS INCONSISTENCY 107 Contents vii Roles 108 Groups 108 Social Institutions 109
Comparing Functionalist and Conflict Perspectives 109 THE FUNCTIONALIST PERSPECTIVE 109 • THE CONFLICT PERSPECTIVE 111 • IN SUM 111 Changes in Social Structure 111 What Holds Society Together? 111 MECHANICAL AND ORGANIC SOLIDARITY 111 • GEMEINSCHAFT AND GESELLSCHAFT 112 • HOW RELEVANT ARE THESE CONCEPTS TODAY? 112 • IN SUM 113 The Microsociological Perspective: Social Interaction in Everyday Life 114 Symbolic Interaction 114 Stereotypes in Everyday Life 114 Personal Space 118 Eye Contact 119 Smiling 119 Body Language 119 APPLIED BODY LANGUAGE 119 Dramaturgy: The Presentation of Self in Everyday Life 119 Stages 120 Role Performance, Conflict, and Strain 120 Sign-Vehicles 121 Teamwork 123 Becoming the Roles We Play 123 APPLYING IMPRESSION MANAGEMENT 123 Ethnomethodology: Uncovering Background Assumptions 124
IN SUM 125 The Social Construction of Reality 125 Gynecological Examinations 126 IN SUM 127 The Need for Both Macrosociology and Microsociology 127 Summary and Review 131 Thinking Critically about Chapter 4 132 5 Social Groups and Formal Organizations 133 Groups within Society 135 Primary Groups 135 PRODUCING A MIRROR WITHIN 137 Secondary Groups 137 VOLUNTARY ASSOCIATIONS 137 • THE INNER CIRCLE 137 • THE IRON LAW OF OLIGARCHY 138 In-Groups and Out-Groups 138 SHAPING PERCEPTION AND MORALITY 138 Reference Groups 139 EVALUATING OURSELVES 139 • EXPOSURE TO CONTRADICTORY STANDARDS IN A SOCIALLY DIVERSE SOCIETY 140 Social Networks 140 THE SMALL WORLD PHENOMENON 142 • IS THE SMALL WORLD PHENOMENON AN ACADEMIC
MYTH? 142 • BUILDING UNINTENTIONAL BARRIERS 142 Bureaucracies 143 The Characteristics of Bureaucracies 144 Goal Displacement and the Perpetuation of Bureaucracies 146 Dysfunctions of Bureaucracies 147 RED TAPE: A RULE IS A RULE 147 • ALIENATION OF WORKERS 147 • RESISTING ALIENATION 148 Working for the Corporation 148 Self-Fulfilling Stereotypes in the “Hidden” Corporate Culture 148 SELF-FULFILLING STEREOTYPES AND PROMOTIONS 148 Diversity in the Workplace 149 Technology and the Maximum-Security Society 150 Group Dynamics 151 Effects of Group Size on Stability and Intimacy 151 Effects of Group Size on Attitudes and Behavior 152 LABORATORY FINDINGS AND THE REAL WORLD 153 Leadership 155 WHO BECOMES A LEADER? 155 • TYPES OF LEADERS 155 • LEADERSHIP STYLES 155 • LEADERSHIP STYLES IN CHANGING SITUATIONS 156 The Power of Peer Pressure: The Asch Experiment 157 The Power of Authority: The Milgram Experiment 158
Global Consequences of Group Dynamics: Groupthink 159 PREVENTING GROUPTHINK 160 Summary and Review 160 Thinking Critically about Chapter 5 161 6 Deviance and Social Control 162 What is Deviance? 164 A Neutral Term 164 STIGMA 164 Deviance Is Relative 164 How Norms Make Social Life Possible 166 Sanctions 166 IN SUM 166 Competing Explanations of Deviance: Sociobiology, Psychology, and Sociology 167 Biosocial Explanations 167 Psychological Explanations 167 Sociological Explanations 168 The Symbolic Interactionist Perspective 168 Differential Association Theory 168 THE THEORY 168 • FAMILIES 168 • FRIENDS, NEIGHBORHOODS, AND SUBCULTURES 168 • DIFFERENTIAL ASSOCIATION IN THE CYBER AGE 169 • PRISON OR FREEDOM? 169 Control Theory 170
THE THEORY 170 Labeling Theory 172 REJECTING LABELS: HOW PEOPLE NEUTRALIZE DEVIANCE 172 • EMBRACING LABELS: THE EXAMPLE OF OUTLAW BIKERS 173 • LABELS CAN BE POWERFUL 173 • HOW DO LABELS WORK? 174 • IN SUM 174 The Functionalist Perspective 175 Can Deviance Really Be Functional for Society? 175 Strain Theory: How Mainstream Values Produce Deviance 175 FOUR DEVIANT PATHS 176 • IN SUM 176 Illegitimate Opportunity Structures: Social Class and Crime 176 STREET CRIME 176 • WHITE-COLLAR CRIME 178 • GENDER AND CRIME 179 • IN SUM 180 The Conflict Perspective 180 Class, Crime, and the Criminal Justice System 180 The Criminal Justice System as an Instrument of Oppression 180 IN SUM 181 Reactions to Deviance 181 Street Crime and Prisons 182 The Decline of Violent Crime 185 Recidivism 185 The Death Penalty and Bias 186
GEOGRAPHY 187 • SOCIAL CLASS 188 • GENDER 188 • RACE–ETHNICITY 188 The Trouble with Official Statistics 190 The Medicalization of Deviance: Mental Illness 191 NEITHER MENTAL NOR ILLNESS? 191 • THE HOMELESS MENTALLY ILL 192 The Need for a More Humane Approach 193 Summary and Review 193 Thinking Critically about Chapter 6 194 7 Global Stratification 195 Systems of Social Stratification 197 Slavery 198 CAUSES OF SLAVERY 198 • CONDITIONS OF SLAVERY 199 • BONDED LABOR IN THE NEW WORLD 199 • SLAVERY IN THE NEW WORLD 199 • SLAVERY TODAY 200 Caste 200 INDIA’S RELIGIOUS CASTES 200 • SOUTH AFRICA 201 • A U.S. RACIAL CASTE SYSTEM 202 Estate 203 WOMEN IN THE ESTATE SYSTEM 203 Class 204 Global Stratification and the Status of Females 204 The Global Superclass 204 What Determines Social Class? 205 Karl Marx: The Means of Production 205
Max Weber: Property, Power, and Prestige 206 IN SUM 206 Why Is Social Stratification Universal? 206 The Functionalist View: Motivating Qualified People 207 DAVIS AND MOORE’S EXPLANATION 207 • TUMIN’S CRITIQUE OF DAVIS AND MOORE 207 • IN SUM 208 The Conflict Perspective: Class Conflict and Scarce Resources 208 MOSCA’S ARGUMENT 208 • MARX’S ARGUMENT 209 • CURRENT APPLICATIONS OF CONFLICT THEORY 209 Lenski’s Synthesis 209 IN SUM 209 How Do Elites Maintain Stratification? 210 Soft Control versus Force 210 CONTROLLING PEOPLE’S IDEAS 210 • CONTROLLING INFORMATION 211 • STIFLING CRITICISM 211 • BIG BROTHER TECHNOLOGY 211 • IN SUM 211 Comparative Social Stratification 212 Social Stratification in Great Britain 212 Social Stratification in the Former Soviet Union 212 Global Stratification: Three Worlds 213 The Most Industrialized Nations 214 The Industrializing Nations 217 The Least Industrialized Nations 218 Modifying the Model 218
How Did the World’s Nations Become Stratified? 221 Colonialism 221 World System Theory 222 Culture of Poverty 223 Evaluating the Theories 223 Maintaining Global Stratification 224 Neocolonialism 224 RELEVANCE TODAY 224 Multinational Corporations 224 BUYING POLITICAL STABILITY 225 • UNANTICIPATED CONSEQUENCES 225 Technology and Global Domination 225 Strains in the Global System: Uneasy Realignments 226 Summary and Review 226 Thinking Critically about Chapter 7 227 8 Social Class in the United States 228 What Is Social Class? 230 Property 230 DISTINGUISHING BETWEEN WEALTH AND INCOME 230 • DISTRIBUTION OF PROPERTY 231 • DISTRIBUTION OF INCOME 231 Power 234 THE DEMOCRATIC FACADE 234 • THE POWER ELITE 234 Prestige 235 OCCUPATIONS AND PRESTIGE 235 • DISPLAYING PRESTIGE 235
Status Inconsistency 236 Sociological Models of Social Class 238 Updating Marx 238 Updating Weber 239 THE CAPITALIST CLASS 240 • THE UPPER-MIDDLE CLASS 240 • THE LOWER-MIDDLE CLASS 241 • THE WORKING CLASS 241 • THE WORKING POOR 241 • THE UNDERCLASS 242 Consequences of Social Class 242 Physical Health 243 Mental Health 243 Family Life 244 CHOICE OF HUSBAND OR WIFE 244 • DIVORCE 244 • CHILD REARING 244 viii Contents Education 244 Religion 245 Politics 245 Crime and Criminal Justice 246 Social Mobility 246 Three Types of Social Mobility 246 Women in Studies of Social Mobility 248 The Pain of Social Mobility: Two Distinct Worlds 249 Poverty 251 Drawing the Poverty Line 251
Who Are the Poor? 253 BREAKING A MYTH 253 • THE GEOGRAPHY OF POVERTY 253 • EDUCATION 254 • FAMILY STRUCTURE: THE FEMINIZATION OF POVERTY 254 • RACE– ETHNICITY 254 • AGE AND POVERTY 255 Children of Poverty 255 The Dynamics of Poverty versus the Culture of Poverty 257 Why Are People Poor? 257 Deferred Gratification 257 Where Is Horatio Alger? The Social Functions of a Myth 259 Peering into the Future: Will We Live in a Three-Tier Society? 260 Summary and Review 261 Thinking Critically about Chapter 8 262 9 Race and Ethnicity 263 Laying the Sociological Foundation 265 Race: Reality and Myth 265 THE REALITY OF HUMAN VARIETY 265 • THE MYTH OF PURE RACES 265 • THE MYTH OF A FIXED NUMBER OF RACES 266 • THE MYTH OF RACIAL SUPERIORITY 267 • THE MYTH CONTINUES 268 Ethnic Groups 269 Minority Groups and Dominant Groups 269 NOT SIZE, BUT DOMINANCE AND DISCRIMINATION 269 • EMERGENCE OF MINORITY GROUPS 269
Ethnic Work: Constructing Our Racial–Ethnic Identity 270 Prejudice and Discrimination 270 Learning Prejudice 270 DISTINGUISHING BETWEEN PREJUDICE AND DISCRIMINATION 272 • LEARNING PREJUDICE FROM ASSOCIATING WITH OTHERS 272 • THE FAR-REACHING NATURE OF PREJUDICE 273 • INTERNALIZING DOMINANT NORMS 275 Individual and Institutional Discrimination 275 HOME MORTGAGES 275 • HEALTH CARE 276 Theories of Prejudice 276 Psychological Perspectives 277 FRUSTRATION AND SCAPEGOATS 277 • THE AUTHORITARIAN PERSONALITY 277 Sociological Perspectives 278 FUNCTIONALISM 278 • CONFLICT THEORY 278 • SYMBOLIC INTERACTIONISM 279 • HOW LABELS CREATE PREJUDICE 279 • LABELS AND SELF- FULFILLING STEREOTYPES 279 Global Patterns of Intergroup Relations 281 Genocide 281 IN SUM 282 Population Transfer 282 Internal Colonialism 282
Segregation 282 Assimilation 283 Multiculturalism (Pluralism) 283 Racial–Ethnic Relations in the United States 283 European Americans 284 IN SUM 285 Latinos (Hispanics) 286 UMBRELLA TERM 286 • COUNTRIES OF ORIGIN 286 • UNAUTHORIZED IMMIGRANTS 287 • RESIDENCE 288 • SPANISH 288 • ECONOMIC WELL-BEING 289 • POLITICS 290 African Americans 290 RISING EXPECTATIONS AND CIVIL STRIFE 291 • CONTINUED GAINS 291 • CURRENT LOSSES 292 • RACE OR SOCIAL CLASS? A SOCIOLOGICAL DEBATE 292 • RACISM AS AN EVERYDAY BURDEN 293 Asian Americans 293 A BACKGROUND OF DISCRIMINATION 293 • DIVERSITY 294 • REASONS FOR FINANCIAL SUCCESS 294 • POLITICS 294 Native Americans 295 DIVERSITY OF GROUPS 295 • FROM TREATIES TO GENOCIDE AND POPULATION TRANSFER 295 • THE INVISIBLE MINORITY AND SELF-DETERMINATION 296 • THE CASINOS 296 • DETERMINING IDENTITY AND GOALS 297 Looking toward the Future 297 The Immigration Controversy 297 The Affirmative Action Controversy 299
A BRIEF HISTORY 299 • SUPREME COURT RULINGS 299 • THE BAMBOO CURTAIN 299 • THE POTENTIAL SOLUTION 299 Less Racism 300 Toward a True Multicultural Society 300 Summary and Review 300 Thinking Critically about Chapter 9 302 10 Gender and Age 303 Inequalities of Gender 305 Issues of Sex and Gender 305 The Sociological Significance of Gender 305 Gender Differences in Behavior: Biology or Culture? 307 The Dominant Position in Sociology 307 Opening the Door to Biology 307 A MEDICAL ACCIDENT 307 • THE VIETNAM VETERANS STUDY 308 • MORE RESEARCH ON HUMANS 308 • IN SUM 309 Gender Inequality in Global Perspective 312 How Did Females Become a Minority Group? 312 GLOBAL VIOLENCE AGAINST WOMEN 313 • IN SUM 315 Gender Inequality in the United States 315 Fighting Back: The Rise of Feminism 315 Gender Inequality in Health Care 318 Contents ix
Gender Inequality in Education 319 THE PAST 319 • A FUNDAMENTAL CHANGE 320 • GENDER TRACKING 321 Gender Inequality in the Workplace 322 The Pay Gap 322 HISTORICAL BACKGROUND 322 • GEOGRAPHICAL FACTORS 322 • THE “TESTOSTERONE BONUS” 322 • REASONS FOR THE GENDER PAY GAP 324 • THE CEO POWER GAP—AND THE NEW FEMALE PREMIUM 325 Is the Glass Ceiling Cracking? 326 Sexual Harassment—and Worse 326 LABELS AND PERCEPTION 327 • NOT JUST A “MAN THING” 327 • SEXUAL ORIENTATION 327 Gender and Violence 327 Violence against Women 327 FORCIBLE RAPE 327 • DATE (ACQUAINTANCE) RAPE 328 • MURDER 328 • VIOLENCE IN THE HOME 329 • FEMINISM AND GENDERED VIOLENCE 329 • SOLUTIONS 329 The Changing Face of Politics 329 Glimpsing the Future—with Hope 330 Inequalities of Aging 330 Aging in Global Perspective 331 Extremes of Attitudes and Practices 331 IN SUM 331
Industrialization and the Graying of the Globe 332 THE LIFE SPAN 332 The Graying of America 333 The Symbolic Interactionist Perspective 335 Shifting Meanings of Growing Old 335 The Influence of the Mass Media 336 IN SUM 336 The Functionalist Perspective 337 Disengagement Theory 337 EVALUATION OF THE THEORY 337 Activity Theory 337 EVALUATION OF THE THEORY 338 Continuity Theory 338 EVALUATION OF THE THEORY 338 • IN SUM: THE FUNCTIONALIST PERSECTIVE 338 The Conflict Perspective 339 Fighting for Resources: Social Security Legislation 339 “Old People Are Sucking Us Dry”: Intergenerational Competition and Conflict 339 IN SUM: THE CONFICT PERSPECTIVE 340 Looking toward the Future 342 New Views: Creative Aging 342 Summary and Review 342
Thinking Critically about Chapter 10 344 11 Politics and the Economy 345 Politics: Establishing and Exercising Leadership 347 Power, Authority, and Violence 347 Authority and Legitimate Violence 347 Traditional Authority 348 Rational–Legal Authority 349 Charismatic Authority 349 THE THREAT POSED BY CHARISMATIC LEADERS 349 The Transfer of Authority 350 Types of Government 350 Monarchies: The Rise of the State 350 Democracies: Citizenship as a Revolutionary Idea 351 Dictatorships and Oligarchies: The Seizure of Power 353 The U.S. Political System 353 Political Parties and Elections 353 Polling and Predictions 354 SLICES FROM THE CENTER 355 • THIRD PARTIES 355 Voting Patterns 355 SOCIAL INTEGRATION 356 • ALIENATION 357 • APATHY 357 • THE GENDER AND RACIAL–ETHNIC GAPS IN VOTING 357 Lobbyists and Special-Interest Groups 358 LOBBYING BY SPECIAL-INTEREST GROUPS 358 • THE MONEY 358 Who Rules the United States? 359
The Functionalist Perspective: Pluralism 359 IN SUM 359 The Conflict Perspective: The Power Elite 360 IN SUM 360 Which View Is Right? 360 War and Terrorism: Implementing Political Objectives 361 Why Countries Go to War 361 THE FLESH AND BLOOD OF WAR 362 Terrorism 362 The Economy: Work in the Global Village 363 The Transformation of Economic Systems 364 Preindustrial Societies: The Birth of Inequality 364 Industrial Societies: The Birth of the Machine 365 Postindustrial Societies: The Birth of the Information Age 365 Biotech Societies: The Merger of Biology and Economics 366 World Economic Systems 367 Capitalism 367 WHAT CAPITALISM IS 367 • WHAT STATE CAPITALISM IS 367 Socialism 368
WHAT SOCIALISM IS 368 • SOCIALISM IN PRACTICE 369 • DEMOCRATIC SOCIALISM 369 Ideologies of Capitalism and Socialism 369 Criticisms of Capitalism and Socialism 369 The Convergence of Capitalism and Socialism 370 CHANGES IN SOCIALISM: CONVERGENCE 370 • CHANGES IN CAPITALISM: CONVERGENCE 372 The Globalization of Capitalism 372 A New Global Structure and its Effects on Workers 372 Stagnant Paychecks 375 The New Economic System and the Old Divisions of Wealth 375 The Global Superclass 377 x Contents What Lies Ahead? A New World Order? 377 Unity and Disunity 378 Inevitable Changes 378 Summary and Review 378 Thinking Critically about Chapter 11 380 12 Marriage and Family 381 Marriage and Family in Global Perspective 383 What Is a Family? 383 What Is Marriage? 384
Common Cultural Themes 384 MATE SELECTION 384 • DESCENT 386 • INHERITANCE 386 • AUTHORITY 386 Marriage and Family in Theoretical Perspective 386 The Functionalist Perspective: Functions and Dysfunctions 386 WHY THE FAMILY IS UNIVERSAL 387 • FUNCTIONS OF THE INCEST TABOO 387 • ISOLATION AND EMOTIONAL OVERLOAD 387 The Conflict Perspective: Struggles between Husbands and Wives 387 INEVITABLE CONFLICT 387 • CHANGING POWER RELATIONS 387 The Symbolic Interactionist Perspective: Gender, Housework, and Child Care 388 CHANGES IN TRADITIONAL GENDER ORIENTATIONS 388 • PAID WORK AND HOUSEWORK 388 • MORE CHILD CARE 389 • TOTAL HOURS 389 • A GENDER DIVISION OF LABOR 389 The Family Life Cycle 389 Love and Courtship in Global Perspective 389 Marriage 391 THE SOCIAL CHANNELS OF LOVE AND MARRIAGE 391 Childbirth 392 IDEAL FAMILY SIZE 392 • MARITAL SATISFACTION AFTER CHILDBIRTH 394
Child Rearing 394 MARRIED COUPLES AND SINGLE MOTHERS 394 • SINGLE FATHERS 394 • DAY CARE 394 • NANNIES 395 • SOCIAL CLASS 395 • HELICOPTER PARENTING 396 • THE RIGHT WAY TO REAR CHILDREN 396 Family transitions 397 TRANSITIONAL ADULTHOOD 397 • WIDOWHOOD 397 Diversity in U.S. Families 398 African American Families 398 Latino Families 399 Asian American Families 400 Native American Families 400 IN SUM 400 One-Parent Families 401 Couples without Children 401 Blended Families 402 Gay and Lesbian Families 402 CHILDREN REARED BY GAY AND LESBIAN COUPLES 403 Trends in U.S. Families 403 The Changing Timetable of Family Life: Marriage and Childbirth 403 Cohabitation 404 COHABITATION AND MARRIAGE: THE ESSENTIAL DIFFERENCE 404 • DOES COHABITATION MAKE MARRIAGE STRONGER? 405 The “Sandwich Generation” and Elder Care 405
Divorce and Remarriage 405 Ways of Measuring Divorce 405 Divorce and Mixed Racial–Ethnic Marriages 407 Symbolic Interactionism and the Misuse of Statistics 407 Children of Divorce 408 NEGATIVE EFFECTS 408 • WHAT HELPS CHILDREN ADJUST TO DIVORCE? 408 • PERPETUATING DIVORCE 409 Grandchildren of Divorce: Ripples to the Future 409 Fathers’ Contact with Children after Divorce 409 The Ex-Spouses 409 Remarriage: “I Do” Again and Again 410 Two Sides of Family Life 410 The Dark Side of Family Life: Battering, Child Abuse, Marital Rape, and Incest 410 SPOUSE BATTERING 410 • CHILD ABUSE 410 • MARITAL AND INTIMACY RAPE 411 • INCEST 411 The Bright Side of Family Life: Successful Marriages 411 SUCCESSFUL MARRIAGES 412 The Future of Marriage and Family 412 Summary and Review 413 Thinking Critically about Chapter 12 414 13 Education and Religion 415 Education: Transferring Knowledge and Skills 417 Education in Global Perspective 417 Education and Industrialization 418
INDUSTRIALIZATION AND MANDATORY EDUCATION 418 • THE EXPANSION OF EDUCATION 418 Education in the Most Industrialized Nations: Japan 419 Education in the Industrializing Nations: Russia 421 Education in the Least Industrialized Nations: Egypt 421 The Functionalist Perspective: Providing Social Benefits 422 Teaching Knowledge and Skills 422 Cultural Transmission of Values 422 Social Integration 423 INTEGRATING IMMIGRANTS 423 • STABILIZING SOCIETY: MAINTAINING THE STATUS QUO 423 • INTEGRATING PEOPLE WITH DISABILITIES 423 Gatekeeping (Social Placement) 423 Replacing Family Functions 424 IN SUM 424 The Conflict Perspective: Perpetuating Social Inequality 424 The Hidden Curriculum: Reproducing the Social Class Structure 424 Tilting the Tests: Discrimination by IQ 425 Stacking the Deck: Unequal Funding 425 The Bottom Line: Family Background 426 REPRODUCING THE SOCIAL CLASS STRUCTURE 426 • REPRODUCING THE RACIAL–ETHNIC STRUCTURE 426 •
IN SUM 426 Contents xi The Symbolic Interactionist Perspective: Teacher Expectations 426 The Rist Research 426 How Do Teacher Expectations Work? 427 Self-Expectations 428 Problems in U.S. Education—and Their Solution s 429 Mediocrity 429 THE RISING TIDE OF MEDIOCRITY 429 • THE SATs 430 • GRADE INFLATION, SOCIAL PROMOTION, AND FUNCTIONAL ILLITERACY 430 Overcoming Mediocrity 431 RAISING STANDARDS FOR TEACHERS 431 • A WARNING ABOUT HIGHER STANDARDS 431
Cheating 431 THE SOLUTION TO CHEATING 432 Violence 432 The Need for Educational Reform 433 Religion: Establishing Meaning 434 What Is Religion? Durkheim’s Research 434 The Functionalist Perspective 434 Functions of Religion 434 MEANING AND PURPOSE 435 • EMOTIONAL COMFORT 435 • SOCIAL SOLIDARITY 435 • GUIDELINES FOR EVERYDAY LIFE 435 • SOCIAL CONTROL 435 • SOCIAL CHANGE 436 Dysfunctions of Religion 436 RELIGION AS JUSTIFICATION FOR PERSECUTION, WAR, AND TERRORISM 436 The Symbolic Interactionist Perspective 436 Religious Symbols 436 Beliefs 437 Religious Experience 437
Rituals 437 The Conflict Perspective 440 Opium of the People 440 Legitimating Social Inequalities 440 Religion and the Spirit of Capitalism 440 Types of Religious Groups 442 Cult 442 Sect 444 Church 444 Ecclesia 444 Religion in the United States 445 Characteristics of Members 445 SOCIAL CLASS 445 • RACE–ETHNICITY 445 Characteristics of Religious Groups 446 DIVERSITY 446 • PLURALISM AND FREEDOM 446 • TOLERATION 447 • THE ELECTRONIC CHURCH 447 The Future of Religion 447
Summary and Review 449 Thinking Critically about Chapter 13 450 14 Population and Urbanization 451 Population in Global Perspective 453 A Planet with No Space for Enjoying Life? 453 The New Malthusians 453 The Anti-Malthusians 455 Who Is Correct? 456 Why Are People Starving? 457 Population Growth 460 Why the Least Industrialized Nations Have So Many Children 460 Consequences of Rapid Population Growth 461 Population Pyramids as a Tool for Understanding 462 The Three Demographic Variables 463 FERTILITY 463 • MORTALITY 463 • MIGRATION 463 Problems in Forecasting Population Growth 465
Cities and City Life 468 The Development of Cities and Urbanization 471 The Development of Cities 471 Urbanization 472 THE APPEAL OF CITIES 472 • FORCED URBANIZATION 472 • METROPOLISES 472 • MEGALOPOLISES 473 • MEGACITIES 473 • MEGAREGIONS 473 U.S. Urban Patterns 473 Uneven Urbanization 474 Shifting Resources and Power because of Urban Migration 474 Edge Cities 474 Gentrification 475 Changes in Suburbanization 477 Models of Urban Growth 477 The Concentric Zone Model 477 The Sector Model 478 The Multiple-Nuclei Model 478 The Peripheral Model 479
Critique of the Models 479 City Life 480 Alienation in the City 480 Community in the City 481 SLUM OR LOW-RENT AREA? 481 Who Lives in the City? 481 THE COSMOPOLITES 481 • THE SINGLES 481 • THE ETHNIC VILLAGERS 482 • THE DEPRIVED 482 • THE TRAPPED 482 • CRITIQUE 482 • IN SUM 482 The Norm of Noninvolvement and the Diffusion of Responsibility 482 Urban Problems and Social Policy 483 Suburbanization 483 CITY VERSUS SUBURB 483 • SUBURBAN FLIGHT 484 • TOMORROW’S SUBURB 484 Disinvestment and Deindustrialization 484 The Potential of Urban Revitalization 485
PUBLIC SOCIOLOGY 485 Summary and Review 486 Thinking Critically about Chapter 14 487 15 Social Change and the Environment 488 How Social Change Transforms Social Life 490 The Four Social Revolutions 490 From Gemeinschaft to Gesellschaft 490 xii Contents The Industrial Revolution and Capitalism 491 Social Movements 492 Conflict, Power, and Global Politics 492 A BRIEF HISTORY OF GEOPOLITICS 492 • G7 PLUS 492 • DIVIDING UP THE WORLD 492 • FOUR THREATS TO THIS COALITION OF POWERS 493 • THE GROWING RELEVANCE OF AFRICA 494
