For this assignment, you will choose a recent movie, television show, or book that you will examine using themes and concepts learned in this course. Choosi
For this assignment, you will choose a recent movie, television show, or book that you will examine using themes and concepts learned in this course. Choosing a favorite or particularly meaningful book or movie will help to make the assignment more enjoyable. You are not limited to any genre; the artifact may be current or older and could be cross cultural, such as a film from another country.
- Select an artifact. Your instructor will let you know if you should submit your choice for approval and may provide a list of artifacts for you to choose from, as well.
- explain how specific sociological concepts covered in the course are illustrated in your artifact.
- You do not have to choose to illustrate concepts from a specific module; any of the module content from Modules 1- 6 may be covered.
- If needed, include a short synopsis of the movie, book, or TV show to provide foundation for the analysis.
- Do not try to analyze too many concepts in your artifact; 4-5 concepts are sufficient for the time allowed
- Cite your work.
Here are a list of possible tv shows/movies you can use for your presentation: PICK ONE
Films
The Butler
Mississippi Burning
American History X
Remember the Titans
Iron Jawed Angels
Television Shows
The Cosby Show
Sex and the City
Everybody Loves Raymond
Scandal
Being Mary Jane
Gray’s Anatomy
Blackish
Grownish
Harlem
Crazy Rich Asians
Sociology presentation
For this assignment, you will choose a recent movie, television show, or book that you will examine using themes and concepts learned in this course. Choosing a favorite or particularly meaningful book or movie will help to make the assignment more enjoyable. You are not limited to any genre; the artifact may be current or older and could be cross cultural, such as a film from another country.
1. Select an artifact. Your instructor will let you know if you should submit your choice for approval and may provide a list of artifacts for you to choose from, as well.
2. explain how specific sociological concepts covered in the course are illustrated in your artifact.
a. You do not have to choose to illustrate concepts from a specific module; any of the module content from Modules 1- 6 may be covered.
b. If needed, include a short synopsis of the movie, book, or TV show to provide foundation for the analysis.
c. Do not try to analyze too many concepts in your artifact; 4-5 concepts are sufficient for the time allowed
3. Cite your work.
Here are a list of possible tv shows/movies you can use for your presentation: PICK ONE
Films
The Butler
Mississippi Burning
American History X
Remember the Titans
Iron Jawed Angels
Television Shows
The Cosby Show
Sex and the City
Everybody Loves Raymond
Scandal
Being Mary Jane
Gray’s Anatomy
Blackish
Grownish
Harlem
Crazy Rich Asians
,
Introduction to Sociology 3e SENIOR CONTRIBUTING AUTHORS TONJA R. CONERLY, SAN JACINTO COLLEGE KATHLEEN HOLMES, NORTHERN ESSEX COMMUNITY COLLEGE ASHA LAL TAMANG, MINNEAPOLIS COMMUNITY AND TECHNICAL COLLEGE
& NORTH HENNEPIN COMMUNITY COLLEGE
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CONTENTS
Preface 1
CHAPTER 1
An Introduction to Sociology 7 Introduction 7 1.1 What Is Sociology? 8 1.2 The History of Sociology 10 1.3 Theoretical Perspectives in Sociology 17 1.4 Why Study Sociology? 23 Key Terms 26 Section Summary 27 Section Quiz 27 Short Answer 29 Further Research 30 References 30
CHAPTER 2
Sociological Research 35 Introduction 35 2.1 Approaches to Sociological Research 36 2.2 Research Methods 40 2.3 Ethical Concerns 53 Key Terms 56 Section Summary 57 Section Quiz 58 Short Answer 60 Further Research 61 References 61
CHAPTER 3
Culture 65 Introduction 65 3.1 What Is Culture? 66 3.2 Elements of Culture 73 3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change 80 3.4 Theoretical Perspectives on Culture 84 Key Terms 87 Section Summary 88 Section Quiz 89 Short Answer 92 Further Research 93 References 93
CHAPTER 4
Society and Social Interaction 97 Introduction 97
4.1 Types of Societies 98 4.2 Theoretical Perspectives on Society 103 4.3 Social Constructions of Reality 109 Key Terms 114 Section Summary 114 Section Quiz 115 Short Answer 117 Further Research 117 References 118
CHAPTER 5
