Download Essentials-of-Sociology-8th-Edition-Henslin-Solution

Instructor’s Manual
for
Henslin
Essentials of Sociology
A Down-to-Earth Approach
Eighth Edition
prepared by
Jessica Herrmeyer
Hawkeye Community College
Allyn & Bacon
Boston New York San Francisco
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Sociology: A Down-to-Earth Approach, Eighth Edition, by James M. Henslin, provided such
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ISBN-10:
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ISBN-13: 978-0-205-57895-5
INSTRUCTOR’S MANUAL CONTENTS
Chapter 1: The Sociological Perspective
1
Chapter 2: Culture
21
Chapter 3: Socialization
35
Chapter 4: Social Structure and Social Interaction
53
Chapter 5: Social Groups and Formal Organizations
71
Chapter 6: Deviance and Social Control
87
Chapter 7: Global Stratification
103
Chapter 8: Social Class in the United States
121
Chapter 9: Race and Ethnicity
139
Chapter 10: Gender and Age
157
Chapter 11: Politics and the Economy
175
Chapter 12: Marriage and Family
195
Chapter 13: Education and Religion
213
Chapter 14: Population and Urbanization
231
Chapter 15: Social Change and the Environment
251
Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
Chapter 1 The Sociological Perspective: At-a-Glance
Detailed
Outline
Key Terms
and Theorists
ƒ
The Origins of
Sociology
• Tradition
Versus
Science
• Auguste
Comte and
Positivism
• Herbert
Spencer and
Social
Darwinism
• Emile
Durkheim and
Social
Integration
• Max Weber
and the
Protestant
Ethic
Sexism in Early
Sociology
• Attitudes of
the Time
• Harriet
Martineau and
Early Social
Research
Sociology in
North America
• Early History
• Jane Addams
and Social
Reform
• W.E.B. Du
Bois and Race
Relations
• Talcott
Parsons and C.
Wright Mills
• The Continued
Tension and
the Rise of
Applied
Sociology
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The Sociological Perspective: stresses the social
contexts in which people live.
Positivism: applying the scientific method to the
social world.
Auguste Comte: the first social scientists to
apply the scientific method to the social world.
Herbert Spencer: believed societies evolved
from the lower to higher forms. Coined the term
Social Darwinism.
Karl Marx: Believed the engine of human
history is class conflict. The controlling class of
capitalists (bourgeoisie) is locked in conflict with
the exploited class (proletariat).
Emile Durkheim: showed how social forces
affect people’s behavior. Identified social
integration, the degree to which people are tied
to their social group.
Max Weber: German sociologist who believed
religion was the central force of social change.
Also addressed the Protestant ethic.
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Media and Print
Supplements
Instructor Resource CDROM
Study Guide Plus: Ch.1
Spanish Study Guide (found
on Companion Website)
Test Bank: Ch.1
Computerized Test Bank
Instructor’s Manual: Ch 1
Study Guide with PowerPoint
Lecture Outlines: Ch.1
Sociology Transparencies
Companion Website:
www.ablongman.com/henslin
Digital Media Archive
The Video Professor The
Sociological Perspective
The Video Professor The
Sociological Perspective
Figure 1.1 How Americans
Commit Suicide p. 8
Harriet Martineau: Studies social life in Great
Britain and the United States.
She published Society in America, in which she
reported on this new nation’s customs.
Early sociology programs appeared at the
University of Kansas in 1890, University of
Chicago in 1892, and Atlanta University in 1897.
Jane Addams: Social reformer, co-founder of
Hull House and Nobel Peace Prize recipient.
W.E.B. Du Bois: Combined sociology and social
reform. First African American to earn a
doctorate from Harvard.
Talcott Parsons: Developed abstract models of
society.
C. Wright Mills: coined the term power elite to
describe top leaders in business, politics, and the
military.
ƒ Down-to-Earth Sociology
Early Sociology in North
America: Du Bois and Race
Relations p. 11
ƒ Figure 1.2 Comparing Basic
and Applied Sociology p. 12
ƒ Down-to-Earth Sociology
Careers in Sociology p. 13
ƒ Cultural Diversity in the U.S.
Studying Job Discrimination: A
Surprising Example of Applied
Sociology p. 14
ƒ Figure 1.3 Call-Back Rates by
Race-Ethnicity and Criminal
Records Down-to-Earth
Sociology p. 14
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
1
Chapter 1: The Sociological Perspective: At-A-Glance
Theoretical
Perspectives in
Sociology
• Symbolic
Interactionism
• Functional
Analysis
• Conflict
Theory
• Macro and
Micro Levels
of Analysis
• How Theory
and Research
Work
Together
Symbolic Interactionism
• People evaluate their own conduct by comparing
themselves with others.
• Key theorists include Charles Horton Cooley,
George Herbert Mead, and William I. Thomas.
Functional Analysis
• Society is a whole unit made up of interrelated
parts that work together. Also known as
functionalism and structural functionalism.
• Theorists include Auguste Comte, Herbert
Spencer, Emile Durkheim, and Robert Merton.
Conflict Theory
• Society is composed of groups that engage in
fierce competition for scarce resources.
• The founder of conflict theory was Karl Marx.
Contemporary conflict theorists include Lewis
Coser.
ƒ Figure 1.4 US Marriage, US
Divorce p16
ƒ ABC Video Racial Profiling of
Young Blacks and Arabs
ABC Video Blinded by Hate
ƒ Table 1.1 Major Theoretical
Perspectives p19
ƒ The Video Professor:
Research Methods
Doing Sociological
Research
• A Research
Model
• Research
Methods
• Research
Methods
• Ethics in
Sociological
Research
• Values in
Sociological
Research
The Research Model
• An eight step process.
Research Methods
• Includes surveys, participant observation,
experiments, and unobtrusive measures.
Ethics in Sociological Research
• Protecting Subjects: The Brajuha Research
• Misleading Subjects: The Humphreys Research
Values
• Max Weber said that sociology should be value
free.
