TENTH EDITION
INTRODUCTION TO
SOCIOLOGY H E N RY L . T I S C H L E R Framingham State College
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Introduction to Sociology, Tenth Edition Henry Tischler Senior Publisher: Linda Schreiber Sociology Editor: Erin Mitchell Assistant Editor: Rachel Krapf Editorial Assistant: Rachael Krapf Media Editor: Melanie Cregger Marketing Manager: Andrew Keay Marketing Assistant: Jillian Myers Marketing Communications Manager: Laura Localio Content Project Manager: Cheri Palmer
© 2011, 2007 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher. For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1-800-354-9706. For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Further permissions questions can be e-mailed to
[email protected].
Creative Director: Rob Hugel Art Director: Caryl Gorska Print Buyer: Linda Hsu Rights Acquisitions Account Manager, Text: Roberta Broyer Rights Acquisitions Account Manager, Image: Leitha Etheridge-Sims Production Service: Elm Street Publishing Services Text Designer: Diane Beasley Photo Researcher: Kelly Franz, Pre-PressPMG
Library of Congress Control Number: 2009935324 ISBN-13: 978-0-495-80440-6 ISBN-10: 0-495-804440-1 Wadsworth 20 Davis Drive Belmont, CA 94002-3098 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at www.cengage.com/global.
Illustrator: Integra Cover Designer: RHDG Cover Image: Jed Share and Kaoru/Corbis
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
Compositor: Integra To learn more about Wadsworth, visit www.cengage.com/wadsworth Purchase any of our products at your local college store or at our preferred online store www.ichapters.com.
Printed in the United States of America 1 2 3 4 5 6 7 13 12 11 10 09
What I know about society could fill a book. What I don’t would fill the world. Dedicated to my fellow travelers in the journey of life— Linda, Melissa, and Ben.
This page intentionally left blank
Contents in Brief
Preface
xv
About the Author
xxi
A Word to the Student
PA R T
xxiii
O N E
The Study of Society
1
1 The Sociological Perspective 2 2 Doing Sociology: Research Methods 28 PA R T 3 4 5 6 7
T WO
Culture
Social Interaction
74
102
Social Groups and Organizations
120
Deviant Behavior and Social Control
T H R E E
138
Social Inequality
Social Class in the United States
174
174
Global Stratification 196 Racial and Ethnic Minorities Gender Stratification
PA R T 12 13 14 15
50
50
Socialization and Development
PA R T 8 9 10 11
The Individual in Society
FO U R
216
246
Institutions
266
Marriage and Alternative Family Arrangements Religion
294
Education
320
Political and Economic Systems
PA R T
266
F I V E
342
Social Change and Social Issues
364
16 Population and Urban Society 364 17 Health and Aging 392 18 Collective Behavior and Social Change 416 Glossary
437
References Index
447
469
Practice Tests 485 Practice Test Answers
555
v
This page intentionally left blank
Contents
Preface xv About the Author xxi A Word to the wStudent xxiii
PA R T
O N E
The Study of Society 1 CHAPTER
1 The Sociological Perspective 2 Sociology as a Point of View 4 The Sociological Imagination 5 Is Sociology Common Sense? 7 Sociology and Science 7 Sociology as a Social Science 7 The Development of Sociology 11 Auguste Comte (1798–1857) 11 Harriet Martineau (1802–1876) 11 Herbert Spencer (1820–1903) 12 Karl Marx (1818–1883) 13 Émile Durkheim (1858–1917) 14 Max Weber (1864–1920) 16 The Development of Sociology in the United States 17 Theoretical Perspectives 19 Functionalism 19 Conflict Theory 19 The Interactionist Perspective 20 Symbolic Interactionism 20 Contemporary Sociology 22 Theory and Research 22 Summary 22 How Sociologists Do It If You Are Thinking About Sociology as a Career, Read This 6 Day-to-Day Sociology Too Smart to Marry? 8 How Sociologists Do It Is There a Difference between Sociology and Journalism? 10 Our Diverse Society Who Is at Most Risk for Suicide? 16 Sociology in Strange Places What Do People Do Online? 21
CHAPTER
2 Doing Sociology: Research Methods 28 The Research Process 29 Define the Problem 30 Review Previous Research 31 Develop One or More Hypotheses 32 Determine the Research Design 33 Define the Sample and Collect Data 35
Analyze the Data and Draw Conclusions 39 Prepare the Research Report 41 Objectivity in Sociological Research 43 Ethical Issues in Sociological Research 43 Summary 45 How Sociologists Do It How to Spot a Bogus Poll 38 Day-to-Day Sociology Truth in the Courtroom versus Truth in the Social Sciences 40 How Sociologists Do It How to Read a Table 42 Sociology in Strange Places Famous Research Studies You Cannot Do Today 44
PA R T
T WO
The Individual in Society
50
CHAPTER
3 Culture 50 The Concept of Culture 51 Culture and Biology 52 Culture Shock 52 Ethnocentrism and Cultural Relativism 53 Components of Culture 54 Material Culture 54 Nonmaterial Culture 55 The Origin of Language 57 Language and Culture 59 The Symbolic Nature of Culture 60 Symbols and Culture 60 Culture and Adaptation 62 Mechanisms of Cultural Change 62 Cultural Lag 63 Animals and Culture 63 Subcultures 64 Types of Subcultures 64 Universals of Culture 65 The Division of Labor 65 Marriage, the Family, and the Incest Taboo 66 Rites of Passage 66 Ideology 66 Culture and Individual Choice 67 Summary 70 Global Sociology Struggling to Accept the Jury System 54 Global Sociology Is There a Culture Clash between the United States and Saudi Arabia? 58 Day-to-Day Sociology Symbols in Cyberspace 60 Sociology in Strange Places Doing Research in a War Zone 67 How Sociologists Do It The Conflict between Being a Researcher and Being a Human Being 68