Theories and Processes of Social Change 494 Evolution from Lower to Higher 495 Natural Cycles 495 Conflict over Power and Resources 495 Ogburn’s Theory 496 INVENTION 496 • DISCOVERY 497 • DIFFUSION 497 • CULTURAL LAG 497 • EVALUATION OF OGBURN’S THEORY 497 How Technology Is Changing Our Lives 498 Extending Human Abilities 498 The Sociological Significance of Technology: How Technology Changes Social Life 499 CHANGES IN PRODUCTION 499 • CHANGES IN WORKER–OWNER RELATIONS 499 • CHANGES IN IDEOLOGY 499 • CHANGES IN CONSPICUOUS CONSUMPTION 500 • CHANGES IN FAMILY RELATIONSHIPS 500 When Old Technology Was New: The Impact of the Automobile 500 DISPLACEMENT OF EXISTING TECHNOLOGY 500 • EFFECTS ON CITIES 501 • CHANGES IN ARCHITEC-
TURE 501 • CHANGED COURTSHIP CUSTOMS AND SEXUAL NORMS 501 • EFFECTS ON WOMEN’S ROLES 501 • IN SUM 502 The New Technology: The Microchip and Social Life 502 COMPUTERS IN EDUCATION 502 • COMPUTERS IN BUSINESS AND FINANCE 502 • COMPUTERS IN INTERNATIONAL CONFLICT 503 Cyberspace and Social Inequality 505 IN SUM 505 The Growth Machine versus the Earth 506 The Globalization of Capitalism and the Race for Economic Growth 506 A SUSTAINABLE ENVIRONMENT 506 Environmental Problems and Industrialization 507 TOXIC WASTES 507 • FOSSIL FUELS AND CLIMATE CHANGE 508 • THE ENERGY SHORTAGE AND INTERNAL COMBUSTION ENGINES 509 • THE RAIN FORESTS 510 The Environmental Movement 511
Environmental Sociology 512 Technology and the Environment: The Goal of Harmony 513 Summary and Review 514 Thinking Critically about Chapter 15 515 Epilogue: Why Major in Sociology? 516 Glossary G-1 References R-1 Name Index N-1 Subject Index S-1 Credits C-1 Contents xiii xiv Down-to-Earth Sociology W. E. B. Du Bois: The Souls of Black Folk 10
Enjoying a Sociology Quiz: Testing Your Common Sense 21 Testing Your Common Sense: Answers to the Sociology Quiz 23 Loading the Dice: How Not to Do Research 26 Gang Leader for a Day: Adventures of a Rogue Sociologist 28 Heredity or Environment? The Case of Jack and Oskar, Identical Twins 70 Gossip and Ridicule to Enforce Adolescent Norms 91 Boot Camp as a Total Institution 93 College Football as Social Structure 105 Beauty May Be Only Skin Deep, But Its Effects Go On Forever: Stereotypes in Everyday Life 117 The McDonaldization of Society 145 Shaming: Making a Comeback? 170
Islands in the Street: Urban Gangs in the United States 177 The Killer Next Door: Serial Murderers in Our Midst 187 Rape: Blaming the Victim and Protecting the Caste System 202 Inequality? What Inequality? 213 How the Super-Rich Live 233 The Big Win: Life after the Lottery 237 What Do You Know about Poverty? A Reality Check 252 Poverty: A Personal Journey 258 Can a Plane Ride Change Your Race? 267 College Dorms and Contact Theory 272 The Racist Mind 274 The Man in the Zoo 280
Unpacking the Invisible Knapsack: Exploring Cultural Privilege 286 Surgical Sexism: Cold-Hearted Surgeons and Their Women Victims 318 Affirmative Action for Men? 320 Who Are the Suicide Terrorists? Testing Your Stereotypes 362 Community Colleges: Facing Old and New Challenges 418 BioFoods: What’s in Your Future? Threats to Scientific Research 458 Reclaiming Harlem: A Twist in the Invasion–Succession Cycle 475 Cultural Diversity in the United States Unanticipated Public Sociology: Studying Job Discrimination 13
Miami—Continuing Controversy over Language 49 Race and Language: Searching for Self-Labels 50 Immigrants and Their Children: Caught between Two Worlds 89 The Amish: Gemeinschaft Community in a Gesellschaft Society 113 Social Class and the Upward Social Mobility of African Americans 250 Tiger Woods: Mapping the Changing Ethnic Terrain 265 The Illegal Travel Guide 287 Glimpsing the Future: The Shifting U.S. Racial–Ethnic Mix 298 Human Heads and Animal Blood: Testing the Limits of Tolerance 442
Cultural Diversity around the World Why the Dead Need Money 42 You Are What You Eat? An Exploration in Cultural Relativity 43 When Women Become Men: The Sworn Virgins 83 Human Sexuality in Cross-Cultural Perspectives 165 Female Circumcision (Genital Cutting) 314 A Fierce Competitor: The Chinese Capitalists 371 Arranged Marriage in India: Probing Beneath the Surface 390 Killing Little Girls: An Ancient and Thriving Practice 466 Why City Slums Are Better Than the Country: Urbanization in the Least Industrialized Nations 479
The Rain Forests: Lost Tribes, Lost Knowledge 510 Special Features Thinking Critically about Social Life Are We Prisoners of Our Genes? 61 “Nothing Tastes as Good as Thin Feels”: Body Images and the Mass Media 122 If Hitler Asked You to Execute a Stranger, Would You? The Milgram Experiment 158 The Saints and the Roughnecks: Labeling in Everyday Life 174 Sexting: Getting on the Phone Isn’t What It Used to Be 182 What Should We Do About Repeat Offenders? “Three Strikes” Laws 184
Vigilantes: When the State Breaks Down 189 Open Season: Children as Prey 217 When Globalization Comes Home: Maquiladoras South of the Border 222 The Nation’s Shame: Children in Poverty 256 The Coming Three-Tier Society and the Militarization of the Police 260 New Masculinities and Femininities Are on Their Way 309 The Cultural Lens: Shaping Our Perceptions of the Elderly 336 School Shootings: Exploding a Myth 432 Cyberwar and Cyber Defense 503 Climate Controversy, the Island Nations, and You 509 Eco-sabotage 511
Sociology and Technology: The Shifting Landscape Lara Croft, Tomb Raider: Changing Images of Women in the Mass Media 86 Virtual Reality and Diversity Training 149 Enjoy Your Security State (SS) 150 How Could the Polls Be So Wrong? 354 Online Dating: Risks and Rewards 385 What Color Eyes? How Tall? Designer Babies on the Way 393 Changing Religious Practices in the Digital Age 448 Weaponizing Space: The Coming Star Wars 504 Applying Sociology to Your Life The Sociological Perspective and Your Life
Course 98 Getting Promoted at Work: Making Impression Management Work for You 124 The New World of Work: How to Keep a Paycheck Coming in the New Global Marketplace 141 Do Your Social Networks Perpetuate Social Inequality? 143 “How Does Social Control Theory Apply to You?” 171 How Do You Use Techniques of Neutralization to Protect Your Self-Concept? 172 “The American Dream”: Social Mobility Today 247 How to Get a Higher Salary 324 Breaking through the Glass Ceiling 326 Your Work and Your Future in the Global Village 366
Finding Quality Day Care 395 What Kind of Parent Will You Be? 396 “What are Your Chances of Getting Divorced? The Misuse of Statistics” 407 You Want to Get Through College? Let’s Apply Sociology 428 Special Features xv This page intentionally left blank xvii FIGURE 6.1 How Safe Is Your State? Violent Crime in the United States 179 FIGURE 6.5 Executions in the United States 188
FIGURE 7.4 Global Stratification: Income of the World’s Nations 215 FIGURE 8.11 Patterns of Poverty 253 FIGURE 9.6 The Distribution of Dominant and Minority Groups 285 FIGURE 10.6 Women in the Workforce 323 FIGURE 10.10 The Graying of the Globe 332 FIGURE 10.15 As Florida Goes, So Goes the Nation 335 FIGURE 11.1 Which Political Party Dominates? 354 FIGURE 12.14 The “Where” of U.S. Divorce 406 FIGURE 14.12 The World’s 10 Largest Megacities 473 FIGURE 14.13 How Urban Is Your State? The Rural–Urban Makeup of the United States 474
FIGURE 15.2 The Worst Hazardous Waste Sites 507 Guide to Social Maps xviii W ELCOME TO SOCIOLOGY! I’ve loved soci- ology 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. Essentials of Sociology: A Down-to-Earth Approach 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, more interesting jobs, higher income, and better health, but for oth-
ers 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 affect our chances of making it to our first birthday, as well as of getting in trouble with the police. They even influence our satisfaction in marriage, the number of children we will have—and whether or not we will read this book in the first place. When I took my first course in sociology, I was “hooked.” Seeing how marvelously my life had been affected by these larger social influences 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, in fact, 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.
We aren’t born with instincts. Nor do we come into this world with preconceived notions of what life should be like. At birth, we have no concepts of race–ethnicity, gender, age, or social class. We have no idea, for example, that people “ought” to act in certain ways because they are male or female. Yet we all learn such things as we grow up in our society. Uncovering the “hows” and the “whys” of this process is also part of what makes sociology so fascinating. One of sociology’s many pleasures is that as we study life in groups (which can be taken as a definition of sociol - ogy), whether those groups are in some far-off part of the world or in some nearby corner of our own society, we gain new insights into who we are and how we got that way. As we see how their customs affect them, the effects of our own society on us become more visible. This book, then, can be part of an intellectual adven- ture, for it can lead you to a new way of looking at your social world—and in the process, help you to better under- stand both society and yourself. I wish you the very best in college—and in your career afterward. It is my sincere desire that Essentials of Sociology:
A Down-to-Earth Approach will contribute to that success. James M. 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. You can write me at [email protected] To the Student ... from the Author mailto:[email protected] To the Instructor ... from the Author REMEMBER WHEN YOU FIRST GOT “HOOKED” on sociology, how the windows of perception opened as you began to see life-in-society through the sociological perspective? For most of us, this was an eye-opening experience. This text is designed to open those windows onto social life, so students can see clearly the vital effects of group membership on their lives. Although few
students will get into what Peter Berger calls “the passion of sociology,” we at least can provide them the opportunity. To study sociology is to embark on a fascinating process of discovery. We can compare sociology to a huge jigsaw puzzle. Only gradually do we see how the smaller pieces fit together. As we begin to see the interconnections, our per- spective changes as we shift our eyes from the many small, disjointed pieces to the whole that is being formed. Of all the endeavors we could have entered, we chose sociology because of the ways in which it joins the “pieces” of society together and the challenges it poses to “ordinary” think- ing. It is our privilege to share with students this process of awareness and discovery called the sociological perspective. As instructors of sociology, we have set ambitious goals for ourselves: to teach both social structure and social interac - tion and to introduce students to the sociological literature— both the classic theorists and contemporary research. As we accomplish this, we would also like to enliven the classroom, encourage critical thinking, and stimulate our students’ so- ciological imagination. Although formidable, these goals are attainable. This book is designed to help you reach them. Based on many years of frontline (classroom) experience, its subtitle, A Down-to-Earth Approach, was not proposed lightly.
My goal is to share the fascination of sociology with students and in doing so to make your teaching more rewarding. Over the years, I have found the introductory course es- pecially enjoyable. It is singularly satisfying to see students’ faces light up as they begin to see how separate pieces of their world fit together. It is a pleasure to watch them gain insight into how their social experiences give shape to even their innermost desires. This is precisely what this text is de- signed to do—to stimulate your students’ sociological imag- ination so they can better perceive how the “pieces” of so- ciety fit together—and what this means for their own lives. Filled with examples from around the world as well as from our own society, this text helps to make today’s multi- cultural, global society come alive for students. From learn- ing how the international elite carve up global markets to studying the intimacy of friendship and marriage, students can see how sociology is the key to explaining contempo- rary life—and their own place in it. In short, this text is designed to make your teaching easier. There simply is no justification for students to have to wade through cumbersome approaches to sociology. I am firmly convinced that the introduction to sociology should
be enjoyable and that the introductory textbook can be an essential tool in sharing the discovery of sociology with students. What’s New in This 13th Edition? Because sociology is about social life and we live in a changing global society, this new edition of Essentials of Sociology: A Down-to-Earth Approach reflects the national and global changes that engulf us, as well as presents new sociological research. An indication of the thoroughness of the preparation that went into this 13th edition is the text’s hundreds of new citations. This edition also has more than 435 instructional photos. I have either selected or taken each of the photos. By tying the photos and their captions directly into the text, they become part of the students’ learning experience. I am especially pleased with Applying Sociology to Your Life, a new feature introduced in this edition. Although Essentials of Sociology: A Down-to-Earth Approach is well-known for how it shows students the relevance of sociology to their lives, this emphasis has been amplified in this 13th edition. This new feature focuses explicitly on how sociology applies to the student’s life. It is one thing to say
to students that sociological research on bureaucracy is rel - evant because they might work in a bureaucracy, but quite another to show students how they can use impression management to get ahead in a bureaucracy. It is also one thing to review with students the average salaries according to college major, but quite another to show students how they can use sociology to increase their own salaries. We can point out what sociologists have found when they studied the glass ceiling, but sociology is much more relevant for our students if we can show them how they can use sociol- ogy to break through the glass ceiling. These three examples are part of the fourteen items that make up this new feature, Applying Sociology to Your Life. And updates? As with previous editions, you can ex- pect that they run throughout this new edition. The updates are too numerous to mention, but to give you an indication of how extensively this edition is revised, following is a list of the new topics, boxed features, tables, and figures. xix Chapter 1
Figure 1.1 Suicide of Americans ages 18 to 24 Figure 1.6 Western Marriage: Husband–Wife Relationship Chapter 2 Sociology and Technology: The Shifting Landscape: The End of Human Culture? Artificial Intelligence and Super-Smart Computers Topic: In the 1600s, killing cats was part of festive celebrations Chapter 3 Topic: Ekman’s conclusions on the universality of the ex- pression of human emotions is challenged by research among the Trobianders of Papua New Guinea. Topic: Negative effects of nurseries depend on the age at which children are placed in day care Chapter 4 Applying Sociology to Your Life: Getting Promoted: Making Impression Management Work for You Topic: Transgender as a master status
Topic: Students learn more from attractive teachers Chapter 5 Applying Sociology to Your Life: The New World of Work: How to Keep a Paycheck Coming in the New Global Marketplace Applying Sociology to Your Life: Do Your Social Networks Perpetuate Social Inequality? Sociology and Technology: The Shifting Landscape: Virtual Reality and Diversity Training Topic: Investigation of JonBenet Ramsey as an example of groupthink Topic: The experience and perspective of white males are being added to diversity training Chapter 6 Applying Sociology to Your Life: How Does Social Control Theory Apply to You? Applying Sociology to Your Life: How Do You Use Tech-
niques of Neutralization to Protect Your Self Concept? Topic: In murder trials, if the victim is white and the ac- cused is black, juries are more likely to impose the death penalty than if the accused is white and the victim is black Chapter 7 Topic: Face-recognition software can turn the police’s body cameras into surveillance machines, able to identify everyone an officer passes on the sidewalk Chapter 8 Figure 8.7 Physical Health, by Income: People Who Have Difficulty with Everyday Physical Activities Figure 8.8 Mental Health, by Income: Feelings of Sadness, Hopelessness, or Worthlessness Figure 8.10 An Overview of Poverty in the United States Figure 8.13 Poverty and Family Structure Figure 8.14 Poverty and Race-Ethnicity Figure 8.15 Poverty and Age
Topic: The 20 richest Americans have more wealth than the bottom half of the U.S. population combined Topic: Before they turn 65, about 60 percent of the U.S. pop- ulation will experience a year of poverty Topic: The Jardin in Las Vegas sells a $10,000 cocktail and a weekend Valentine package for $100,000 Chapter 9 Table 9.3 Race–Ethnicity and Income Extremes Topic: Arizona has agreed that the police will not stop peo- ple solely to determine if they are in the country illegally. Topic: Catherine Cortez Masto of Nevada became the first Latina senator. Topic: Native Americans operate their own embassy in Washington, D.C. Topic: The bamboo curtain: Asian Americans claiming they are discriminated against in college admissions
Chapter 10 Figure 10.7 Master’s degree was added to this figure Applying Sociology to Your Life: How to Get a Higher Salary Applying Sociology to Your Life: Breaking through the Glass Ceiling Topic: The effects of testosterone differ with the situation: Women given testosterone in a competitive situation be- came suspicious and less trusting, but given testosterone in a situation where they were being trusted, they be- came more responsible and generous. Topic: Many minority women feel that the feminist move- ment represents “white” experiences. Their attempt to change emphases has led to a clash of perspectives. Topic: Among the CEOs of the largest U.S. companies, a reverse pay gap has emerged, with women outearning men by several million dollars a year. xx To the Instructor … from the Author
Topic: The rate of sexual assault on boys and men is about one-tenth that of girls and women. Topic: In Japan, more adult diapers are sold than baby diapers Topic: The Social Security dependency ratio has dropped to 3.6 (current workers to one beneficiary) Chapter 11 Sociology and Technology: The Shifting Landscape: How Could the Polls Get It So Wrong? Topic: From President Obama to President Trump used as an example of the transition of authority in a rational– legal structure even when a newly elected leader repre- sents ideas extremely different from the predecessor Topic: Kim Jong-un of North Korea had his vice premier for education shot for slouching during a meeting of parliament Chapter 12 Figure 12.5 The Remarkable Change in Two- and Four- Children Families
Figure 12:16 Today’s Newlyweds: Their Marital History Applying Sociology to Your Life: What Are Your Chances of Getting Divorced? The Misuse of Statistics Applying Sociology to Your Life: What Kind of Parent Will You Be? Applying Sociology to Your Life: Finding Quality Daycare Cultural Diversity around the World: Arranged Marriage in India: Probing beneath the Surface Topic: One-third of Americans who marry met online. Topic: The latest research on children reared by same-sex parents Topic: For the first time since 1880, the percentage of young adults who live with their parents is larger than those who live with a spouse or partner in a separate household. Topic: “Adultolescence” is also known as “waithood.” Topic: The average age of those who are cohabiting is 39. Topic: Helicoptering, parents’ hovering over their children to be certain they make the right decisions and have the
right experiences, increasingly common in the upper- middle class Topic: Implications for human evolution of CRISPR (Clus- tered Regularly Interspaced Short Palindromic Repeats) Chapter 13 Applying Sociology to Your Life: You Want to Get Through College? Let’s Apply Sociology Sociology and Technology: The Shifting Landscape: Changing Religious Practices in the Digital Age Topic: To increase graduation rates, community colleges are developing guided pathways. Topic: A major change is occurring in Japan’s higher education—a shift to job training in its lower tier universities and more research in its top tier. Topic: University salaries in Russia are so low that tens of thousands of academics have left Russia. Topic: Tucson, Arizona, runs a “Teenage Parent High School,”
where pregnant girls and those who have already given birth learn parenting skills as well as traditional subjects Topic: High school teachers give twenty times more A’s than C’s. Topic: Roman Catholics use Confessor Go to locate priests to hear confessions, and WhatsApp to discuss moral dilemmas with priests. Chapter 14 Topic: The United States has 40 million immigrants. Topic: The world now has thirty-one megacities. Topic: Japan’s population is shrinking by a million people a year. Topic: Update on Monsanto subverting GMO research. Topic: Tomorrow’s suburb: Attempts of suburbs to trans- form themselves into cities. Chapter 15 Topic: The United States has withdrawn from G7’s Paris Accord on climate change.
