Download chapter - TEST BANK 360

Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
CHAPTER
1
UNDERSTANDING
SOCIOLOGY
CHAPTER OUTLINE
MODULE 1: WHAT IS SOCIOLOGY?
The Sociological Imagination
Sociology and the Social Sciences
Sociology and Common Sense
MODULE 4: TAKING SOCIOLOGY
WITH YOU
Applied and Clinical Sociology
Developing a Sociological Imagination
MODULE 2:
THE DEVELOPMENT OF SOCIOLOGY
Early Thinkers
Émile Durkheim
Max Weber
Karl Marx
W.E.B. Du Bois
Twentieth-Century Developments
Boxes
Research Today: Looking at the Gulf
Coast oil spill from Four Sociological
Perspectives
Sociology in the Global Community:
Your Morning Cup of Coffee
APPENDIX: CAREERS IN SOCIOLOGY
MODULE 3: MAJOR THEORETICAL
PERSPECTIVES
Functionalist Perspective
Conflict Perspective
Interactionist Perspective
The Sociological Approach
Schaefer: Sociology in Modules, 2e
IM-1 | 1
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
LEARNING OBJECTIVES
1. Define sociology.
2. Describe what is meant by the “sociological
imagination.”
3. Describe the differences between sociology
and common sense.
4. Define theory.
5. Discuss the development of sociological
theory.
6. Identify the earliest sociological thinkers.
7. Identify and describe the major sociological
perspectives.
8. Compare and contrast the functionalist
perspective, the conflict perspective, and the
interactionist perspective.
9. Differentiate between applied and pure
sociology.
10. Discuss the development of the sociological
imagination.
WHAT’S NEW IN CHAPTER 1






Schaefer: Sociology in Modules, 2e
MODULE 1:
Discussion of how different social
scientists would study the impact of the
global recession that began in 2008
Discussion of the common misconception
that the area bordering Mexico in the
southwestern United States is a highcrime area
MODULE 3:
Trendspotting box, “The Changing Third
Place”
Research Today box, “Looking at the
Gulf Coast Oil Spill
from Four Sociological Perspectives”
MODULE 4:
Emphasis on the theme “Taking
Sociology with You” in the last
two sections, Applied and Clinical
Sociology and Developing a
Sociological Imagination
Discussion of the Northeast Florida
Center for Community
Initiatives (CCI), based at the University
of North Florida, and
its Magnolia Project as examples of
applied sociology
IM-1 | 2
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
CHAPTER SUMMARY
Sociology is the scientific study of social behavior and human groups. In attempting to understand social
patterns of behavior, sociologists rely on a unique type of critical thinking referred to by C. Wright Mills
as the sociological imagination. A key element of the sociological imagination is having an awareness
of the relationship between an individual and the wider society.
Sociology, along with anthropology, psychology, economics, history, and political science, is a social
science. Sociology is unique in its emphasis on external factors—that is, the influence that society has on
people’s attitudes and behaviors. Sociology is extremely broad in scope and encompasses a number of
substantive topics ranging from aging and the life course to crime, education, health, religion, and
sexuality. Unlike common sense, sociological data is empirical, meaning that sociologists rely on
scientific studies in order to describe and understand a social environment. Common sense, on the other
hand, is based on conventional wisdom which as we know, is often inaccurate and unreliable.
Sociologists use theories to help explain events, forces, ideas, or behavior in a comprehensive manner. A
theory is simply a set of statements that seeks to explain. The strongest theories are those which both
explain and predict. Sociologists rely on a variety of theories, each with a different set of assumptions
and a unique perspective.
Several European social theorists made long-standing contributions to the development of sociology and
to sociological theory. Auguste Comte (1798–1857) coined the term sociology and was one of the first
to suggest an application of scientific principles to the study of human behavior. Harriet Martineau
(1802–1876), an English sociologist, is known for both her translations of Comte’s writings as well as her
original studies of the customs and social practices of Britain and the United States. Martineau’s
pioneering efforts at social research would most likely have landed her the title of “founder of sociology,”
had it not been for her gender. One of the most controversial social theorists of the 19th century was
Herbert Spencer (1820–1903). Drawing on the ideas of Charles Darwin, Spencer argued that like
animals, humans have varying levels of social fitness and those who are the most fit will thrive, while
those who are less fit will struggle and eventually, die out. His theories appealed to many throughout
Britain and the United States, especially the powerful who had a vested interest in protecting the status
quo. Émile Durkheim was one of the first individuals to hold a professional appointment with the title of
“sociologist.” Durkheim was interested in the processes and consequences of modernization. According
to Durkheim, the modernization of society may lead to a condition known as “anomie,” or normlessness.
Anomie is experienced when social norms lose their effectiveness as instruments of control. The inability
of modern societies to regulate or control behavior may lead to higher levels of deviance, including
suicide. Indeed, Durkheim’s most well-known work is the publication Suicide, which examines the social
patterns underlying suicide rates. Considered a sociological “giant,” Max Weber (1864–1920), was
well-versed in many subject areas, including history, law, and religion. Weber made several contributions
to the field of sociology, including the concept of verstehen, the German word for “understanding” or
“insight.” Weber argued that social phenomenon cannot be studied using objective criteria only. Rather,
sociologists must understand the subjective meanings human actors attach to their actions and to things
around them. Weber is also known for a concept known as ideal type. An ideal type is a construct based
on pure characteristics. Ideal types are used in sociology for understanding, describing, and comparing.
Like Spencer, Karl Marx (1818–1883) is one of the most controversial figures in sociology, although for
very different reasons. Marx was highly critical of existing social institutions and their tendency to create
and maintain the status quo. He was especially outspoken on the matter of worker exploitation by the
bourgeoisie. Together with his friend and colleague, Friedrich Engels, Marx wrote The Communist
Manifesto, a brief but compelling document, urging the working class (or “proletariat”) to overthrow the
ruling class (“bourgeoisie”). Because of his subversive writings, endorsement of major social change,
Schaefer: Sociology in Modules, 2e
IM-1 | 3
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
and involvement with underground organizations, Marx was eventually exiled from Germany. His work,
however, continues to have an enormous influence on sociological research and theory even to this day.
(Ironically, Marx and Spencer are buried next to each other in London’s High Gate Cemetery).
A number of contemporary social theorists, many from the United States, have also made contributions to
the field of sociology. W.E.B. Du Bois (1868–1963), one of the founders of the NAACP, National
Association for the Advancement of Colored Persons, used sociological research to study urban life for
Black and White Americans in hopes that his studies would be used to assist in the struggle for racial
equality. Du Bois stressed that empowerment comes through knowledge and he was a champion of equal
access to higher education. Like Marx, Du Bois encountered a certain amount of resistance from the
academy due to the political and activist nature of his writings. Charles Horton Cooley (1864–1929), a
micro-sociologist, preferred to look at smaller units, including intimate, face-to-face groups such as
dyads. Cooley’s work contributed immensely to our understanding of group dynamics, particularly as
they relate to group size. Jane Addams (1860–1935), practiced “applied sociology,” meaning that she
combined intellectual rigor with political activism. She is known for the establishment of “Hull House”
in Chicago, a settlement house for the poor. Addams was involved in a number of social causes,
including the rights of women, children, and immigrants. It was largely out of the work and ideas of
Addams that the field of Social Work emerged. Robert Merton (1910–2003), recently a sociologist at
Columbia University, proposed one of the most popular and frequently cited explanations for deviant
behavior. According to Merton, deviant behaviors are a result of breakdowns or “dysfunctions” in the
social structure. When social norms advocate a certain lifestyle but simultaneously prevent some from
achieving that lifestyle, deviance and criminal behavior is likely to result. Finally, Pierre Bourdieu, a
sociologist from France, developed the concept of “cultural capital.” In addition to material assets, capital
may take the form of cultural assets, including such things as family background, occupational prestige,
and access to important informal networks. The dominant class possesses more cultural capital which, in
turn, ensures that their children will possess more—thereby reproducing the class structure.
Sociologists, like lay persons, view society in different ways. The functionalist perspective views
society like a living organism in which each part contributes to its overall survival. This perspective was
developed primarily by Talcott Parsons (1902–1979), a sociologist at Harvard University. According to
this view, any aspect of society which persists over time does so because it serves some purpose and in
some way contributes to its livelihood. Even something such as crime or poverty may persist so long as it
serves some purpose or “function.” For functionalists, the parts of society normally work together toward
a common goal. Conflict theory, on the other hand, views the parts of society as at odds with one
another. From the conflict perspective, groups in society are constantly engaged in a power struggle over
scarce, highly valued, resources. Dominant groups, wishing to maintain their positions of power, create
ideologies and institutions which serve to protect the status quo. Karl Marx, a key figure in the conflict
perspective, viewed conflict (rather than consensus) as the primary characteristic of all human societies.
Furthermore, it was his belief that it was capitalism which was primarily responsible for the exploitation
of the working class. Derived from the conflict perspective, the feminist perspective (or “feminist
theory”) views gender as the primary sorting device in all societies. Not only are women and men
separated, they are also stratified. Patriarchy, like other forms of social and economic dominance, is
maintained through the presence of ideologies and institutional arrangements. Finally, the interactionist
perspective is concerned with everyday forms of interaction, including symbols, language, and nonverbal communication. George Herbert Mead (1863–1931), an American sociologist and philosopher,
first developed interactionism in the United States and is regarded as the founder of this perspective. It
should be noted that sociologists make use of all perspectives since each offers unique insights into the
character of social behavior.