vii
viii
CONTENTS
CHAPTER
4 Socialization and Development 74 Becoming a Person: Biology and Culture 75 Nature versus Nurture: A False Debate 76 Sociobiology 76 Deprivation and Development 79 The Concept of Self 80 Dimensions of Human Development 81 Theories of Development 83 Charles Horton Cooley (1864–1929) 83 George Herbert Mead (1863–1931) 83 Sigmund Freud (1856–1939) 84 Erik H. Erikson (1902–1994) 84 Early Socialization in American Society 85 The Family 86 The School 86 Peer Groups 88 Television, Movies, and Video Games 90 Adult Socialization 92 Marriage and Responsibility 93 Parenthood 93 Career Development: Vocation and Identity 93 Aging and Society 94 Summary 95
Day-to-Day Sociology Can You Spot a Liar? 107 News You Can Use Laugh and the World Laughs with You 110
CHAPTER
6 Social Groups and Organizations 120
Sociology in Strange Places Can Socialization Make a Boy into a Girl? 77 Day-to-Day Sociology Does Day Care Create Unruly Brats? 87 Our Diverse Society Win Friends and Lose Your Future: The Costs of Not “Acting White” 89 Day-to-Day Sociology Television Made You the Designated Driver 91 Global Sociology To Succeed in Japan, Give All the Credit to Your Boss 94
CHAPTER
The Nature of Groups 121 Primary and Secondary Groups 122 Functions of Groups 124 Defining Boundaries 124 Choosing Leaders 124 Making Decisions 125 Setting Goals 125 Assigning Tasks 125 Controlling Members’ Behavior 125 Reference Groups 125 Small Groups 127 Large Groups: Associations 127 Gemeinschaft and Gesellschaft 128 Mechanical and Organic Solidarity 130 Bureaucracy 131 Weber’s Model of Bureaucracy: An Ideal Type 131 Bureaucracy Today: The Reality 132 The Iron Law of Oligarchy 132 Institutions and Social Organization 132 Social Institutions 133 Social Organization 133 Summary 134 Sociology in Strange Places Are You Really My Friend? Facebook and Intimate Communication 123 How Sociologists Do It Can One Bad Apple Spoil the Whole Group? 126 Day-to-Day Sociology The Strength of the Informal Structure in Job Hunting 129 Our Diverse Society Limiting Technology to Save the Community 130
5 Social Interaction 102 Understanding Social Interaction 103 Contexts 104 Norms 104 Ethnomethodology 106 Dramaturgy 106 Types of Social Interaction 107 Nonverbal Behavior 107 Exchange 109 Cooperation 109 Conflict 109 Competition 109 Elements of Social Interaction 110 Statuses 110 Roles 112 Role Sets 113 Role Strain 114 Role Conflict 114 Role Playing 115 Summary 115 Global Sociology Cross-Cultural Social Interaction Quiz
CHAPTER
7 Deviant Behavior and Social Control
105
138
Defining Normal and Deviant Behavior 139 Making Moral Judgments 140 The Functions of Deviance 140 The Dysfunctions of Deviance 140 Mechanisms of Social Control 141 Internal Means of Control 141 External Means of Control: Sanctions 141 Theories of Crime and Deviance 143 Biological Theories of Deviance 143 Psychological Theories of Deviance 145 Sociological Theories of Deviance 146 The Importance of Law 150 The Emergence of Laws 150 Crime in the United States 152 Crime Statistics 153 Kinds of Crime in the United States 155
CONTENTS
Juvenile Crime 155 Violent Crime 156 Property Crime 156 White-Collar Crime 156 Victimless Crime 156 Victims of Crime 158 Criminal Justice in the United States 159 The Police 159 The Courts 160 Prisons 160 A Shortage of Prisons 165 Women in Prison 165 The Funnel Effect 166 Truth in Sentencing 166 Summary 167 How Sociologists Do It It’s the Little Things That Matter in Preventing Crime 151 How Sociologists Do It: Serial Murderers and Mass Murderers 157 Sociology in Strange Places Are Peaceful Pot Smokers Being Sent to Prison? 158 Global Sociology A Bad Country in Which to Be a Criminal 161 Sociology in Strange Places: The Continuing Debate Over Capital Punishment: Does It Deter Murderers? 162
CHAPTER
9 Global Stratification 196 Stratification Systems 198 The Caste System 198 The Estate System 199 The Class System 200 Theories of Global Stratification 200 Modernization Theory 200 Dependency Theory 201 Global Diversity 201 World Health Trends 201 The Health of Infants and Children in Developing Countries 202 HIV/AIDS 204 Population Trends 204 Summary 211 Global Sociology How Countries Differ—Japan and Nigeria 198 Sociology in Strange places Life Chances of an Adolescent Girl in Liberia 201 Global Sociology HIV/AIDS, Worldwide Facts 205 Global Sociology Where Are the Baby Girls? 209
CHAPTER
10 Racial and Ethnic Minorities 216 PA R T
T H R E E
Social Inequality
174
CHAPTER
8 Social Class in the United States 174 The American Class Structure 175 The Upper Class 176 The Upper-Middle Class 176 The Middle-Middle Class 176 The Lower-Middle Class 177 The Lower Class 177 Income Distribution 177 Poverty 179 The Feminization of Poverty 180 How Do We Count the Poor? 180 Myths about the Poor 182 Government Assistance Programs 183 The Changing Face of Poverty 183 Consequences of Social Stratification 184 Why Does Social Inequality Exist? 186 The Functionalist Theory 187 Conflict Theory 188 Modern Conflict Theory 189 The Need for Synthesis 191 Summary 192 Our diverse society How Much Are You Responsible for Your Success? 178 How sociologists do it Where Do the Poor Live Today? 183 Global Sociology Rich Countries with Poor Children 185 Our diverse society How Easy Is It to Change Social Class? 190