Topic: Global warming threatens the Earth’s coral reefs, which hold chemicals to cure diseases. Venom from the cone snail, fifty times more potent than morphine, is be- ing used as a painkiller. Topic: In coming distance learning classes, the simultane- ous translation of speech will allow students from differ - ent cultures to talk and to understand one another. Topic: In coming distance learning classes, artificial intelli - gence will enable students to go on virtual field trips in other cultures that immerse them in different realities. Topic: The Pentagon operates a Cyber Command with nine “National Mission Teams” of sixty military person- nel each Topic: An Italian company sells “off-the-shelf” programs that allow someone to insert malicious code in comput- ers and mobile devices To the Instructor … from the Author xxi
The Organization of This Text The text is laid out in five parts. Part I focuses on the socio- logical perspective, which is introduced in the first chapter. We then look at how culture influences us (Chapter 2), ex- amine socialization (Chapter 3), and compare macrosociol- ogy and microsociology (Chapter 4). Part II, which focuses on groups and social control, adds to the students’ understanding of how far-reaching society’s influence is—how group membership penetrates even our thinking, attitudes, and orientations to life. We first examine the different types of groups that have such pro- found influences on us and then look at the fascinating area of group dynamics (Chapter 5). After this, we focus on how groups “keep us in line” and sanction those who violate their norms (Chapter 6). In Part III, we turn our focus on social inequality, exam- ining how it pervades society and how it has an impact on our own lives. Because social stratification is so significant, I have written two chapters on this topic. The first (Chapter 7), with its global focus, presents an overview of the principles of stratification. The second (Chapter 8), with its emphasis on social class, focuses on stratification in the United States.
After establishing this broader context of social stratifica- tion, we examine inequalities of race-ethnicity (Chapter 9) and then those of gender and age (Chapter 10). Part IV helps students to become more aware of how social institutions encompass their lives. We first look at politics and the economy, our overarching social institu- tions (Chapter 11). After examining marriage and family (Chapter 12), we then turn our focus on education and re- ligion (Chapter 13). One of the emphases in this part of the book is how our social institutions are changing and how their changes, in turn, have an impact on our own lives. With its focus on broad social change, Part V provides an appropriate conclusion for the book. Here we examine why our world is changing so rapidly, as well as catch a glimpse of what is yet to come. We first analyze trends in population and urbanization, those sweeping forces that affect our lives so significantly but that ordinarily remain below our level of awareness (Chapter 14). We conclude the book with an analysis of technology, social movements, and the environment (Chapter 15), which takes us to the “cut- ting edge” of the vital changes that engulf us all. Themes and Features
Six central themes run throughout this text: down-to-earth sociology, applying sociology to your students’ life, glo- balization, cultural diversity, critical thinking about social life, and the new technology. The theme of how sociology applies to the lives of your students is new to this edition. For each of these themes, except globalization, which is in- corporated throughout the text, I have written a series of boxed features. These boxed features are one of my favorite components of the book. They are especially useful for in- troducing the controversial topics that make sociology such a lively activity. Let’s look at these six themes. Down-to-Earth Sociology As many years of teaching have shown me, all too often textbooks are written to appeal to the adopters of texts rather than to the students who will learn from them. In writing this book, my central concern has been to present sociology in a way that not only facilitates understanding but also shares its excitement. During the course of writing other texts, I often have been told that my explanations and writing style are “down-to-earth,” or accessible and invit- ing to students—so much so that I chose this phrase as the
book’s subtitle. This Down-to-Earth Sociology theme explores sociologi- cal processes that underlie everyday life. The topics that we review in this feature are highly diverse. Here are some of them: • how a sociologist became a gang leader—for a day (Chapter 1) • the experiences of W. E. B. Du Bois in studying U.S. race relations (Chapter 1) • how gossip and ridicule enforce adolescent norms (Chapter 3) • how football can help us understand social structure (Chapter 4) • beauty and success (Chapter 4) • serial killers (Chapter 6) • sexting (Chapter 6)
• the lifestyles of the super-rich (Chapter 8) • the American dream and social mobility (Chapter 8) • college dorms and contact theory (Chapter 9) • women navigating male-dominated corporations (Chapter 10) • the coming Star Wars (Chapter 15) This first theme is actually a hallmark of the text, as my goal is to make sociology “down to earth.” To help students grasp the fascination of sociology, I continuously stress so- ciology’s relevance to their lives. To reinforce this theme, I avoid unnecessary jargon and use concise explanations and clear and simple (but not reductive) language. I also use student-relevant examples to illustrate key concepts, and I base several of the chapters’ opening vignettes on my own experiences in exploring social life. That this goal of shar - ing sociology’s fascination is being reached is evident from the many comments I receive from instructors and students alike that the text helps make sociology “come alive.” xxii To the Instructor … from the Author
Applying Sociology to Your Life As mentioned, this second theme is being introduced in this edition. There were a lot of challenges to overcome in producing this feature, and I am eager to find out how it works in your classroom. Please share the results with me. Here is a partial list of the topics included in Applying Sociology to Your Life: • making impression management work for you: getting promoted (Chapter 4) • keeping a paycheck coming in the new global market- place (Chapter 5) • how techniques of neutralization protect your self con- cept (Chapter 6) • how to get a higher salary by applying sociology (Chapter 10) • applying sociology to break through the glass ceiling
(Chapter 10) • applying sociology to parenting (Chapter 12) • applying divorce statistics to your marriage (Chapter 12) • finding quality daycare (Chapter 12) • applying sociology to get through college (Chapter 13) I hope you have as much pleasure using this new fea- ture in your classroom as I had in developing it. Globalization In the third theme, globalization, we explore the impact of global issues on our lives and on the lives of people around the world. All of us are feeling the effects of an increasingly powerful and encompassing global economy, one that intertwines the fates of nations. The globalization of capitalism influences the kinds of skills and knowledge we need, the types of work available to us—and whether work is available at all. Globalization also underlies the costs of the goods and services we consume and whether our country is at war or peace—or in some uncharted middle ground between the two, some sort of perpetual
war against unseen, sinister, and ever-threatening en- emies lurking throughout the world. In addition to the strong emphasis on global issues that runs throughout this text, I have written a separate chapter on global stratifica- tion (Chapter 7). I also feature global issues in the chap- ters on social institutions and the final chapters on social change: population, urbanization, social movements, and the environment. What occurs in Russia, Germany, and China, as well as in much smaller nations such as Afghanistan and Iraq, has far-reaching consequences on our own lives. Consequently, in addition to the global focus that runs throughout the text, the next theme, cultural diversity, also has a strong global emphasis. Cultural Diversity around the World and in the United States The fourth theme, cultural diversity, has two primary em- phases. The first is cultural diversity around the world. Gaining an understanding of how social life is “done” in other parts of the world often challenges our taken-for- granted assumptions about social life. At times, when we learn about other cultures, we gain an appreciation for the life of other peoples; at other times, we may be shocked or
even disgusted at some aspect of another group’s way of life (such as female circumcision) and come away with a re- newed appreciation of our own customs. To highlight this first subtheme, I have written a series called Cultural Diversity around the World. Among the topics with this subtheme are • food customs that shock people from different cultures (Chapter 2) • why the dead need money (Chapter 2) • where virgins become men (Chapter 3) • human sexuality in Mexico and Kenya (Chapter 6) • female circumcision (Chapter 10) • probing beneath the surface to understand arranged marriage in India (Chapter 12) • female infanticide in China and India (Chapter 14) • the destruction of the rain forests and indigenous peo-
ples of Brazil (Chapter 15) In the second subtheme, Cultural Diversity in the United States, we examine groups that make up the fascinating array of people who form the U.S. population. In this sub- theme, we review such topics as • the controversy over the use of Spanish or English (Chapter 2) • how the Amish resist social change (Chapter 4) • how our social networks produce social inequality (Chapter 5) • the upward social mobility of African Americans (Chapter 8) • the author’s travels with a Mexican who transports un- documented workers to the U.S. border (Chapter 9) • human heads, animal sacrifices, and religious freedom (Chapter 13) • our shifting racial–ethnic mix (Chapter 14)
Seeing that there are so many ways of “doing” social life can remove some of our cultural smugness, making us more aware of how arbitrary our own customs are—and how our taken-for-granted ways of thinking are rooted in culture. The stimulating contexts of these contrasts can help students develop their sociological imagination. They encourage To the Instructor … from the Author xxiii students to see connections among key sociological concepts such as culture, socialization, norms, race– ethnicity, gender, and social class. As your students’ sociological imagination grows, they can attain a new perspective on their experiences in their own corners of life—and a better understanding of the social structure of U.S. society. Critical Thinking In our fifth theme, critical thinking, we focus on controver- sial social issues, inviting students to examine various sides of those issues. In these sections, titled Thinking Critically about Social Life, I present objective, fair portrayals of posi - tions and do not take a side—although occasionally I do
play the “devil’s advocate” in the questions that close each of the topics. Like the boxed features, these sections can enliven your classroom with a vibrant exchange of ideas. Among the social issues we tackle are • our tendency to conform to evil authority, as uncovered by the Milgram experiments (Chapter 5) • how labeling keeps some people down and helps others move up (Chapter 6) • how vigilantes fill in when the state breaks down (Chapter 6) • the three-strikes-and-you’re-out laws (Chapter 6) • bounties paid to kill homeless children in Brazil (Chapter 7) • children in poverty (Chapter 8) • emerging masculinities and femininities (Chapter 10) • cyberwar and cyber defense (Chapter 15)
These Thinking Critically about Social Life sections are based on controversial social issues that either affect the stu- dent’s own life or focus on topics that have intrinsic inter - est for students. Because of their controversial nature, these sections stimulate both critical thinking and lively class discussions. These sections also provide provocative topics for in-class debates and small discussion groups, effective ways to enliven a class and present sociological ideas. In the Instructor’s Manual, I describe the nuts and bolts of using small groups in the classroom, a highly effective way of en- gaging students in sociological topics. Sociology and Technology: The Shifting Landscape In the sixth theme, sociology and technology, we explore an aspect of social life that has come to be central in our lives. We welcome our technological tools, for they help us to be more efficient at performing our daily tasks, from making a living to communicating with others—whether those people are nearby or on the other side of the globe. The significance of technology extends far beyond the tools and the ease and efficiency they bring to our lives. We can more accurately envision our new technology as a social revolution that will leave few aspects of our lives
untouched. Its effects are so profound that it even changes the ways we view life. Sociology and technology is introduced in Chapter 2, where technology is defined and presented as a major as- pect of culture. The impact of technology is then discussed throughout the text. Examples include how technology is related to cultural change (Chapter 2), diversity train- ing (Chapter 5), the maintenance of global stratification (Chapter 7), and social class (Chapter 8). We also look at the impact of technology on dating (Chapter 12), family life (Chapter 12), religion (Chapter 13), and war (Chapter 15). The final chapter (Chapter 15) on social change and the environment concludes the book with a focus on the effects of technology. To highlight this theme, I have written a series called Sociology and Technology: The Shifting Landscape. In this feature, we explore how technology affects our lives as it changes society. Among the topics we examine are how technology • artificial intelligence and super-smart computers may bring the end of human culture (Chapter 2)
• affects our body images (Chapter 4) • through virtual reality can be applied to diversity train- ing (Chapter 5) • is allowing the creation of an overwhelming security state (Chapter 5) • could allow us to get the presidential polls so wrong (Chapter 11) • is changing the way people find mates (Chapter 12) • is leading to a future where we order babies with spe- cific characteristics (Chapter 12) • is having an impact on religion (Chapter 13) Visual Presentations of Sociology SHOWING CHANGES OVER TIME In presenting so- cial data, many of the figures and tables show how data change over time. This feature allows students to see trends in social life and to make predictions on how these trends might continue—and even affect their own lives. Examples include
• Figure 1.5 U.S. Marriage, U.S. Divorce • Figure 3.2 Transitional Adulthood: A New Stage in the Life Course • Figure 6.2 How Much Is Enough? The Explosion in the Number of Prisoners xxiv To the Instructor … from the Author • Figure 8.3 The More Things Change, the More They Stay the Same: Dividing the Nation’s Income • Figure 12.2 In Two-Paycheck Marriages, How Do Husbands and Wives Divide Their Responsibilities? • Figure 12.4 The Number of Children Americans Think Are Ideal • Figure 12.5 The Remarkable Change in Two- and Four- Children Families
• Figure 12.9 The Decline of Two-Parent Families • Figure 12.11 Cohabitation in the United States • Figure 13.1 Educational Achievement in the United States • Figure 14.11 How the World Is Urbanizing THROUGH THE AUTHOR’S LENS Using this format, students are able to look over my shoulder as I experience other cultures or explore aspects of this one. These eight photo essays should expand your students’ sociological imagination and open their minds to other ways of doing social life, as well as stimulate thought-provoking class discussion. VIENNA: SOCIAL STRUCTURE AND SOCIAL INTERACTION IN A VIBRANT CITY appears in Chapter 4. The photos I took in this city illustrate how social structure surrounds us, setting the scene for our interactions, limiting and directing them. WHEN A TORNADO STRIKES: SOCIAL ORGANIZATION FOLLOWING A NATURAL DISASTER When a tornado hit a small town just hours from where I lived, I photo-
graphed the aftermath of the disaster. The police let me in to view the neighborhood where the tornado had struck, de- stroying homes and killing several people. I was impressed by how quickly people were putting their lives back to- gether, the topic of this photo essay (Chapter 4). COMMUNITY IN THE CITY in Chapter 5, is also from Vienna. This sequence of four photos focuses on strangers who are helping a man who has just fallen on the sidewalk. This event casts doubt on the results of Darley and Latané’s labo- ratory experiments. This short sequence was serendipitous in my research. One of my favorite photos is the last in the series, which portrays the cop coming toward me to question why I was taking photos of the accident. It fits the sequence perfectly. THE DUMP PEOPLE OF PHNOM PENH, CAMBODIA Among the culture shocks I experienced in Cambodia was not to discover that people scavenge at Phnom Penh’s huge city dump—this I knew about—but that they also live there. With the aid of an interpreter, I was able to in- terview these people, as well as photograph them as they went about their everyday lives. An entire community lives in the city dump, complete with restaurants amidst the smoke and piles of garbage. This photo essay reveals
not just these people’s activities but also their social orga- nization (Chapter 7). WORK AND GENDER: WOMEN AT WORK IN INDIA As I traveled in India, I took photos of women at work in public places. The more I traveled in this country and the more photos I took, the more insight I gained into gender relations. Despite the general dominance of men in India, women’s worlds are far from limited to family and home. Women are found at work throughout the so- ciety. What is even more remarkable is how vastly differ- ent “women’s work” is in India than it is in the United States. This, too, is an intellectually provocative photo essay (Chapter 10). SMALL TOWN USA: STRUGGLING TO SURVIVE To take the photos for this essay, on a road trip from California to Florida I went off the beaten path. Instead of following the interstates, I followed those “little black lines” on the map. They took me to out-of-the-way places that the national transportation system has bypassed. Many of these little towns are putting on a valiant face as they struggle to survive, but, as the photos show, the struggle is apparent, and, in some cases, so are the scars (Chapter 11).
HOLY WEEK IN SPAIN in Chapter 13, features proces- sions in two cities in Spain, Malaga, a provincial capital, and Almuñecar, a smaller city in Granada. The Roman Catholic heritage of Spain runs so deeply that the La Asunción de María (The Assumption of Mary) is a na- tional holiday, with the banks and post offices closing. City streets carry such names as (translated) Conception, Piety, Humility, Calvary, Crucifixion, The Blessed Virgin. In large and small towns throughout Spain, elaborate processions during Holy Week feature tronos that depict the biblical account of Jesus’ suffering, death, and resur - rection. I was allowed to photograph the preparations for one of the processions, so this essay also includes “ behind-the-scenes” photos. During the processions, the participants walk slowly for one or two minutes; then because of the weight of the tronos, they rest for one or two minutes. This process repeats for about six hours. As you will see, some of the most inter - esting activities occur during the rest periods. A WALK THROUGH EL TIRO IN MEDELLIN, COLOMBIA One of the most significant social changes in the world is taking place in the Least Industrialized
Nations. In the search for a better life, people are aban- doning rural areas. Fleeing poverty, they are flocking to the cities, only to be greeted with more poverty. Some of To the Instructor … from the Author xxv these settlements of the new urban poor are dangerous. I was fortunate to be escorted by an insider through a sec- tion of Medellin, Colombia, that is controlled by gangs (Chapter 14). OTHER PHOTO ESSAYS To help students better un- derstand subcultures, I have retained the photo essay Standards of Beauty in Chapter 2. I have also kept the photo essay in Chapter 9 on ethnic work, as it helps students see that ethnicity doesn’t “just happen.” Because these photo essays consist of photos taken by others, they are not a part of the series, Through the Author’s Lens. I think you will appreciate the understanding these two photo essays can give your students. PHOTO COLLAGES Because sociology lends itself so well to photographic illustrations, this text also includes photo
collages. In Chapter 1, the photo collage, in the shape of a wheel, features some of the many women who became so- ciologists in earlier generations, women who have largely gone unacknowledged as sociologists. In Chapter 2, stu- dents can catch a glimpse of the fascinating variety that goes into the cultural relativity of beauty. The collage in Chapter 5 illustrates categories, aggregates, and primary and sec- ondary groups, concepts that students sometimes wrestle to distinguish. The photo collage in Chapter 10 lets students see how differently gender is portrayed in different cultures. OTHER PHOTOS BY THE AUTHOR Sprinkled through- out the text are photos that I took in Austria, Cambodia, India, Latvia, Spain, Vietnam, and the United States. These photos illustrate sociological principles and topics better than photos available from commercial sources. As an ex- ample, while in the United States, I received a report about a feral child who had been discovered living with monkeys. The possibility of photographing and interviewing that child who had been taken to an orphanage was one of the reasons that I went to Cambodia. That particular photo is at the beginning of Chapter 3. OTHER SPECIAL PEDAGOGICAL FEATURES In addi- tion to chapter summaries and reviews, key terms, and a
comprehensive glossary, I have included several special fea - tures to help students learn sociology. In Sum sections help students review important points within the chapter before going on to new materials. I have also developed a series of Social Maps, which illustrate how social conditions vary by geography. All the maps in this text are original. LEARNING OBJECTIVES I have written learning objec- tives for the main points of each chapter. These learning objectives, which provide a guiding “road map” for your students, are presented three times: in a list at the begin- ning of the chapter, at the point where that specific mate- rial is presented, and again at the chapter ’s Summary and Review. CHAPTER-OPENING VIGNETTES These accounts fea- ture down-to-earth illustrations of a major aspect of each chapter ’s content. Some of these vignettes are based on my research with the homeless, the time I spent with them on the streets and slept in their shelters (Chapters 1 and 8). Others recount sociological experiences in Africa (Chapters 2 and 10) and Mexico (Chapters 12 and 14). I also share my experiences when I spent a night with street people at DuPont Circle in Washington, D.C. (Chapter 4).