ƒ Figure 1.5 The Research Model
p. 20
ƒ Down-to-Earth Sociology
Enjoying a Sociology Quiz p.
21
ƒ Down-to-Earth Sociology
Sociological Findings p. 22
ƒ Table 1.2 How to Read a Table
p. 23
ƒ Table 1.3 Three Ways to
Measure Average p. 24
ƒ Down-to-Earth Sociology
Loading the Dice: How Not To
Do Research p. 26
ƒ Table 1.4 Closed-and-Open
Ended Questions p. 27
ƒ Figure 1.6 The Experiment p.
28
ƒ Figure 1.7 The Debate Over
Values in Sociological
Research p. 31
ƒ ABC Video Psychology and the
Digital Divide
PROFESSOR’S NOTES
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
Chapter Summary: The Sociological Perspective
The origin of sociology is officially credited to Auguste Comte. In the early 19th century, Comte
applied the scientific method to the social world, calling this process positivism. Comte was not
the first person who made an effort to understand social life and patterns of social behavior. Even
ancient people tried to figure out social life, asking questions and questioning found answers.
The difference between Comte and those in the ancient world was the application of the
scientific method. Comte’s predecessors often based their answers on superstition, myth, or the
position of the stars.
Sociology emerged as a separate discipline in the mid-1800s in Western Europe, during the onset
of the Industrial Revolution. Industrialization affected all aspects of human existence, where
people lived, the nature of their work, how they viewed life, and interpersonal relationships.
Early sociologists who focused on these social changes include Auguste Comte, Herbert
Spencer, Karl Marx, Emile Durkheim, and Max Weber.
Sociology appeared during a historical period of widespread sexism. Consequently, few women
received the advanced education required to become sociologists, and those who did, such as
Harriet Martineau, were often ignored. Martineau, however, made several significant
contributions to the discipline. These included the translation of Comte’s original works from
French into English. Another special contribution she made to the discipline was her study of
social life in Great Britain and the United States. The results of her research were published in
the book Society in America.
Following the birth of sociology in Europe, the discipline was adopted in America. The earliest
departments of sociology were established in the late 1800s at the University of Kansas, Atlanta
University (an all black school at that time), and the University of Chicago. The University of
Chicago has been credited with being the most influential of the early schools. Founded in 1892,
its faculty included Robert Park, Ernest Burgess, and George Herbert Mead.
The emphasis on applied sociology was a significant part of many sociological programs in
America. Among the applied sociologists of the early period were Jane Addams who founded
Hull House, a community shelter for immigrants, the sick, and the poor. Jane later received the
Nobel Peace Prize for her work with the poor. W.E.B. Du Bois, the first African American to
earn a doctorate at Harvard, spent his lifetime researching the relationships between whites and
African Americans.
As many American sociologists became more involved with social reform, two distinctive
interests developed in the discipline. One emphasized pure or basic sociology, in which the aim
is to analyze society. The other, referred to as applied sociology, attempts to use sociology to
reform society. Today, these contrasting orientations exist dynamically side by side.
For sociologists to do their work, they must rely heavily on theory. A theory is a statement about
how facts are related to one another. A theory provides a conceptual framework for interpreting
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 1: The Sociological Perspective: At-A-Glance
facts.
Sociologists rely on three primary theoretical frameworks: (1) symbolic interactionism, which
focuses on the impact of language and human relationships in small group settings (micro
analysis); (2) functional analysis, which stresses that society is made up of various parts which,
when working properly, contribute to the overall stability of society (macro analysis); and (3)
conflict theory, which stresses social inequalities and understands the basis of social life as a
constant struggle to gain control over scarce resources (macro analysis).
Because no single theory encompasses all of reality, at different times sociologists may use any
or all of the three theoretical lenses. With each perspective focusing on certain features of social
life, and each providing its own interpretation, their combined insights yield a more
comprehensive picture of social life.
Theory and research depend on one another. Sociologists use theory to interpret the data they
gather. Theory also generates questions that need to be answered by research, while research in
turn, helps to generate theory. Theory without research is not likely to represent real life, while
research without theory is merely a collection of empty facts.
Research is essential to the sociological enterprise primarily because common sense is
considered highly problematic, limited in scope, and often incorrect. There are eight basic steps
in sociological research: (1) selecting a topic, (2) defining the problem, (3) reviewing the
literature, (4) formulating a hypothesis, (5) choosing a research method, (6) collecting the data,
(7) analyzing the results, and (8) sharing the results.
To gather data, sociologists use a number of different methods, or research designs. These
include surveys, participant observation, secondary analysis, documents, unobtrusive measures,
and experiments.
Ethics are of fundamental concern to sociologists, who are committed to openness, honesty,
truth, and protecting their subjects from harm. The Brajuha research on restaurants and the
Humphreys research on “tearooms” illustrate ethical issues of concern to sociologists.
Max Weber stressed that social research should be value free. Like everyone else, however,
sociologists are members of a particular society at a given point in history and are therefore
infused with values of all sorts. To overcome the distortions that values can cause, sociologists
stress replication, the repetition of a study by other researchers in order to compare results.
Values present a second dilemma for researchers, to conduct research solely to analyze basic
sociology or to reform harmful social arrangements.
Key Changes to the Eighth Edition
Comparison between basic and applied sociology in example of job discrimination study p. 14
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
Visual model of the experiment p. 28
Visual model of the debate over values in sociological research p. 31
Learning Objectives
After reading Chapter 1, the student should be able to:
1.1
Explain the sociological perspective, discussing how ideas like social location, the
connection between biography and history, and increased globalization contribute to
our understanding of human behavior.
1.2
Discuss how and why sociology emerged as a science in the middle of the Nineteenth
century in Europe, explaining each of the following sociologists’ contributions to the
development of sociology: Auguste Comte, Herbert Spencer, Karl Marx, Emile
Durkheim, and Max Weber.
1.3
Trace the development of sociology in the United States from its origins in the late
19th century to its present-day perspectives, identifying the contributions that each of
the following made to the development of sociology in North America: Albion Small,
Jane Addams, W.E.B. Du Bois, Talcott Parsons, C. Wright Mills.