The Concept of Race 218 Genetic Definitions 218 Legal Definitions 219 Social Definitions 219 The Concept of Ethnic Group 221 The Concept of Minority 222 Problems in Race and Ethnic Relations 222 Prejudice 222 Discrimination 223 Institutional Prejudice and Discrimination 224 Patterns of Racial and Ethnic Relations 224 Assimilation 225 Pluralism 225 Subjugation 227 Segregation 228 Expulsion 228 Annihilation 228 Racial and Ethnic Immigration to the United States 230 Immigration Today Compared with the Past 230 Illegal Immigration 232 America’s Ethnic Composition Today 233 White Anglo-Saxon Protestants 234 African Americans 234 Hispanics (Latinos) 235 Asian Americans 238 Native Americans 240 A Diverse Society 241 Summary 241 Our Diverse Society How Many Minorities Are There? 223 Our Diverse Society Will English Continue to Be the Language of the United States? 226 Global Sociology In the Future, Minorities Will Be the New Majority 232 Sociology in Strange Places Hispanics, Racial Group? Ethnic Group? Neither? 236
ix
x
CONTENTS
CHAPTER
11
Gender Stratification 246
Are the Sexes Separate and Unequal? 247 Historical Views 247 Religious Views 248 Biological Views 250 Gender and Sex 253 Sociological View: Cross-Cultural Evidence 253 What Produces Gender Inequality? 254 The Functionalist Viewpoint 254 The Conflict Theory Viewpoint 255 Gender-Role Socialization 255 Childhood Socialization 255 Adolescent Socialization 256 Gender Differences in Social Interaction 256 Gender Inequality and Work 258 Job Discrimination 259 Summary 261 Sociology in Strange Places Let Women Vote and You Will Get Masculine Women and Effeminate Men 249 Our Diverse Society Why Do Women Live Longer Than Men? 252 Day-to-Day Sociology Speaking, Writing, or Blogging—Nowhere to Hide Gender 258 Our Diverse Society Who Is a Better Boss? 260
PA R T
FO U R
Institutions
266
CHAPTER
12 Marriage and Alternative Family Arrangements
266
The Nature of Family Life 268 Functions of the Family 268 Family Structures 269 Defining Marriage 270 Romantic Love 270 Marriage Rules 270 Marital Residence 271 Mate Selection 271 The Transformation of the Family 275 The Decline of the Traditional Family 276 Changes in the Marriage Rate 276 Cohabitation 277 Childless Couples 278 Changes in Household Size 278 Women in the Labor Force 279 Family Violence 279 Divorce 280 Divorce Laws 281 Child Custody Laws 283 Remarriage and Stepfamilies 284 Family Diversity 285 The Growing Single Population 285 Single-Parent Families 286 Gay and Lesbian Couples 288
The Future: Bright or Dismal? 289 Summary 289 Day-to-Day Sociology: Marriage and Divorce Quiz 274 How Sociologists Do It: Do 50 Percent of All Marriages Really End in Divorce? 282 Sociology in Strange Places: Reluctant to Marry—The Men Who Want to Stay Single 286
CHAPTER
13 Religion 294 The Nature of Religion 295 The Elements of Religion 296 Magic 298 Major Types of Religions 298 Supernaturalism 298 Animism 299 Theism 299 Monotheism 299 Abstract Ideals 300 A Sociological Approach to Religion 300 The Functionalist Perspective 300 The Conflict Theory Perspective 303 Organization of Religious Life 305 The Universal Church 305 The Ecclesia 305 The Denomination 305 The Sect 305 Millenarian Movements 306 Aspects of American Religion 307 Religious Diversity 307 Widespread Belief 307 Secularism 308 Ecumenism 308 Major Religions in the United States 308 Protestantism 310 Catholicism 311 Judaism 313 Islam 314 Social Aspects of Religious Affiliation 315 Summary 317 Our Diverse Society Who Is God? 297 Global Sociology The Worst Offenders of Religious Freedom 304 Day-to-Day Sociology Today’s Cult Might Be Tomorrow’s Mainstream Religion 306 How Sociologists Do It Is Your Professor an Atheist? 309 Our Diverse Society Changing Religion Early and Often 311 Sociology in Strange Places Worshipping with a Few Thousand of Your Friends 312
CHAPTER
14 Education 320 Education: A Functionalist View 321 Socialization 321 Cultural Transmission 322 Academic Skills 322 Innovation 325
CONTENTS
Child Care 325 Postponing Job Hunting 325 The Conflict Theory View 326 Social Control 326 Screening and Allocation: Tracking 327 The Credentialized Society 328 Issues in American Education 329 Unequal Access to Education 329 Students Who Speak English as a Second Language 331 High School Dropouts 331 Violence in the Schools 333 Home Schooling 333 Standardized Testing 334 Gender Bias in the Classroom 335 The Gifted 336 Summary 337 Answers to Key Thinkers 341 Sociology in Strange Places: When Race, Money, and Education Collide 324 Global Sociology: Illiteracy is Common throughout the World 327 Day-to-Day Sociology: Is a College Degree Worth the Trouble? 329
CHAPTER
15 Political and Economic Systems 342 Politics, Power, and Authority 344 Power 344 Political Authority 344 Government and the State 345 Functions of the State 345 Types of States 346 Autocracy 346 Totalitarianism 346 Democracy 347 Functionalist and Conflict Theory Views of the State 347 The Economy and the State 348 Capitalism 348 The Marxist Response to Capitalism 350 Socialism 350 The Capitalist View of Socialism 351 Democratic Socialism 351 Political Change 352 Institutionalized Political Change 352 Rebellions 352 Revolutions 353 The American Political System 354 The Two-Party System 354 Voting Behavior 354 African Americans as a Political Force 357 Hispanics as a Political Force 357 The Role of the Media 358 Special-Interest Groups 358 Summary 360 Day-to-Day Sociology Eat Your Fresh Fruit and Vegetables or Pay a Fine 349 Global Sociology Does Suicide Terrorism Make Sense? 353