Applied sociology involves the use of sociological findings or insight with the specific intent of yielding
practical applications for persons or society. Clinical sociology is dedicated to altering social
Schaefer: Sociology in Modules, 2e
IM-1 | 4
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
relationships or to restructuring social institutions. Both applied and clinical sociology can be contrasted
with basic or pure sociology, which seeks to build a knowledge base of the fundamental aspects of social
phenomena. In other words, pure sociologists pursue knowledge “for knowledge’s sake.”
RESOURCE INTEGRATOR
Focus Questions
1. What is sociology and
what is meant by the
sociological imagination?
Resources
IN THE TEXT
Key Terms: sociology, sociological imagination, science, natural science,
social science
IN THE INSTRUCTOR’S MANUAL
Classroom Discussion Topics: The Sociology of Tattooing (1-1); First
Day of Class (1-2); Introducing the Sociological Perspective (1-3);
Personal Experiences and the Sociological Imagination (1-4); The
Sociological Imagination Through Photographs (1-5); Sociological
Imagination (1-6)
Student Research and Assignments: Annual Views of Sociology
Video Resources: The Promise of Sociology; Why Sociology
2. What is sociological
theory?
IN THE TEXT
Key Terms: theory
IN THE INSTRUCTOR’S MANUAL
Additional Lecture Ideas: Emile Durkheim’s Analysis of Suicide (1-1)
Classroom Discussion Topics: Using Maps to Understand Sociological
Theory (1-7)
Video Resources: Sociological Perspectives
3. How did sociology
develop as a discipline?
IN THE TEXT
Key Terms: anomie, verstehen, ideal type, proletariat, bourgeoisie, double
consciousness, macrosociology, microsociology, cultural capital, social
capital
IN THE INSTRUCTOR’S MANUAL
Additional Lecture Ideas: Emile Durkheim’s Analysis of Suicide (1-1);
Women Sociologists in the Twentieth and Twenty-first Centuries (1-2);
W.E.B. Du Bois—The Sociologist (1-5)
Classroom Discussion Topics: First Day of Class (1-2); Introducing the
Sociological Perspective (1-3); Founders of Sociology (1-8); Talcott
Parsons and the FBI (1-9); Talking with the Experts (1-10)
Video Resources: Karl Marx—The Massive Dissent; Marxism: The
Theory that Split the World; W.E.B. Du Bois: A Biography in Four Voices
Schaefer: Sociology in Modules, 2e
IM-1 | 5
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
4. What are the key
theoretical perspectives in
sociology?
IN THE TEXT
Key Terms: functionalist perspective, manifest function, latent function,
dysfunction, conflict perspective, Marxist view, feminist view,
interactionist perspective, nonverbal communication, dramaturgical
approach
Boxes: Research Today: Looking at the Gulf Coast oil spill from Four
Theoretical Perspectives
IN THE INSTRUCTOR’S MANUAL
Additional Lecture Ideas: India’s Sacred Cow: A Functionalist View
(1-3); Functionalist and Conflict Views of Popular Music (1-4); W.E.B.
Du Bois—The Sociologist (1-5); Breaching Experiments (1-6);
Interactionist View of Sidewalk Etiquette (1-7); Sociologists and Their
Theoretical Preferences (1-8)
Classroom Discussion Topics: Talking with the Experts (1-10);
Revisiting Functionalism (1-11); The Perspectives—A College Education
(1-12); Theory Triumvirate (1-13)
Topics and Sources for Student Research: Identifying Theories;
Goffman and the Feminist Perspective; Interaction in Public Space;
Gender and Nonverbal Communication; Contemporary Sociological
Theory
Video Resources: Karl Marx-The Massive Dissent; Marxism: The Theory
That Split a World; The Promise of Sociology; Sociological Perspectives
REEL SOCIETY VIDEO
Topic Index: Sociological Perspectives
5. What are applied and
clinical sociology?
IN THE TEXT
Key Terms: applied sociology, clinical sociology, basic sociology, pure
sociology, globalization, social inequality
Boxes: Sociology in the Global Community: Your Morning Cup of
Coffee
LECTURE OUTLINE
I.
What Is Sociology?
• The scientific study of social behavior and human groups. Sociology focuses on social
relationships and how those relationships influence people’s behavior. It also focuses on how
societies develop and change. The range of sociological issues is very broad. The primary
organization that is responsible for disseminating information about the discipline of sociology
is the American Sociological Association or ASA.
A. The Sociological Imagination
Schaefer: Sociology in Modules, 2e
IM-1 | 6
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
•
•
American sociologist C. Wright Mills (1916–1962) described this type of creative thinking
as the ability to view one’s own society as an outsider. Examples: What constitutes a
normal sporting event is different in the United States than it is in Bali. What constitutes a
farm animal used for food (versus a sacred object) varies across cultures.
The sociological imagination allows us to look beyond a limited understanding of things
and people in the world, and allows for a broader vision of society.
B. Sociology and the Social Sciences
• The term science refers to the body of knowledge obtained by methods based on systematic
observation. Just like other sciences, sociology involves the organized, systematic study of
phenomena.
• Natural science is the study of the physical features of nature. Astronomy, biology,
chemistry, geology, and physics are natural sciences.
• Social science is the study of the social features of human society. Sociology,
anthropology, economics, history, psychology, and political science are social sciences.
• In contrast to other social sciences, sociology emphasizes the influence that society has on
people’s attitudes and behaviors, and examines the ways in which people interact and shape
society. Example: Sociologists and other social scientists offer a unique perspective on
such events as Hurricane Katrina.
C. Sociology and Common Sense
• Common sense is often unreliable and inaccurate. Example: There is a common belief that
women are more talkative than men. However, researchers found that both male and female
college students spoke about 16,000 words per day (Mehl et al. 2007).
• Sociology tests, records, and analyzes information scientifically to describe and understand
a social environment. Example: Common sense may tell us the world is round, but the
notion is based on centuries of scientific work.
II.
What Is Sociological Theory?
• Theory is a set of statements that seeks to explain problems, actions, or behaviors. Effective
theory may be both explanatory and predictive. Example: Durkheim’s theory on suicide both
explains and predicts which groups are most at risk for suicide.
• Durkheim’s research suggested that, while a solitary act, suicide is related to group life. Suicide
rates reflect the extent to which people are integrated into the group life of society. Modern
research reveals a similar pattern. Example: Las Vegas has a low level of community
cohesiveness and a high suicide rate compared to the rest of the United States.
• Theory and research should not be thought of as separate processes. Remember, an essential
task in building sociological theory is to examine the relationship between bits of data that are
gathered through the research process that may seem completely unrelated.
III.
The Development of Sociology
• European theorists made pioneering contributions to the development of a science of human
behavior.
A. Early Thinkers
1. Auguste Comte (1798–1857)
• Comte coined the term sociology to refer to the science of human behavior, thus he is
considered the founder or “father” of sociology.
• Comte believed a theoretical science of society and systematic investigations of
behavior were needed to improve society.
Schaefer: Sociology in Modules, 2e
IM-1 | 7
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
2. Harriet Martineau (1802–1876)
• Martineau offered insightful observations of the customs and social practices of both
Britain and the United States. She emphasized the impact of economy, law, trade,
health, and population on social problems.
• She spoke in favor of the rights of women, the emancipation of slaves, and religious
tolerance.
•
Until recently, Martineau’s contributions to the field of sociology have been largely
discounted, presumably because she was a woman.
3. Herbert Spencer (1820–1903)
• Spencer adapted Charles Darwin’s evolutionary view of the “survival of the fittest” by
arguing that it is natural that some people are rich while others are poor.
• Spencer’s view appealed to those with a vested interest in the status quo, and was most
opposed by those seeking social change.
• The idea of “social Darwinism” is highly controversial.
B. Émile Durkheim (1858–1917)
• Durkheim stressed that behavior must be understood within a larger social context, not just
in individualistic or psychological terms.
• Durkheim concluded that religion reinforces a group’s solidarity.
• Consequences of work were of interest to Durkheim. He suggested that the highly
specialized division of labor in industrial societies leads to anomie, a state of normlessness.
• Durkheim was concerned about the dangers that alienation, loneliness, and isolation might
pose for modern industrial societies.
C. Max Weber (1864–1920)
• Weber was a German sociologist who suggested social researchers should employ
verstehen (a deep level of understanding) in their intellectual work. To fully comprehend
behavior, we must learn the subjective meanings people attach to their actions—how they
themselves view and explain their behavior.
• Weber is also credited with the concept of an ideal type, a construct based on pure or ideal
characteristics. He described various characteristics of an organizational model of
bureaucracy as an ideal type.
D. Karl Marx (1818–1883)
• Marx suggested that society is fundamentally divided between classes that clash in pursuit
of their own class and self-interests. He saw the factory as the center of conflict between
the owners of the means of production (bourgeoisie) and the exploited labor forces
(proletariat).
• Marx and his colleague Friedrich Engels argued that workers should unite to overthrow
capitalist societies.
E. W.E.B. Du Bois (1868–1963)
• Du Bois, a Black sociologist, contended knowledge was essential to combat prejudice and
discrimination. He believed that full political rights and education were both key to
economic and social progress for Black Americans.