1.4
Explain the chief differences in three major theoretical perspectives: symbolic
interactionism, functional analysis, and conflict theory.
1.5
Compare micro-level and macro-level analysis and state which level of analysis is
utilized by each of the major theoretical perspectives.
1.6
Identify the eight steps in a research model and construct a research project based on
this model.
1.7
Define the following terms: hypothesis, variables, operational definition, research
methods, validity, reliability, and replication. Explain the role each plays in the
research process.
1.8
List and describe the six research methods identified in the textbook, noting the major
advantages and disadvantages of each.
1.9
Describe the major ethical issues involved in sociological research; demonstrate these
issues by using the Brajuha and Humphreys research studies as examples.
1.10
Discuss how research and theory work together. Note reasons why most research
must be conducted under less than ideal circumstances.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 1: The Sociological Perspective: At-A-Glance
Chapter Outline
I.
The Sociological Perspective
A. This perspective is important because it provides a different way of looking at
familiar worlds.
1. It allows us to gain a new vision of social life.
2. This perspective stresses the broader social context of behavior by
looking at individuals’ social location.
3. We are able to see the links between what people do and the social
settings that shape their behavior.
B. This perspective enables us to analyze and understand both the forces that
contribute to the emergence and growth of the global village and our unique
experiences in our own smaller corners of this village.
II.
Origins of Sociology
A. Sociology developed in the middle of the 19th century when European social
observers began to use scientific methods to test their ideas.
1. Sociology emerged out of social upheaval.
2. The success of the revolutions in America and France encouraged
people to rethink their ideas about social life.
B. Auguste Comte coined the term “sociology.”
1. Comte suggested the use of positivism, applying the scientific approach
to the social world, but he did not utilize this approach himself.
2. Comte did believe that this new science should not only discover
sociological principles, but should then apply those principles to social
reform.
C. Herbert Spencer viewed societies as evolutionary.
1. Spencer coined the term “the survival of the fittest,” and became known
for Social Darwinism.
2. Spencer was convinced that no one should intervene in the evolution of
society and that attempts at social reform were wrong.
D. Karl Marx, whose ideas about social classes and class struggle between the
bourgeoisie and the proletariat provided the foundation of the conflict perspective.
1. Marx believed that class conflict was the key to human history.
2. Marx argued that people should take active steps to change society.
E. Emile Durkheim played an important role in the development of sociology.
1. One of Durkheim’s primary goals was to get sociology recognized as a
separate academic discipline.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
2. Durkheim studied suicide rates among different groups and concluded
that social integration, the degree to which people are tied to their social
group, was a key social factor in suicide.
3. Durkheim’s third concern was that social research be practical;
sociologists should not only diagnose the causes of social problems but
should also develop solutions for them.
F. Max Weber was one of the most influential of all sociologists, raising issues that
remain controversial even today.
1. Weber believed religion was the central force in social change (i.e.
Protestantism encourages greater economic development and was the
key factor in the rise of capitalism in some countries).
2. This theory contradicted Marx who believed economics was the central
force in social change.
3. Weber advocated that sociological research should be value free,
personal values or biases should not influence social research.
4. Research should be objective and totally neutral.
5. Sociologists agree that objectivity is a proper goal but acknowledges that
no one can escape values entirely. Replication, repeating a study to see
if the same results are found, is one means to avoid the distortions that
values can cause.
6. While sociologists may agree that research should be objective, the
proper purposes and uses of sociology are argued among sociologists,
with some taking the position that the proper role of sociology is to
advance understanding of social life, while others believe that it is the
responsibility of sociologists to explore harmful social arrangements of
society.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 1: The Sociological Perspective: At-A-Glance
III.
Sexism in Early Sociology
A. In the early years of sociology, the field was dominated by men because rigidly
defined social roles prevented most women from pursuing an education.
1. Women were supposed to devote themselves to the four K’s: Kirche,
Küchen, Kinder, und Kleider (church, cooking, children, and clothes).
2. At the same time, a few women from wealthy families managed to get
an education.
B. Harriet Martineau studied social life in both Great Britain and the United States.
1. Martineau published Society in America, documenting her research in
Great Britain and the United States.
2. Martineau is also credited with translating Comte’s original works into
English.
IV.
Sociology in North America
A. Sociology appeared in North America in the late 19th century.
1. The first departments of sociology in the U.S. were at the University of
Kansas (1890) and the University of Chicago (1892), and Atlanta
University (1897).
2. The first sociology department in Canada was established at McGill
University in 1922.
3. Harvard University did not open a department of sociology until 1930.
B. The University of Chicago
1. Albion Small, founder of the department of sociology at the University
of Chicago, also established the American Journal of Sociology.
2. The department of sociology at the University of Chicago dominated
North American sociology.
3. Other early sociologists from the University of Chicago were Robert E.
Park, Ernest Burgess, and George Herbert Mead.
C. Social Reform and Sociology
1. Many sociologists, especially minorities, turned to social activism as the
emphasis of their pursuit of the discipline.
2. Jane Addams founded Hull House, a settlement house for the poor, and
worked to bridge the gap between the powerful and the powerless.
3. W.E.B. Du Bois was the first African American to earn a Ph.D. from
Harvard. He conducted extensive research on race relations in the U.S.,
publishing a book a year on this subject between 1896 and 1914.
4. Frustrated at the lack of improvements in race relations, Du Bois turned
to social action, helping to found the National Association for the
Advancement of Colored People (NAACP).
D. By the 1940s, as sociologists became more concerned with establishing sociology
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
as an academic discipline, the emphasis shifted from social reform to social
theory.
1. Talcott Parsons developed abstract models of society to show how the
parts of society harmoniously work together.
2. Countering this development was C. Wright Mills, who urged
sociologists to get back to social reform. He saw the emergency of the
power elite as an imminent threat to freedom.
E. The debate over what should be the proper goals of sociological analysis,
analyzing society or reforming society, continues today.