Sociology in Strange Places I Know It’s Not True, But I’m Not Voting for Him Anyway 355
PA R T
FI V E
Social Change and Social Issues 364 CHAPTER
16 Population and Urban Society 364 Population Dynamics 365 Fertility 367 Mortality 367 Migration 368 Theories of Population 369 Malthus’s Theory of Population Growth 369 Marx’s Theory of Population Growth 370 Demographic Transition Theory 370 A Second Demographic Transition 371 Population Growth and the Environment 373 Sources of Optimism 376 Urbanization and the Development of Cities 376 The Earliest Cities 377 Preindustrial Cities 378 Industrial Cities 378 The Structure of Cities 379 The Nature of Urban Life 381 Social Interaction in Urban Areas 382 Urban Neighborhoods 382 Urban Decline 382 Homelessness 383 Future Urban Growth in the United States 384 Suburban Living 384 Exurbs 386 Summary 386 Answers to Key Thinkers 390 Sociology in Strange Places: Do Men Without Women Become Violent? 372 Global Sociology What If the Population Problem Is Not Enough People? 374 Day-to-Day Sociology: Pay For Something You Can Get For Free and Hurt the Environment at the Same Time 375
CHAPTER
17 Health and Aging 392 The Experience of Illness 393 Health Care in the United States 394 Gender and Health 394 Race and Health 396 Social Class and Health 397 Age and Health 397 Education and Health 398 Women in Medicine 398 Contemporary Health Care Issues 400 Acquired Immunodeficiency Syndrome 400 Health Insurance 401 Preventing Illness 402
xi
xii
CONTENTS
The Aging Population 404 Composition of the Older Population 406 Aging and the Sex Ratio 406 Aging and Race 406 Aging and Marital Status 406 Aging and Wealth 407 Global Aging 408 Future Trends 409 Summary 410 Global Sociology Women Live Longer than Men throughout the World 395 Our Diverse Society Why Isn’t Life Expectancy in the United States Higher? 398 Day-to-Day Sociology Marijuana: A Benign Drug or a Health Problem? 399 How Sociologists Do It Can Your Friends Make You Fat? 403 Sociology in Strange Places The Discovery of a Disease 405 Our Diverse Society Stereotypes About the Elderly 408 Global Sociology Global Aging Quiz 409
CHAPTER
18 Collective Behavior and Social Change
Types of Crowds 421 The Changeable Nature of Crowds 422 Dispersed Collective Behavior 422 Fads and Fashions 422 Rumors 424 Public Opinion 424 Mass Hysteria and Panic 425 Social Movements 426 Relative Deprivation Theory 426 Resource Mobilization Theory 427 Types of Social Movements 427 The Life Cycle of Social Movements 428 Globalization and Social Change 429 Social Change in the United States 430 Technological Change 431 The Workforce of the Future 431 Summary 432 Answers to Key Thinkers 436 Sociology in Strange Places: Predicting the Future of Computers—1967 419 How Sociologists Do It: Coming Together but Staying Apart Global Sociology: Big Profits from Small Hands 430
416
Society and Social Change 417 Sources of Social Change 418 Internal Sources of Social Change 418 External Sources of Social Change 420 Crowd Behavior and Social Change 420 Attributes of Crowds 421
Glossary 437 References 447 Index 469 Practice Tests 485 Practice Test Answers
555
419
Boxed Features DAY TO DAY SOCIOLOGY D Too Smart to M Marry? 8 Truth in the Courtroom versus Truth in the Social Sciences 40 Symbols in Cyberspace 60 Does Day Care Create Unruly Brats? 87 Television Made You the Designated Driver 91 Can You Spot a Liar? 107 The Strength of the Informal Structure in Job Hunting 129 Speaking, Writing, or Blogging—Nowhere to Hide Gender 258 Marriage and Divorce Quiz 274 Today’s Cult Might Be Tomorrow’s Mainstream Religion 306 Is a College Degree Worth the Trouble? 329 Eat Your Fresh Fruit and Vegetables or Pay a Fine 349 Pay For Something You Can Get For Free and Hurt the Environment at the Same Time 375 Marijuana: A Benign Drug or a Health Problem? 399
HOW SOCIOLOGISTS DO IT H If You Are Thinking About Sociology as a Career, Read This 6 Is There a Difference between Sociology and Journalism? 10 How to Spot a Bogus Poll 38 How to Read a Table 42 The Conflict between Being a Researcher and Being a Human Being 68 Can One Bad Apple Spoil the Whole Group? 126 It’s the Little Things That Matter in Preventing Crime 151 Serial Murderers and Mass Murderers 157 Where Do the Poor Live Today? 183 Do 50 Percent of All Marriages Really End in Divorce? 282 Is Your Professor an Atheist? 309 Can Your Friends Make You Fat? 403 Coming Together but Staying Apart 419
SOCIOLOGY IN STRANGE PLACES S What Do People Do Online? 21 Famous Research Studies You Cannot Do Today 44 Doing Research in a War Zone 67 Can Socialization Make a Boy into a Girl? 77 Are You Really My Friend? Facebook and Intimate Communication 123 Are Peaceful Pot Smokers Being Sent to Prison? 158 The Continuing Debate Over Capital Punishment: Does It Deter Murderers? 162 Life Chances of an Adolescent Girl in Liberia 201 Hispanics—Racial Group? Ethnic Group? Neither? 236 Let Women Vote and You Will Get Masculine Women and Effeminate Men 249 Reluctant to Marry—The Men Who Want to Stay Single 286 Worshipping with a Few Thousand of Your Friends 312 When Race, Money, and Education Collide 324 I Know It’s Not True, But I’m Not Voting for Him Anyway 355 Do Men Without Women Become Violent? 372 The Discovery of a Disease 405 Predicting the Future of Computers—1967 419