• Because he challenged the status quo, he didn’t find a receptive audience in
either government or academia.
• Du Bois coined the term double consciousness, referring to the division of a person’s
Schaefer: Sociology in Modules, 2e
IM-1 | 8
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
identity into two or more social realities. According to Du Bois, this concept captures the
experiences of Blacks living in a White America.
F. Modern Developments
• Sociologists within the United States have contributed to the development of new insights
to better understand the workings of society.
1. Charles Horton Cooley (1864–1929)
• Cooley preferred to use the sociological perspective to look first at smaller units, such
as intimate face-to-face groups. He saw these groups as the seedbeds of society in the
way they shape people’s ideals, beliefs, values, behavior patterns and ultimately, our
sense of self.
• Cooley’s work increased our understanding of group dynamics, particularly in the area
of group size.
2. Jane Addams (1860–1935)
• A social reformer, Addams co-founded Chicago’s Hull House.
• Working with Ida Wells-Barnett, she successfully prevented racial segregation in
Chicago public schools.
• Advocated for a more egalitarian society.
• Addams’ work is an excellent example of applied sociology.
3. Robert Merton (1910–2003)
• Merton produced a theory that is one of the most frequently cited explanations of
deviant behavior. In it, he noted different ways people achieve success.
• Emphasized sociology should strive to bring together the macro-level and micro-level
approaches to the study of society.
• Macrosociology concentrates on large-scale phenomena such as institutions.
• Microsociology stresses small group interaction.
4. Pierre Bourdieu (1930–2002)
• According to Bourdieu, capital has many forms, including knowledge, prestige, culture,
formal schooling, and social connections.
• Cultural capital sustains individuals and families from one generation to the next.
• Cultural capital, therefore, contributes to a reproduction of the class structure.
IV.
Major Theoretical Perspectives
• The major perspectives provide an introductory look at the discipline of sociology. They are
used to help explain, interpret, and analyze social patterns uncovered by sociologists.
A. Functionalist Perspective
• In the view of functionalists, society is like a living organism in which each part of the
organism contributes to its survival.
• Functionalism emphasizes the way that the parts of a society are structured to maintain its
stability.
• Talcott Parsons dominated functionalist thought in sociology for over four decades in the
United States.
1. Manifest and Latent Functions
• Robert Merton described manifest functions as open, stated, conscious functions which
Schaefer: Sociology in Modules, 2e
IM-1 | 9
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
•
involve intended, recognized consequences.
Latent functions are unconscious or unintended functions, which may reflect a hidden
purpose. Example: Education has the manifest function of teaching and training the
next generation of workers. At the same time, schooling ensures that a certain segment
of the population will not compete for jobs. In addition, colleges and universities often
serve as meeting grounds for people to form new relationships. Thus, we might say
that mate selection is a latent function of education.
2. Dysfunctions
• This term refers to an element or process of a society that may disrupt the social system
or reduce its social stability.
• Dysfunctions can be negative or positive in nature. Example: Prison gangs can be
functional for prison security.
B. Conflict Perspective
• The conflict perspective assumes that social behavior is best understood in terms of conflict
or tension between competing groups.
• Expanding on Marx’s work, conflict theorists are interested in how society’s institutions
maintain privileges for the upper classes and keep others in a subservient position.
• The conflict approach (also known as “conflict theory”) has become increasingly
persuasive since the late 1960s.
1. The Marxist View
• This view considers the exploitation of workers under capitalism.
• The perspective emphasizes social change and a redistribution of resources.
• This view is considered more radical and more activist-oriented than the functionalist
view.
2. The Feminist View
• This view suggests that gender is the major sorting device in society.
• The feminist view derived from and is typically allied with the conflict perspective.
• Feminist theory focuses on macro-level relationships, like conflict theory.
• Feminist theory views the subordination of women as inherent in capitalist societies.
• Radical feminists hold the oppression of women as inevitable in all male-dominated
(patriarchal) societies.
C. Interactionist Perspective
• The interactionist perspective generalizes about every day, taken-for-granted, forms of
social interaction in order to better understand society as a whole. It involves the
assumption that human beings live in a world of meaningful, or symbolic, objects.
Example: Commuter “slugging” in response to higher gas prices.
• American sociologist George Herbert Mead (1863–1931) is regarded as the founder of
interactionism.
• Symbols are the basis of human communication. Example: Consider what is
communicated by a salute or a clenched fist. Nonverbal communications can include facial
gestures, expressions, and postures.
• Canadian sociologist Erving Goffman (1922–1982) popularized what is known as the
dramaturgical approach. This approach compares the actions of individuals in everyday life
to actors performing on a stage. Example: Consider how we may project a serious image
in class but a recreational or “party” image with friends.
Schaefer: Sociology in Modules, 2e
IM-1 | 10
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
D. The Sociological Approach
• Sociology makes use of all the perspectives. See Table 1-2.
• No one approach is the correct one. Perspectives may often overlap, and they can also
diverge. Each offers a unique perspective on social life.
V.
Applied and Clinical Sociology
• Applied sociology is the use of sociology with the specific intent to yield practical applications
for human behavior and organizations. Example: An applied sociologist might study the
connections between illegal drug use and the spread of HIV/AIDS.
• Applied sociology has led to specializations, such as medical and environmental sociology.
• Clinical sociology is dedicated to facilitating change by altering social relationships (as in
family therapy) or restructuring social institutions (as in the reorganization of a medical center).
• Basic (pure) sociology seeks to expand a knowledge base and our understanding of a topic.
Example: Durkheim’s research on suicide is an example of basic or pure sociology rather than
applied or clinical sociology.
VI.
Developing a Sociological Imagination
A. Theory in Practice
• Illustrates how the sociological perspectives are useful for understanding today’s issues.
B. Research Today
• Reveals new information on social factors that influence human social behavior.
• Direct application to improving people’s lives.
C. Thinking Globally
• Globalization refers to the worldwide integration of government policies, cultures, social
movements, and financial markets through trade and the exchange of ideas.
• Globalization is increasing. Sociologists recognize that social behavior must be viewed
within a global context.
• Some view globalization as a natural result of advances in communication (i.e., the
Internet). Others suggest the expansion of multinational corporations has created a world
without borders.
D. The Significance of Social Inequality
• Social inequality is a condition in which members of society have differing amounts of
wealth, prestige, or power as well as different levels of access to these important resources.
• Sociologists often see behavior as shaped by social inequality.
E. Speaking across Race, Gender, and Religious Boundaries
• Men and women, as well as people from a variety of ethnic, national, and religious origins,
are included in research by sociologists. Not long ago, only men were included as subjects
in sociological research.
• Sociology today seeks to better understand the experiences of all people.
F. Social Policy throughout the World
• Some sociologists, particularly those with an applied orientation, examine social policy as
it relates to current social issues. Example: Sociologists might consider government
funding of childcare centers, laws relating to immigration, or policies and practices related
to religion in schools.
Schaefer: Sociology in Modules, 2e
IM-1 | 11
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
•
Sociology is useful in evaluating the success of programs or the impact of changes brought
about by policymakers and political activists. Sociologists play an increasing role in
government by researching and developing public policy.
KEY TERMS
Anomie Durkheim’s term for the loss of direction felt in a society when social control of individual
behavior has become ineffective.
Applied sociology The use of the discipline of sociology with the specific intent of yielding practical
applications for human behavior and organizations.
Basic sociology Sociological inquiry conducted with the objective of gaining a more profound
knowledge of the fundamental aspects of social phenomena. Also known as pure sociology.
Clinical sociology The use of sociological findings/research to alter social relationships or restructure
social institutions.
Conflict perspective A sociological approach that assumes that social behavior is best understood in
terms of conflict or tension between competing groups.
Cultural capital Noneconomic goods, such as family background and education, which are reflected in
a knowledge of language and the arts.
Double consciousness A term coined by W.E.B. Du Bois, referring to the division of an individual’s
identity into two or more social realities.
Dramaturgical approach A view of social interaction popularized by Erving Goffman in which people
are seen as theatrical performers.
Dysfunction An element or a process of society that may disrupt a social system or reduce its stability.
Feminist view A sociological approach similar to the conflict perspective that views inequity in gender
as central to all behavior and organization.
Functionalist perspective A sociological approach that emphasizes the way in which the parts of a
society are structured to maintain its stability.
Globalization The worldwide integration of government policies, cultures, social movements, and
financial markets through trade and the exchange of ideas.
Ideal type A construct or model for evaluating specific cases.
Interactionist perspective A sociological approach that generalizes about everyday forms of social
interaction in order to explain society as a whole.
Latent function Unconscious or unintended function that may reflect hidden purposes.
Macrosociology Sociological investigation that concentrates on large-scale phenomena or entire
civilizations.
Manifest function Open, stated, and conscious function.
Microsociology Sociological investigation that stresses the study of small groups, often through
experimental means.
Natural science The study of the physical features of nature and the ways in which they interact and
change.
Nonverbal communication The sending of messages through the use of gestures, facial expressions, and
postures.
Science The body of knowledge obtained by methods based upon systematic observation.
Schaefer: Sociology in Modules, 2e
IM-1 | 12
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
Social capital The collective benefit of social networks, which are built on reciprocal trust.
Social inequality A condition in which members of society have differing amounts of wealth, prestige,
and power.