Socialization 119 Introduction 119 5.1 Theories of Self-Development 121 5.2 Why Socialization Matters 124 5.3 Agents of Socialization 127 5.4 Socialization Across the Life Course 133 Key Terms 138 Section Summary 138 Section Quiz 139 Short Answer 141 Further Research 142 References 142
CHAPTER 6
Groups and Organization 147 Introduction 147 6.1 Types of Groups 148 6.2 Group Size and Structure 153 6.3 Formal Organizations 159 Key Terms 164 Section Summary 165 Section Quiz 165 Short Answer 168 Further Research 169 References 169
CHAPTER 7
Deviance, Crime, and Social Control 173 Introduction 173 7.1 Deviance and Control 174 7.2 Theoretical Perspectives on Deviance and Crime 178 7.3 Crime and the Law 186 Key Terms 193 Section Summary 194 Section Quiz 194 Short Answer 196 Further Research 197 References 197
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CHAPTER 8
Media and Technology 201 Introduction 201 8.1 Technology Today 202 8.2 Media and Technology in Society 207 8.3 Global Implications of Media and Technology 214 8.4 Theoretical Perspectives on Media and Technology 219 Key Terms 224 Section Summary 224 Section Quiz 225 Short Answer 228 Further Research 229 References 229
CHAPTER 9
Social Stratification in the United States 235 Introduction 235 9.1 What Is Social Stratification? 236 9.2 Social Stratification and Mobility in the United States 242 9.3 Global Stratification and Inequality 249 9.4 Theoretical Perspectives on Social Stratification 251 Key Terms 255 Section Summary 255 Section Quiz 256 Short Answer 258 Further Research 259 References 260
CHAPTER 10
Global Inequality 263 Introduction 263 10.1 Global Stratification and Classification 264 10.2 Global Wealth and Poverty 271 10.3 Theoretical Perspectives on Global Stratification 278 Key Terms 280 Section Summary 280 Section Quiz 281 Short Answer 283 Further Research 284 References 284
CHAPTER 11
Race and Ethnicity 289 Introduction 289 11.1 Racial, Ethnic, and Minority Groups 290 11.2 Theoretical Perspectives on Race and Ethnicity 294 11.3 Prejudice, Discrimination, and Racism 296 11.4 Intergroup Relationships 301 11.5 Race and Ethnicity in the United States 305 Key Terms 319 Section Summary 319
Section Quiz 320 Short Answer 323 Further Research 323 References 324
CHAPTER 12
Gender, Sex, and Sexuality 329 Introduction 329 12.1 Sex, Gender, Identity, and Expression 330 12.2 Gender and Gender Inequality 341 12.3 Sexuality 351 Key Terms 356 Section Summary 356 Section Quiz 357 Short Answer 359 Further Research 360 References 360
CHAPTER 13
Aging and the Elderly 367 Introduction 367 13.1 Who Are the Elderly? Aging in Society 368 13.2 The Process of Aging 377 13.3 Challenges Facing the Elderly 385 13.4 Theoretical Perspectives on Aging 390 Key Terms 397 Section Summary 398 Section Quiz 398 Short Answer 401 Further Research 402 References 402
CHAPTER 14
Relationships, Marriage, and Family 409 Introduction 409 14.1 What Is Marriage? What Is a Family? 410 14.2 Variations in Family Life 416 14.3 Challenges Families Face 422 Key Terms 430 Section Summary 430 Section Quiz 431 Short Answer 433 Further Research 433 References 434
CHAPTER 15
Religion 441 Introduction 441 15.1 The Sociological Approach to Religion 442 15.2 World Religions 448 15.3 Religion in the United States 455
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Key Terms 460 Section Summary 460 Section Quiz 461 Short Answer 463 Further Research 463 References 464
CHAPTER 16
Education 467 Introduction 467 16.1 Education around the World 469 16.2 Theoretical Perspectives on Education 475 16.3 Issues in Education 482 Key Terms 487 Section Summary 487 Section Quiz 488 Short Answer 490 Further Research 490 References 491
CHAPTER 17
Government and Politics 495 Introduction 495 17.1 Power and Authority 496 17.2 Forms of Government 501 17.3 Politics in the United States 507 17.4 Theoretical Perspectives on Government and Power 509 Key Terms 513 Section Summary 513 Section Quiz 514 Short Answer 517 Further Research 518 References 518
CHAPTER 18
Work and the Economy 521 Introduction to Work and the Economy 521 18.1 Economic Systems 523 18.2 Globalization and the Economy 537 18.3 Work in the United States 540 Key Terms 550 Section Summary 550 Section Quiz 551 Short Answer 553 Further Research 554 References 554
CHAPTER 19
Health and Medicine 559 Introduction 559 19.1 The Social Construction of Health 560