GLOBAL SOCIOLOGY G Struggling to Accept the Jury System 54 Is There a Culture Clash between the United States and Saudi Arabia? 58 To Succeed in Japan, Give All the Credit to Your Boss 94 Cross-Cultural Social Interaction Quiz 105 A Bad Country in Which to Be a Criminal 161 Rich Countries with Poor Children 185 How Countries Differ—Japan and Nigeria 198 HIV/AIDS, Worldwide Facts 205 Where Are the Baby Girls? 209 In the Future, Minorities Will Be the New Majority 232
xiii
xiv
BOXED FEATURES
The Worst Offenders of Religious Freedom 304 Illiteracy is Common throughout the World 327 Does Suicide Terrorism Make Sense? 353 What If the Population Problem Is Not Enough People? 374 Women Live Longer than Men throughout the World 395 Global Aging Quiz 409 Big Profits from Small Hands 430
OUR DIVERSE SOCIETY O Who Is at Most Risk for Suicide? 16 Win Friends and Lose Your Future: The Costs of Not “Acting White” 89 Limiting Technology to Save the Community 130 How Much Are You Responsible for Your Success? 178 How Easy Is It to Change Social Class? 190 How Many Minorities Are There? 223 Will English Continue to Be the Language of the United States? 226 Why Do Women Live Longer Than Men? 252 Who Is a Better Boss? 260 Who Is God? 297 Changing Religion Early and Often 311 Why Isn’t Life Expectancy in the United States Higher? 398 Stereotypes About the Elderly 408
Preface
A
s a freshman at Temple University, my first experience with a college textbook was in my sociology course. I dutifully read the assigned chapter during my first week of class, hoping to become familiar with the subject matter of this required course. The only problem was that I had no idea what the author was saying. The writing level was advanced, the style dense, and the book downright threatening, without photos or illustrations. After several hours of reading, I felt frustrated and stupid, and I knew no more about sociology than when I started. If this was what college was going to be like, I was not going to make it, I thought. I remember admitting reluctantly that I was probably not what guidance counselors in that day referred to as “college material.” I could picture myself dropping out after the first semester and looking for a job selling furniture or driving a cab. My family would be disappointed, but my father was a factory worker, and there was no family history of college attendance to live up to. I continued to struggle with the book and earned a D on the midterm exam. After much effort, I managed to finish the course with a C and a burning disinterest in the field of sociology. I did not take another sociology course for two years and, when I did, it was “Marriage and the Family,” considered the easiest course on campus. I often wonder how I came from this inauspicious beginning to become a sociology professor, let alone the author of a widely used introductory sociology textbook. Then again, maybe it is not all that unusual, because that experience continues to have an effect on me each day. Those fifteen weeks helped develop my view that little is to be gained by presenting knowledge in an incomprehensible or unnecessarily complicated way or by making yourself unapproachable. Pompous instructors and intimidating books are a disservice to education. Learning should be an exciting, challenging, and eye-opening experience, not a threatening one. One of the real benefits of writing ten editions of this textbook is that I have periodically examined every concept and theory presented in an introductory course. In doing so, I have approached the subject matter through a new set of eyes and have consistently tried to find better ways of presenting the material. As instructors, we rarely venture into each other’s classrooms and hardly ever do we receive honest, highly detailed, and constructive criticism of how well we are transmitting the subject matter. In writing a textbook, we receive this type of information, and we can radically restructure or simply fine-tune our presentation. It is quite an edu-
cation for those of us who have devoted our careers to teaching sociology.
● STUDENT-ORIENTED EDITION Before revising this edition of Introduction to Sociology, we surveyed dozens of instructors to find out what they wanted in a textbook and what would assist them in teaching sociology as well as satisfy student needs. The tenth edition of this book reflects their significant input. In the surveys for this and past editions, we learned that both students and instructors were concerned about the cost of textbooks. To contain costs, the book is softcover instead of hardcover. Instructors and students also wanted the book to contain material that assisted in learning the material. The book includes a full, built-in study guide that is as extensive, if not more so, than those typically sold separately. In this way, students will be able to purchase the combined textbook and study guide for considerably less than the price of a typical textbook. In fact, the price for this textbook/study guide combination will most likely be lower than the used-copy price of a typical hardcover introductory sociology textbook.