1. Applied sociology exists between these two extremes. One of the first
attempts at applied sociology was the founding of the NAACP by
W.E.B. Du Bois and the establishment of Hull House by Jane Addams.
2. Today, applied sociologists work in a variety of settings, from business
and hi-tech to government and not-for-profit agencies.
3. Applied sociology is the application of sociological knowledge.
V.
Theoretical Perspectives in Sociology
A. A theory is a general statement about how some parts of the world fit together and
how they work.
1. Theory is an explanation of how two or more facts are related to one
another.
2. Sociologists use three different theoretical perspectives to understand
social behavior: symbolic interactionism, functional analysis, and
conflict theory.
B. Symbolic interactionism views symbols, things to which we attach meaning, as
the basis of social life.
1. Through the use of symbols people are able to define relationships to
others, to coordinate actions with others thereby making social life
possible, and to develop a sense of who and what they are.
2. A symbolic interactionist studying divorce would focus on how the
changing meanings of marriage, family and divorce have all contributed
to the increase in the rate of divorce in U.S. society.
C. The central idea of functional analysis is that society is a whole unit, made up of
interrelated parts that work together.
1. To understand society, we must look at both structure, how the parts of
society fit together to make up the whole, and function, how each part
contributes to society.
2. Robert Merton used the term function to refer to the beneficial
consequences of people’s actions to keep society stable and dysfunction
to refer to consequences that undermine stability.
3. Functions can be either manifest (actions that are intended) or latent
(unintended consequences).
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 1: The Sociological Perspective: At-A-Glance
4. In trying to explain divorce, a functionalist would look at how
industrialization and urbanization both contributed to the changing
function of marriage and the family.
D. According to conflict theory, society is viewed as composed of groups competing
for scarce resources.
1. Karl Marx focused on struggles between the bourgeoisie, the small
group of capitalists who own the means of production, and the
proletariat, the masses of workers exploited by the capitalists.
2. Contemporary conflict theorists have expanded this perspective to
include conflict in all relations of power and authority.
3. Divorce is seen as the outcome of the shifting balance of power within
a family; as women have gained power and try to address inequalities
in their relationships, men resist.
E. The perspectives differ in their level of analysis.
1. Functionalists and conflict theorists provide macro-level analysis
because they examine the large-scale patterns of society.
2. Symbolic interactionists carry out micro-level analysis because they
focus on the small-scale patterns of social life.
F. Each perspective provides a different and often sharply contrasting picture of the
world. However, sociologists often use all three perspectives because no one
theory or level of analysis encompasses all of reality.
VI.
Doing Sociological Research
A. Common sense cannot be relied on as a source of knowledge.
1. Common sense is highly limited and its insights are often incorrect.
2. To move beyond common sense and understand what is really going on,
it is necessary to do sociological research.
B. Scientific research in sociology follows eight basic steps. Because this is an ideal
model it must be kept in mind that in the real world some of the steps might run
together.
1. Selecting a topic is guided by sociological curiosity, interest in a
particular topic, research funding from governmental or private source,
and pressing social issues.
2. Defining the problem involves specifying exactly what the researcher
wants to learn about the topic.
3. Reviewing the literature uncovers existing knowledge about the
problem, helps to narrow down the problem, and provide ideas about
what questions to ask.
4. Formulating a hypothesis involves stating the expected relationship
between variables, based on a theory. Hypotheses need operational
definitions—precise ways to measure the variables.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
5. Choosing a research method is influenced by the research topic.
6. Collecting the data involves concerns over validity, the extent to which
operational definitions measure what was intended, and reliability, the
extent to which data produce consistent results. Inadequate operational
definitions and sampling hurt reliability.
7. Analyzing the results involves the use of either qualitative or
quantitative techniques to analyze data. Computers have become
powerful tools in data analysis because they reduce large amounts of
data to basic patterns, take the drudgery out of analyzing data, allows the
researcher to use a variety of statistical tests, and give the researcher
more time to interpret the results.
8. Sharing the results by writing a report and publishing the results makes
the findings available for replication.
VII.
Research Methods
A. Surveys involve collecting data by having people answer a series of questions.
1. Determine a sample to be studied who represent the population to be
studied.
2. In a random sample everyone in the target population has the same
chance of being included in the study. A stratified random sample is a
sample of specific subgroups (e.g. freshmen, sophomores, juniors) of the
target population (a college or university) in which everyone in the
subgroup has an equal chance of being included in the study.
3. The respondents (people who respond to a survey) must be allowed to
express their own ideas so that the findings will not be biased.
4. The questionnaires can be administered either by asking respondents to
complete the survey themselves (self-administered questionnaires) or by
directly questioning respondents (interviews).
5. In designing a questionnaire the research must consider the effects that
interviewers have on respondents that lead to biased answers (interview
bias) and whether to make the questions structured (closed-ended
questions in which the answers are provided) or unstructured (openended questions which people answer in their own words).
6. It is important to establish rapport—a feeling of trust between
researchers and subjects.
B. In participant observation, the researcher participates in a research setting while
observing what is happening in that setting.
1. Personal characteristics of the researcher—such as gender, age, race,
personality, and even height and weight—are very important in this type
of research.
2. Generalizability—the extent to which the findings from one group (or
sample) can be generalized or applied to other groups (or populations)—
is a problem in participant observation studies.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 1: The Sociological Perspective: At-A-Glance
C. Secondary analysis, analysis of data already collected by other researchers, is
used when resources are limited and/or existing data is an excellent source of
information. However, because the researcher did not directly carry out the
research, he or she can not be sure that the data were systematically gathered,
accurately recorded, and biases avoided.
D. Documents—written sources—may be obtained from many sources, including
books, newspapers, police reports, and records kept by various organizations.
E. Unobtrusive measures are the process of observing social behavior of people who
do not know they are being studied.
F. Experiments are especially useful to determine causal relationships.
1. Experiments involve independent and dependent variables.
2.
Experiments require an experimental group, the group of subjects
exposed to the independent variable, and a control group, the group of
subjects not exposed to the independent variable.