Social science The study of the social features of humans and the ways in which they interact and
change.
Sociological imagination An awareness of the relationship between an individual and the wider society,
both today and in the past.
Sociology The systematic study of social behavior and human groups.
Theory In sociology, a set of statements that seeks to explain problems, actions, or behavior.
Verstehen Developed by Max Weber, the German word for “understanding” or “insight”; used to stress
the need for sociologists to take into account the subjective meanings people attach to their
actions.
ADDITIONAL LECTURE IDEAS
A set of numbers precedes each additional lecture idea. The first number is the text chapter
number and the second number is the number of the additional lecture idea.
1-1: Émile Durkheim’s Analysis of Suicide
Émile Durkheim’s classic analysis of suicide distinguishes among primarily three major forms of
this act: egoistic, anomic, and altruistic (a fourth type, fatalistic, was also identified but was discussed
much less in his writings). This is a good topic for class discussion. When students are asked to identify
the causes of suicide, they tend to focus on depression and stress. However, as Durkheim uncovered, most
people who are depressed or who experience stress do not commit suicide. Only a small number of
individuals who experience these symptoms end their lives. Furthermore, women experience higher rates
of depression and mood disorders than do men but it is men who more often commit suicide. There must
be some other factor that explains why a few depressed and stressed individuals commit suicide and most
do not.
At this point, students are ready to be introduced to the classic work of Durkheim. Students rarely
have difficulty understanding altruistic suicide, but the distinction between anomic and egoistic suicide is
more difficult for them to grasp. Use the following chart, which may be amended with different examples,
as the basis for a discussion. The discussion can have two parts. First lead students through the chart,
asking, for example, “Who is more likely to commit suicide, a Catholic or a Protestant?” Be sure students
understand that this is not a religion course; you do not want a discussion of how religious ideology (or
theology) influences suicide rates.
After the chart is completed, explain the difference between the different types of suicide and
then ask students to explain which of the illustrations are examples of anomic suicide and which are
examples of egoistic suicide. Note that people in both columns commit suicide, but that the people in the
left column are “more likely” to commit suicide than people in the center column. Note, also, that women
attempt to commit suicide more often than men, but men succeed more often than women. You may wish
to use this as an opportunity to introduce the topic of gender socialization (i.e., norms regarding
masculinity encourage more aggressive methods for attempting suicide).
MAKE IT RELEVANT: Another idea to generate class discussion is to have students identify
recent examples of popularized suicides and have them discuss (or do a bit of research on) these cases,
Schaefer: Sociology in Modules, 2e
IM-1 | 13
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
using Durkheim’s theory to guide the discussion. Cases such as Kurt Cobain or the recent wave at
Cornell University come to mind.
More Likely
to Commit Suicide
Less Likely
to Commit Suicide
Type of Suicide
Protestant (Reform Jew)
Catholic (Orthodox Jew)
Egoistic
Scandinavian
Italian
Egoistic
Divorced individual
Married individual
Anomic
Divorced individual
Never married individual
Anomic
Never married individual
Married individual
Egoistic
Person living in a country at
peace
Person living in a country at war
Egoistic
Person living in a suburb
Person living in a ghetto
Egoistic
Men
Women
Egoistic
Army recruit
Student at local community
college
Anomic
College freshman away from
home
Student at local community
college
Anomic
Factory worker
College student
Egoistic
See Émile Durkheim. Suicide. New York: Free Press, 1951. (Originally published in French in 1897.) See
also K. D. Breault, “Suicide in America: A Test of Durkheim’s Theory of Religion and Family
Integration,” American Journal of Sociology 92 (November 1986): 628–656. See also Bernice A.
Pescosolido and Sharon Georgianna, “Durkheim, Suicide, and Religion: Toward a Network Theory of
Suicide,” American Sociological Review 54 (February 1989): 33–48.
1-2: Women Sociologists in the Twentieth and Twenty-first Centuries
The dearth of female founding figures in sociology attests to the fact that women faced strong
barriers to entering academia in the past. What many students will not realize is that—in sociology and in
most other disciplines—women continue to face substantial barriers to acquiring academic jobs, attaining
tenure, and contributing to their fields. Lecturing on this issue will make students more aware of the
barriers that women in sociology still face, despite the common impression that the academy is one of the
few gender-neutral, bias-free institutions. Moreover, it will give students a preview of the complicated
sociological processes through which gender inequalities are manifested in the work place. While in the
past it was common for women to be kept out of academics because of overt discrimination, today marital
status and family obligations (and assumptions about women’s and men’s relative involvement in the
family) are a central obstruction to women’s advancement.
One excellent source of information about the trials of twentieth-century female sociologists is
the book Gender and the Academic Experience (Meadow and Wallace 1994). In this book project, the
first 20 women to receive Ph.D. degrees in sociology from the University of California-Berkeley were
invited to write essays describing their experiences in graduate school and beyond. These women
Schaefer: Sociology in Modules, 2e
IM-1 | 14
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
received their degrees between 1952 and 1972, a period during which UC-Berkeley had already become a
top breeding ground for research sociologists. Their fascinating accounts of the female experience in the
academy show numerous ways in which it was often far more problematic for women of this era to
complete the Ph.D. process than it was for men.
Although some of the women describe sociology departments that were supportive of them,
others recount always feeling like unwelcome intruders in a man’s world—a message they received from
male students and faculty alike. Many had more difficulty acquiring graduate funding than their male
peers did. One woman (Harriet Presser) was actually taken out of consideration for funding when the
department chair discovered that she was a single mother, and therefore not fit for graduate study. A
number of the other women also had children, and had to forge a difficult balance between academics and
family—at a time when outside childcare was not readily available. In part because of the very different
gender expectations of the time, graduate studies often strained their marital relations.
One woman (Dorothy E. Smith) experienced serious tension in her marriage when it became clear
that she was a more promising student than her husband, who was enrolled in the same department. He
ended their marriage within a few weeks after she completed her Ph.D. degree. Students with a particular
interest in feminist sociology may wish to read Smith’s The Everyday World as Problematic: A Feminist
Sociology (1987), an account of women’s experiences not only in the academy but in life more generally.
In it, she writes about the “bifurcated consciousness,” a condition in which women experience a
disconnect between their lived realities and the ideologies which surround them.
Women completing their Ph.D. degrees in more recent decades would no doubt write a different
book. But gender still poses a number of complications for women who decide to become professors. The
work-family balance is a central issue for today’s female academicians. Given the long hours that
academic jobs demand as well as the gendered expectations of parenting, women in the academy often
anticipate that motherhood will make it difficult for them to amass the publication and teaching record
required for tenure. Moreover, many believe that their departments will perceive them as lacking
commitment to the job, should they choose to have children before achieving tenure. For these reasons,
more female than male academicians remain childless. Among women who do have children, tenure
becomes a more difficult goal. Not surprisingly, studies have found that women with children are less
likely to attain tenure than women who do not have children. By contrast, men with children are actually
more likely to achieve tenure than are childless men (Mason and Goulden 2002). This finding probably
reflects the fact that mothers spend more time caring for children than do fathers. Likewise, it may
suggest that academic departments (unfairly) assume that fatherhood makes a man more stable,
responsible, and committed to his career, while motherhood makes a woman less committed to her career.
Other studies indicate that women who complete the Ph.D. are more likely to drop out of academia, to fall
behind men in salary and post-tenure promotions, and to have appointments at lower-ranked institutions
(Caplan 1995; Williams 2000).
A number of books have been published documenting the differential work experiences of
women and men, whether in the paid or unpaid realm. Those interested in the topic may wish to consult
The Second Shift, by Arlie Hochschild and Anne Machung; Working Women in America: Split Dreams,
by Sharlene Nagy Hesse-Biber and Gregg Lee Carter; and/or Women and Men at Work, by Irene Padavik
and Barbara Reskin.
While these and other issues are sure to remain for some time in the future, more and more
departments are beginning to recognize the special barriers female academics face. In a stunning
acknowledgement, the Massachusetts Institute of Technology recently acknowledged that an investigation
had uncovered a pattern of long-term systemic gender discrimination in salaries and other valued
resources, and that it would implement a program to redress these inequalities (Miller and Wilson 1999).
Sources used for this essay and additional reading ideas include: Paula J. Caplan. Lifting a Ton of
Feathers. Toronto: University of Toronto Press, 1995; Constance Coiner and Diana Hume George. The
Schaefer: Sociology in Modules, 2e
IM-1 | 15
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
Family Track. Urbana: University of Illinois Press, 1998; Mary Ann Mason and Marc Goulden, “Do
Babies Matter?” Academe 88 (November/December 2002); Kathryn P. Meadow and Ruth A. Wallace
(eds.). Gender and the Academic Experience. Lincoln: University of Nebraska Press, 1994; D.W. Miller
and Robin Wilson, “MIT Acknowledges Bias Against Female Faculty Members,” The Chronicle of
Higher Education 45 (April 2, 1999); Sharlene Nagy Hesse-Biber and Gregg Lee Carter. Working
Women in America: Split Dreams. New York: Oxford University Press, 2004. Irene Padavic and
Barbara Reskin. Women and Men at Work. Thousand Oaks, CA: Pine Forge Press. Arlie Russell
Hochschild and Anne Machung. The Second Shift. New York: Penguin, 2003; Emily Toth. Ms.