● PRESENTATION At the end of my sophomore year, I was on academic probation. I went to the college counseling center for advice. A well-meaning counselor asked me what my career goal was. I told him I wanted to be a college professor. To his credit he did not laugh or encourage me to think of something more in keeping with my 1.91 GPA. I might not have been good student, but I was fascinated by what college had to offer. Where else could you be exposed to so much about a world that is so interesting? Belatedly, I began to realize that a great deal of what is interesting falls into the field of sociology. My goal in this book is to demonstrate the vitality, interest, and utility associated with the study of sociology. Examining society and trying to understand how it works is an exciting and absorbing process. I have not set out to make sociologists of my readers (although if that happens I will be delighted) but, rather, to show how sociology applies to many areas of life and how it is used in day-to-day activities. In meeting this objective, I have focused on two basic ideas: that sociology is a rigorous scientific discipline and that a basic knowledge of sociology is essential for understanding social interaction in many settings,
xv
xvi
PREFACE
whether they be work or social. To understand society, we need to understand how it shapes people and how people in turn shape society. Each chapter in this book progresses from a specific to a general analysis of society. Each part introduces increasingly more comprehensive factors necessary for a broad-based understanding of social organization. The material is presented through consistently applied learning aids. Each chapter begins with a chapter outline and learning objectives. Then, a thoughtprovoking opening vignette offers a real-life story of the concepts being covered. Key terms are presented in boldfaced type in the text. Key concepts are presented in italicized type in the text. A chapter summary concludes each chapter. An integrated study guide follows each chapter. A full glossary is in the back of the book for further reference. A practice-test section completes the book. Great care has been taken to structure the book to permit flexibility in the presentation of the material. Each chapter is self-contained and, therefore, may be taught in any order. It has taken nearly two years to produce this revision. Every aspect of this book has been updated, and a great deal has been changed. The information is as current and up to date as possible, and there are hundreds of 2007 through 2009 references throughout the book.
these are from real-life events to which students can relate, such as the scientific validity of the claim that there are many child predators lurking on the Internet (Chapter 1), whether binge drinking is really a problem on college campuses (Chapter 2), socialization during Marine Corps basic training (Chapter 4), the roles names play in our identity (Chapter 6), the depiction of gender in Hollywood films (Chapter 11), the public’s views on whether marriage should be a lifetime commitment (Chapter 12), and the personal impact of prenatal screening (Chapter 17). Others deal with unusual circumstances that remind students that there is a wide range of events to which sociology applies. Examples include the eccentric soprano Florence Foster Jenkins (Chapter 7), whites who claim to be black (Chapter 10), and the role of proverbs in education (Chapter 14).
● A COMPARATIVE AND CROSS-
Day-to-Day Sociology These boxed features examine a trend or interesting sociological research that has a connection to students’ lives. The instructor will be able to discuss these with an eye toward showing the relevance of sociology to everyday life. Included in this section are such topics as “Too Smart to Marry?” “Truth in the Courtroom versus Truth in the Social Sciences,” “Symbols in Cyberspace,” “Does Day Care Create Unruly Brats?” “Television Made You the Designated Driver,” “Can You Spot a Liar?” “Laugh and the World Laughs with You,” “The Strength of the Informal Structure in Job Hunting,” and “Speaking, Writing, or Blogging—Nowhere to Hide Gender,” “Marriage and Divorce Quiz,” “Today’s Cult Might Be Tomorrow’s Mainstream Religion,” “Is a College Degree Worth the Trouble?” “Eat Your Fresh Fruit and Vegetables or Pay a Fine,” “Pay for Something You Can Get For Free and Hurt the Environment at the Same Time,” and “Marijuana: A Benign Drug or A Health Problem?”
CULTURAL PERSPECTIVE
Sociology is a highly organized discipline shaped by several theoretical perspectives or schools of thought. It is not merely the study of social problems or the random voicing of opinions. In this book, no single perspective is given greater emphasis; a balanced presentation of both functionalist theory and conflict theory is supplemented whenever possible by the symbolic interactionist viewpoint. The book has received a great deal of praise for being cross-cultural in approach and for bringing in examples from a wide variety of societies. Sociology is concerned with the interactions of people wherever and whenever they occur. It would be shortsighted, therefore, to concentrate on only our own society. Often, in fact, the best way to appreciate our own situation is through comparison with other societies. I try to use the cross-cultural focus as a basis for comparison and contrast with U.S. society.
● FEATURES Opening Vignettes Each chapter begins with a lively vignette that introduces students to the subject matter of the chapter. Many of
Theme Boxes Thought-provoking boxed features bring sociological concepts to life for students. This effective learning tool presents sociological concepts in interesting real-life contexts. There are more than thirty-five new boxes in this edition. Other boxes that appeared previously have been substantially changed. You will find five types of boxes in this edition—Day-to-Day Sociology, How Sociologists Do It, Our Diverse Society, Sociology in Strange Places, and Global Sociology.