For other vignettes, I use current and historical events (Chapters 7, 9, 13, and 15), classical studies in the social sciences (Chapters 3 and 6), and even scenes from novels (Chapters 5 and 11). Many students have told their in- structors that they find these vignettes compelling, that they stimulate interest in the chapter. THINKING CRITICALLY ABOUT THE CHAPTERS I close each chapter with critical thinking questions. Each question focuses on a major feature of the chapter, asking students to reflect on and consider some issue. Many of the questions ask the students to apply sociological findings and princi - ples to their own lives. ON SOURCES Sociological data are found in a wide va- riety of sources, and this text reflects that variety. Cited throughout this text are standard journals such as the American Journal of Sociology, Social Problems, American Sociological Review, and Journal of Marriage and Family, as well as more esoteric journals such as the Bulletin of the History of Medicine, Chronobiology International, and Western Journal of Black Studies. I have also drawn heavily from standard news sources, especially the New York Times and the Wall Street Journal, as well as more unusual sources such as El País. In
addition, I cite unpublished research and theoretical papers by sociologists. xxvi To the Instructor … from the Author To the Instructor … from the Author xxvii Acknowledgments The response from both instructors and students to this text’s earlier editions indicates that my efforts at making so- ciology down to earth have succeeded. The years that have gone into writing this text are a culmination of the many years that preceded its writing—from graduate school to that equally demanding endeavor known as classroom teaching. No text, of course, comes solely from its author. Although I am responsible for the final words on the print- ed page, I have received excellent feedback from instructors who have taught from the first thirteen editions. I am espe- cially grateful to Reviewers of the First through Thirteenth Editions Francis O. Adeola, University of New Orleans
Brian W. Agnitsch, Marshalltown Community College Sandra L. Albrecht, The University of Kansas Christina Alexander, Linfield College Richard Alman, Sierra College Gabriel C. Alvarez, Duquesne University Kenneth Ambrose, Marshall University Alberto Arroyo, Baldwin–Wallace College Karren Baird-Olsen, Kansas State University Rafael Balderrama, University of Texas—Pan American Linda Barbera-Stein, The University of Illinois Deborah Beat, Wichita State University Brenda Blackburn, California State University—Fullerton Ronnie J. Booxbaum, Greenfield Community College Cecil D. Bradfield, James Madison University Karen Bradley, Central Missouri State University Francis Broouer, Worcester State College Valerie S. Brown, Cuyahoga Community College Sandi Brunette-Hill, Carrol College Richard Brunk, Francis Marion University Karen Bullock, Salem State College Allison R. Camelot, California State University—Fullerton Paul Ciccantell, Kansas State University John K. Cochran, The University of Oklahoma James M. Cook, Duke University Joan Cook-Zimmern, College of Saint Mary
Larry Curiel, Cypress College Russell L. Curtis, University of Houston John Darling, University of Pittsburgh—Johnstown Ray Darville, Stephen F. Austin State University Jim David, Butler County Community College Nanette J. Davis, Portland State University Vincent Davis, Mt. Hood Community College Andrea Deal, Madisonville Community College Lynda Dodgen, North Harris Community College Terry Dougherty, Portland State University Marlese Durr, Wright State University Shelly Dutchin, Western Technical College Helen R. Ebaugh, University of Houston Obi N. Ebbe, State University of New York—Brockport Cy Edwards, Chair, Cypress Community College John Ehle, Northern Virginia Community College Morten Ender, U.S. Military Academy Rebecca Susan Fahrlander, Bellevue University Louis J. Finkle, Horry-Georgetown Technical College Nicole T. Flynn, University of South Alabama Lorna E. Forster, Clinton Community College David O. Friedrichs, University of Scranton Bruce Friesen, Kent State University—Stark Lada Gibson-Shreve, Stark State College
Cynthia Glass, Kentucky State University Norman Goodman, State University of New York— Stony Brook Rosalind Gottfried, San Joaquin Delta College G. Kathleen Grant, The University of Findlay Bill Grisby, University of Northern Colorado Ramon Guerra, University of Texas—Pan American Remi Hajjar, U.S. Military Academy Donald W. Hastings, The University of Tennessee—Knoxville Lillian O. Holloman, Prince George’s Community College Michael Hoover, Missouri Western State College Howard R. Housen, Broward Community College James H. Huber, Bloomsburg University Erwin Hummel, Portland State University Charles E. Hurst, The College of Wooster Nita Jackson, Butler County Community College Jennifer A. Johnson, Germanna Community College Kathleen R. Johnson, Keene State College Tammy Jolley, University of Arkansas Community College at Batesville David Jones, Plymouth State College Arunas Juska, East Carolina University Ali Kamali, Missouri Western State College
Irwin Kantor, Middlesex County College Mark Kassop, Bergen Community College Myles Kelleher, Bucks County Community College Mary E. Kelly, Central Missouri State University Alice Abel Kemp, University of New Orleans Diana Kendall, Austin Community College Gary Kiger, Utah State University Gene W. Kilpatrick, University of Maine—Presque Isle Jerome R. Koch, Texas Tech University Joseph A. Kotarba, University of Houston Michele Lee Kozimor-King, Pennsylvania State University Darina Lepadatu, Kennesaw State University Abraham Levine, El Camino Community College Diane Levy, The University of North Carolina—Wilmington Diane Lindley, The University of Mississippi Stephen Mabry, Cedar Valley College David Maines, Oakland University Ron Matson, Wichita State University xxviii To the Instructor … from the Author Armaund L. Mauss, Washington State University Evelyn Mercer, Southwest Baptist University
Robert Meyer, Arkansas State University Michael V. Miller, University of Texas—San Antonio John Mitrano, Central Connecticut State University W. Lawrence Neuman, University of Wisconsin—Whitewater Charles Norman, Indiana State University Patricia H. O’Brien, Elgin Community College Robert Ostrow, Wayne State Laura O’Toole, University of Delaware Marla Perry, NSCC Mike K. Pate, Western Oklahoma State College Lawrence Peck, Erie Community College Ruth Pigott, University of Nebraska—Kearney Phil Piket, Joliet Junior College Trevor Pinch, Cornell University Daniel Polak, Hudson Valley Community College James Pond, Butler Community College Deedy Ramo, Del Mar College Adrian Rapp, North Harris Community College Carolyn Read, Copiah Lincoln Junior College Ray Rich, Community College of Southern Nevada Barbara Richardson, Eastern Michigan University Salvador Rivera, State University of New York—Cobleskill Howard Robboy, Trenton State College Cindy Rouzer, Rivier College Daniel Roddick, Rio Hondo College
Paulina X. Ruf, University of Tampa Michael Samano, Portland Community College Michael L. Sanow, Community College of Baltimore County Lori Schreiber, Penn State University Ogontz-Abington Mary C. Sengstock, Wayne State University Walt Shirley, Sinclair Community College Marc Silver, Hofstra University Karl Smith, Delaware Tech and Community College-Owens Roberto E. Socas, Essex County College Susan Sprecher, Illinois State University Mariella Rose Squire, University of Maine at Fort Kent Jennifer St. Pierre, Harrisburg Area Community College Rachel Stehle, Cuyahoga Community College Marios Stephanides, University of Tampa Randolph G. Ston, Oakland Community College Vickie Holland Taylor, Danville Community College Maria Jose Tenuto, College of Lake County Gary Tiederman, Oregon State University Kathleen Tiemann, University of North Dakota Brandy Trainor, Gloucester County College Judy Turchetta, Johnson & Wales University Stephen L. Vassar, Minnesota State University—Mankato William J. Wattendorf, Adirondack Community College Jay Weinstein, Eastern Michigan University
Larry Weiss, University of Alaska Amanda White, St. Louis Community College-Meramec Douglas White, Henry Ford Community College Stephen R. Wilson, Temple University Anthony T. Woart, Middlesex Community College Stuart Wright, Lamar University Mary Lou Wylie, James Madison University Diane Kholos Wysocki, University of Nebraska—Kearney Stacey G. H. Yap, Plymouth State College William Yoels, University of Alabama Birmingham I have had the pleasure of working with an outstanding team at Pearson. I want to thank Billy Grieco and Jeff Marshall for coordinating the many tasks that were necessary to pro- duce this new edition; Jenn Auvil and Mary Donovan who coordinated so many integrating tasks; and Kate Cebik for her photo research—and for her willingness to “keep on looking.” I do appreciate this team. It is difficult to heap too much praise on such fine, capable, and creative people. Often going “beyond the call of duty” as we faced nonstop deadlines, their untiring efforts coalesced with mine to produce this text. Students, whom we constantly kept in mind as we prepared this edition, are the beneficiaries of this intricate teamwork.
Since this text is based on the contributions of many, I would count it a privilege if you would share with me your teaching experiences with this book, including suggestions for improving the text. Both positive and negative com- ments are welcome. This is one way that I continue to learn. I wish you the very best in your teaching. It is my sincere desire that Essentials of Sociology: A Down-to-Earth Approach contributes to your classroom success. James M. Henslin Professor Emeritus Department of Sociology Southern Illinois University, Edwardsville I welcome your correspondence. You can reach me at [email protected] P.S. With changing technology, I am now able to discuss various aspects of sociology with your students. This new feature, called Hearing from the Author, is de- scribed in the publisher ’s overview of Revel, which fol- lows this note.
mailto:[email protected] To the Instructor … from the Author xxix Revel™ for Essentials of Sociology: A Down-to-Earth Approach Revel is an interactive learning environment that deeply engages students and prepares them for class. Media and assessment integrated directly within the author ’s narrative lets students read, explore interactive sociology content, and practice in one continuous learning path. Thanks to the dynamic reading experience in Revel, students come to class prepared to discuss, apply, and learn from instructors and from each other. Learn more about Revel www.pearson.com/revel • Hearing from the Author Audio Clips are a new Revel feature in which Jim further personalizes the content of this edition by opening each chapter
and commenting on sociological concepts, photo essays, individual photos of particular significance, tables, figures, and topics. This feature gives students additional context for under- standing more difficult topics, while the author’s interweaving of observations and personal experiences reinforces how sociology is part of the student’s everyday life. This is a hallmark of the instructional design, as Jim’s goal is to make sociology “down to earth.” To help students grasp the fascination of sociology, he continuously stresses sociology’s relevance to their lives. As both instructors and students have commented, this helps make sociology “come alive.” And after all, as Jim emphasizes throughout Essentials of Sociology: A Down-to-Earth Approach, sociology is a fascinating endeavor. • Videos support the down-to-earth approach with news footage and stories that reflect real-life examples of sociology. Students can revisit major historical events including
critical points in the Civil Rights movement and view videos through a sociological lens. An original set of videos, including the Hearing from Students video series, is unique to Essentials of Sociology: A Down-to-Earth Approach. These exclusive video interviews feature students discussing the highlights of each chapter. These videos give students the opportu- nity to hear from their peers who are sharing their thoughts on chapter topics and reflecting on how they can apply the sociological perspective of the chapter to their own lives. http://www.pearson.com/revel xxx To the Instructor … from the Author • Interactive figures and tables feature the technology of Social Explorer, which shows data in interactive graphs with rollover information. Examples in- clude Figure 10.4 Gender Changes in College Degrees, Table 11.1 Who Votes for
• Pearson Originals The Pearson Originals docuseries videos highlight stories that exemplify and humanize the concepts covered in Sociology courses. These videos illustrate a variety of social issues and current events, bringing key topics to life for students while creating opportunities to further develop their understanding of soci- ology. Therefore, students not only connect with the people and stories on a personal level, but also view these stories and individuals with greater empathy while contex- tualizing core course concepts. • Interpreting the First Amendment: Regulating Protest in Minnesota • Gender Identity: Meant to Be Maddie • Domestic Violence in Rural America: Survivors’ Stories • The American Working Class: Voices from Harrisburg, IL • Taking a Stand Against Environmental Injustice Videos can be easily accessed from the instructor Resources folder within the Revel product.
To the Instructor … from the Author xxxi • Interactive Social Explorer Maps are based on the Social Maps Jim has created for Sociology: A Down-to-Earth Approach. Using Social Explorer, these maps illustrate how social conditions vary among the states and by regions of the country. Students can click through these maps, and can hover over their own state and consider how it compares with the rest of the country. Examples include Figure 6.1 How Safe Is Your State? Violent Crime in the United States and Figure 12.14 The “Where” of U.S. Divorce. Jim has also prepared global maps that give students a visual representation of how the United States compares with countries around the world. These Social Maps are original with Essentials of Sociology: A Down-to- Earth Approach. Visit the in-
structor Resources folder within Revel to access LiveSlide Powerpoint presentations that contain every Social Explorer visualization, making it easy to use these in class. President?, Figure 12.2 In Two-Paycheck Marriages, How Do Husbands and Wives Divide their Responsibilities? xxxii To the Instructor … from the Author • Make a Guess interactive graphs invite students to interact with social data. Many of the figures and tables show how data change over time. This feature utilizes Social Explorer’s predictive graphing which allows students to see trends in social life and to make predictions on how these trends might continue—and how they might even affect their own lives. • Interactive Review the Chapter, which uses flashcards that feature key terms and
definitions, help students review and reinforce the chapter’s content. • Assessments, which are tied to each chapter’s major sections, allow instructors and students to track progress and get immediate feedback. It is the same with the full chapter tests. • Integrated Writing Opportunities help students reason and write more clearly. Each chapter offers the following writing prompts: • Journal prompts invite students to reflect on a chapter ’s content and to con- sider how the sociological perspective applies in a variety of scenarios. There are two types of journal prompts: Apply It to Your Life and Apply the Sociological Perspective. • Shared writing prompts invite students to reflect on and consider issues related to major features of each chapter. Many of the questions ask the students to apply
sociological findings and principles to their own lives. The students’ responses are To the Instructor … from the Author xxxiii automatically shared with others, which helps them better understand the per- spectives of others and sharpens their critical thinking skills. • Additional Interactive Assets engage students and invite them to interact with text, figures, and photos. Enhanced Images of historic photos and documents allow students to zoom in to gain different perspectives of the image. Simulations guide students through charts and graphs, helping them to see how the many parts of a topic are related. • Writing Space allows you to develop and assess your students’ concept mas- tery and critical thinking through writing. Writing Space provides a single place
within Revel to create, track, and grade writing assignments; access writing re- sources; and exchange meaningful, personalized feedback quickly and easily. For students, Writing Space provides everything they need to keep up with writing assignments, access assignment guides and checklists, write or upload completed assignments, and receive grades and feedback—all in one convenient place. For educators, Writing Space makes assigning, receiving, and evaluating writing as- signments easier. It’s simple to create new assignments and upload relevant materials, see stu- dent progress, and receive alerts when students submit work. Writing Space makes students’ work more focused and effective, with customized grading rubrics they can see and personalized feedback. And here’s another feature of Writing Space that you might find very helpful: Writing Space allows you to check your students’ work for
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Essentials of SociologyA Down-to-Earth ApproachThi

  • 1. Essentials of Sociology A Down-to-Earth Approach Thirteenth Edition James M. Henslin Southern Illinois University, Edwardsville 330 Hudson Street, NY NY 10013 Acknowledgments of third party content appear on pages CR-1– CR-7, which constitutes an extension of this copyright page. Cultural Diversity Around the World: Doing Business in the Global Village box contains art with the following credit: Demashita! Powerpuff Girls Z © 2009 Cartoon Network, Toei Animation & Aniplex. All Rights Reserved. THE POWERPUFF GIRLS and all related characters and elements are trademarks of and © Cartoon Network. Copyright © 2019, 2017, 2014, 2012 by James M. Henslin. All Rights Reserved. Printed 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
  • 2. system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Rights & Permissions Department, please visit www.pearsoned.com/permissions/. PEARSON and ALWAYS LEARNING are exclusive trademarks owned by Pearson Education, Inc. or its affiliates in the United States and/or other countries. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors. Library of Congress Cataloging-in-Publication Data Names: Henslin, James M., author. Title: Essentials of sociology : a down-to-earth approach / James M. Henslin, Southern Illinois University, Edwardsville. Description: Thirteenth edition. | Boston : Pearson, [2019] Identifiers: LCCN 2017048320 (print) | LCCN 2017052388 (ebook) | ISBN 9780134740041 (ebook) | ISBN 9780134736570 (student edition : alk. paper) |
  • 3. ISBN 9780134740003 (a la carte : alk. paper) Subjects: LCSH: Sociology. Classification: LCC HM586 (ebook) | LCC HM586 .H43 2019 (print) | DDC 301— dc23 LC record available at https://lccn.loc.gov/2017048320 1 17 VP, Product Development: Dickson Musslewhite Portfolio Manager: Jeff Marshall Editorial Assistant: Christina Winterburn Development Editor: Jennifer Auvil (OPS) Program Team Lead: Amber Mackey Content Producer: Mary Donovan Director of Field Marketing: Jonathan Cottrell Field Marketer: Brittany Pogue-Mohammed Acosta Operations Manager: Mary Fischer Operations Specialist: Mary Ann Gloriande Director of Design: Blair Brown Cover Art Director: Kathryn Foot Cover Design: Lumina Digital Studio Project Manager: Rich Barnes Full-Service Project Management and Composition: Integra Printer/Binder: LSC Communications, Inc Cover Printer: Phoenix Color/Hagerstown Rental Edition ISBN 10: 0-13-473658-3 ISBN 13: 978-0-13-473658-7 Revel AC ISBN 10: 0-13-473989-2 ISBN 13: 978-0-13-473989-2 ALC