Mentor’s Impeccable Advice for Women in Academia. Philadelphia: University of Pennsylvania Press,
1997.
1-3: India’s Sacred Cow: A Functionalist View
To an American tourist in India, the Hindu prohibition against slaughtering cows may appear to
be an ignorant belief that stands in the way of progress and human well-being. The cattle browse
unhindered in street markets, eating oranges and mangoes, while people compete for meager food
supplies.
Why is there such a devotion to the cow, or zebu, the large-humped species found throughout
Asia and Africa? The simple explanation is that it is an integral part of Hinduism. Yet we know that many
Indian people are often on the edge of starvation. So why has this practice, which appears to be manifestly
dysfunctional, persisted for centuries?
Economists, agronomists, and social scientists working from a functionalist perspective have
found that cow worship is highly functional for Indian society. For example, the zebus perform two
essential tasks—plowing the fields and producing milk. If eating zebu meat were permitted, families
might be tempted to slaughter their cows for immediate consumption, leaving themselves susceptible to
eventual ruin. In addition, zebus produce dung, which is recovered as fertilizer and as a fuel for cooking.
(American scientists are even attempting to replicate this practice to help our society meet its needs for
more energy sources.) Finally, the prohibition against slaughtering cows serves the function of assisting
India’s poor. Untouchables (India’s lowest-status group) eat zebu beef in the secrecy of their homes.
Thus, the prohibition against eating beef restricts consumption by most of the population while allowing
the poorest sections to obtain vitally needed nutrients otherwise missing from their diet.
The American tourist returns to the United States with stories about the “ignorant” Indians. In
reality, the tourist is ignorant of how functional cow worship is for Indian culture—and of how the West
fails to learn from the wisdom of Indian traditions. See Marvin Harris. Cows, Pigs, Wars and Witches:
The Riddles of Culture. New York: Random House, 1978, pp. 11–32. See also Harris, Human Nature 1
(February 1990): 28–36.
For a discussion of how poverty benefits society and its members (particularly the middle- and
upper-classes), readers may wish to consult The War Against The Poor: The Underclass And Antipoverty
Policy, by Columbia University sociologist Herbert Gans. New York: Basic Books, 1995.
1-4: Functionalist and Conflict Views of Popular Music
We generally think of the functionalist and conflict perspectives as being applied to “serious”
subjects such as the family, health care, and criminal behavior. Yet even popular music can be analyzed
using these sociological approaches.
Functionalist View: Although intended primarily to entertain people, popular music serves
Schaefer: Sociology in Modules, 2e
IM-1 | 16
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
definite social functions. For example, such music can bring people together and promote unity and
stability. When Iran held 53 Americans hostage during 1979 and 1980, people across the nation
remembered them with yellow ribbons. Tony Orlando’s song “Tie a Yellow Ribbon ’Round the Old Oak
Tree” achieved a new surge of popularity. Yellow ribbons continued to serve as a patriotic symbol when
the United States greeted returning Desert Storm soldiers in 1991. Moreover, Bette Midler’s song “From
a Distance” expressed solidarity with troops serving in the Persian Gulf.
From a functionalist perspective, popular music also promotes basic social values. The long
tradition of gospel music suggests that faith in Jesus Christ will lead to salvation. In the 1960s, the Beatles
told us “All You Need is Love.” Then, during the era of the Vietnam War, they asked that we “Give
Peace a Chance.”
Conflict View: Popular music can reflect the values of a particular age group and therefore
intensify the battle between the generations. In the 1960s, folksinger Bob Dylan’s “The Times They Are
A-Changin’“ warned older people to get out of the way of the younger generation. More recently, much
of punk rock and alternative music (and attire) is designed to shock conventional society and reflect the
sense of alienation and outrage that its enthusiasts feel.
Popular music can also represent a direct political assault on established institutions. The Sex
Pistols’ “Anarchy in the U.K.” and the Smiths’ “The Queen Is Dead” attack the British monarchy. Many
of the reggae songs of Bob Marley and the Wailers, such as “Burnin’ and Lootin’,” endorsed a revolution
in Jamaica. Similarly, certain rap songs, among them Public Enemy’s “Fight the Power” and Ice-T’s “Cop
Killer,” challenge the established social order of the United States. Rap music has also been criticized for
its misogynistic overtones. Rap music videos commonly feature women in ornamental and/or objectified
poses.
Finally, whereas functionalists emphasize that popular music promotes social values that bring
people together, conflict theorists counter that popular music often focuses on injustices and on how
certain groups of people are victimized by others. In this regard, Midnight Oil’s “The Dead Heart”
laments the mistreatment of Australia’s native Aborigines, while Suzanne Vega’s “Luka” and Garth
Brooks’s “The Thunder Rolls” both focus on the ugly reality of domestic violence.
Clearly, there is more to popular music than simply entertainment. Most songs have lyrics that
carry explicit messages of one sort or another. From the functionalist approach, popular music reinforces
societal values, while conflict theorists see popular music as another reflection of the political and social
struggles within a society.
Sources used for this essay include: Christy Barongan and Gordon C. Nagayama, “The Influence
of Misogynous Rap Music on Sexual Aggression Against Women,” Psychology of Women Quarterly 19,
Issue 2 (July 2006): 195–207. B. Lee Cooper, “Popular Songs, Military Conflict, and Public Perceptions
of the United States at War,” Social Education 56 (March 1992): 160–168; R. Serge Denisoff and Rhys
H. Williams. An Introduction to Sociology. New York: Macmillan, 1983, pp. 23–26; John Leland, “Rap
and Race,” Newsweek 119 (June 29, 1992): 46–52.
1-5: W.E.B. Du Bois—The Sociologist
Social scientists are gradually recognizing William Edward Burghardt Du Bois as a sociologist
rather than as a historical figure. It is certainly understandable, given his fascinating life. He was born in
Great Barrington, Massachusetts, on February 23, 1868. A Phi Beta Kappa graduate of both Fisk and
Harvard Universities, Du Bois actually received two bachelor’s degrees. In his graduate work at Harvard,
he arranged to spend two years studying with Max Weber in Germany and eventually became the first
Black person to be awarded a Ph.D. from Harvard (1895). Upon graduating, he found that no White
college would hire him, and he received his first academic appointment at all-Black Wilberforce College
Schaefer: Sociology in Modules, 2e
IM-1 | 17
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
outside Dayton, Ohio. This was the first of many times during his life that Du Bois felt he received
second-class treatment from White academe in general and the sociology establishment in particular.
During his career, Du Bois wrote more than 20 books and 100 scholarly articles. He was a
pioneer both in historical studies of the black experience and in sociological explorations into AfricanAmerican life. His argument, expressed with passion in The Souls of Black Folk (1903), that an educated
Black elite, “the talented tenth,” should lead Blacks to liberation, contrasted sharply with the ideas of his
contemporary, Booker T. Washington. Washington put his emphasis on industrial training for Blacks and
maintained virtual silence on the questions of social and political equality. It is clear that in both his
sociological perspective and his actions, Du Bois typified the conflict perspective.
One of Du Bois’s first major works was The Philadelphia Negro, which was the result of two
years of funded research that allowed him to have the somewhat trivial title “assistant in sociology” at the
University of Pennsylvania. The purpose of his research was to enlighten the powerful movers and
shakers of Philadelphia on the plight of Black people. Like Jane Addams, he clearly was a social
reformer. Because of their activist approaches, as well as their statuses as minority group members, both
have been overlooked as sociologists. Du Bois sought to show that the problems encountered by Blacks
were not rooted in heredity, but in the social environment, a novel idea at the time. Although he was
critical of the rich of Philadelphia, he did believe with some reservations that they had the capacity for
benevolence. He conducted the entire study personally, collecting the data and walking the streets of
Philadelphia’s Seventh Ward. He felt that the problems of Blacks stemmed from their past servitude, and
in this early work he was unwilling to look at the capitalistic system as being responsible for the
continuation of the subordinate position of African Americans in urban America.
Clearly, Du Bois became impatient for social change. He quickly sought to empower the talented
tenth of which he wrote. With the aim of ending racial discrimination, Du Bois founded the Niagara
Movement in 1905. This was a forerunner of the National Association for the Advancement of Colored
People (NAACP), which he helped organize in 1909 and for which he edited the periodical The Crisis
from 1910 to 1934. For decades, this was essential reading for all those interested in the fate of the
African-American people. Du Bois resigned from the NAACP in 1934, following a dispute in which he
argued that Blacks should expect segregated schools and other institutions to serve them even as Blacks
struggled to eliminate the racism that had created these institutions. Du Bois’s view that Africans, freed
from their colonial status, should help determine the world’s destiny was scarcely more appealing to civil
rights leaders in the United States than his pragmatic approach to segregation. He returned to the NAACP
in 1944 after a 10-year absence, but was forced to resign in 1948 when his association with the cause of
world peace, his expressed admiration for the U.S.S.R., and his articulate condemnation of racial
oppression at home and abroad made him a liability to the organization in a time of political reactionism
and anticommunist hysteria.