19.2 Global Health 563 19.3 Health in the United States 565 19.4 Comparative Health and Medicine 571 19.5 Theoretical Perspectives on Health and Medicine 575 Key Terms 578 Section Summary 578 Section Quiz 579 Short Answer 582 Further Research 583 References 583
CHAPTER 20
Population, Urbanization, and the Environment 589 Introduction 589 20.1 Demography and Population 591 20.2 Urbanization 599 20.3 The Environment and Society 604 Key Terms 614 Section Summary 615 Section Quiz 615 Short Answer 618 Further Research 618 References 619
CHAPTER 21
Social Movements and Social Change 625 Introduction to Social Movements and Social Change 625 21.1 Collective Behavior 627 21.2 Social Movements 631 21.3 Social Change 638 Key Terms 643 Section Summary 644 Section Quiz 644 Short Answer 646 References 647
Answer Key 651 Index 653
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About Introduction to Sociology 3e
Introduction to Sociology 3e aligns to the topics and objectives of many introductory sociology courses. It is arranged in a manner that provides foundational sociological theories and contexts, then progresses through various aspects of human and societal interactions. The new edition is focused on driving meaningful and memorable learning experiences related to critical thinking about society and culture. Students are challenged
Preface 1
to look at events and situations in new ways, and, as often as possible, consider the reasons people behave and gather in the ways they do. The text includes comprehensive coverage of core concepts, discussions and data relevant to a diverse audience, and features that draw learners into the discipline in powerful and personal ways. Overall, Introduction to Sociology 3e aims to center the course and discipline as crucial elements for understanding relationships, society, and civic engagement; we seek to lay the foundation for students to apply what they learn throughout their lives and careers.
Changes to the Third Edition
The guiding principle of the revision was to build from the concept that students are not simply observers of the world, but are participants in it. Many discussions of new or ongoing changes have been improved in tone and content, based on reviewer feedback, to better reflect student experiences. Of course, much of the information in the text will be new to students, but the concepts, examples, and data are written in a way that will encourage students to apply their own experiences and to better consider those outside of their own.
The purpose of these changes, however, is not only to make the book more informative and effective, but more so to create additional opportunities for instructors to launch relevant and interesting discussions. In concert with the changes in the text, the accompanying lecture materials have been thoroughly revised and enhanced to include material beyond what is in the book, in order for instructors–at their discretion–to deepen these engagements.
A number of chapter introductions have been revised with substantial vignettes or narratives relating to the chapter content. Examples include the experience of a teenager in sub-Saharan Africa (chapter 4), a comparison of the emergence of the Tea Party and the MeToo movements (chapter 6), a more nuanced and historically accurate view of the issue of marijuana criminalization and legalization (chapter 7), and a discussion of voter referendums and subsequent governmental responses (chapter 17). Other references and coverage are meant to relate to students’ careers; these include issues around online privacy, the impacts of posting offensive content, and new material on adult socialization and workplace culture.
Extensive use of survey outcomes and governmental data is designed to add current perspectives on the concepts and provide more discussion starters for faculty and students. Some of these outcomes may challenge preconceived notions, while others may simply be interesting to discuss. For example, poll outcomes regarding perspectives on “When Does Someone Become Old?” in the chapter on Aging and the Elderly may be notable on their own, but could be also used to begin reflective discussions or further research. The COVID-19 pandemic is referenced frequently, but its inclusion is meant to offer opportunities for students to share their own stories, and for instructors to lead into more current outcomes.