  • 4. ISBN 10: 0-13-473839-X ISBN 13: 978-0-13-473839-0 Instructor’s Resource Edition ISBN 10: 0-13-47385-4 ISBN 13: 978-0-13-473845-1 http://www.pearsoned.com/permissions/ https://lccn.loc.gov/2017048320 To my fellow sociologists, who do such creative research on social life and who communicate the sociological imagination to generations of students. With my sincere admiration and appreciation. 1 The Sociological Perspective 1 2 Culture 38 3 Socialization 68 4 Social Structure and Social Interaction 101 5 Social Groups and Formal Organizations 133 6 Deviance and Social Control 162 7 Global Stratification 195 8 Social Class in the United States 228
  • 5. 9 Race and Ethnicity 263 10 Gender and Age 303 11 Politics and the Economy 345 12 Marriage and Family 381 13 Education and Religion 415 14 Population and Urbanization 451 15 Social Change and the Environment 488 Brief Contents iv v To the Student ... from the Author xviii To the Instructor ... from the Author xix About the Author xxxvi 1 The Sociological Perspective 1 The Sociological Perspective 3 Seeing the Broader Social Context 3 The Global Context—and the Local 4 Origins of Sociology 4
  • 6. Tradition versus Science 5 Auguste Comte and Positivism 5 Herbert Spencer and Social Darwinism 6 Karl Marx and Class Conflict 6 Emile Durkheim and Social Integration 7 APPLYING DURKHEIM 7 Max Weber and the Protestant Ethic 8 RELIGION AND THE ORIGIN OF CAPITALISM 8 Sociology in North America 9 Sexism at the Time: Women in Early Sociology 9 Racism at the Time: W. E. B. Du Bois 10 Jane Addams: Sociologist and Social Reformer 11 Talcott Parsons and C. Wright Mills: Theory versus Reform 12 The Continuing Tension: Basic, Applied, and Public Sociology 12 BASIC SOCIOLOGY 12 • APPLIED SOCIOLOGY 12 • PUBLIC SOCIOLOGY 12 Theoretical Perspectives in Sociology 14 Symbolic Interactionism 14 SYMBOLS IN EVERYDAY LIFE 14 • IN SUM 15 • APPLYING SYMBOLIC INTERACTIONISM 15 • IN SUM 16 Functional Analysis 16 ROBERT MERTON AND FUNCTIONALISM 16 • IN SUM 17 • APPLYING FUNCTIONAL ANALYSIS 17 • IN SUM 17 Conflict Theory 18 KARL MARX AND CONFLICT THEORY 18 • CONFLICT
  • 7. THEORY TODAY 19 • FEMINISTS AND CONFLICT THEORY 19 • APPLYING CONFLICT THEORY 19 • IN SUM 19 Putting the Theoretical Perspectives Together 19 Levels of Analysis: Macro and Micro 19 How Theory and Research Work Together 20 Doing Sociological Research 21 A Research Model 21 Selecting a Topic 21 Defining the Problem 22 Reviewing the Literature 22 Formulating a Hypothesis 22 Choosing a Research Method 22 Collecting the Data 22 Analyzing the Results 23 Sharing the Results 23 Research Methods (Designs) 24 Surveys 25 SELECTING A SAMPLE 25 • ASKING NEUTRAL QUESTIONS 26 • TYPES OF QUESTIONS 27 • ESTABLISHING RAPPORT 27 Participant Observation (Fieldwork) 28 Case Studies 29 Secondary Analysis 30 Analysis of Documents 30 Experiments 30 Unobtrusive Measures 32 Gender in Sociological Research 32
  • 8. Ethics in Sociological Research 33 Protecting the Subjects: The Brajuha Research 33 Misleading the Subjects: The Humphreys Research 34 Trends Shaping the Future of Sociology 34 Tension in Sociology: Research versus Social Reform 35 THREE STAGES IN SOCIOLOGY 35 • DIVERSITY OF ORIENTATIONS 35 Globalization 35 HOW GLOBALIZATION APPLIES TO THIS TEXT 35 Summary and Review 36 Thinking Critically about Chapter 1 37 2 Culture 38 What Is Culture? 40 Culture and Taken-for-Granted Orientations to Life 40 IN SUM 42 Practicing Cultural Relativism 43 ATTACK ON CULTURAL RELATIVISM 44 Components of Symbolic Culture 46 Gestures 46 MISUNDERSTANDING AND OFFENSE 46 • UNIVERSAL GESTURES? 47 Language 47 LANGUAGE ALLOWS HUMAN EXPERIENCE TO BE
  • 9. CUMULATIVE 48 • LANGUAGE PROVIDES A SOCIAL OR SHARED PAST 48 • LANGUAGE PROVIDES A SOCIAL OR SHARED FUTURE 48 • LANGUAGE ALLOWS SHARED PERSPECTIVES 48 • LANGUAGE ALLOWS SHARED, GOAL-DIRECTED BEHAVIOR 49 • IN SUM 50 Language and Perception: The Sapir-Whorf Hypothesis 50 Values, Norms, and Sanctions 51 Folkways, Mores, and Taboos 52 Contents vi Contents Many Cultural Worlds 53 Subcultures 53 Countercultures 56 Values in U.S. Society 56 An Overview of U.S. Values 56 Value Clusters 57 Value Contradictions 58 An Emerging Value Cluster 58 IN SUM 59 When Values Clash 60 Values as Distorting Lenses 60 “Ideal” Culture Versus “Real” Culture 60 Cultural Universals 60 IN SUM 61
  • 10. Sociobiology and Human Behavior 61 IN SUM 62 Technology in the Global Village 62 New Technology 62 Cultural Lag and Cultural Change 64 Technology and Cultural Leveling 64 CULTURAL DIFFUSION 64 • COMMUNICATION AND TRAVEL 65 • CULTURAL LEVELING 65 Summary and Review 66 Thinking Critically about Chapter 2 67 3 Socialization 68 Society Makes Us Human 70 Feral Children 71 Isolated Children 71 Institutionalized Children 72 THE ORPHANAGE EXPERIMENT IN THE UNITED STATES 72 • THE ORPHANAGE EXPERIMENT IN ROMANIA 73 • TIMING AND HUMAN DEVELOPMENT: THE CASE OF GENIE 73 • IN SUM 73 Deprived Animals 73 IN SUM: SOCIETY MAKES US HUMAN 74 Socialization into the Self and Mind 74 Cooley and the Looking-Glass Self 74 IN SUM 75
  • 11. Mead and Role Taking 75 IN SUM 76 Piaget and the Development of Reasoning 76 Global Aspects of the Self and Reasoning 77 Learning Personality, Morality, and Emotions 77 Freud and the Development of Personality 77 SOCIOLOGICAL EVALUATION 78 Kohlberg and the Development of Morality 78 KOHLBERG’S THEORY 78 • CRITICISMS OF KOHLBERG 79 • RESEARCH WITH BABIES 79 • THE CULTURAL RELATIVITY OF MORALITY 79 Socialization into Emotions 79 GLOBAL EMOTIONS 79 • EXPRESSING EMOTIONS: “GENDER RULES” 79 • THE EXTENT OF “FEELING RULES” 80 • WHAT WE FEEL 80 • RESEARCH NEEDED 80 Society within Us: The Self and Emotions as a Social Mirror 81 IN SUM 81 Socialization into Gender 81 Learning the Gender Map 81 Gender Messages in the Family 82 PARENTS 82 • TOYS AND PLAY 82 • SAME-SEX PARENTS 84 Gender Messages from Peers 84 Gender Messages in the Mass Media 85
  • 12. TELEVISION, MOVIES, AND CARTOONS 85 • VIDEO GAMES 85 • ADVERTISING 85 • IN SUM 86 Agents of Socialization 86 The Family 87 SOCIAL CLASS AND TYPE OF WORK 87 • SOCIAL CLASS AND PLAY 87 The Neighborhood 87 Religion 88 Day Care 88 The School 89 Peer Groups 90 The Workplace 92 Resocialization 92 Total Institutions 92 Socialization through the Life Course 94 Childhood (from birth to about age 12) 94 IN SUM 95 Adolescence (ages 13–17) 95 Transitional Adulthood (ages 18–29) 96 “BRING YOUR PARENTS TO WORK DAY” 96 The Middle Years (ages 30–65) 96 THE EARLY MIDDLE YEARS (AGES 30–49) 96 • THE LATER MIDDLE YEARS (AGES 50–65) 97 The Older Years (about age 65 on) 97
  • 13. THE TRANSITIONAL OLDER YEARS (AGES 65–74) 97 • THE LATER OLDER YEARS (AGE 75 OR SO) 97 Are We Prisoners of Socialization? 98 Summary and Review 99 Thinking Critically about Chapter 3 100 4 Social Structure and Social Interaction 101 Levels of Sociological Analysis 103 Macrosociology and Microsociology 103 The Macrosociological Perspective: Social Structure 104 The Sociological Significance of Social Structure 104 IN SUM 105 Components of Social Structure 105 Culture 106 Social Class 106 Social Status 106 STATUS SETS 106 • ASCRIBED AND ACHIEVED STATUSES 106 • STATUS SYMBOLS 107 • MASTER STATUSES 107 • STATUS INCONSISTENCY 107 Contents vii Roles 108 Groups 108 Social Institutions 109
  • 14. Comparing Functionalist and Conflict Perspectives 109 THE FUNCTIONALIST PERSPECTIVE 109 • THE CONFLICT PERSPECTIVE 111 • IN SUM 111 Changes in Social Structure 111 What Holds Society Together? 111 MECHANICAL AND ORGANIC SOLIDARITY 111 • GEMEINSCHAFT AND GESELLSCHAFT 112 • HOW RELEVANT ARE THESE CONCEPTS TODAY? 112 • IN SUM 113 The Microsociological Perspective: Social Interaction in Everyday Life 114 Symbolic Interaction 114 Stereotypes in Everyday Life 114 Personal Space 118 Eye Contact 119 Smiling 119 Body Language 119 APPLIED BODY LANGUAGE 119 Dramaturgy: The Presentation of Self in Everyday Life 119 Stages 120 Role Performance, Conflict, and Strain 120 Sign-Vehicles 121 Teamwork 123 Becoming the Roles We Play 123 APPLYING IMPRESSION MANAGEMENT 123 Ethnomethodology: Uncovering Background Assumptions 124
  • 15. IN SUM 125 The Social Construction of Reality 125 Gynecological Examinations 126 IN SUM 127 The Need for Both Macrosociology and Microsociology 127 Summary and Review 131 Thinking Critically about Chapter 4 132 5 Social Groups and Formal Organizations 133 Groups within Society 135 Primary Groups 135 PRODUCING A MIRROR WITHIN 137 Secondary Groups 137 VOLUNTARY ASSOCIATIONS 137 • THE INNER CIRCLE 137 • THE IRON LAW OF OLIGARCHY 138 In-Groups and Out-Groups 138 SHAPING PERCEPTION AND MORALITY 138 Reference Groups 139 EVALUATING OURSELVES 139 • EXPOSURE TO CONTRADICTORY STANDARDS IN A SOCIALLY DIVERSE SOCIETY 140 Social Networks 140 THE SMALL WORLD PHENOMENON 142 • IS THE SMALL WORLD PHENOMENON AN ACADEMIC
  • 16. MYTH? 142 • BUILDING UNINTENTIONAL BARRIERS 142 Bureaucracies 143 The Characteristics of Bureaucracies 144 Goal Displacement and the Perpetuation of Bureaucracies 146 Dysfunctions of Bureaucracies 147 RED TAPE: A RULE IS A RULE 147 • ALIENATION OF WORKERS 147 • RESISTING ALIENATION 148 Working for the Corporation 148 Self-Fulfilling Stereotypes in the “Hidden” Corporate Culture 148 SELF-FULFILLING STEREOTYPES AND PROMOTIONS 148 Diversity in the Workplace 149 Technology and the Maximum-Security Society 150 Group Dynamics 151 Effects of Group Size on Stability and Intimacy 151 Effects of Group Size on Attitudes and Behavior 152 LABORATORY FINDINGS AND THE REAL WORLD 153 Leadership 155 WHO BECOMES A LEADER? 155 • TYPES OF LEADERS 155 • LEADERSHIP STYLES 155 • LEADERSHIP STYLES IN CHANGING SITUATIONS 156 The Power of Peer Pressure: The Asch Experiment 157 The Power of Authority: The Milgram Experiment 158
  • 17. Global Consequences of Group Dynamics: Groupthink 159 PREVENTING GROUPTHINK 160 Summary and Review 160 Thinking Critically about Chapter 5 161 6 Deviance and Social Control 162 What is Deviance? 164 A Neutral Term 164 STIGMA 164 Deviance Is Relative 164 How Norms Make Social Life Possible 166 Sanctions 166 IN SUM 166 Competing Explanations of Deviance: Sociobiology, Psychology, and Sociology 167 Biosocial Explanations 167 Psychological Explanations 167 Sociological Explanations 168 The Symbolic Interactionist Perspective 168 Differential Association Theory 168 THE THEORY 168 • FAMILIES 168 • FRIENDS, NEIGHBORHOODS, AND SUBCULTURES 168 • DIFFERENTIAL ASSOCIATION IN THE CYBER AGE 169 • PRISON OR FREEDOM? 169 Control Theory 170
  • 18. THE THEORY 170 Labeling Theory 172 REJECTING LABELS: HOW PEOPLE NEUTRALIZE DEVIANCE 172 • EMBRACING LABELS: THE EXAMPLE OF OUTLAW BIKERS 173 • LABELS CAN BE POWERFUL 173 • HOW DO LABELS WORK? 174 • IN SUM 174 The Functionalist Perspective 175 Can Deviance Really Be Functional for Society? 175 Strain Theory: How Mainstream Values Produce Deviance 175 FOUR DEVIANT PATHS 176 • IN SUM 176 Illegitimate Opportunity Structures: Social Class and Crime 176 STREET CRIME 176 • WHITE-COLLAR CRIME 178 • GENDER AND CRIME 179 • IN SUM 180 The Conflict Perspective 180 Class, Crime, and the Criminal Justice System 180 The Criminal Justice System as an Instrument of Oppression 180 IN SUM 181 Reactions to Deviance 181 Street Crime and Prisons 182 The Decline of Violent Crime 185 Recidivism 185 The Death Penalty and Bias 186
  • 19. GEOGRAPHY 187 • SOCIAL CLASS 188 • GENDER 188 • RACE–ETHNICITY 188 The Trouble with Official Statistics 190 The Medicalization of Deviance: Mental Illness 191 NEITHER MENTAL NOR ILLNESS? 191 • THE HOMELESS MENTALLY ILL 192 The Need for a More Humane Approach 193 Summary and Review 193 Thinking Critically about Chapter 6 194 7 Global Stratification 195 Systems of Social Stratification 197 Slavery 198 CAUSES OF SLAVERY 198 • CONDITIONS OF SLAVERY 199 • BONDED LABOR IN THE NEW WORLD 199 • SLAVERY IN THE NEW WORLD 199 • SLAVERY TODAY 200 Caste 200 INDIA’S RELIGIOUS CASTES 200 • SOUTH AFRICA 201 • A U.S. RACIAL CASTE SYSTEM 202 Estate 203 WOMEN IN THE ESTATE SYSTEM 203 Class 204 Global Stratification and the Status of Females 204 The Global Superclass 204 What Determines Social Class? 205 Karl Marx: The Means of Production 205
  • 20. Max Weber: Property, Power, and Prestige 206 IN SUM 206 Why Is Social Stratification Universal? 206 The Functionalist View: Motivating Qualified People 207 DAVIS AND MOORE’S EXPLANATION 207 • TUMIN’S CRITIQUE OF DAVIS AND MOORE 207 • IN SUM 208 The Conflict Perspective: Class Conflict and Scarce Resources 208 MOSCA’S ARGUMENT 208 • MARX’S ARGUMENT 209 • CURRENT APPLICATIONS OF CONFLICT THEORY 209 Lenski’s Synthesis 209 IN SUM 209 How Do Elites Maintain Stratification? 210 Soft Control versus Force 210 CONTROLLING PEOPLE’S IDEAS 210 • CONTROLLING INFORMATION 211 • STIFLING CRITICISM 211 • BIG BROTHER TECHNOLOGY 211 • IN SUM 211 Comparative Social Stratification 212 Social Stratification in Great Britain 212 Social Stratification in the Former Soviet Union 212 Global Stratification: Three Worlds 213 The Most Industrialized Nations 214 The Industrializing Nations 217 The Least Industrialized Nations 218 Modifying the Model 218
  • 21. How Did the World’s Nations Become Stratified? 221 Colonialism 221 World System Theory 222 Culture of Poverty 223 Evaluating the Theories 223 Maintaining Global Stratification 224 Neocolonialism 224 RELEVANCE TODAY 224 Multinational Corporations 224 BUYING POLITICAL STABILITY 225 • UNANTICIPATED CONSEQUENCES 225 Technology and Global Domination 225 Strains in the Global System: Uneasy Realignments 226 Summary and Review 226 Thinking Critically about Chapter 7 227 8 Social Class in the United States 228 What Is Social Class? 230 Property 230 DISTINGUISHING BETWEEN WEALTH AND INCOME 230 • DISTRIBUTION OF PROPERTY 231 • DISTRIBUTION OF INCOME 231 Power 234 THE DEMOCRATIC FACADE 234 • THE POWER ELITE 234 Prestige 235 OCCUPATIONS AND PRESTIGE 235 • DISPLAYING PRESTIGE 235
  • 22. Status Inconsistency 236 Sociological Models of Social Class 238 Updating Marx 238 Updating Weber 239 THE CAPITALIST CLASS 240 • THE UPPER-MIDDLE CLASS 240 • THE LOWER-MIDDLE CLASS 241 • THE WORKING CLASS 241 • THE WORKING POOR 241 • THE UNDERCLASS 242 Consequences of Social Class 242 Physical Health 243 Mental Health 243 Family Life 244 CHOICE OF HUSBAND OR WIFE 244 • DIVORCE 244 • CHILD REARING 244 viii Contents Education 244 Religion 245 Politics 245 Crime and Criminal Justice 246 Social Mobility 246 Three Types of Social Mobility 246 Women in Studies of Social Mobility 248 The Pain of Social Mobility: Two Distinct Worlds 249 Poverty 251 Drawing the Poverty Line 251
  • 23. Who Are the Poor? 253 BREAKING A MYTH 253 • THE GEOGRAPHY OF POVERTY 253 • EDUCATION 254 • FAMILY STRUCTURE: THE FEMINIZATION OF POVERTY 254 • RACE– ETHNICITY 254 • AGE AND POVERTY 255 Children of Poverty 255 The Dynamics of Poverty versus the Culture of Poverty 257 Why Are People Poor? 257 Deferred Gratification 257 Where Is Horatio Alger? The Social Functions of a Myth 259 Peering into the Future: Will We Live in a Three-Tier Society? 260 Summary and Review 261 Thinking Critically about Chapter 8 262 9 Race and Ethnicity 263 Laying the Sociological Foundation 265 Race: Reality and Myth 265 THE REALITY OF HUMAN VARIETY 265 • THE MYTH OF PURE RACES 265 • THE MYTH OF A FIXED NUMBER OF RACES 266 • THE MYTH OF RACIAL SUPERIORITY 267 • THE MYTH CONTINUES 268 Ethnic Groups 269 Minority Groups and Dominant Groups 269 NOT SIZE, BUT DOMINANCE AND DISCRIMINATION 269 • EMERGENCE OF MINORITY GROUPS 269
  • 24. Ethnic Work: Constructing Our Racial–Ethnic Identity 270 Prejudice and Discrimination 270 Learning Prejudice 270 DISTINGUISHING BETWEEN PREJUDICE AND DISCRIMINATION 272 • LEARNING PREJUDICE FROM ASSOCIATING WITH OTHERS 272 • THE FAR-REACHING NATURE OF PREJUDICE 273 • INTERNALIZING DOMINANT NORMS 275 Individual and Institutional Discrimination 275 HOME MORTGAGES 275 • HEALTH CARE 276 Theories of Prejudice 276 Psychological Perspectives 277 FRUSTRATION AND SCAPEGOATS 277 • THE AUTHORITARIAN PERSONALITY 277 Sociological Perspectives 278 FUNCTIONALISM 278 • CONFLICT THEORY 278 • SYMBOLIC INTERACTIONISM 279 • HOW LABELS CREATE PREJUDICE 279 • LABELS AND SELF- FULFILLING STEREOTYPES 279 Global Patterns of Intergroup Relations 281 Genocide 281 IN SUM 282 Population Transfer 282 Internal Colonialism 282
  • 25. Segregation 282 Assimilation 283 Multiculturalism (Pluralism) 283 Racial–Ethnic Relations in the United States 283 European Americans 284 IN SUM 285 Latinos (Hispanics) 286 UMBRELLA TERM 286 • COUNTRIES OF ORIGIN 286 • UNAUTHORIZED IMMIGRANTS 287 • RESIDENCE 288 • SPANISH 288 • ECONOMIC WELL-BEING 289 • POLITICS 290 African Americans 290 RISING EXPECTATIONS AND CIVIL STRIFE 291 • CONTINUED GAINS 291 • CURRENT LOSSES 292 • RACE OR SOCIAL CLASS? A SOCIOLOGICAL DEBATE 292 • RACISM AS AN EVERYDAY BURDEN 293 Asian Americans 293 A BACKGROUND OF DISCRIMINATION 293 • DIVERSITY 294 • REASONS FOR FINANCIAL SUCCESS 294 • POLITICS 294 Native Americans 295 DIVERSITY OF GROUPS 295 • FROM TREATIES TO GENOCIDE AND POPULATION TRANSFER 295 • THE INVISIBLE MINORITY AND SELF-DETERMINATION 296 • THE CASINOS 296 • DETERMINING IDENTITY AND GOALS 297 Looking toward the Future 297 The Immigration Controversy 297 The Affirmative Action Controversy 299
  • 26. A BRIEF HISTORY 299 • SUPREME COURT RULINGS 299 • THE BAMBOO CURTAIN 299 • THE POTENTIAL SOLUTION 299 Less Racism 300 Toward a True Multicultural Society 300 Summary and Review 300 Thinking Critically about Chapter 9 302 10 Gender and Age 303 Inequalities of Gender 305 Issues of Sex and Gender 305 The Sociological Significance of Gender 305 Gender Differences in Behavior: Biology or Culture? 307 The Dominant Position in Sociology 307 Opening the Door to Biology 307 A MEDICAL ACCIDENT 307 • THE VIETNAM VETERANS STUDY 308 • MORE RESEARCH ON HUMANS 308 • IN SUM 309 Gender Inequality in Global Perspective 312 How Did Females Become a Minority Group? 312 GLOBAL VIOLENCE AGAINST WOMEN 313 • IN SUM 315 Gender Inequality in the United States 315 Fighting Back: The Rise of Feminism 315 Gender Inequality in Health Care 318 Contents ix
  • 27. Gender Inequality in Education 319 THE PAST 319 • A FUNDAMENTAL CHANGE 320 • GENDER TRACKING 321 Gender Inequality in the Workplace 322 The Pay Gap 322 HISTORICAL BACKGROUND 322 • GEOGRAPHICAL FACTORS 322 • THE “TESTOSTERONE BONUS” 322 • REASONS FOR THE GENDER PAY GAP 324 • THE CEO POWER GAP—AND THE NEW FEMALE PREMIUM 325 Is the Glass Ceiling Cracking? 326 Sexual Harassment—and Worse 326 LABELS AND PERCEPTION 327 • NOT JUST A “MAN THING” 327 • SEXUAL ORIENTATION 327 Gender and Violence 327 Violence against Women 327 FORCIBLE RAPE 327 • DATE (ACQUAINTANCE) RAPE 328 • MURDER 328 • VIOLENCE IN THE HOME 329 • FEMINISM AND GENDERED VIOLENCE 329 • SOLUTIONS 329 The Changing Face of Politics 329 Glimpsing the Future—with Hope 330 Inequalities of Aging 330 Aging in Global Perspective 331 Extremes of Attitudes and Practices 331 IN SUM 331
  • 28. Industrialization and the Graying of the Globe 332 THE LIFE SPAN 332 The Graying of America 333 The Symbolic Interactionist Perspective 335 Shifting Meanings of Growing Old 335 The Influence of the Mass Media 336 IN SUM 336 The Functionalist Perspective 337 Disengagement Theory 337 EVALUATION OF THE THEORY 337 Activity Theory 337 EVALUATION OF THE THEORY 338 Continuity Theory 338 EVALUATION OF THE THEORY 338 • IN SUM: THE FUNCTIONALIST PERSECTIVE 338 The Conflict Perspective 339 Fighting for Resources: Social Security Legislation 339 “Old People Are Sucking Us Dry”: Intergenerational Competition and Conflict 339 IN SUM: THE CONFICT PERSPECTIVE 340 Looking toward the Future 342 New Views: Creative Aging 342 Summary and Review 342
  • 29. Thinking Critically about Chapter 10 344 11 Politics and the Economy 345 Politics: Establishing and Exercising Leadership 347 Power, Authority, and Violence 347 Authority and Legitimate Violence 347 Traditional Authority 348 Rational–Legal Authority 349 Charismatic Authority 349 THE THREAT POSED BY CHARISMATIC LEADERS 349 The Transfer of Authority 350 Types of Government 350 Monarchies: The Rise of the State 350 Democracies: Citizenship as a Revolutionary Idea 351 Dictatorships and Oligarchies: The Seizure of Power 353 The U.S. Political System 353 Political Parties and Elections 353 Polling and Predictions 354 SLICES FROM THE CENTER 355 • THIRD PARTIES 355 Voting Patterns 355 SOCIAL INTEGRATION 356 • ALIENATION 357 • APATHY 357 • THE GENDER AND RACIAL–ETHNIC GAPS IN VOTING 357 Lobbyists and Special-Interest Groups 358 LOBBYING BY SPECIAL-INTEREST GROUPS 358 • THE MONEY 358 Who Rules the United States? 359