3. Experiments are seldom used in sociology because sociologists are
interested in broad features of society or social behavior, or in the actual
workings of some group in a natural setting, neither of which lends itself
well to an experiment.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
VIII.
Ethics in Sociological Research
A. Ethics are of fundamental concern to sociologists when it comes to doing
research.
1. Ethical considerations include being open, honest, and truthful, not
harming the subject in the course of conducting the research, protecting
the anonymity of the research subjects, and not misrepresenting
themselves to the research subjects.
2. The Brajuha research demonstrates the lengths sociologists will go to in
order to protect the anonymity of research subjects, while the
Humphrey’s research illustrates questionable research ethics.
Key Terms
applied sociology: the use of sociology to solve problems—from the micro level of family
relationships to the macro level of crime and pollution (p. 12)
basic (or pure) sociology: sociological research whose purpose is to make discoveries about life
in human groups, not to make changes in those groups (p. 12)
class conflict: Marx’s term for the struggle between capitalists and workers (p. 6)
closed-ended questions: questions followed by a list of possible answers to be selected by the
respondent (p. 25)
conflict theory: a theoretical framework in which society is viewed as being composed of
groups competing for scarce resources (p. 18)
control group: the group of subjects not exposed to the independent variable (p. 28)
dependent variable: a factor that is changed by an independent variable (p. 28)
documents: in its narrow sense, written sources that provide data; in its extended sense, archival
material of any sort, including photographs, movies, and so on (p. 28)
experiment: the use of control groups and experimental groups and dependent and independent
variables to test causation (p. 28)
experimental group: the group of subjects exposed to the independent variable (p. 28)
functional analysis: a theoretical framework in which society is viewed as composed of various
parts, each with a function that, when fulfilled, contributes to society’s equilibrium; also known
as functionalism and structural functionalism (p. 16)
hypothesis: a statement of the expected relationship between variables according to predictions
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 1: The Sociological Perspective: At-A-Glance
from a theory (p. 20)
independent variable: a factor that causes a change in another variable, called the dependent
variable (p. 28)
macro-level analysis: an examination of large-scale patterns of society (p. 19)
micro-level analysis: an examination of small-scale patterns of society (p. 19)
nonverbal interaction: communication without words through gestures, space, silence, and so
on (p. 19)
objectivity: total neutrality in research to avoid biased findings (p. 31)
open-ended questions: questions that respondents are able to answer in their own words (p. 25)
operational definitions: the ways in which variables in a hypothesis are measured (p. 20)
participant observation (or fieldwork): research in which the researcher participates in a
research setting while observing what is happening in that setting (p. 27)
population: the target group to be studied (p. 24)
positivism: the application of the scientific method to the social world (p. 5)
random sample: a sample in which everyone in the target population has the same chance of
being included in the study (p. 25)
rapport: a feeling of trust sociologists try to establish with respondents (p. 27)
reliability: the extent to which data produce consistent results (p. 21)
replication: repeating a study in order to test its findings (p. 31)
research method (or research design): one of six procedures sociologists use to collect data:
surveys, participant observation, secondary analysis, documents, experiments, and unobtrusive
measures (p. 20)
respondents: people who respond to a survey, either in interviews or by self-administered
questionnaires (p. 25)
sample: the individuals intended to represent the population to be studied (p. 25)
science: requires the development of theories that can be tested by research (p. 5)
scientific method: using objective, systematic observations to test theories (p. 5)
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
secondary analysis: the analysis of data already collected by other researchers (p. 28)
social integration: the degree to which people feel a part of social groups (p. 7)
social interaction: what people do when they are in one another’s presence (p. 19)
social location: the group memberships that people have because of their location in history and
society (p. 4)
society: people who share a culture and a territory (p. 4)
sociological perspective: understanding human behavior by placing it within its broader social
context (p. 4)
sociology: the scientific study of society and human behavior (p. 6)
stratified random sample: a sample that is randomly selected from certain subgroups using
random numbers (p. 25)
survey: the collection of data by having people answer a series of questions (p. 24)
symbolic interactionism: a theoretical perspective in which society is viewed as composed of
symbols that people use to establish meaning, develop their views of the world, and
communicate with one another (p. 15)
theory: a general statement about how some parts of the world fit together and how they work;
an explanation of how two or more facts are related to one another (p. 14)
unobtrusive measures: ways of observing people who do not know they are being studied (p.
29)
validity: the extent to which an operational definition measures what was intended
(p. 21)
value free: the view that a sociologist’s personal values or biases should not influence social
research (p. 30)
values: the standards by which people define what is desirable or undesirable, good or bad,
beautiful or ugly (p. 31)
variables: factors thought to be significant for behavior, which vary from one case to another (p.
20)
Discussion Topics to Encourage Student Participation
To further enhance Henslin’s presentation of the sociological perspective and stimulate class
participation, you might invite your students to discuss the following topics:
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 1: The Sociological Perspective: At-A-Glance
ƒ
How is a sociologist’s perspective different from that of a psychologist’s or a
biologist’s? How does seeing the broader social context influence the discipline as
a whole?
ƒ
As a class, identify ways in which the current generation thinks and behaves in
comparison to past generations. Then discuss how some historical and individual
experiences could have influenced these changes.
ƒ
Have the class choose a topic they are interested in. Then develop a research
questions. How might they go about selecting an appropriate method of analysis?
ƒ
Discuss the importance of the scientific method. Does reliance on the scientific
method preclude the use of common sense?
ƒ
Use Durkheim’s understanding of social integration to discuss whether or not this
sociological insight can be applied to gang violence, teenage pregnancy, and/or
drug addiction.
ƒ
Have your students discuss the extent to which the Protestant Work Ethic has
changed over time in the United States. What influence has the forty-hour work
week and new leisure-time activities exerted on this work ethic?
ƒ
Can sociology really be value free? Should it be? How might sociologists best
research issues such as capital punishment, euthanasia, and/or abortion?
ƒ
Are the barriers that inhibited women from fully contributing to the early
development of sociology still preventing their career opportunities today? Using
a sociological perspective, ask students if they believe men can be feminists, or if
those in the upper class can truly understand prejudice and racism.