How Sociologists Do It Social research is an important part of sociology. In this section, we present a variety of studies that help expand our knowledge of the social world. Included are “Is There a Difference between Sociology and Journalism?” “If You Are Thinking about Sociology as a Career, Read This,” “How to Spot a Bogus Poll,” “How to Read a Table,” “The Conflict between Being a Researcher and Being
PREFACE
a Human Being,” “Can One Bad Apple Spoil the Whole Group?” “It’s the Little Things That Matter in Preventing Crime,” “Serial Murderers and Mass Murderers,” “Where Do the Poor Live Today?” “Do 50 Percent of All Marriages Really End in Divorce?” “Is Your Professor an Atheist?” “Can Your Friends Make You Fat?” and “Coming Together but Staying Apart.” Our Diverse Society Anyone studying sociology will quickly become aware of the enormous amount of social diversity. The United States with its extensive history of immigration has become one of the most diverse countries in the world. How has this diversity expressed itself in American society? In the “Our Diverse Society” boxes, we explore this question when we look at such topics as “Who Is at Most Risk for Suicide?” “Win Friends and Lose Your Future: The Costs of Not ‘Acting White’,” “Limiting Technology to Save the Community,” “How Much Are You Responsible for Your Own Success?” “How Easy Is It to Change Social Class?” “How Many Minorities Are There?” “Will English Continue to Be the Language of the United States?” “Why Do Women Live Longer Than Men?” “Who Is a Better Boss?” “Who Is God?” “Changing Religion Early and Often,” “Why Isn’t Life Expectancy in the United States Higher?” and “Stereotypes about the Elderly.” Sociology in Strange Places These are discussions that provide unusual examples of sociological studies or daily events that can be understood more fully through the sociological lens. With these boxes, we explore “What Do People Do Online?” “Famous Research Studies You Cannot Do Today,” “Doing Research in a War Zone,” “Can Socialization Make a Boy into a Girl?” “Southerners Are Really Friendly until You Disrespect Them,” “Are You Really My Friend? Facebook and Intimate Communication,” “Are Peaceful Pot Smokers Being Sent to Prison?” “The Continuing Debate over Capital Punishment,” “Life Chances of an Adolescent Girl in Liberia,” “Hispanics: Racial Group? Ethnic Group? Neither?” “When Women Vote, Men Will Become Effeminate and Women Will Become Masculine,” “Reluctant to Marry: The Men Who Want to Stay Single,” “Worshipping with a Few Thousand of Your Friends,” “When Race, Money, and Education Collide, “ I Know It’s Not True, But I’m not Voting for Him Anyway,” “Do Men without Women Become Violent?” “The Discovery of a Disease,” and “Predicting the Future of Computers—1967.” Global Sociology To highlight the cross-cultural nature of this book, many chapters include a “Global Sociology” box. These boxed features encourage students to think about sociological issues in a larger context and explore the global diversity present in the world. Included in these boxes are such topics as “Struggling to Accept the Jury System,” “Is There a Culture Clash between the United States and Saudi Arabia?” “To Succeed in
Japan, Give All the Credit to Your Boss,” “Cross-Cultural Social Interaction Quiz,” “A Bad Country in which to Be a Criminal,” “Rich Countries with Poor Children,” “How Countries Differ—Japan and Nigeria,” “HIV/AIDS, Worldwide Facts,” “Where Are the Baby Girls?” “In the Future, Minorities Will Be the New Majority,” “The Worst Offenders of Religious Freedom,” “Illiteracy Is Common throughout the World,” “Does Suicide Terrorism Make Sense?” “What if the Population Problem Is not Enough People?” “Women Live Longer than Men throughout the World,” “Global Aging Quiz,” and “Big Profits from Small Hands.”
Built-in Study Guide and Practice Tests The study guide, by Jay Livingston of Montclair State University, is fully integrated into the book. The study guide is at the end of each chapter so students can review the material immediately, without having to search for it elsewhere in the book. This encourages students to see the study guide as an integral part of the learning process. The study guide provides ample opportunity to review the material with a variety of styles of review questions. All key terms and key sociologists are reviewed with matching questions. Key concepts are revisited with fill-in questions. Critical Thought exercises help students contextualize concepts covered in the chapter. Often, Web site URLs are provided for students to expand on their exploration of the topic. An answer key is provided to allow students immediate review of their answers. Practice tests are in the back of the book to provide students with additional preparation for testing. Whereas other practice tests are limited to recognition and recall items, these questions lead students to engage in such higher-level cognitive skills as analysis, application, and synthesis. The tests encourage students to think critically and apply the material to their experiences. Again, an answer key is provided to allow students full review and preparation. All of these tools will be very useful for students preparing for essay exams and research papers. The textbook also includes the important section, “How to Get the Most out of Sociology,” which discusses how to use the study guide, practice tests, and lecture material in preparing for exams and getting the most out of the introductory sociology course.
● THE ANCILLARY PACKAGE The primary objective of a textbook is to provide clear information in a format that promotes learning. To assist the instructor in using Introduction to Sociology, an extensive ancillary package has been developed to accompany the book.
xvii
xviii
PREFACE
Instructor’s Resource Manual
Companion Web site
Created by Debra Heath-Thornton of Messiah College, the instructor’s resource manual streamlines and maximizes the effectiveness of your course preparation, using such resources as brief chapter outlines, learning objectives, key concepts and thinkers, detailed chapter outlines, lecture/discussion suggestions, suggestions for class activities, video suggestions, suggested resources, Internet exercises, InfoTrac® College Edition exercises, and other helpful resources for each of the chapters in Introduction to Sociology.
The book’s companion site includes chapter-specific resources for instructors and students. For instructors, the site offers a password-protected instructor’s manual, Microsoft PowerPoint presentation slides, and more. For students, there are a multitude of text-specific study aids: tutorial practice quizzes that can be scored and e-mailed to the instructor, Web links, InfoTrac College Edition exercises, flash cards, MicroCase® Online data exercises, crossword puzzles, Virtual Explorations, and much more!
Test Bank
ABC® Videos for Introductory Sociology
Also included is a test bank by Debra Heath-Thornton. Drawing from over a thousand of text-specific questions makes it easy to create tests that target your course objectives. The test bank includes 100 multiple-choice questions and twenty to thirty true/false questions for each chapter of the text, all with answer explanations and page references to the text. Also included are 10 to 15 short-answer and five to ten essay questions for each chapter.
ABC Videos feature short, high-interest clips from current news events as well as historic raw footage going back 40 years. Perfect for discussion starters or to enrich your lectures and spark interest in the material in the text, these brief videos provide students with a new lens through which to view the past and present, one that will greatly enhance their knowledge and understanding of significant events and open up to them new dimensions in learning. Clips are drawn from such programs as World News Tonight, Good Morning America, This Week, PrimeTime Live, 20/20, and Nightline as well as numerous ABC News specials and material from the Associated Press Television News and British Movietone News collections.