  • 30. The Functionalist Perspective: Pluralism 359 IN SUM 359 The Conflict Perspective: The Power Elite 360 IN SUM 360 Which View Is Right? 360 War and Terrorism: Implementing Political Objectives 361 Why Countries Go to War 361 THE FLESH AND BLOOD OF WAR 362 Terrorism 362 The Economy: Work in the Global Village 363 The Transformation of Economic Systems 364 Preindustrial Societies: The Birth of Inequality 364 Industrial Societies: The Birth of the Machine 365 Postindustrial Societies: The Birth of the Information Age 365 Biotech Societies: The Merger of Biology and Economics 366 World Economic Systems 367 Capitalism 367 WHAT CAPITALISM IS 367 • WHAT STATE CAPITALISM IS 367 Socialism 368
  • 31. WHAT SOCIALISM IS 368 • SOCIALISM IN PRACTICE 369 • DEMOCRATIC SOCIALISM 369 Ideologies of Capitalism and Socialism 369 Criticisms of Capitalism and Socialism 369 The Convergence of Capitalism and Socialism 370 CHANGES IN SOCIALISM: CONVERGENCE 370 • CHANGES IN CAPITALISM: CONVERGENCE 372 The Globalization of Capitalism 372 A New Global Structure and its Effects on Workers 372 Stagnant Paychecks 375 The New Economic System and the Old Divisions of Wealth 375 The Global Superclass 377 x Contents What Lies Ahead? A New World Order? 377 Unity and Disunity 378 Inevitable Changes 378 Summary and Review 378 Thinking Critically about Chapter 11 380 12 Marriage and Family 381 Marriage and Family in Global Perspective 383 What Is a Family? 383 What Is Marriage? 384
  • 32. Common Cultural Themes 384 MATE SELECTION 384 • DESCENT 386 • INHERITANCE 386 • AUTHORITY 386 Marriage and Family in Theoretical Perspective 386 The Functionalist Perspective: Functions and Dysfunctions 386 WHY THE FAMILY IS UNIVERSAL 387 • FUNCTIONS OF THE INCEST TABOO 387 • ISOLATION AND EMOTIONAL OVERLOAD 387 The Conflict Perspective: Struggles between Husbands and Wives 387 INEVITABLE CONFLICT 387 • CHANGING POWER RELATIONS 387 The Symbolic Interactionist Perspective: Gender, Housework, and Child Care 388 CHANGES IN TRADITIONAL GENDER ORIENTATIONS 388 • PAID WORK AND HOUSEWORK 388 • MORE CHILD CARE 389 • TOTAL HOURS 389 • A GENDER DIVISION OF LABOR 389 The Family Life Cycle 389 Love and Courtship in Global Perspective 389 Marriage 391 THE SOCIAL CHANNELS OF LOVE AND MARRIAGE 391 Childbirth 392 IDEAL FAMILY SIZE 392 • MARITAL SATISFACTION AFTER CHILDBIRTH 394
  • 33. Child Rearing 394 MARRIED COUPLES AND SINGLE MOTHERS 394 • SINGLE FATHERS 394 • DAY CARE 394 • NANNIES 395 • SOCIAL CLASS 395 • HELICOPTER PARENTING 396 • THE RIGHT WAY TO REAR CHILDREN 396 Family transitions 397 TRANSITIONAL ADULTHOOD 397 • WIDOWHOOD 397 Diversity in U.S. Families 398 African American Families 398 Latino Families 399 Asian American Families 400 Native American Families 400 IN SUM 400 One-Parent Families 401 Couples without Children 401 Blended Families 402 Gay and Lesbian Families 402 CHILDREN REARED BY GAY AND LESBIAN COUPLES 403 Trends in U.S. Families 403 The Changing Timetable of Family Life: Marriage and Childbirth 403 Cohabitation 404 COHABITATION AND MARRIAGE: THE ESSENTIAL DIFFERENCE 404 • DOES COHABITATION MAKE MARRIAGE STRONGER? 405 The “Sandwich Generation” and Elder Care 405
  • 34. Divorce and Remarriage 405 Ways of Measuring Divorce 405 Divorce and Mixed Racial–Ethnic Marriages 407 Symbolic Interactionism and the Misuse of Statistics 407 Children of Divorce 408 NEGATIVE EFFECTS 408 • WHAT HELPS CHILDREN ADJUST TO DIVORCE? 408 • PERPETUATING DIVORCE 409 Grandchildren of Divorce: Ripples to the Future 409 Fathers’ Contact with Children after Divorce 409 The Ex-Spouses 409 Remarriage: “I Do” Again and Again 410 Two Sides of Family Life 410 The Dark Side of Family Life: Battering, Child Abuse, Marital Rape, and Incest 410 SPOUSE BATTERING 410 • CHILD ABUSE 410 • MARITAL AND INTIMACY RAPE 411 • INCEST 411 The Bright Side of Family Life: Successful Marriages 411 SUCCESSFUL MARRIAGES 412 The Future of Marriage and Family 412 Summary and Review 413 Thinking Critically about Chapter 12 414 13 Education and Religion 415 Education: Transferring Knowledge and Skills 417 Education in Global Perspective 417 Education and Industrialization 418
  • 35. INDUSTRIALIZATION AND MANDATORY EDUCATION 418 • THE EXPANSION OF EDUCATION 418 Education in the Most Industrialized Nations: Japan 419 Education in the Industrializing Nations: Russia 421 Education in the Least Industrialized Nations: Egypt 421 The Functionalist Perspective: Providing Social Benefits 422 Teaching Knowledge and Skills 422 Cultural Transmission of Values 422 Social Integration 423 INTEGRATING IMMIGRANTS 423 • STABILIZING SOCIETY: MAINTAINING THE STATUS QUO 423 • INTEGRATING PEOPLE WITH DISABILITIES 423 Gatekeeping (Social Placement) 423 Replacing Family Functions 424 IN SUM 424 The Conflict Perspective: Perpetuating Social Inequality 424 The Hidden Curriculum: Reproducing the Social Class Structure 424 Tilting the Tests: Discrimination by IQ 425 Stacking the Deck: Unequal Funding 425 The Bottom Line: Family Background 426 REPRODUCING THE SOCIAL CLASS STRUCTURE 426 • REPRODUCING THE RACIAL–ETHNIC STRUCTURE 426 •
  • 36. IN SUM 426 Contents xi The Symbolic Interactionist Perspective: Teacher Expectations 426 The Rist Research 426 How Do Teacher Expectations Work? 427 Self-Expectations 428 Problems in U.S. Education—and Their Solution s 429 Mediocrity 429 THE RISING TIDE OF MEDIOCRITY 429 • THE SATs 430 • GRADE INFLATION, SOCIAL PROMOTION, AND FUNCTIONAL ILLITERACY 430 Overcoming Mediocrity 431 RAISING STANDARDS FOR TEACHERS 431 • A WARNING ABOUT HIGHER STANDARDS 431
  • 37. Cheating 431 THE SOLUTION TO CHEATING 432 Violence 432 The Need for Educational Reform 433 Religion: Establishing Meaning 434 What Is Religion? Durkheim’s Research 434 The Functionalist Perspective 434 Functions of Religion 434 MEANING AND PURPOSE 435 • EMOTIONAL COMFORT 435 • SOCIAL SOLIDARITY 435 • GUIDELINES FOR EVERYDAY LIFE 435 • SOCIAL CONTROL 435 • SOCIAL CHANGE 436 Dysfunctions of Religion 436 RELIGION AS JUSTIFICATION FOR PERSECUTION, WAR, AND TERRORISM 436 The Symbolic Interactionist Perspective 436 Religious Symbols 436 Beliefs 437 Religious Experience 437
  • 38. Rituals 437 The Conflict Perspective 440 Opium of the People 440 Legitimating Social Inequalities 440 Religion and the Spirit of Capitalism 440 Types of Religious Groups 442 Cult 442 Sect 444 Church 444 Ecclesia 444 Religion in the United States 445 Characteristics of Members 445 SOCIAL CLASS 445 • RACE–ETHNICITY 445 Characteristics of Religious Groups 446 DIVERSITY 446 • PLURALISM AND FREEDOM 446 • TOLERATION 447 • THE ELECTRONIC CHURCH 447 The Future of Religion 447
  • 39. Summary and Review 449 Thinking Critically about Chapter 13 450 14 Population and Urbanization 451 Population in Global Perspective 453 A Planet with No Space for Enjoying Life? 453 The New Malthusians 453 The Anti-Malthusians 455 Who Is Correct? 456 Why Are People Starving? 457 Population Growth 460 Why the Least Industrialized Nations Have So Many Children 460 Consequences of Rapid Population Growth 461 Population Pyramids as a Tool for Understanding 462 The Three Demographic Variables 463 FERTILITY 463 • MORTALITY 463 • MIGRATION 463 Problems in Forecasting Population Growth 465
  • 40. Cities and City Life 468 The Development of Cities and Urbanization 471 The Development of Cities 471 Urbanization 472 THE APPEAL OF CITIES 472 • FORCED URBANIZATION 472 • METROPOLISES 472 • MEGALOPOLISES 473 • MEGACITIES 473 • MEGAREGIONS 473 U.S. Urban Patterns 473 Uneven Urbanization 474 Shifting Resources and Power because of Urban Migration 474 Edge Cities 474 Gentrification 475 Changes in Suburbanization 477 Models of Urban Growth 477 The Concentric Zone Model 477 The Sector Model 478 The Multiple-Nuclei Model 478 The Peripheral Model 479
  • 41. Critique of the Models 479 City Life 480 Alienation in the City 480 Community in the City 481 SLUM OR LOW-RENT AREA? 481 Who Lives in the City? 481 THE COSMOPOLITES 481 • THE SINGLES 481 • THE ETHNIC VILLAGERS 482 • THE DEPRIVED 482 • THE TRAPPED 482 • CRITIQUE 482 • IN SUM 482 The Norm of Noninvolvement and the Diffusion of Responsibility 482 Urban Problems and Social Policy 483 Suburbanization 483 CITY VERSUS SUBURB 483 • SUBURBAN FLIGHT 484 • TOMORROW’S SUBURB 484 Disinvestment and Deindustrialization 484 The Potential of Urban Revitalization 485
  • 42. PUBLIC SOCIOLOGY 485 Summary and Review 486 Thinking Critically about Chapter 14 487 15 Social Change and the Environment 488 How Social Change Transforms Social Life 490 The Four Social Revolutions 490 From Gemeinschaft to Gesellschaft 490 xii Contents The Industrial Revolution and Capitalism 491 Social Movements 492 Conflict, Power, and Global Politics 492 A BRIEF HISTORY OF GEOPOLITICS 492 • G7 PLUS 492 • DIVIDING UP THE WORLD 492 • FOUR THREATS TO THIS COALITION OF POWERS 493 • THE GROWING RELEVANCE OF AFRICA 494
  • 43. Theories and Processes of Social Change 494 Evolution from Lower to Higher 495 Natural Cycles 495 Conflict over Power and Resources 495 Ogburn’s Theory 496 INVENTION 496 • DISCOVERY 497 • DIFFUSION 497 • CULTURAL LAG 497 • EVALUATION OF OGBURN’S THEORY 497 How Technology Is Changing Our Lives 498 Extending Human Abilities 498 The Sociological Significance of Technology: How Technology Changes Social Life 499 CHANGES IN PRODUCTION 499 • CHANGES IN WORKER–OWNER RELATIONS 499 • CHANGES IN IDEOLOGY 499 • CHANGES IN CONSPICUOUS CONSUMPTION 500 • CHANGES IN FAMILY RELATIONSHIPS 500 When Old Technology Was New: The Impact of the Automobile 500 DISPLACEMENT OF EXISTING TECHNOLOGY 500 • EFFECTS ON CITIES 501 • CHANGES IN ARCHITEC-
  • 44. TURE 501 • CHANGED COURTSHIP CUSTOMS AND SEXUAL NORMS 501 • EFFECTS ON WOMEN’S ROLES 501 • IN SUM 502 The New Technology: The Microchip and Social Life 502 COMPUTERS IN EDUCATION 502 • COMPUTERS IN BUSINESS AND FINANCE 502 • COMPUTERS IN INTERNATIONAL CONFLICT 503 Cyberspace and Social Inequality 505 IN SUM 505 The Growth Machine versus the Earth 506 The Globalization of Capitalism and the Race for Economic Growth 506 A SUSTAINABLE ENVIRONMENT 506 Environmental Problems and Industrialization 507 TOXIC WASTES 507 • FOSSIL FUELS AND CLIMATE CHANGE 508 • THE ENERGY SHORTAGE AND INTERNAL COMBUSTION ENGINES 509 • THE RAIN FORESTS 510 The Environmental Movement 511
  • 45. Environmental Sociology 512 Technology and the Environment: The Goal of Harmony 513 Summary and Review 514 Thinking Critically about Chapter 15 515 Epilogue: Why Major in Sociology? 516 Glossary G-1 References R-1 Name Index N-1 Subject Index S-1 Credits C-1 Contents xiii xiv Down-to-Earth Sociology W. E. B. Du Bois: The Souls of Black Folk 10
  • 46. Enjoying a Sociology Quiz: Testing Your Common Sense 21 Testing Your Common Sense: Answers to the Sociology Quiz 23 Loading the Dice: How Not to Do Research 26 Gang Leader for a Day: Adventures of a Rogue Sociologist 28 Heredity or Environment? The Case of Jack and Oskar, Identical Twins 70 Gossip and Ridicule to Enforce Adolescent Norms 91 Boot Camp as a Total Institution 93 College Football as Social Structure 105 Beauty May Be Only Skin Deep, But Its Effects Go On Forever: Stereotypes in Everyday Life 117 The McDonaldization of Society 145 Shaming: Making a Comeback? 170
  • 47. Islands in the Street: Urban Gangs in the United States 177 The Killer Next Door: Serial Murderers in Our Midst 187 Rape: Blaming the Victim and Protecting the Caste System 202 Inequality? What Inequality? 213 How the Super-Rich Live 233 The Big Win: Life after the Lottery 237 What Do You Know about Poverty? A Reality Check 252 Poverty: A Personal Journey 258 Can a Plane Ride Change Your Race? 267 College Dorms and Contact Theory 272 The Racist Mind 274 The Man in the Zoo 280
  • 48. Unpacking the Invisible Knapsack: Exploring Cultural Privilege 286 Surgical Sexism: Cold-Hearted Surgeons and Their Women Victims 318 Affirmative Action for Men? 320 Who Are the Suicide Terrorists? Testing Your Stereotypes 362 Community Colleges: Facing Old and New Challenges 418 BioFoods: What’s in Your Future? Threats to Scientific Research 458 Reclaiming Harlem: A Twist in the Invasion–Succession Cycle 475 Cultural Diversity in the United States Unanticipated Public Sociology: Studying Job Discrimination 13
  • 49. Miami—Continuing Controversy over Language 49 Race and Language: Searching for Self-Labels 50 Immigrants and Their Children: Caught between Two Worlds 89 The Amish: Gemeinschaft Community in a Gesellschaft Society 113 Social Class and the Upward Social Mobility of African Americans 250 Tiger Woods: Mapping the Changing Ethnic Terrain 265 The Illegal Travel Guide 287 Glimpsing the Future: The Shifting U.S. Racial–Ethnic Mix 298 Human Heads and Animal Blood: Testing the Limits of Tolerance 442
  • 50. Cultural Diversity around the World Why the Dead Need Money 42 You Are What You Eat? An Exploration in Cultural Relativity 43 When Women Become Men: The Sworn Virgins 83 Human Sexuality in Cross-Cultural Perspectives 165 Female Circumcision (Genital Cutting) 314 A Fierce Competitor: The Chinese Capitalists 371 Arranged Marriage in India: Probing Beneath the Surface 390 Killing Little Girls: An Ancient and Thriving Practice 466 Why City Slums Are Better Than the Country: Urbanization in the Least Industrialized Nations 479
  • 51. The Rain Forests: Lost Tribes, Lost Knowledge 510 Special Features Thinking Critically about Social Life Are We Prisoners of Our Genes? 61 “Nothing Tastes as Good as Thin Feels”: Body Images and the Mass Media 122 If Hitler Asked You to Execute a Stranger, Would You? The Milgram Experiment 158 The Saints and the Roughnecks: Labeling in Everyday Life 174 Sexting: Getting on the Phone Isn’t What It Used to Be 182 What Should We Do About Repeat Offenders? “Three Strikes” Laws 184
  • 52. Vigilantes: When the State Breaks Down 189 Open Season: Children as Prey 217 When Globalization Comes Home: Maquiladoras South of the Border 222 The Nation’s Shame: Children in Poverty 256 The Coming Three-Tier Society and the Militarization of the Police 260 New Masculinities and Femininities Are on Their Way 309 The Cultural Lens: Shaping Our Perceptions of the Elderly 336 School Shootings: Exploding a Myth 432 Cyberwar and Cyber Defense 503 Climate Controversy, the Island Nations, and You 509 Eco-sabotage 511
  • 53. Sociology and Technology: The Shifting Landscape Lara Croft, Tomb Raider: Changing Images of Women in the Mass Media 86 Virtual Reality and Diversity Training 149 Enjoy Your Security State (SS) 150 How Could the Polls Be So Wrong? 354 Online Dating: Risks and Rewards 385 What Color Eyes? How Tall? Designer Babies on the Way 393 Changing Religious Practices in the Digital Age 448 Weaponizing Space: The Coming Star Wars 504 Applying Sociology to Your Life The Sociological Perspective and Your Life
  • 54. Course 98 Getting Promoted at Work: Making Impression Management Work for You 124 The New World of Work: How to Keep a Paycheck Coming in the New Global Marketplace 141 Do Your Social Networks Perpetuate Social Inequality? 143 “How Does Social Control Theory Apply to You?” 171 How Do You Use Techniques of Neutralization to Protect Your Self-Concept? 172 “The American Dream”: Social Mobility Today 247 How to Get a Higher Salary 324 Breaking through the Glass Ceiling 326 Your Work and Your Future in the Global Village 366
  • 55. Finding Quality Day Care 395 What Kind of Parent Will You Be? 396 “What are Your Chances of Getting Divorced? The Misuse of Statistics” 407 You Want to Get Through College? Let’s Apply Sociology 428 Special Features xv This page intentionally left blank xvii FIGURE 6.1 How Safe Is Your State? Violent Crime in the United States 179 FIGURE 6.5 Executions in the United States 188
  • 56. FIGURE 7.4 Global Stratification: Income of the World’s Nations 215 FIGURE 8.11 Patterns of Poverty 253 FIGURE 9.6 The Distribution of Dominant and Minority Groups 285 FIGURE 10.6 Women in the Workforce 323 FIGURE 10.10 The Graying of the Globe 332 FIGURE 10.15 As Florida Goes, So Goes the Nation 335 FIGURE 11.1 Which Political Party Dominates? 354 FIGURE 12.14 The “Where” of U.S. Divorce 406 FIGURE 14.12 The World’s 10 Largest Megacities 473 FIGURE 14.13 How Urban Is Your State? The Rural–Urban Makeup of the United States 474
  • 57. FIGURE 15.2 The Worst Hazardous Waste Sites 507 Guide to Social Maps xviii W ELCOME TO SOCIOLOGY! I’ve loved soci- ology 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. Essentials of Sociology: A Down-to-Earth Approach 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, more interesting jobs, higher income, and better health, but for oth-
  • 58. ers 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 affect our chances of making it to our first birthday, as well as of getting in trouble with the police. They even influence our satisfaction in marriage, the number of children we will have—and whether or not we will read this book in the first place. When I took my first course in sociology, I was “hooked.” Seeing how marvelously my life had been affected by these larger social influences 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, in fact, 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.
  • 59. We aren’t born with instincts. Nor do we come into this world with preconceived notions of what life should be like. At birth, we have no concepts of race–ethnicity, gender, age, or social class. We have no idea, for example, that people “ought” to act in certain ways because they are male or female. Yet we all learn such things as we grow up in our society. Uncovering the “hows” and the “whys” of this process is also part of what makes sociology so fascinating. One of sociology’s many pleasures is that as we study life in groups (which can be taken as a definition of sociol - ogy), whether those groups are in some far-off part of the world or in some nearby corner of our own society, we gain new insights into who we are and how we got that way. As we see how their customs affect them, the effects of our own society on us become more visible. This book, then, can be part of an intellectual adven- ture, for it can lead you to a new way of looking at your social world—and in the process, help you to better under- stand both society and yourself. I wish you the very best in college—and in your career afterward. It is my sincere desire that Essentials of Sociology:
  • 60. A Down-to-Earth Approach will contribute to that success. James M. 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. You can write me at [email protected] To the Student ... from the Author mailto:[email protected] To the Instructor ... from the Author REMEMBER WHEN YOU FIRST GOT “HOOKED” on sociology, how the windows of perception opened as you began to see life-in-society through the sociological perspective? For most of us, this was an eye-opening experience. This text is designed to open those windows onto social life, so students can see clearly the vital effects of group membership on their lives. Although few
  • 61. students will get into what Peter Berger calls “the passion of sociology,” we at least can provide them the opportunity. To study sociology is to embark on a fascinating process of discovery. We can compare sociology to a huge jigsaw puzzle. Only gradually do we see how the smaller pieces fit together. As we begin to see the interconnections, our per- spective changes as we shift our eyes from the many small, disjointed pieces to the whole that is being formed. Of all the endeavors we could have entered, we chose sociology because of the ways in which it joins the “pieces” of society together and the challenges it poses to “ordinary” think- ing. It is our privilege to share with students this process of awareness and discovery called the sociological perspective. As instructors of sociology, we have set ambitious goals for ourselves: to teach both social structure and social interac - tion and to introduce students to the sociological literature— both the classic theorists and contemporary research. As we accomplish this, we would also like to enliven the classroom, encourage critical thinking, and stimulate our students’ so- ciological imagination. Although formidable, these goals are attainable. This book is designed to help you reach them. Based on many years of frontline (classroom) experience, its subtitle, A Down-to-Earth Approach, was not proposed lightly.