It is difficult now to imagine that Du Bois became a pariah in many quarters of the Black
community (and that he remained unknown to Whites) throughout the 1950s. Du Bois spent his last years
in virtual exile, but he lived to see advances in racial relations in the United States and the coming of
independence, which he had helped to make possible, to much of Africa. In 1963, at the age of 93, Du
Bois joined the U.S. Communist party before renouncing his U.S. citizenship and becoming a citizen of
the West African nation of Ghana. He was at work on a monumental study of African culture, the
Encyclopedia Africana, at the time of his death. Du Bois’s principal scholarly works, other than those
already mentioned, include The Suppression of the African Slave Trade to the United States of America,
1638–1870 (1896), The Philadelphia Negro (1899) (see the fine new edition with an introduction by
Elijah Anderson published in 1996 by the University of Pennsylvania Press), and Black Reconstruction in
America (1935). His autobiography appeared in 1957.
Schaefer: Sociology in Modules, 2e
IM-1 | 18
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
1-6: Breaching Experiments
Understanding and discussing theory can be difficult for many students. A good,
educationally sound ice-breaking discussion can be based on norm-breaching experiments. Ask
students to do a norm-breaking activity outside of class. Then ask them to report to the class on
the impact that the norm violation had on social interaction.
Ethnomethodologist Harold Garfinkel (professor emeritus, University of California at
Los Angeles) pioneered the use of what he called “breaching experiments” designed to violate
critical but unstated rules of daily social interaction. Ethnomethodologists examine existing
patterns of conventional behavior in order to uncover people’s background experiences—that is,
their shared interpretations of the world around them.
Norm-violating activities might include taking an item out of someone else’s grocery cart
in the supermarket, staring at a stranger in an elevator, loudly burping in a public place,
interjecting a comment in a discussion that is being held in an adjoining table in a restaurant,
stopping in front of someone who says “Hi! How are you?” and answering their question in great
length while blocking their escape route, or wearing formal evening attire to a class. Of course,
you’ll want to make sure that these experiments are within the range allowed by your
institution’s IRB (Institutional Review Board). Below are some additional suggestions and
examples of past used breaching experiments.

Ask a McDonald’s cashier for a Whopper. After the first person breaches the fast food order
routine, have another student walk up and order a slice of pizza.

Conduct a game of tic-tac-toe where the experimenter asks the subject to make the first move,
then erases that mark and moves it to another square before making the responding move.

Garfinkel instructed a class of students to return to their parental homes and to act as lodgers.
Sources used for this essay include: Harold Garfinkel. Studies in Ethnomethodology. Malden, MA:
Blackwell Publishing, 1967; Harold Garfinkel. Seeing Sociologically: The Routine Grounds of Social
Action. Boulder, CO: Paradigm Publishers, 2006.
1-7: Interactionist View of Sidewalk Etiquette
Erving Goffman (Relations in Public. New York: Basic Books, 1971, pp. 9–18) offers a new look
at sidewalk behavior, drawing on the interactionist approach.
When we sit behind the wheel of a car and begin driving, we are confronted immediately with
many rules that govern our behavior. Society provides us with reminders of these rules—traffic lights,
stop signs, speed-limit signs, white lines marking lanes, and, ultimately, police officers. Interestingly,
pedestrians also abide by a certain mutual understanding of proper behavior in traffic. We may not have
read a book of “rules of the sidewalk” or been formally taught them, and we do not need to worry about
getting a ticket for “walking too fast.” Nevertheless, we have learned certain social standards for
pedestrian behavior that are part of our culture.
Traffic on the sidewalk sorts itself into two sides going in opposite directions. The dividing line is
near the middle of the sidewalk, yet it can shift quickly when traffic bunches in one direction. As in
vehicular traffic in the United States, pedestrian movement tends to stay to the right side of the dividing
Schaefer: Sociology in Modules, 2e
IM-1 | 19
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
line. Those who are walking more slowly generally stay nearer the buildings, while those in a hurry are
nearer the curb.
The workability of such lane rules and of rules for passing is based on two subtle practices,
“externalization” and “scanning.” When we externalize, we use body gestures to show people the
direction in which we are heading. Scanning involves moving our line of sight to observe people coming
in our direction and to confirm the forward progress of pedestrians immediately ahead of us. A person’s
scanning range is usually three or four sidewalk squares if the street is crowded, and more if few walkers
are present.
In order to avoid small objects and unpleasant or contaminated spots, we practice “sidestepping.”
George Orwell (Shooting an Elephant and Other Essays. New York: Harcourt Brace Jovanovich, 1950, p.
15) observed an interesting example of this practice in Burma. An Indian prisoner was walking between
two guards on the way to his execution. He came near a small puddle and sidestepped out of the path for a
moment in order to avoid it. This little act points out the often unconscious nature of sidestepping.
If a collision with another pedestrian seems imminent, we attempt to create immediate
eye contact. The hope is to quickly indicate a new route and avoid a collision. This is a common
practice when people are crossing a street at a busy intersection. It can be argued that, given such
pedestrian routing customs, the individual effectively becomes a vehicular unit. He or she is
expected to conform to many unstated, yet socially agreed upon, standards.
1-8: Sociologists and Their Theoretical Preferences
One hundred sixty-eight American members of the American Sociological Association were each
asked to identify his or her primary theoretical perspective. The conflict perspective had the most
adherents. Few respondents regarded biological factors (i.e., sociobiology) as important. Grouping the
responses yields the following results:
Conflict/Marxism
24.7% (40)
Functionalist/structuralist
20.4% (33)
Interactionist/ethnomethodologist
17.9% (29)
All other
33.9% (55)
Atheoretical
3.1% ( 5)
The conflict, functionalist, and interactionist perspectives cover about 60 percent of sociologists’ primary
theoretical approaches. See Stephen K. Sanderson and Lee Ellis, The American Sociologist 23 (Summer
1992): 26–42.
CLASSROOM DISCUSSION TOPICS
1-1.
The Sociology of Tattooing: On the first day of class, ask for a show of hands from students who
have tattoos. Lead into a discussion about how tattooing today has become trendy and is no
longer just associated with social outcasts. Explain why tattooing can be a topic of sociological
research, and use it to give the class an overview of what the discipline of sociology entails.
Have students identify characteristics (demographic or personal) which they associate with those
Schaefer: Sociology in Modules, 2e
IM-1 | 20
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
who have tattoos, either aloud as a group or anonymously on index cards (then share with the
class). Do students tend to associate certain social locations or group memberships with tattoos
or with persons who have tattoos?
1-2.
First Day of Class: For an unusual activity for the first day of class, see Paul Higgins,
“Unconventional First Days: Encouraging Students to Wonder about Social Life and Social
Learning,” Teaching Sociology 27 (July 1999): 258–263.
1-3.
Introducing the Sociological Perspective: This imaginative first-day discussion uses a
seemingly trivial issue (toilet paper etiquette), to open students up to the sociological way of
thinking. Edgar Alan Burns, “Bathroom Politics: Introducing Students to Sociological Thinking
from the Bottom Up,” Teaching Sociology 31 (January 2003): 110–118.
1-4.
Personal Experiences and the Sociological Imagination: The author provides a thoughtprovoking illustration of how instructors can use their personal experiences to illustrate the
sociological imagination and elicit classroom responses. See Walter R. Jacobs, “The Teacher as
Text: Using Personal Experience to Stimulate the Sociological Imagination,” Teaching Sociology
26 (July 1998): 222–228.
1-5.
The Sociological Imagination through Photographs: The author describes a fascinating
activity through which Depression-era photographs are used to teach the concept of the
sociological imagination. Chad M. Hanson, “A Stop Sign at the Intersection of History and
Biography,” Teaching Sociology 30 (April 2002): 235–242. Possible Class Project: Many topics
in the introductory course lend themselves to student projects involving “photo essays” or
portfolios. For example, have students gather images of social class differences from their local
communities, taking pictures of schools, houses, churches or other places of worship, shopping
centers, and eating establishments in different areas of the city. Students should supplement their
photo essay with a written report, describing the physical and social surroundings of the areas
they visited (did schools seem to be in need of repair; were churches large, new, and modern, or
small and quaint; was there a prevalence of “big box” stores or smaller merchants, etc.) and
interpersonal relations which they may have witnessed (were persons milling about; describe
facial expressions; did individuals in the area appear to be happy; did they see more men or
women and/or children; did they see persons of different races/ethnicities; did they see family
life—nuclear or extended families, etc.). An example of a more narrowly focused approach
might be a pictorial essay of rural poverty in the South.
1-6.
Sociological Imagination: See John R. Brouillette and Ronny E. Turner, “Creating the
Sociological Imagination on the First Day of Class: The Social Construction of Deviance,”
Teaching Sociology 20 (October 1992): 276–279. See also Kathleen O’Flaherty, “Introducing
Students to the Concept of the Sociological Imagination: A Written Assignment,” Teaching
Sociology 20 (October 1992): 326–328.
1-7.
Using Maps to Understand Sociological Theory: Although designed as an out-of-class
assignment, this exercise can easily be transformed into an in-class activity for discussion.
Barbara Trepagnier, “Mapping Sociological Concepts,” Teaching Sociology 30 (January 2002):
108–119.
1-8.
Founders of Sociology: This activity was developed by Dick Colvard of Southern Oregon State
College to help students see that the early masters of sociology were real people. See Technique
No. 20 in Edward L. Kain and Robin Neas, (eds.). Innovative Techniques for Teaching
Sociological Concepts. Washington, DC: American Sociological Association, 1993.
1-9.
Talcott Parsons and the FBI: An interesting anecdote about the celebrated theorist is explored
in Mark F. Keen, “No One above Suspicion: Talcott Parsons under Surveillance,” The American
Sociologist (Fall/Winter 1993): 37–44.