ƒ
What factors might explain why some early North American sociologists were
more interested in social reform or activism than others? Do these factors generate
similar reactions among contemporary sociologists?
ƒ
How have the changes in the definitions of marriage, family, children, child
rearing, and divorce affected the way we raise children today? What farther
reaching impacts might this have in society?
Discuss marriage and family from a symbolic interactionist, functionalist, and
conflict perspective. How would each perspective analyze marriage as an
institution and a relationship? How would the question of change be approached?
What would each perspective offer that the others would not?
ƒ
ƒ
How can micro- and macro-analysis contribute to our understanding of
homelessness, poverty, crime, and/or health care issues? What causes and
solutions might the two levels of analysis yield relative to these issues?
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
Classroom Activities and Student Projects
ƒ
Ask students to define and illustrate the concept of social location. This could be
accomplished through open discussion or in essay form. Once the task is
completed encourage your students to examine how social location has influenced
various aspects of their own lives. Have students apply the concept of social
location to the key figures discussed in chapter one.
ƒ
Divide the class into small groups of five to seven and assign all groups a
particular topic such as gang violence, homelessness, suicide, or teenage
pregnancy. Assign each group a role as a functionalist, a conflict theorist , or a
symbolic interactionist. Ask each group to develop a presentation explaining the
selected topic from that perspective. Each group should be prepared to defend
their own perspective and offer a critical assessment of the other.
ƒ
Encourage your students to self-administer Henslin’s Enjoying a Sociology Quiz
(p. 21). Then ask the students which of the answers they found most surprising.
Also ask the students why they think their assumptions were so different from the
sociological findings. Were those assumptions based on what they perceived as
common sense?
ƒ
Have your students critically discuss the problems of incorporating common sense
in generalizing about human behavior. Examples of “bad” or “faulty”
generalizations based solely on common sense can be gathered from reading
newspapers, watching television talk shows, and/or watching local, national, and
international news broadcasts.
ƒ
Divide the class into groups. Assign each group an early sociologist. Send the
groups to the library to find as much information as they can in approximately 30
minutes. Then have them return to class and report what they found.
ƒ
Using a debate format, have your students examine what role, if any, values play
in social research.
ƒ
Have students analyze a recent current event in the newspaper from a sociological
point of view. Have them compare their focus to that of police officer’s. What key
items are they looking for that a police officer would not be looking for, and vice
versa?
Suggestions for Guest Speakers and Service Learning Projects
ƒ
Ask a representative from a local advocacy group to speak about protesting and
voicing change in society. Perhaps a speaker who has marched for a cause would
best reflect changing social locations and the sociological perspective.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 2: Culture
ƒ
Have students visit a local homeless shelter, soup kitchen, etc. to volunteer. If
possible have them visit one on one with clients and/or staff to discuss their
experiences. Then have them reflect as a class on what they learned.
ƒ
Have the students research the difference between feminism and feminist theory.
Visit a women’s museum, invite a guest speaker, or raise funds for a feminist
cause.
ƒ
Most colleges and universities have a committee established for the protection of
human subjects. It is often called the Institutional Review Board (IRB). Ask a
member of this committee to explain the guidelines used in assessing ethical
issues raised in research proposals. This speaker can highlight the question of
values in social research.
Suggested Films
These videos might not be available through Allyn & Bacon. Select additional feature
presentations with your Allyn & Bacon guide: The Video Professor: Applying Lessons in
Sociology to Classic and Modern Films.
49 Up. First Run Features. 2006, 134 min., (Video).
This video provides an example of longitudinal research on children from diverse
backgrounds every 7 years.
From Social Interaction to Social Structure. Insight Media. 1991, 30 min.(Video).
This video shows different levels of social structure and how sociologists study
them.
Sociological Thinking and Research. Insight Media. 1991, 30 min. (Video).
This video shows how sociologists do analytical work.
Television and Human Behavior. Insight Media. 1992, 26 min.(Video).
This video examines television content as a “distorted mirror” of society.
The Sociological Perspective. Allyn and Bacon Interactive Video for Introductory Sociology.
1998, 3 min. (Video).
A brief introduction to the sociological perspective which works well to present at the
beginning of the lecture on Chapter One.
Web Sites
Definitions of Globalization – Key Objective 1.1: Increased Globalization
http://www.infed.org/biblio/defining_globalization.htm
Globalization has become a key idea for business theory, practice, and debate. How might one
define globalization? Jan Aart Scholte’s discussion of five, key, broad definitions of
globalization are explored here.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
Famous Sociologists – Key Objective 1.3: Development of Sociology
http://www.sociosite.net/topics/sociologists.php
Find information on over 50 modern and classical sociologists. Here one can initiate research on
a particular sociological theory or theorist. The site provides a wide range of information on each
individual, emphasizing their academic work.
Eight Steps in Research – Key Objective 1.6: Steps in Research
http://www.miracosta.edu/home/pperry/workbook/UNIT6_Research.pdf
This site introduces students to the steps involved in research and writing papers.
The Tearoom Study – Key Objective 1.9: Ethics in Research
http://www.emhr.net/download.php?id=1
Laud Humphreys, a sociology graduate student at Washington University in St. Louis, published
“Tearoom Trade,” a study of homosexual encounters in men’s rooms to gather data for his
doctoral dissertation.
The Society for Applied Sociology – Key Objective 1.10: Research and Theory
http://www.aacsnet.org/wp/
When students ask, “What do sociologists do?” this site may bring their queries into light. A
distinguished body of practitioners and academicians, The Society for Applied Sociology uses
sociological principles, social ideals, and ethical considerations to improve society.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 2: Culture
Additional References
Berger, Peter L. 1963. “Invitation to Sociology” in Invitation to Sociology: Humanistic
Perspective. New York: Doubleday and Co. Inc.
Campbell, Frederick L., Hubert M. Blalock, and Reece McGee (eds.). 1985. Teaching
Sociology: The Quest for Excellence. Chicago: Nelson Hall.