  • 62. My goal is to share the fascination of sociology with students and in doing so to make your teaching more rewarding. Over the years, I have found the introductory course es- pecially enjoyable. It is singularly satisfying to see students’ faces light up as they begin to see how separate pieces of their world fit together. It is a pleasure to watch them gain insight into how their social experiences give shape to even their innermost desires. This is precisely what this text is de- signed to do—to stimulate your students’ sociological imag- ination so they can better perceive how the “pieces” of so- ciety fit together—and what this means for their own lives. Filled with examples from around the world as well as from our own society, this text helps to make today’s multi- cultural, global society come alive for students. From learn- ing how the international elite carve up global markets to studying the intimacy of friendship and marriage, students can see how sociology is the key to explaining contempo- rary life—and their own place in it. In short, this text is designed to make your teaching easier. There simply is no justification for students to have to wade through cumbersome approaches to sociology. I am firmly convinced that the introduction to sociology should
  • 63. be enjoyable and that the introductory textbook can be an essential tool in sharing the discovery of sociology with students. What’s New in This 13th Edition? Because sociology is about social life and we live in a changing global society, this new edition of Essentials of Sociology: A Down-to-Earth Approach reflects the national and global changes that engulf us, as well as presents new sociological research. An indication of the thoroughness of the preparation that went into this 13th edition is the text’s hundreds of new citations. This edition also has more than 435 instructional photos. I have either selected or taken each of the photos. By tying the photos and their captions directly into the text, they become part of the students’ learning experience. I am especially pleased with Applying Sociology to Your Life, a new feature introduced in this edition. Although Essentials of Sociology: A Down-to-Earth Approach is well-known for how it shows students the relevance of sociology to their lives, this emphasis has been amplified in this 13th edition. This new feature focuses explicitly on how sociology applies to the student’s life. It is one thing to say
  • 64. to students that sociological research on bureaucracy is rel - evant because they might work in a bureaucracy, but quite another to show students how they can use impression management to get ahead in a bureaucracy. It is also one thing to review with students the average salaries according to college major, but quite another to show students how they can use sociology to increase their own salaries. We can point out what sociologists have found when they studied the glass ceiling, but sociology is much more relevant for our students if we can show them how they can use sociol- ogy to break through the glass ceiling. These three examples are part of the fourteen items that make up this new feature, Applying Sociology to Your Life. And updates? As with previous editions, you can ex- pect that they run throughout this new edition. The updates are too numerous to mention, but to give you an indication of how extensively this edition is revised, following is a list of the new topics, boxed features, tables, and figures. xix Chapter 1
  • 65. Figure 1.1 Suicide of Americans ages 18 to 24 Figure 1.6 Western Marriage: Husband–Wife Relationship Chapter 2 Sociology and Technology: The Shifting Landscape: The End of Human Culture? Artificial Intelligence and Super-Smart Computers Topic: In the 1600s, killing cats was part of festive celebrations Chapter 3 Topic: Ekman’s conclusions on the universality of the ex- pression of human emotions is challenged by research among the Trobianders of Papua New Guinea. Topic: Negative effects of nurseries depend on the age at which children are placed in day care Chapter 4 Applying Sociology to Your Life: Getting Promoted: Making Impression Management Work for You Topic: Transgender as a master status
  • 66. Topic: Students learn more from attractive teachers Chapter 5 Applying Sociology to Your Life: The New World of Work: How to Keep a Paycheck Coming in the New Global Marketplace Applying Sociology to Your Life: Do Your Social Networks Perpetuate Social Inequality? Sociology and Technology: The Shifting Landscape: Virtual Reality and Diversity Training Topic: Investigation of JonBenet Ramsey as an example of groupthink Topic: The experience and perspective of white males are being added to diversity training Chapter 6 Applying Sociology to Your Life: How Does Social Control Theory Apply to You? Applying Sociology to Your Life: How Do You Use Tech-
  • 67. niques of Neutralization to Protect Your Self Concept? Topic: In murder trials, if the victim is white and the ac- cused is black, juries are more likely to impose the death penalty than if the accused is white and the victim is black Chapter 7 Topic: Face-recognition software can turn the police’s body cameras into surveillance machines, able to identify everyone an officer passes on the sidewalk Chapter 8 Figure 8.7 Physical Health, by Income: People Who Have Difficulty with Everyday Physical Activities Figure 8.8 Mental Health, by Income: Feelings of Sadness, Hopelessness, or Worthlessness Figure 8.10 An Overview of Poverty in the United States Figure 8.13 Poverty and Family Structure Figure 8.14 Poverty and Race-Ethnicity Figure 8.15 Poverty and Age
  • 68. Topic: The 20 richest Americans have more wealth than the bottom half of the U.S. population combined Topic: Before they turn 65, about 60 percent of the U.S. pop- ulation will experience a year of poverty Topic: The Jardin in Las Vegas sells a $10,000 cocktail and a weekend Valentine package for $100,000 Chapter 9 Table 9.3 Race–Ethnicity and Income Extremes Topic: Arizona has agreed that the police will not stop peo- ple solely to determine if they are in the country illegally. Topic: Catherine Cortez Masto of Nevada became the first Latina senator. Topic: Native Americans operate their own embassy in Washington, D.C. Topic: The bamboo curtain: Asian Americans claiming they are discriminated against in college admissions
  • 69. Chapter 10 Figure 10.7 Master’s degree was added to this figure Applying Sociology to Your Life: How to Get a Higher Salary Applying Sociology to Your Life: Breaking through the Glass Ceiling Topic: The effects of testosterone differ with the situation: Women given testosterone in a competitive situation be- came suspicious and less trusting, but given testosterone in a situation where they were being trusted, they be- came more responsible and generous. Topic: Many minority women feel that the feminist move- ment represents “white” experiences. Their attempt to change emphases has led to a clash of perspectives. Topic: Among the CEOs of the largest U.S. companies, a reverse pay gap has emerged, with women outearning men by several million dollars a year. xx To the Instructor … from the Author
  • 70. Topic: The rate of sexual assault on boys and men is about one-tenth that of girls and women. Topic: In Japan, more adult diapers are sold than baby diapers Topic: The Social Security dependency ratio has dropped to 3.6 (current workers to one beneficiary) Chapter 11 Sociology and Technology: The Shifting Landscape: How Could the Polls Get It So Wrong? Topic: From President Obama to President Trump used as an example of the transition of authority in a rational– legal structure even when a newly elected leader repre- sents ideas extremely different from the predecessor Topic: Kim Jong-un of North Korea had his vice premier for education shot for slouching during a meeting of parliament Chapter 12 Figure 12.5 The Remarkable Change in Two- and Four- Children Families
  • 71. Figure 12:16 Today’s Newlyweds: Their Marital History Applying Sociology to Your Life: What Are Your Chances of Getting Divorced? The Misuse of Statistics Applying Sociology to Your Life: What Kind of Parent Will You Be? Applying Sociology to Your Life: Finding Quality Daycare Cultural Diversity around the World: Arranged Marriage in India: Probing beneath the Surface Topic: One-third of Americans who marry met online. Topic: The latest research on children reared by same-sex parents Topic: For the first time since 1880, the percentage of young adults who live with their parents is larger than those who live with a spouse or partner in a separate household. Topic: “Adultolescence” is also known as “waithood.” Topic: The average age of those who are cohabiting is 39. Topic: Helicoptering, parents’ hovering over their children to be certain they make the right decisions and have the
  • 72. right experiences, increasingly common in the upper- middle class Topic: Implications for human evolution of CRISPR (Clus- tered Regularly Interspaced Short Palindromic Repeats) Chapter 13 Applying Sociology to Your Life: You Want to Get Through College? Let’s Apply Sociology Sociology and Technology: The Shifting Landscape: Changing Religious Practices in the Digital Age Topic: To increase graduation rates, community colleges are developing guided pathways. Topic: A major change is occurring in Japan’s higher education—a shift to job training in its lower tier universities and more research in its top tier. Topic: University salaries in Russia are so low that tens of thousands of academics have left Russia. Topic: Tucson, Arizona, runs a “Teenage Parent High School,”
  • 73. where pregnant girls and those who have already given birth learn parenting skills as well as traditional subjects Topic: High school teachers give twenty times more A’s than C’s. Topic: Roman Catholics use Confessor Go to locate priests to hear confessions, and WhatsApp to discuss moral dilemmas with priests. Chapter 14 Topic: The United States has 40 million immigrants. Topic: The world now has thirty-one megacities. Topic: Japan’s population is shrinking by a million people a year. Topic: Update on Monsanto subverting GMO research. Topic: Tomorrow’s suburb: Attempts of suburbs to trans- form themselves into cities. Chapter 15 Topic: The United States has withdrawn from G7’s Paris Accord on climate change.
  • 74. Topic: Global warming threatens the Earth’s coral reefs, which hold chemicals to cure diseases. Venom from the cone snail, fifty times more potent than morphine, is be- ing used as a painkiller. Topic: In coming distance learning classes, the simultane- ous translation of speech will allow students from differ - ent cultures to talk and to understand one another. Topic: In coming distance learning classes, artificial intelli - gence will enable students to go on virtual field trips in other cultures that immerse them in different realities. Topic: The Pentagon operates a Cyber Command with nine “National Mission Teams” of sixty military person- nel each Topic: An Italian company sells “off-the-shelf” programs that allow someone to insert malicious code in comput- ers and mobile devices To the Instructor … from the Author xxi
  • 75. The Organization of This Text The text is laid out in five parts. Part I focuses on the socio- logical perspective, which is introduced in the first chapter. We then look at how culture influences us (Chapter 2), ex- amine socialization (Chapter 3), and compare macrosociol- ogy and microsociology (Chapter 4). Part II, which focuses on groups and social control, adds to the students’ understanding of how far-reaching society’s influence is—how group membership penetrates even our thinking, attitudes, and orientations to life. We first examine the different types of groups that have such pro- found influences on us and then look at the fascinating area of group dynamics (Chapter 5). After this, we focus on how groups “keep us in line” and sanction those who violate their norms (Chapter 6). In Part III, we turn our focus on social inequality, exam- ining how it pervades society and how it has an impact on our own lives. Because social stratification is so significant, I have written two chapters on this topic. The first (Chapter 7), with its global focus, presents an overview of the principles of stratification. The second (Chapter 8), with its emphasis on social class, focuses on stratification in the United States.
  • 76. After establishing this broader context of social stratifica- tion, we examine inequalities of race-ethnicity (Chapter 9) and then those of gender and age (Chapter 10). Part IV helps students to become more aware of how social institutions encompass their lives. We first look at politics and the economy, our overarching social institu- tions (Chapter 11). After examining marriage and family (Chapter 12), we then turn our focus on education and re- ligion (Chapter 13). One of the emphases in this part of the book is how our social institutions are changing and how their changes, in turn, have an impact on our own lives. With its focus on broad social change, Part V provides an appropriate conclusion for the book. Here we examine why our world is changing so rapidly, as well as catch a glimpse of what is yet to come. We first analyze trends in population and urbanization, those sweeping forces that affect our lives so significantly but that ordinarily remain below our level of awareness (Chapter 14). We conclude the book with an analysis of technology, social movements, and the environment (Chapter 15), which takes us to the “cut- ting edge” of the vital changes that engulf us all. Themes and Features
  • 77. Six central themes run throughout this text: down-to-earth sociology, applying sociology to your students’ life, glo- balization, cultural diversity, critical thinking about social life, and the new technology. The theme of how sociology applies to the lives of your students is new to this edition. For each of these themes, except globalization, which is in- corporated throughout the text, I have written a series of boxed features. These boxed features are one of my favorite components of the book. They are especially useful for in- troducing the controversial topics that make sociology such a lively activity. Let’s look at these six themes. Down-to-Earth Sociology As many years of teaching have shown me, all too often textbooks are written to appeal to the adopters of texts rather than to the students who will learn from them. In writing this book, my central concern has been to present sociology in a way that not only facilitates understanding but also shares its excitement. During the course of writing other texts, I often have been told that my explanations and writing style are “down-to-earth,” or accessible and invit- ing to students—so much so that I chose this phrase as the
  • 78. book’s subtitle. This Down-to-Earth Sociology theme explores sociologi- cal processes that underlie everyday life. The topics that we review in this feature are highly diverse. Here are some of them: • how a sociologist became a gang leader—for a day (Chapter 1) • the experiences of W. E. B. Du Bois in studying U.S. race relations (Chapter 1) • how gossip and ridicule enforce adolescent norms (Chapter 3) • how football can help us understand social structure (Chapter 4) • beauty and success (Chapter 4) • serial killers (Chapter 6) • sexting (Chapter 6)
  • 79. • the lifestyles of the super-rich (Chapter 8) • the American dream and social mobility (Chapter 8) • college dorms and contact theory (Chapter 9) • women navigating male-dominated corporations (Chapter 10) • the coming Star Wars (Chapter 15) This first theme is actually a hallmark of the text, as my goal is to make sociology “down to earth.” To help students grasp the fascination of sociology, I continuously stress so- ciology’s relevance to their lives. To reinforce this theme, I avoid unnecessary jargon and use concise explanations and clear and simple (but not reductive) language. I also use student-relevant examples to illustrate key concepts, and I base several of the chapters’ opening vignettes on my own experiences in exploring social life. That this goal of shar - ing sociology’s fascination is being reached is evident from the many comments I receive from instructors and students alike that the text helps make sociology “come alive.” xxii To the Instructor … from the Author
  • 80. Applying Sociology to Your Life As mentioned, this second theme is being introduced in this edition. There were a lot of challenges to overcome in producing this feature, and I am eager to find out how it works in your classroom. Please share the results with me. Here is a partial list of the topics included in Applying Sociology to Your Life: • making impression management work for you: getting promoted (Chapter 4) • keeping a paycheck coming in the new global market- place (Chapter 5) • how techniques of neutralization protect your self con- cept (Chapter 6) • how to get a higher salary by applying sociology (Chapter 10) • applying sociology to break through the glass ceiling
  • 81. (Chapter 10) • applying sociology to parenting (Chapter 12) • applying divorce statistics to your marriage (Chapter 12) • finding quality daycare (Chapter 12) • applying sociology to get through college (Chapter 13) I hope you have as much pleasure using this new fea- ture in your classroom as I had in developing it. Globalization In the third theme, globalization, we explore the impact of global issues on our lives and on the lives of people around the world. All of us are feeling the effects of an increasingly powerful and encompassing global economy, one that intertwines the fates of nations. The globalization of capitalism influences the kinds of skills and knowledge we need, the types of work available to us—and whether work is available at all. Globalization also underlies the costs of the goods and services we consume and whether our country is at war or peace—or in some uncharted middle ground between the two, some sort of perpetual
  • 82. war against unseen, sinister, and ever-threatening en- emies lurking throughout the world. In addition to the strong emphasis on global issues that runs throughout this text, I have written a separate chapter on global stratifica- tion (Chapter 7). I also feature global issues in the chap- ters on social institutions and the final chapters on social change: population, urbanization, social movements, and the environment. What occurs in Russia, Germany, and China, as well as in much smaller nations such as Afghanistan and Iraq, has far-reaching consequences on our own lives. Consequently, in addition to the global focus that runs throughout the text, the next theme, cultural diversity, also has a strong global emphasis. Cultural Diversity around the World and in the United States The fourth theme, cultural diversity, has two primary em- phases. The first is cultural diversity around the world. Gaining an understanding of how social life is “done” in other parts of the world often challenges our taken-for- granted assumptions about social life. At times, when we learn about other cultures, we gain an appreciation for the life of other peoples; at other times, we may be shocked or
  • 83. even disgusted at some aspect of another group’s way of life (such as female circumcision) and come away with a re- newed appreciation of our own customs. To highlight this first subtheme, I have written a series called Cultural Diversity around the World. Among the topics with this subtheme are • food customs that shock people from different cultures (Chapter 2) • why the dead need money (Chapter 2) • where virgins become men (Chapter 3) • human sexuality in Mexico and Kenya (Chapter 6) • female circumcision (Chapter 10) • probing beneath the surface to understand arranged marriage in India (Chapter 12) • female infanticide in China and India (Chapter 14) • the destruction of the rain forests and indigenous peo-
  • 84. ples of Brazil (Chapter 15) In the second subtheme, Cultural Diversity in the United States, we examine groups that make up the fascinating array of people who form the U.S. population. In this sub- theme, we review such topics as • the controversy over the use of Spanish or English (Chapter 2) • how the Amish resist social change (Chapter 4) • how our social networks produce social inequality (Chapter 5) • the upward social mobility of African Americans (Chapter 8) • the author’s travels with a Mexican who transports un- documented workers to the U.S. border (Chapter 9) • human heads, animal sacrifices, and religious freedom (Chapter 13) • our shifting racial–ethnic mix (Chapter 14)
  • 85. Seeing that there are so many ways of “doing” social life can remove some of our cultural smugness, making us more aware of how arbitrary our own customs are—and how our taken-for-granted ways of thinking are rooted in culture. The stimulating contexts of these contrasts can help students develop their sociological imagination. They encourage To the Instructor … from the Author xxiii students to see connections among key sociological concepts such as culture, socialization, norms, race– ethnicity, gender, and social class. As your students’ sociological imagination grows, they can attain a new perspective on their experiences in their own corners of life—and a better understanding of the social structure of U.S. society. Critical Thinking In our fifth theme, critical thinking, we focus on controver- sial social issues, inviting students to examine various sides of those issues. In these sections, titled Thinking Critically about Social Life, I present objective, fair portrayals of posi - tions and do not take a side—although occasionally I do
  • 86. play the “devil’s advocate” in the questions that close each of the topics. Like the boxed features, these sections can enliven your classroom with a vibrant exchange of ideas. Among the social issues we tackle are • our tendency to conform to evil authority, as uncovered by the Milgram experiments (Chapter 5) • how labeling keeps some people down and helps others move up (Chapter 6) • how vigilantes fill in when the state breaks down (Chapter 6) • the three-strikes-and-you’re-out laws (Chapter 6) • bounties paid to kill homeless children in Brazil (Chapter 7) • children in poverty (Chapter 8) • emerging masculinities and femininities (Chapter 10) • cyberwar and cyber defense (Chapter 15)
  • 87. These Thinking Critically about Social Life sections are based on controversial social issues that either affect the stu- dent’s own life or focus on topics that have intrinsic inter - est for students. Because of their controversial nature, these sections stimulate both critical thinking and lively class discussions. These sections also provide provocative topics for in-class debates and small discussion groups, effective ways to enliven a class and present sociological ideas. In the Instructor’s Manual, I describe the nuts and bolts of using small groups in the classroom, a highly effective way of en- gaging students in sociological topics. Sociology and Technology: The Shifting Landscape In the sixth theme, sociology and technology, we explore an aspect of social life that has come to be central in our lives. We welcome our technological tools, for they help us to be more efficient at performing our daily tasks, from making a living to communicating with others—whether those people are nearby or on the other side of the globe. The significance of technology extends far beyond the tools and the ease and efficiency they bring to our lives. We can more accurately envision our new technology as a social revolution that will leave few aspects of our lives
  • 88. untouched. Its effects are so profound that it even changes the ways we view life. Sociology and technology is introduced in Chapter 2, where technology is defined and presented as a major as- pect of culture. The impact of technology is then discussed throughout the text. Examples include how technology is related to cultural change (Chapter 2), diversity train- ing (Chapter 5), the maintenance of global stratification (Chapter 7), and social class (Chapter 8). We also look at the impact of technology on dating (Chapter 12), family life (Chapter 12), religion (Chapter 13), and war (Chapter 15). The final chapter (Chapter 15) on social change and the environment concludes the book with a focus on the effects of technology. To highlight this theme, I have written a series called Sociology and Technology: The Shifting Landscape. In this feature, we explore how technology affects our lives as it changes society. Among the topics we examine are how technology • artificial intelligence and super-smart computers may bring the end of human culture (Chapter 2)
  • 89. • affects our body images (Chapter 4) • through virtual reality can be applied to diversity train- ing (Chapter 5) • is allowing the creation of an overwhelming security state (Chapter 5) • could allow us to get the presidential polls so wrong (Chapter 11) • is changing the way people find mates (Chapter 12) • is leading to a future where we order babies with spe- cific characteristics (Chapter 12) • is having an impact on religion (Chapter 13) Visual Presentations of Sociology SHOWING CHANGES OVER TIME In presenting so- cial data, many of the figures and tables show how data change over time. This feature allows students to see trends in social life and to make predictions on how these trends might continue—and even affect their own lives. Examples include
  • 90. • Figure 1.5 U.S. Marriage, U.S. Divorce • Figure 3.2 Transitional Adulthood: A New Stage in the Life Course • Figure 6.2 How Much Is Enough? The Explosion in the Number of Prisoners xxiv To the Instructor … from the Author • Figure 8.3 The More Things Change, the More They Stay the Same: Dividing the Nation’s Income • Figure 12.2 In Two-Paycheck Marriages, How Do Husbands and Wives Divide Their Responsibilities? • Figure 12.4 The Number of Children Americans Think Are Ideal • Figure 12.5 The Remarkable Change in Two- and Four- Children Families
  • 91. • Figure 12.9 The Decline of Two-Parent Families • Figure 12.11 Cohabitation in the United States • Figure 13.1 Educational Achievement in the United States • Figure 14.11 How the World Is Urbanizing THROUGH THE AUTHOR’S LENS Using this format, students are able to look over my shoulder as I experience other cultures or explore aspects of this one. These eight photo essays should expand your students’ sociological imagination and open their minds to other ways of doing social life, as well as stimulate thought-provoking class discussion. VIENNA: SOCIAL STRUCTURE AND SOCIAL INTERACTION IN A VIBRANT CITY appears in Chapter 4. The photos I took in this city illustrate how social structure surrounds us, setting the scene for our interactions, limiting and directing them. WHEN A TORNADO STRIKES: SOCIAL ORGANIZATION FOLLOWING A NATURAL DISASTER When a tornado hit a small town just hours from where I lived, I photo-
  • 92. graphed the aftermath of the disaster. The police let me in to view the neighborhood where the tornado had struck, de- stroying homes and killing several people. I was impressed by how quickly people were putting their lives back to- gether, the topic of this photo essay (Chapter 4). COMMUNITY IN THE CITY in Chapter 5, is also from Vienna. This sequence of four photos focuses on strangers who are helping a man who has just fallen on the sidewalk. This event casts doubt on the results of Darley and Latané’s labo- ratory experiments. This short sequence was serendipitous in my research. One of my favorite photos is the last in the series, which portrays the cop coming toward me to question why I was taking photos of the accident. It fits the sequence perfectly. THE DUMP PEOPLE OF PHNOM PENH, CAMBODIA Among the culture shocks I experienced in Cambodia was not to discover that people scavenge at Phnom Penh’s huge city dump—this I knew about—but that they also live there. With the aid of an interpreter, I was able to in- terview these people, as well as photograph them as they went about their everyday lives. An entire community lives in the city dump, complete with restaurants amidst the smoke and piles of garbage. This photo essay reveals
  • 93. not just these people’s activities but also their social orga- nization (Chapter 7). WORK AND GENDER: WOMEN AT WORK IN INDIA As I traveled in India, I took photos of women at work in public places. The more I traveled in this country and the more photos I took, the more insight I gained into gender relations. Despite the general dominance of men in India, women’s worlds are far from limited to family and home. Women are found at work throughout the so- ciety. What is even more remarkable is how vastly differ- ent “women’s work” is in India than it is in the United States. This, too, is an intellectually provocative photo essay (Chapter 10). SMALL TOWN USA: STRUGGLING TO SURVIVE To take the photos for this essay, on a road trip from California to Florida I went off the beaten path. Instead of following the interstates, I followed those “little black lines” on the map. They took me to out-of-the-way places that the national transportation system has bypassed. Many of these little towns are putting on a valiant face as they struggle to survive, but, as the photos show, the struggle is apparent, and, in some cases, so are the scars (Chapter 11).