Finally, the authors, reviewers, and the entire team worked to build understanding of the causes and impacts of discrimination and prejudice. Introduction to Sociology 3e contains dozens of examples of discrimination and its outcomes regarding social science, society, institutions, and individuals. The text seeks to strike a balance between confronting the damaging aspects of our culture and history and celebrating those who have driven change and overcome challenges. The core discussion of these topics are present in Chapter 11 on Race and Ethnicity, and Chapter 12 on Gender, Sex, and Sexuality, but their causes and effects are extensively discussed in the context of other topics, including education, law enforcement, government, healthcare, the economy, and so on. Together and when connected by an instructor, these elements have potential for deep and lasting effects.
Pedagogical Foundation
Learning Objectives
Every module begins with a set of clear and concise learning objectives, which have been thoroughly revised to be both measurable and more closely aligned with current teaching practice. These objectives are designed to help the instructor decide what content to include or assign, and to guide student expectations of learning.
2 Preface
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After completing the module and end-of-module exercises, students should be able to demonstrate mastery of the learning objectives.
Key Features
• Sociological Research: Highlights specific current and relevant research studies. • Sociology in the Real World: Ties chapter content to student life and discusses sociology in terms of the
everyday. New and updated examples include discussions of princess culture, social media employment consequences, and sports teams with Native American names/mascots.
• Big Picture: Present sociological concepts at a national or international level, including the most recent mass migration crises, the rise of e-waste, and global differences in education pathways.
• Social Policy and Debate: Discusses political issues that relate to chapter content, such as “The Legalese of Sex and Gender” and “Is the U.S. Bilingual?”
Section Summaries
Section summaries distill the information in each section for both students and instructors down to key, concise points addressed in the section.
Key Terms
Key terms are bold and are followed by a definition in context. Definitions of key terms are also listed in the Glossary, which appears at the end of the chapter.
Section Quizzes
Section quizzes provide opportunities to apply and test the information students learn throughout each section. Both multiple-choice and short-response questions feature a variety of question types and range of difficulty.
Further Research
This feature helps students further explore the section topic through links to other information sources or discussions.
Acknowledgements
Introduction to Sociology 3e is based on the work of numerous professors, writers, editors, and reviewers who are able to bring topics to students in the most engaging way.
We would like to thank all those listed below as well as many others who have contributed their time and energy to review and provide feedback on the manuscript. Their input has been critical in maintaining the pedagogical integrity and accuracy of the text.
About the Authors
Senior Contributing Authors
Tonja R. Conerly, San Jacinto College Kathleen Holmes, Northern Essex Community College Asha Lal Tamang, Minneapolis Community and Technical College and North Hennepin Community College
Contributing Authors
Heather Griffiths, Fayetteville State University Jennifer Hensley, Vincennes University Jennifer L. Trost, University of St. Thomas Pamela Alcasey, Central Texas College Kate McGonigal, Fort Hays State University
Preface 3
Nathan Keirns, Zane State College Eric Strayer, Hartnell College Susan Cody-Rydzewski, Georgia Perimeter College Gail Scaramuzzo, Lackawanna College Tommy Sadler, Union University Sally Vyain, Ivy Tech Community College Jeff Bry, Minnesota State Community and Technical College at Moorhead Faye Jones, Mississippi Gulf Coast Community College
Reviewers