Cuzzort, R.P. and E. W. Wing. 1995. Twentieth Century Social Thought, Fifth
edition. New York: Harcourt Brace College Publishers.
Dorn, D.S. 1987. “The First Day of Class: Problems and Strategies.” Teaching
Sociology. 15: pp. 61-72.
Fowler, Lori. 2006. Introduction to Sociology, A Real World Approach. Fifth Edition.
CA: Thomson Wadsworth.
Shively, JoEllen. 1998. “Cowboys and Indians: Perceptions of Western Films among
American Indians and Anglos” in Robert Thompson (ed.) The Essential Sociology
Reader. Boston: Allyn and Bacon.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
Chapter Two
Culture
Chapter 2 Culture: At-a-Glance
Detailed
Outline
Key Terms
and Theorists
Media and Print
Supplements
What is culture?
• Culture and
Taken-forGranted
Orientations to
Life
• Practicing
Cultural
Relativism
•
ƒ Instructor Resource CD-
•
•
•
•
Material culture: includes tools and the
technology to use them, art, jewelry,
buildings, machines, and so on.
Non-material culture: a group’s way of
thinking, its values and beliefs.
Culture Shock: disorientation that people
experience when they come into contact with
a fundamentally different culture.
Ethnocentrism: using one’s own culture as a
yardstick to judge other individuals or
societies.
Cultural Relativism: trying to understand a
different culture on its own terms.
ROM
ƒ Study Guide Plus: Ch. 2
ƒ Spanish Study Guide (found
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
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Components of
Symbolic Culture
• Gestures
• Language
• Language and
Perception: The
Sapir-Whorf
Hypothesis
• Values, Norms
and Sanctions
• Folkways and
Mores
•
•
•
•
•
•
•
Many Cultural
Worlds
• Subcultures
• Countercultures
•
•
on the Companion Website)
Test Bank: Ch. 2
Computerized Test Bank
Instructor’s Manual: Ch. 2
Study Guide with
PowerPoint Lecture
Outlines: Ch. 2
Sociology Transparencies
Companion Website:
www.ablongman.com/henslin
Digital Media Archive
The Video Professor: Culture
Cultural Diversity in the
United States Culture Shock:
The Arrival of the Hmong p. 38
Cultural Diversity Around
the World You Are What You
Eat? p. 40
Gestures: the way in which people use their
bodies to communicate with one another.
Language: a system of symbols that can be
combined in an infinite number of ways to
convey abstract thought.
Values: what is desirable or undesirable, good
or bad.
Norms: expectations or rules of behavior that
develop to reflect and enforce values.
Moral Holiday: a specified time when people
are allowed to break norms, such as Mardi
Gras.
Folkways: norms that are not strictly
enforced.
Mores: norms that are essential to core values
and strictly enforced by members of society.
ƒ Figure 2.1 Gestures to Indicate
Subculture: a world within the larger world of
the dominant culture.
Counterculture: a group whose values,
beliefs, and related behavior places it in
ƒ ABC Video Blinded by Hate
ƒ Photo Montage Subcultures p.
Height, Southern Mexico p.42
ƒ Cultural Diversity in the
United States Miami-The
Controversy over Language p.
45
ƒ Cultural Diversity in the
United States Race and
Language: Searching for SelfLabels p. 46
50–51
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 2: Culture
opposition to the broader culture.
Values in U.S.
Society
• An Overview of
U.S. Values
• Value Clusters
• Value
Contradictions
• Emerging Values
• Culture Wars:
When Values
Clash
• Values as
Blinders
• “Ideal” Versus
“Real” Culture
Technology in the
Global Village
• The New
Technology
• Cultural Lag and
Cultural Change
• Technology and
Cultural Leveling
•
•
•
•
•
•
•
•
•
Pluralistic Society: a society made up of
many different groups.
Value Cluster: a series of interrelated values
that together form a larger whole.
Value Contradiction: values that contradict
one another; to follow one means to come into
conflict with the other.
Emerging Values: a value cluster of four
interrelated core values are emerging in the
U.S.: leisure, self fulfillment, physical fitness,
and youthfulness.
Ideal Culture: the ideal values and norms of a
group.
Real Culture: the norms and values that
people actually follow.
ƒ Mass Media in Social Life
Cultural Lag: Ogburn’s term for human
behavior lagging behind technological
innovations.
Cultural Diffusion: the spread of cultural
characteristics from one group to another.
Cultural Leveling: the process by which
cultures become similar to one another.
ƒ ABC Video Native Americans
Why Do Native Americans Like
Westerns? p. 52
ƒ ABC Video Race Riots in
Northern Ireland
Tribe’s Rights Questioned
PROFESSOR’S NOTES
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Chapter Summary: Culture
What is culture? The concept is sometimes easier to grasp by description than definition.
Culture is universal. All human groups create a design for living that includes both material
and nonmaterial culture. Ideal culture, a group’s ideal norms and values, exists alongside its
real culture, the actual behavior which often falls short of the cultural ideals.
All people perceive and evaluate the world through the lens of their own culture. People are
naturally ethnocentric, that is, they use their own culture as a standard against which to judge
other cultures. Sociologists refer to this innate tendency to take culture for granted as “the
culture within us.” In comparison, cultural relativism tries to understand other people within
the framework of their own culture.
The central component of nonmaterial culture is symbols. These include gestures, language,
values, norms, sanctions, folkways, and mores. Language is essential for culture because it
allows us to move beyond the present, sharing with others our past experiences and our
future plans. According to the Sapir-Whorf hypothesis, language not only expresses our
thinking and perceptions but actually shapes them.
All groups have values and norms. Values underlie our preferences, guide our choices, and
indicate what we hold worthwhile in life. Norms are the expectations that develop to reflect
and enforce values. Positive and negative sanctions are used to show approval or disapproval
of those who do or don’t follow the norms.
A subculture is a group whose values and behaviors set it apart from the general culture.
Subcultures develop based on a wide variety of factors. These include race, ethnicity,
religion, occupation, geographic location, and status. A counterculture holds values that stand
in opposition to the dominant culture.