  • 94. HOLY WEEK IN SPAIN in Chapter 13, features proces- sions in two cities in Spain, Malaga, a provincial capital, and Almuñecar, a smaller city in Granada. The Roman Catholic heritage of Spain runs so deeply that the La Asunción de María (The Assumption of Mary) is a na- tional holiday, with the banks and post offices closing. City streets carry such names as (translated) Conception, Piety, Humility, Calvary, Crucifixion, The Blessed Virgin. In large and small towns throughout Spain, elaborate processions during Holy Week feature tronos that depict the biblical account of Jesus’ suffering, death, and resur - rection. I was allowed to photograph the preparations for one of the processions, so this essay also includes “ behind-the-scenes” photos. During the processions, the participants walk slowly for one or two minutes; then because of the weight of the tronos, they rest for one or two minutes. This process repeats for about six hours. As you will see, some of the most inter - esting activities occur during the rest periods. A WALK THROUGH EL TIRO IN MEDELLIN, COLOMBIA One of the most significant social changes in the world is taking place in the Least Industrialized
  • 95. Nations. In the search for a better life, people are aban- doning rural areas. Fleeing poverty, they are flocking to the cities, only to be greeted with more poverty. Some of To the Instructor … from the Author xxv these settlements of the new urban poor are dangerous. I was fortunate to be escorted by an insider through a sec- tion of Medellin, Colombia, that is controlled by gangs (Chapter 14). OTHER PHOTO ESSAYS To help students better un- derstand subcultures, I have retained the photo essay Standards of Beauty in Chapter 2. I have also kept the photo essay in Chapter 9 on ethnic work, as it helps students see that ethnicity doesn’t “just happen.” Because these photo essays consist of photos taken by others, they are not a part of the series, Through the Author’s Lens. I think you will appreciate the understanding these two photo essays can give your students. PHOTO COLLAGES Because sociology lends itself so well to photographic illustrations, this text also includes photo
  • 96. collages. In Chapter 1, the photo collage, in the shape of a wheel, features some of the many women who became so- ciologists in earlier generations, women who have largely gone unacknowledged as sociologists. In Chapter 2, stu- dents can catch a glimpse of the fascinating variety that goes into the cultural relativity of beauty. The collage in Chapter 5 illustrates categories, aggregates, and primary and sec- ondary groups, concepts that students sometimes wrestle to distinguish. The photo collage in Chapter 10 lets students see how differently gender is portrayed in different cultures. OTHER PHOTOS BY THE AUTHOR Sprinkled through- out the text are photos that I took in Austria, Cambodia, India, Latvia, Spain, Vietnam, and the United States. These photos illustrate sociological principles and topics better than photos available from commercial sources. As an ex- ample, while in the United States, I received a report about a feral child who had been discovered living with monkeys. The possibility of photographing and interviewing that child who had been taken to an orphanage was one of the reasons that I went to Cambodia. That particular photo is at the beginning of Chapter 3. OTHER SPECIAL PEDAGOGICAL FEATURES In addi- tion to chapter summaries and reviews, key terms, and a
  • 97. comprehensive glossary, I have included several special fea - tures to help students learn sociology. In Sum sections help students review important points within the chapter before going on to new materials. I have also developed a series of Social Maps, which illustrate how social conditions vary by geography. All the maps in this text are original. LEARNING OBJECTIVES I have written learning objec- tives for the main points of each chapter. These learning objectives, which provide a guiding “road map” for your students, are presented three times: in a list at the begin- ning of the chapter, at the point where that specific mate- rial is presented, and again at the chapter ’s Summary and Review. CHAPTER-OPENING VIGNETTES These accounts fea- ture down-to-earth illustrations of a major aspect of each chapter ’s content. Some of these vignettes are based on my research with the homeless, the time I spent with them on the streets and slept in their shelters (Chapters 1 and 8). Others recount sociological experiences in Africa (Chapters 2 and 10) and Mexico (Chapters 12 and 14). I also share my experiences when I spent a night with street people at DuPont Circle in Washington, D.C. (Chapter 4).
  • 98. For other vignettes, I use current and historical events (Chapters 7, 9, 13, and 15), classical studies in the social sciences (Chapters 3 and 6), and even scenes from novels (Chapters 5 and 11). Many students have told their in- structors that they find these vignettes compelling, that they stimulate interest in the chapter. THINKING CRITICALLY ABOUT THE CHAPTERS I close each chapter with critical thinking questions. Each question focuses on a major feature of the chapter, asking students to reflect on and consider some issue. Many of the questions ask the students to apply sociological findings and princi - ples to their own lives. ON SOURCES Sociological data are found in a wide va- riety of sources, and this text reflects that variety. Cited throughout this text are standard journals such as the American Journal of Sociology, Social Problems, American Sociological Review, and Journal of Marriage and Family, as well as more esoteric journals such as the Bulletin of the History of Medicine, Chronobiology International, and Western Journal of Black Studies. I have also drawn heavily from standard news sources, especially the New York Times and the Wall Street Journal, as well as more unusual sources such as El País. In
  • 99. addition, I cite unpublished research and theoretical papers by sociologists. xxvi To the Instructor … from the Author To the Instructor … from the Author xxvii Acknowledgments The response from both instructors and students to this text’s earlier editions indicates that my efforts at making so- ciology down to earth have succeeded. The years that have gone into writing this text are a culmination of the many years that preceded its writing—from graduate school to that equally demanding endeavor known as classroom teaching. No text, of course, comes solely from its author. Although I am responsible for the final words on the print- ed page, I have received excellent feedback from instructors who have taught from the first thirteen editions. I am espe- cially grateful to Reviewers of the First through Thirteenth Editions Francis O. Adeola, University of New Orleans
  • 100. Brian W. Agnitsch, Marshalltown Community College Sandra L. Albrecht, The University of Kansas Christina Alexander, Linfield College Richard Alman, Sierra College Gabriel C. Alvarez, Duquesne University Kenneth Ambrose, Marshall University Alberto Arroyo, Baldwin–Wallace College Karren Baird-Olsen, Kansas State University Rafael Balderrama, University of Texas—Pan American Linda Barbera-Stein, The University of Illinois Deborah Beat, Wichita State University Brenda Blackburn, California State University—Fullerton Ronnie J. Booxbaum, Greenfield Community College Cecil D. Bradfield, James Madison University Karen Bradley, Central Missouri State University Francis Broouer, Worcester State College Valerie S. Brown, Cuyahoga Community College Sandi Brunette-Hill, Carrol College Richard Brunk, Francis Marion University Karen Bullock, Salem State College Allison R. Camelot, California State University—Fullerton Paul Ciccantell, Kansas State University John K. Cochran, The University of Oklahoma James M. Cook, Duke University Joan Cook-Zimmern, College of Saint Mary
  • 101. Larry Curiel, Cypress College Russell L. Curtis, University of Houston John Darling, University of Pittsburgh—Johnstown Ray Darville, Stephen F. Austin State University Jim David, Butler County Community College Nanette J. Davis, Portland State University Vincent Davis, Mt. Hood Community College Andrea Deal, Madisonville Community College Lynda Dodgen, North Harris Community College Terry Dougherty, Portland State University Marlese Durr, Wright State University Shelly Dutchin, Western Technical College Helen R. Ebaugh, University of Houston Obi N. Ebbe, State University of New York—Brockport Cy Edwards, Chair, Cypress Community College John Ehle, Northern Virginia Community College Morten Ender, U.S. Military Academy Rebecca Susan Fahrlander, Bellevue University Louis J. Finkle, Horry-Georgetown Technical College Nicole T. Flynn, University of South Alabama Lorna E. Forster, Clinton Community College David O. Friedrichs, University of Scranton Bruce Friesen, Kent State University—Stark Lada Gibson-Shreve, Stark State College
  • 102. Cynthia Glass, Kentucky State University Norman Goodman, State University of New York— Stony Brook Rosalind Gottfried, San Joaquin Delta College G. Kathleen Grant, The University of Findlay Bill Grisby, University of Northern Colorado Ramon Guerra, University of Texas—Pan American Remi Hajjar, U.S. Military Academy Donald W. Hastings, The University of Tennessee—Knoxville Lillian O. Holloman, Prince George’s Community College Michael Hoover, Missouri Western State College Howard R. Housen, Broward Community College James H. Huber, Bloomsburg University Erwin Hummel, Portland State University Charles E. Hurst, The College of Wooster Nita Jackson, Butler County Community College Jennifer A. Johnson, Germanna Community College Kathleen R. Johnson, Keene State College Tammy Jolley, University of Arkansas Community College at Batesville David Jones, Plymouth State College Arunas Juska, East Carolina University Ali Kamali, Missouri Western State College
  • 103. Irwin Kantor, Middlesex County College Mark Kassop, Bergen Community College Myles Kelleher, Bucks County Community College Mary E. Kelly, Central Missouri State University Alice Abel Kemp, University of New Orleans Diana Kendall, Austin Community College Gary Kiger, Utah State University Gene W. Kilpatrick, University of Maine—Presque Isle Jerome R. Koch, Texas Tech University Joseph A. Kotarba, University of Houston Michele Lee Kozimor-King, Pennsylvania State University Darina Lepadatu, Kennesaw State University Abraham Levine, El Camino Community College Diane Levy, The University of North Carolina—Wilmington Diane Lindley, The University of Mississippi Stephen Mabry, Cedar Valley College David Maines, Oakland University Ron Matson, Wichita State University xxviii To the Instructor … from the Author Armaund L. Mauss, Washington State University Evelyn Mercer, Southwest Baptist University
  • 104. Robert Meyer, Arkansas State University Michael V. Miller, University of Texas—San Antonio John Mitrano, Central Connecticut State University W. Lawrence Neuman, University of Wisconsin—Whitewater Charles Norman, Indiana State University Patricia H. O’Brien, Elgin Community College Robert Ostrow, Wayne State Laura O’Toole, University of Delaware Marla Perry, NSCC Mike K. Pate, Western Oklahoma State College Lawrence Peck, Erie Community College Ruth Pigott, University of Nebraska—Kearney Phil Piket, Joliet Junior College Trevor Pinch, Cornell University Daniel Polak, Hudson Valley Community College James Pond, Butler Community College Deedy Ramo, Del Mar College Adrian Rapp, North Harris Community College Carolyn Read, Copiah Lincoln Junior College Ray Rich, Community College of Southern Nevada Barbara Richardson, Eastern Michigan University Salvador Rivera, State University of New York—Cobleskill Howard Robboy, Trenton State College Cindy Rouzer, Rivier College Daniel Roddick, Rio Hondo College
  • 105. Paulina X. Ruf, University of Tampa Michael Samano, Portland Community College Michael L. Sanow, Community College of Baltimore County Lori Schreiber, Penn State University Ogontz-Abington Mary C. Sengstock, Wayne State University Walt Shirley, Sinclair Community College Marc Silver, Hofstra University Karl Smith, Delaware Tech and Community College-Owens Roberto E. Socas, Essex County College Susan Sprecher, Illinois State University Mariella Rose Squire, University of Maine at Fort Kent Jennifer St. Pierre, Harrisburg Area Community College Rachel Stehle, Cuyahoga Community College Marios Stephanides, University of Tampa Randolph G. Ston, Oakland Community College Vickie Holland Taylor, Danville Community College Maria Jose Tenuto, College of Lake County Gary Tiederman, Oregon State University Kathleen Tiemann, University of North Dakota Brandy Trainor, Gloucester County College Judy Turchetta, Johnson & Wales University Stephen L. Vassar, Minnesota State University—Mankato William J. Wattendorf, Adirondack Community College Jay Weinstein, Eastern Michigan University
  • 106. Larry Weiss, University of Alaska Amanda White, St. Louis Community College-Meramec Douglas White, Henry Ford Community College Stephen R. Wilson, Temple University Anthony T. Woart, Middlesex Community College Stuart Wright, Lamar University Mary Lou Wylie, James Madison University Diane Kholos Wysocki, University of Nebraska—Kearney Stacey G. H. Yap, Plymouth State College William Yoels, University of Alabama Birmingham I have had the pleasure of working with an outstanding team at Pearson. I want to thank Billy Grieco and Jeff Marshall for coordinating the many tasks that were necessary to pro- duce this new edition; Jenn Auvil and Mary Donovan who coordinated so many integrating tasks; and Kate Cebik for her photo research—and for her willingness to “keep on looking.” I do appreciate this team. It is difficult to heap too much praise on such fine, capable, and creative people. Often going “beyond the call of duty” as we faced nonstop deadlines, their untiring efforts coalesced with mine to produce this text. Students, whom we constantly kept in mind as we prepared this edition, are the beneficiaries of this intricate teamwork.
  • 107. Since this text is based on the contributions of many, I would count it a privilege if you would share with me your teaching experiences with this book, including suggestions for improving the text. Both positive and negative com- ments are welcome. This is one way that I continue to learn. I wish you the very best in your teaching. It is my sincere desire that Essentials of Sociology: A Down-to-Earth Approach contributes to your classroom success. James M. Henslin Professor Emeritus Department of Sociology Southern Illinois University, Edwardsville I welcome your correspondence. You can reach me at [email protected] P.S. With changing technology, I am now able to discuss various aspects of sociology with your students. This new feature, called Hearing from the Author, is de- scribed in the publisher ’s overview of Revel, which fol- lows this note.
  • 108. mailto:[email protected] To the Instructor … from the Author xxix Revel™ for Essentials of Sociology: A Down-to-Earth Approach Revel is an interactive learning environment that deeply engages students and prepares them for class. Media and assessment integrated directly within the author ’s narrative lets students read, explore interactive sociology content, and practice in one continuous learning path. Thanks to the dynamic reading experience in Revel, students come to class prepared to discuss, apply, and learn from instructors and from each other. Learn more about Revel www.pearson.com/revel • Hearing from the Author Audio Clips are a new Revel feature in which Jim further personalizes the content of this edition by opening each chapter
  • 109. and commenting on sociological concepts, photo essays, individual photos of particular significance, tables, figures, and topics. This feature gives students additional context for under- standing more difficult topics, while the author’s interweaving of observations and personal experiences reinforces how sociology is part of the student’s everyday life. This is a hallmark of the instructional design, as Jim’s goal is to make sociology “down to earth.” To help students grasp the fascination of sociology, he continuously stresses sociology’s relevance to their lives. As both instructors and students have commented, this helps make sociology “come alive.” And after all, as Jim emphasizes throughout Essentials of Sociology: A Down-to-Earth Approach, sociology is a fascinating endeavor. • Videos support the down-to-earth approach with news footage and stories that reflect real-life examples of sociology. Students can revisit major historical events including
  • 110. critical points in the Civil Rights movement and view videos through a sociological lens. An original set of videos, including the Hearing from Students video series, is unique to Essentials of Sociology: A Down-to-Earth Approach. These exclusive video interviews feature students discussing the highlights of each chapter. These videos give students the opportu- nity to hear from their peers who are sharing their thoughts on chapter topics and reflecting on how they can apply the sociological perspective of the chapter to their own lives. http://www.pearson.com/revel xxx To the Instructor … from the Author • Interactive figures and tables feature the technology of Social Explorer, which shows data in interactive graphs with rollover information. Examples in- clude Figure 10.4 Gender Changes in College Degrees, Table 11.1 Who Votes for
  • 111. • Pearson Originals The Pearson Originals docuseries videos highlight stories that exemplify and humanize the concepts covered in Sociology courses. These videos illustrate a variety of social issues and current events, bringing key topics to life for students while creating opportunities to further develop their understanding of soci- ology. Therefore, students not only connect with the people and stories on a personal level, but also view these stories and individuals with greater empathy while contex- tualizing core course concepts. • Interpreting the First Amendment: Regulating Protest in Minnesota • Gender Identity: Meant to Be Maddie • Domestic Violence in Rural America: Survivors’ Stories • The American Working Class: Voices from Harrisburg, IL • Taking a Stand Against Environmental Injustice Videos can be easily accessed from the instructor Resources folder within the Revel product.
  • 112. To the Instructor … from the Author xxxi • Interactive Social Explorer Maps are based on the Social Maps Jim has created for Sociology: A Down-to-Earth Approach. Using Social Explorer, these maps illustrate how social conditions vary among the states and by regions of the country. Students can click through these maps, and can hover over their own state and consider how it compares with the rest of the country. Examples include Figure 6.1 How Safe Is Your State? Violent Crime in the United States and Figure 12.14 The “Where” of U.S. Divorce. Jim has also prepared global maps that give students a visual representation of how the United States compares with countries around the world. These Social Maps are original with Essentials of Sociology: A Down-to- Earth Approach. Visit the in-
  • 113. structor Resources folder within Revel to access LiveSlide Powerpoint presentations that contain every Social Explorer visualization, making it easy to use these in class. President?, Figure 12.2 In Two-Paycheck Marriages, How Do Husbands and Wives Divide their Responsibilities? xxxii To the Instructor … from the Author • Make a Guess interactive graphs invite students to interact with social data. Many of the figures and tables show how data change over time. This feature utilizes Social Explorer’s predictive graphing which allows students to see trends in social life and to make predictions on how these trends might continue—and how they might even affect their own lives. • Interactive Review the Chapter, which uses flashcards that feature key terms and
  • 114. definitions, help students review and reinforce the chapter’s content. • Assessments, which are tied to each chapter’s major sections, allow instructors and students to track progress and get immediate feedback. It is the same with the full chapter tests. • Integrated Writing Opportunities help students reason and write more clearly. Each chapter offers the following writing prompts: • Journal prompts invite students to reflect on a chapter ’s content and to con- sider how the sociological perspective applies in a variety of scenarios. There are two types of journal prompts: Apply It to Your Life and Apply the Sociological Perspective. • Shared writing prompts invite students to reflect on and consider issues related to major features of each chapter. Many of the questions ask the students to apply
  • 115. sociological findings and principles to their own lives. The students’ responses are To the Instructor … from the Author xxxiii automatically shared with others, which helps them better understand the per- spectives of others and sharpens their critical thinking skills. • Additional Interactive Assets engage students and invite them to interact with text, figures, and photos. Enhanced Images of historic photos and documents allow students to zoom in to gain different perspectives of the image. Simulations guide students through charts and graphs, helping them to see how the many parts of a topic are related. • Writing Space allows you to develop and assess your students’ concept mas- tery and critical thinking through writing. Writing Space provides a single place
  • 116. within Revel to create, track, and grade writing assignments; access writing re- sources; and exchange meaningful, personalized feedback quickly and easily. For students, Writing Space provides everything they need to keep up with writing assignments, access assignment guides and checklists, write or upload completed assignments, and receive grades and feedback—all in one convenient place. For educators, Writing Space makes assigning, receiving, and evaluating writing as- signments easier. It’s simple to create new assignments and upload relevant materials, see stu- dent progress, and receive alerts when students submit work. Writing Space makes students’ work more focused and effective, with customized grading rubrics they can see and personalized feedback. And here’s another feature of Writing Space that you might find very helpful: Writing Space allows you to check your students’ work for