Karen Sabbah, Los Angeles Pierce College Nikitah Imani, University of Nebraska – Omaha Vera Kennedy, West Hills College Kathryn Kikendall, John Jay College of Criminal Justice Anna Penner, Pepperdine University Patricia Johnson Coxx, John Jay College of Criminal Justice Mitchell Mackinem, Wingate University Rick Biesanz, Corning Community College Cynthia Heddlesten, Metropolitan Community College Janet Hund, Long Beach City College Thea Alvarado, College of the Canyons Daysha Lawrence, Stark State College Sally Vyain, Ivy Tech Community College Natashia Willmott, Stark State College Angela M. Adkins, Stark State College Carol Jenkins, Glendale Community College Lillian Marie Wallace, Pima Community College J. Brandon Wallace, Middle Tennessee State University Gerry R. Cox, professor emeritus at the University of Wisconsin-La Crosse David Hunt, Augusta State University Jennifer L. Newman-Shoemake, Angelo State University, and Cisco College Matthew Morrison, University of Virginia Sue Greer-Pitt, Southeast Kentucky Community and Technical College Faye Jones, Mississippi Gulf Coast Community College Athena Smith, Hillsborough Community College Kim Winford, Blinn College Kevin Keating, Broward College Russell Davis, University of West Alabama Kimberly Boyd, Piedmont Virginia Community College Lynn Newhart, Rockford College Russell C. Ward, Maysville Community and Technical College Xuemei Hu, Union County College Margaret A. Choka, Pellissippi State Community College Cindy Minton, Clark State Community College Nili Kirschner, Woodland Community College Shonda Whetstone, Blinn College Elizabeth Arreaga, instructor emerita at Long Beach City College Florencio R. Riguera, Catholic University of America John B. Gannon, College of Southern Nevada
4 Preface
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Gerald Titchener, Des Moines Area Community College Rahime-Malik Howard, El Centro College, and Collin College Jeff Bry, Minnesota State Community and Technical College at Moorhead Cynthia Tooley, Metropolitan Community College at Blue River Carol Sebilia, Diablo Valley College Marian Moore, Owens Community College John Bartkowski, University of Texas at San Antonio Shelly Dutchin, Western Technical College
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FIGURE 1.1 Every day, 7.5 million people use the railways around Mumbai, India. The vast majority of them don’t know each other, but they share much in common as they move together. (Credit: Rajarshi MITRA/flickr)
CHAPTER OUTLINE 1.1 What Is Sociology? 1.2 The History of Sociology 1.3 Theoretical Perspectives in Sociology 1.4 Why Study Sociology?
INTRODUCTION A busy commuter train station might seem like a very individualized place. Tens of thousands or hundreds of thousands of strangers flow through with a singular purpose: to get where they need to go. Whether walking through main doors at a pace of a dozen people each second, or arriving by train hundreds at a time, the station can feel a bit like a balloon being pumped too full. Throngs of people cluster in tight bottlenecks until they burst through corridors and stairways and tunnels to reach the next stage of their journey. In some stations, walking against the crowd can be a tedious, nearly impossible process. And cutting across a river of determined commuters can be almost dangerous. Things are fast, relentless, and necessary.
But are those hundred thousand or half a million or, in the case of Tokyo’s Shinjuku station, 3.5 million people really acting individually? It may seem surprising, but even with those numbers, strangers from across cities can synch up on the same schedules, use the same doors, take one leg of the trip together every day before separating into different directions. After just a few months, faces can become familiar, and senses can be tuned. An experienced commuter can tell where another person is going according to their pace and whatever announcement just went out; they may slow up a bit to let the other person pass, or hold a door open just a bit
1An Introduction to Sociology
longer than usual, certain that someone will grab the handle behind them. Many regulars don’t need to check the schedule board; they sense whether a train is running late or whether a track has changed simply by the movement of the crowd.
And then the customs develop: Which side to walk on, how fast to go, where to stand, how much space to leave between people on the escalator. When you board early, which seat should you take? When you see someone running for the train, do you jam the closing door with your foot? How does the crowd treat people who ask for food or money? What’s the risk level in telling someone to be quiet?
Very few of these behaviors are taught. None are written down. But the transit hub, that pocket of constant flow, is an echo of its society. It takes on some aspects of the city and country around it, but its people also form an informal group of their own. Sociologists, as you will learn, may study these people. Sociologists may seek to understand how they feel about their trip, be it proud or annoyed or just plain exhausted. Sociologists might study how length of commute relates to job satisfaction or family relationships. They may study the ways that conditions of a train station affect attitudes about government, or how the difficulty of commuting may lead people to relocate. This understanding isn’t just a collection of interesting facts; it can influence government policy and spend
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