Schaefer: Sociology in Modules, 2e
IM-1 | 21
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
1-10.
Talking with the Experts: Some sociology classes have been successful in arranging telephone
hookups with contemporary “giants” in sociology. Students find it fascinating to ask these people
why they chose to study certain subjects, what problems confront the discipline, and so forth.
1-11.
Revisiting Functionalism: Consult N.J. Demarath III, “Who Now Debates Functionalism? From
System, Change, and Conflict to ‘Culture, Choice, and Praxis,’” Sociological Forum 11(June
1996): 333–345.
1-12.
The Perspectives—A College Education: There are never enough examples to illustrate the
three sociological perspectives as students try to learn them. Here is another example that is
relevant to college students because it focuses on colleges. Functionalism: The manifest function
of a college is to educate people and to teach them job skills. A latent function of a college is to
be a place to make friends and find dates. A dysfunction of colleges is that they are expensive and
that you might graduate without learning useful skills. Conflict: A college education may be
expensive and access may be difficult or impossible for poorer individuals. Schools in wealthy
communities may do a better job of preparing individuals for admission to prestigious colleges.
Graduation from a prestigious private college more readily opens up prestigious and well-paying
career paths than graduation from many public colleges and two-year schools. Interactionism: A
professor’s teaching style may determine the likelihood of a successful classroom discussion. A
professor frequently serves as a role model for students. Student diversity in a classroom may
have repercussions for classroom interaction. How do students “tell” a teacher not to call on them
when a question has been asked?
1-13.
Theory Triumvirate: Have students form three panels to analyze some topic or social problem
using the three sociological perspectives introduced in Chapter 1. After the presentations, have
the class evaluate the different insights that emerge from using all three approaches.
1-14.
Using Humor: Joseph E. Faulkner has produced a monograph that includes funny examples that
could be incorporated into lectures associated with Chapter 1. See Chapter 1 in Faulkner,
Sociology Through Humor. New York: West, 1987. This book is out of print, but used copies are
readily available.
1-15.
Conflict/Feminist Theory-Apply to College/University Life: A number of colleges have now
abandoned the term “freshman” in favor of other, more gender-inclusive expressions such as
“first year student.” Have students discuss the implications of using male-exclusive language.
Do they feel that such language has far-reaching implications for social inequality? Do they
believe language patterns need to be changed in order to achieve a more egalitarian society?
Students may need to do a bit of research on the history of higher education in the United States
to have a full understanding of the controversy surrounding this term. A related discussion would
be to have students discuss faculty policies which disallow the use of masculine exclusive
language in research papers.
TOPICS FOR STUDENT RESEARCH AND CLASSROOM DISCUSSION
1.
Have students analyze an article from the daily newspaper from a sociological perspective, using
a sociological imagination. What differences in their conclusions result from using a sociological
imagination? What differences in their analysis/interpretation result from using two different
perspectives?
2.
Discuss why students might wear clothing with certain logos or insignias, and ask students to
analyze their choices using the three major sociological perspectives. Following the discussion,
Schaefer: Sociology in Modules, 2e
IM-1 | 22
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
instructors should point out patterns which students may have missed. For example, do they wear
certain brands/styles to demonstrate inclusion within a group, which would support a
functionalist perspective? Do they purchase certain brands because the brand or label is
indicative of a particular socio-economic status (link to Veblen’s conspicuous consumption)?
3.
Ask students to compare the number of male professors at your college or university with the
number of female professors, and have students factor in salary disparities for both, if access to
salary information is possible. If salary information is unavailable, have the students consider the
ranks of women and men who are full-time faculty members. Perhaps have students poll faculty
members as to their marital and parental status and then compare this information with
information about their professional rank (assuming this is acceptable per IRB policy). Then
discuss gender inequality using the conflict and feminist perspectives.
4.
Discuss the shift in social attitude toward smoking over the last 50 years, and ask students to
analyze the change in attitude using the three major sociological perspectives. As a part of this
research project, have students explore the size & strength of the tobacco lobby as well as their
political allies. Does the tobacco industry provide some of the support for Partnership for a Drug
Free America (or other anti-drug campaigns)? If so, what are the implications of this?
5.
Ask students to analyze the creation of seat belt laws using all three sociological perspectives.
SERVICE LEARNING ACTIVITY
When a chemist or physicist goes to the lab, he/she usually has to enter a building. But when a sociologist
goes to the lab, he/she usually has to exit the building. Society is the body that the sociologist must
examine and assess. This requires an understanding of “the sociological imagination,” as discussed in
Chapter 1. Students must remember that the sociological imagination “allows us to go beyond personal
experiences and observations to understand broader public issues.”
The practical application of sociology seems difficult for most students. However, they must realize that
there is a need to connect theory and practice. Service learning can bridge the gap. As an introductory
activity have students complete the following service learning activity and consider the broader
sociological implications:
Obesity in America is a growing (no pun intended) problem. Form research teams that will list
and assess (based on nutritional value) snacks that are available in vending machines on your
campus. Also, with permission from the necessary authorities, see if teams can get this
information from local high schools, as well as middle and elementary schools. Compile this
information and forward it to local public school administrators, your school newspaper, or
other health conscious organizations in your community. If becoming healthier is our intent,
what’s really going on?
Have students discuss what a functionalist, symbolic interactionist, or conflict theorist would say about
this issue.
ESSAY QUESTIONS
Schaefer: Sociology in Modules, 2e
IM-1 | 23
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
1.
Why would poverty be of interest to sociologists and perhaps not to psychologists?
2.
How might a sociologist approach the issue of domestic violence, drug addiction, or depression
differently from a psychologist?
3.
What did C. Wright Mills mean by the “sociological imagination?” How could it be applied to,
for example, watching people running in a marathon?
4.
Distinguish between sociology and other social sciences identified in the text. Discuss why
anthropology is the “sister” discipline to sociology and why psychology is not.
5.
How are sociology and “common sense” similar? How are they different?
6.
Why is theory an important part of sociology as a social science discipline? What is the
relationship between theory and research?
7.
Summarize Émile Durkheim’s findings on suicide.
8.
How did Auguste Comte view the discipline of sociology?
9.
What contributions did Harriet Martineau and Herbert Spencer make to sociology?
10.
Explain why the ideas of Herbert Spencer are considered antithetical to the fundamental
assumptions of sociology.
11.
Explain why Max Weber felt that it was important for researchers to employ verstehen.
12.
Describe Karl Marx’s contribution to sociology and other social sciences.
13.
Describe the contributions Charles Horton Cooley, Jane Addams, and Robert Merton made to
sociology.
14.
Distinguish between the two levels of analysis used in sociology (macro-level and micro-level).
15.
Distinguish between manifest and latent functions, and dysfunctions.
16.
Distinguish between the functionalist and conflict approaches to the study of society.
17.
Explain which sociological perspective best reflects the approach taken by Karl Marx, and why.
18.
How did W.E.B. Du Bois contribute to conflict theory?
19.
How does the feminist view differ from other views inspired by the conflict perspective?
20.
What contributions did George Herbert Mead make to sociology?
21.
Why is nonverbal communication important to interactionist theory?
22.
Explain what is meant by the dramaturgical approach and identify the sociological approach with
which it is associated.
23.
Select one of the three approaches to sociology (conflict, functionalist, or interactionist), describe
it, and identify a social thinker associated with it.
24.
Summarize the major differences across the functionalist, conflict, and interactionist perspectives.
25.
How can the functionalist, conflict, and interactionist views be used to interpret sports?
26.
Discuss the place of social inequality within the discipline of sociology.
27.
Explain why the concept of globalization is important for sociologists to address.
28.
Use the sociological imagination to discuss the impact of globalization on social life and/or
cultures around the world.
Schaefer: Sociology in Modules, 2e
IM-1 | 24
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
CRITICAL THINKING QUESTIONS
1.
Using the functionalist perspective, discuss the various reactions of the American people in the
aftermath of the terrorist attacks of 9/11 and/or the Gulf Coast oil spill.
2.
Using the interactionist perspective, discuss the reasons for the increase in the number of people
buying flags in the aftermath of the terrorist attacks of 9/11 the Gulf Coast oil spill.
3.
Using the conflict perspective, discuss the various methods that businesses and corporations have
used to profit from the aftermath of the terrorist attacks of 9/11 the Gulf Coast oil spill.
4.
Using Goffman’s dramaturgical approach, discuss the reaction students would likely have when
observing one of their college professors swimming nude in a lake.
5.
Using the interactionist perspective (Goffman’s dramaturgical approach, specifically), discuss the
reactions students might have to seeing one of their professors at a college fraternity or sorority
party. Have students incorporate the following concepts into their discussion: front stage/back
stage, impression management, or face-work.
6.
Discuss how the predictive power of sociology could be used to influence social policy and
improve the quality of social life.
STUDENT RESEARCH AND ASSIGNMENTS
1.
Annual Views of Sociology: While it sometimes provides very sophisticated analysis, the Annual
Review of Sociology, produced by Annual Reviews, Inc., of Palo Alto, California, also provides
“state-of-the-field” articles on specialties within sociology. Companion volumes cover other
disciplines, such as anthropology and psychology. Topic and author listings, abstracts, price lists,
and a searchable 12-year bibliographic database for the entire series can be accessed at
http://www.annurev.org.