Although the U.S. is a pluralistic society made up of many groups, each with its own set of
values, certain core values dominate. Some values cluster together to form a larger whole.
Core values that contradict one another indicate areas of social tension and are likely points
of social change.
Cultural universals are values, norms or other cultural traits that are found in all cultures.
Key Changes to the Eighth Edition
Cultural Diversity in the United States Culture Shock: The Arrival of the Hmong p. 38
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 2: Culture
Learning Objectives
After reading Chapter 2, the student should be able to:
2.1
Define culture and explain its material and nonmaterial components.
2.2
Explain why ethnocentrism is a natural tendency and why this orientation towards
your own and other cultures can lead to culture shock.
2.3
State what cultural relativism is and discuss why it is a worthwhile goal even
though it presents challenges to us.
2.4
Discuss the components of symbolic culture.
2.5
Explain the importance of gestures for communications, and discuss how gestures
relate to culture.
2.6
Identify the different ways in which language makes human life possible.
2.7
Define the following terms: values, norms, sanctions, folkways, mores, and taboos.
2.8
Compare and contrast dominant culture, subcultures, and countercultures.
2.9
List core values in United States society as identified by James Henslin.
2.10
Explain what is meant by value clusters and value contradictions.
2.11
Explain what the author of your text means when he says values can act as blinders.
2.12
Explain the difference between “ideal” and “real” culture, providing examples.
2.13
State what technology is and how it is changing cultures.
2.14
Define cultural lag and explain its role in relationship to cultural change.
2.15
Discuss the link between technology, cultural diffusion, and cultural leveling.
Chapter Outline
I.
What is Culture?
A. Culture is defined as the language, beliefs, values, norms, behaviors, and even
material objects passed from one generation to the next.
1. Material culture is things such as jewelry, art, buildings, weapons,
machines, clothing, hairstyles, and so on.
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Instructor's Manual for Henslin / Essentials of Sociology: A Down-to-Earth Approach, 8e
2. Nonmaterial culture is a group’s ways of thinking (beliefs, values, and
assumptions) and common patterns of behavior (language, gestures, and
other forms of interaction).
B. Culture provides a taken-for-granted orientation to life.
1. We assume that our own culture is normal or natural; in fact, it is not
natural, but rather is learned.
2. Culture penetrates our lives so deeply that it is taken for granted and
provides the lens through which we evaluate things.
3. Culture provides implicit instructions that tell us what we ought to do and
a moral imperative that defines what we think is right and wrong.
4. Coming into contact with a radically different culture produces “culture
shock,” challenging our basic assumptions.
5. A consequence of internalizing culture is ethnocentrism, using our own
culture (and assuming it to be good, right, and superior) to judge other
cultures. It is functional when it creates in-group solidarity, but can be
dysfunctional if it leads to harmful discrimination.
C. Cultural relativism consists of trying to appreciate other groups’ ways of life in
the context in which they exist, without judging them as superior or inferior to our
own.
1. This view helps us to appreciate other ways of life.
2. Robert Edgerton argues that those cultural practices that result in
exploitation should be judged morally inferior to those that enhance
people’s lives.
II.
Components of Symbolic Culture
A. Sociologists sometimes refer to nonmaterial culture as symbolic culture.
1. A central component of culture is the use of symbols, something to which
people attach meaning, which people use to communicate.
2. Symbols include gestures, language, values, norms, sanctions, folkways,
and mores.
B. Gestures, using one’s body to communicate with others, are shorthand means of
communication.
1. Gestures are used by people in every culture, although the meanings
differ.
2. There is disagreement over whether there are any universal gestures.
C. Language consists of a system of symbols that can be put together in an infinite
number of ways in order to communicate abstract thought.
1. Each word is a symbol to which a culture attaches a particular meaning. It
is important because it is the primary means of communication between
people.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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Chapter 2: Culture
2. It allows human experiences to be cumulative; each generation builds on
the body of significant experiences that is passed on to it by the previous
generation, thus freeing people to move beyond immediate experiences.
3. It allows shared perspectives or understandings of the past and the future.
4. It allows humans to exchange perspectives, i.e. ideas about events and
experiences.
5. It allows people to engage in complex, shared, goal-directed behavior.
6. The Sapir-Whorf hypothesis states that our thinking and perception not
only are expressed by language but actually are shaped by language
because we are taught not only words but also a particular way of thinking
and perceiving. Rather than objects and events forcing themselves onto
our consciousness, our very language determines our consciousness.
D. Culture includes values, norms, and sanctions.
1. Values are the standards by which people define good and bad, beautiful
and ugly. Every group develops both values and expectations regarding
the right way to reflect them.
2. Norms are the expectations, or rules of behavior, that develop out of a
group’s values.
3. Sanctions are the positive or negative reactions to the way in which people
follow norms. Positive sanctions (a money reward, a prize, a smile, or
even a handshake) are expressions of approval; negative sanctions (a fine,
a frown, or harsh words) denote disapproval for breaking a norm.
E. Norms vary in terms of their importance to a culture.
1. Folkways are norms that are not strictly enforced, such as passing on the
left side of the sidewalk. They may result in a person getting a dirty look.
2. Mores are norms that are believed to be essential to core values and we
insist on conformity. A person who steals, rapes, and kills has violated
some of society’s most important mores.
3. Norms that one group considers to be folkways another group may view as
mores. A male walking down the street with the upper half of his body
uncovered may be violating a folkway; a female doing the same thing may
be violating accepted mores.
4. Taboos are norms so strongly ingrained that even the thought of them is
greeted with revulsion. Eating human flesh and having sex with one’s
parents are examples of such behavior.
III.
Many Cultural Worlds: Subcultures and Countercultures
A. Subcultures and countercultures are often found within a broader culture.
1. Subcultures are groups whose values and related behaviors are so distinct
that they set their members off from the dominant culture.
2. Each subculture is a world within the larger world of the dominant culture,
and has a distinctive way of looking at life, but remains compatible with
the dominant culture.
Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.
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