2.
Identifying Theories: Have students find an example of published social research in the
literature specific to sociology. For example, suggest American Journal of Sociology, American
Sociological Review, Social Problems, and Social Forces. The student should use these more
“difficult” journals both to gain familiarity with the field’s literature and to obtain good results
with this project. Have the students locate an article containing a theory. They should describe the
theory briefly and then classify it according to whether it is functionalist, interactionist, or
conflict.
3.
Goffman and the Feminist Perspective: While Erving Goffman did not frequently make explicit
reference to gender issues in his scholarship, his perspective contributed to our understanding of
women’s experiences. See Candace West, “Goffman in Feminist Perspective,” Sociological
Perspectives 39 (June 1996): 353–369.
4.
Interaction in Public Space: See Nicholas H. Wolfinger, “Passing Moments: Some Social
Dynamics of Pedestrian Interaction,” Journal of Contemporary Ethnography 24 (October
Schaefer: Sociology in Modules, 2e
IM-1 | 25
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
1995):323–340.
5.
Gender and Nonverbal Communication: Gender differences in nonverbal communication are
considered in Nancy J. Briton and Judith A. Hall, “Beliefs About Female and Male Nonverbal
Communication,” Sex Roles 32 (July 1995): 79–90.
6.
Contemporary Sociological Theory: Students can use this book to research ways that
contemporary theory in sociology compares and contrasts to classical theory presented in the
textbook. Jonathan Turner, ed. Handbook of Sociological Theory. New York: Kluwer
Academic/Plenum Publishers, 2001.
7.
Careers in Sociology: What is the Bureau of Labor Statistics’ view of the job market for
sociologists (and social workers)? Refer to Occupational Outlook Handbook, Washington, DC:
U.S. Government Printing Office, published annually. This document is available online at
http://www.bls.gov/oco/.
8.
Feminist Theory in Sociology: Students interested in feminist perspectives and their place
within sociology may wish to consult “The Missing Feminist Revolution in Sociology,” by Judith
Stacey and Barrie Thorne, Social Problems, Vol. 32, No. 4, April 1985. This well-known piece
discusses the inability of feminist research to substantially change fundamental assumptions and
frameworks in sociology.
9.
The Sociological Imagination: Family sociologist Murray A. Straus, of the University of New
Hampshire, is known for his investigations into family violence. Controversially, he includes
“corporal punishment” in his understanding of domestic violence and likens the abuse of wives
(historically and beyond) to the physical punishment of children. Students are fascinated and
troubled by the similarities he draws between these two forms of abuse. This information can be
found in Beating the Devil Out of Them: Corporal Punishment in American Families and its
Effects on Children, Transaction Publishers, 2001.
VIDEO RESOURCES
Fashion and Clothing (Films for the Humanities & Sciences, 2000–2001, 52m). In this program, experts,
including historian Valerie Steele of the Fashion Institute of Technology, interpret the history of
humankind through the intriguing context of costume. Topics include symbolism associated with
clothing, and body piercing and tattoos as a form of contemporary personal expression.
I, Doll: The Unauthorized Biography of America’s 11-1/2” Sweetheart (Women Make Movies, Inc.,
1996, 57m). An unusual and thought-provoking way to start a semester by employing the
sociological imagination to examine a cultural icon: the Barbie doll. An instructor can return to
the topics introduced in the film throughout the semester when socialization, popular culture,
gender, and social institutions are discussed.
Justice in the Coal Fields (Appalshop Films; 1995; 57 minutes). In this moving film, director Anne
Lewis demonstrates how current labor law has crippled the collective bargaining power of unions
and weighed the scales of justice against working people. The documentary follows the United
Mine Workers strike against the Pittston Coal Company and explores the strike's social, cultural,
and economic impact on coalfield communities.
Karl Marx—The Massive Dissent (Films, Inc., 1977, 60m). John Kenneth Galbraith explores the life,
work, and thought of Karl Marx. He contends that Marx was a brilliant, learned man who
Schaefer: Sociology in Modules, 2e
IM-1 | 26
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
excelled in sociology, economics, history, political philosophy, and journalism, and that
censorship, police persecution, and political upheavals in nineteenth-century Europe (especially
France) gradually changed him from a reformer to a revolutionary.
Marxism: The Theory That Split a World (Coronet/MTU Films and Videos, 1970, 26m). Through
animation and dramatization of people who knew him, Marx’s contributions come to life.
The Promise of Sociology (Dallas Community College, 1981, 30m). Using as a point of departure C.W.
Mills’s concept of sociological imagination, this lesson introduces the discipline of sociology as
one that examines the many groups and relationships in which individuals participate. Several
well-known sociologists define sociology and discuss the areas in which the science applies.
Sociological Perspectives (Insight Media, 2002, 30m). This video gives an overview of major theoretical
perspectives in sociology and of the research methods sociologists use in their work.
W.E.B. Du Bois: A Biography in Four Voices (Insight Media, 1995, 116m). A review of the life of
William Edward Burghardt Du Bois through the voices of writer-scholar-activists Wesley Brown,
Thulani Davis, Toni Cade Bambara, and Amiri Baraka.
Why Sociology? (Insight Media, 2002, 30m). This film provides a basic overview of the field of
sociology, including its history.
The Day I Will Never Forget (Women Make Movies, 2002). This documentary examines the practice of
female genital mutilation in Kenya and the efforts of a few women’s groups who are challenging
this tradition. The film features testimonials from women, young and old, as to why they
“consented” to the practice of FGM and how it is affecting their lives, including their health and
their relationships with men. The film may prompt an important discussion about the pitfalls of
cultural relativism; the dangers of rampant misogyny and patriarchy; and the need for better
education about issues affecting women and girls globally.
People Like Us (PBS). This film takes a rather sarcastic look at social class in the United States. People
Like Us shows how social class plays a role in the lives of all Americans, whether they live in Park
Avenue penthouses, Appalachian trailer parks, bayou houseboats or gated communities. The
documentary travels across the country presenting stories that will resonate with viewers regardless
of where they see themselves on the social spectrum. It is useful as a tool to discuss social
inequality as well as the sociological imagination. Viewers will undoubtedly begin to recognize
how the social class of their families, and perhaps other ascribed factors, have shaped their
outcomes or life chances—socially, economically, ideologically, and physically.
ADDITIONAL READINGS
Du Bois, W.E.B. 1996. The Philadelphia Negro: A Social Study. Philadelphia: Temple University Press.
With a new introduction by Elijah Anderson. The reissuing of this classic work, which first appeared in
1899, documents the timelessness of Du Bois’s observations.
Fine, Gary Alan. 1996. Kitchens: The Culture of Restraint. Berkeley: University of California Press. A
sociological view of the backstage world of contemporary restaurants, including the social patterns of
dishwashers, servers, cooks, managers, and even restaurant critics.
Glassner, Barry. 1999. The Culture of Fear. New York: Basic Books. Glassner looks at how people’s
fears of crime, drug use, and other social problems are growing, even though the social reality often does
not match the public’s perceptions.
Schaefer: Sociology in Modules, 2e
IM-1 | 27
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Full file at http://testbank360.eu/solution-manual-sociology-in-modules-2nd-edition-schaefer
Ingraham, Chrys. 1999. White Weddings: Romancing Heterosexuality in Popular Culture. New York:
Routledge. A sociologist considers how weddings today have as much to do with marketing and
economics as lasting social relationships.
Lengermann, Patricia Madoo, and Jill Niebrugge-Brantley. 1998. The Women Founders: Sociology and
Social Theory 1830–1930. New York: McGraw-Hill. A comprehensive examination of the many
contributions that women made to early sociological thinking in the United States and Europe.
Levin, Jack. 1999. Sociological Snapshots 3: Seeing Social Structure and Change in Everyday Life.
Thousand Oaks, CA: Pine Forge Press. The sociological imagination is employed to look at everything
from elevator culture and television soap operas to religious cults and the death penalty.
McCarthy, George. E. Classical Horizons: The Origins of Sociology in Ancient Greece. Albany: State
University of New York Press. Links classical, nineteenth-century sociologists to Greek philosophy.
McDonald, Lynn. 1994. Women Founders of the Social Sciences. Ottawa, Canada: Carlton University
Press. The author examines the important but often overlooked contribution of such pioneers as Mary
Wollstonecraft, Harriet Martineau, Beatrice Webb, Jane Addams, and many more.
Ritzer, George. 2008. The McDonaldization of Society. Thousand Oaks, CA: Pine Forge Press.
Combining elements of social theory, social structure, and popular culture, sociologist George Ritzer once
again reveals how more and more aspects of post-modern society are taking on the principles of his now
well-known concept, “McDonaldization.” Readers will become familiarized with the pervasiveness of
efficiency, quantifiability, control, and calculability in most, if not all, major social institutions.
Steur, Max. 2003. The Scientific Study of Society. Boston, MA: Kluwer Academic Publishers. This book
gives a useful overview of the approach to various social issues across five social science disciplines:
sociology, economics, political science, social psychology, and anthropology.
Tilly, Charles. 1999. Durable Inequality. Berkeley: University of California Press. A theoretical look at
the persistence of social inequality between Black/White, male/female, and citizen/non-citizen.
Schaefer: Sociology in Modules, 2e
IM-1 | 28
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.