PowerLecture with ExamView® PowerLecture instructor resources are a collection of book-specific lecture and class tools on either CD or DVD. The fastest and easiest way to build powerful, customized media-rich lectures, PowerLecture assets include chapter-specific Microsoft® PowerPoint® presentations, images, animations and video, instructor manuals, test banks, useful Web links, and more. PowerLecture media-teaching tools are an effective way to enhance the educational experience. ExamView features automatic grading and allows you to create, deliver, and customize tests and study guides (both print and online) in minutes. See assessments onscreen exactly as they will print or display online. Build tests of up to 250 questions, using up to 12 question types and enter an unlimited number of new questions or edit existing questions.
WebTutor™ Jumpstart your course with customizable, rich, textspecific content within your Course Management System. • Jumpstart—Simply load a WebTutor cartridge into your Course Management System. • Customizable—Easily blend, add, edit, reorganize, or delete content. • Content—Rich, text-specific content, media assets, quizzing, Web links, discussion topics, interactive games and exercises, and more.
● ACKNOWLEDGMENTS The textbook and study guide manuscripts have been written after an extensive survey of faculty at a wide variety of institutions. I am grateful for the thoughtful contributions of the following people who served as official reviewers for this tenth edition: William Egelman Iona College Carol Apt South Carolina State University Lynda Mae Western Nevada Community College Margaret E. Preble Thomas Nelson Community College Mark Miller East Texas Baptist University Rebecca Stevens Mount Union College I also wish to thank the many colleagues and reviewers of previous editions of Introduction to Sociology for their many contributions and suggestions. I am grateful for the thoughtful contributions of the following people:
PREFACE
Laura Dowd, University of Georgia; Nancy Feather, West Virginia University; Hubert Anthony Kleinpeter, Florida A&M University; Steven Patrick, Boise State University; Craig T. Robertson, University of North Alabama; Laurie Smith, East Texas Baptist University; Patrick Ashton, Indiana University–Purdue University; Froud Stephen Burns, Floyd Junior College; Peter Chroman, College of San Mateo; Mary A. Cook, Vincennes University; William D. Curran II, South Suburban College; Ione Y. Deollos, Ball State University; Stanley Deviney, University of Maryland–Eastern Shore; Brad Elmore, Trinity Valley Community College; Cindy Epperson, St. Louis Community College–Meramac; Larry Frye, St. Petersburg College; Richard Garnett, Marshall University; David A. Gay, University of Central Florida; Daniel T. Gleason, Southern State College; Charlotte K. Gotwald, York College of Pennsylvania; Richard L. Hair, Longview Community College; Selwyn Hollingsworth, University of Alabama; Sharon E. Hogan, Longview Community College; Bill Howard, Lincoln Memorial University; Sidney J. Jackson, Lakewood Community College; Michael C. Kanan, Northern Arizona University; Ed Kick, Middle Tennessee State University; Louis Kontos, Long Island University; Steve Liebowitz, University of Texas, Pan American; Thomas Ralph Peters, Floyd College; David Phillips, Arkansas State University; Kanwal D. Prashar, Rock Valley Community College; Charles A. Pressler, Purdue University, North Central; Stephen Reif, Kilgore College; Richard Rosell, Westchester Community College; Catherine
A. Stathakis, Goldey Beacom College; Doris Stevens, McLennan Community College; Gary Stokley, Louisiana Tech University; Elena Stone, Brandeis University; Judith C. Stull, La Salle University; Lorene Taylor, Valencia Community College; Paul Thompson, Polk Community College; Brian S. Vargus, Indiana University–Purdue University Indianapolis; Steven Vassar, Minnesota State University–Mankato; Peter Venturelli, Valparaiso University; J. Russell Willis, Grambling State University; and Bobbie Wright, Thomas Nelson Community College. At Montclair State University, I would like to thank the following colleagues for their support of the book: Jay Livingston, Gil Klagman, Benjamin Hadis, Janet Ruane, Laura Kramer, and Peter Freund. A project of this magnitude becomes a team effort, with many people devoting enormous amounts of time to ensure that the final product is as good as it can possibly be. At Cengage, Chris Caldeira, the acquisitions editor, ushered this project through its many stages along with Cheri Palmer, Melanie Cregger, Rachael Krapf, and Lauren Keyes. It was a privilege to have the support and assistance of these very capable people. I am also grateful to all those students and instructors who have shared with me their thoughts about this book over the years. Please continue to let me know how you feel about this book. Henry L. Tischler
[email protected]
xix
This page intentionally left blank
About the Author
HENRY L. TISCHLER was born in Shanghai, China, and grew up in Philadelphia. He received his bachelor’s degree from Temple University and his master’s and doctorate degrees from Northeastern University. He pursued postdoctoral studies at Harvard University. His first venture into textbook publishing took place while he was still a graduate student in sociology when he wrote the fourth edition of Race and Ethnic Relations with Brewton Berry. The success of that book led to his authorship of ten editions of Introduction to Sociology. Tischler has been a professor at Framingham State College in Framingham, Massachusetts, for more than three decades. He has also taught at Northeastern University, Tufts University, and Montclair State University. He continues to teach introductory sociology every year and has been instrumental in encouraging many students to major in the field. His other areas of interest are crime and deviant behavior and race and ethnicity. Professor Tischler has been active in making sociology accessible to the general population and hosted an author interview program on National Public Radio. He has also written a weekly newspaper column called “Society Today,” which dealt with a wide variety of sociological topics. Tischler divides his time between Boston and New York City with his wife Linda, a senior writer at a national magazine. The Tischlers are parents to Melissa, a business strategy consultant, and Ben, a film producer.
©2000 Al Hirschfeld. Drawing reproduced by special arrangement with the Margo Feiden Galleries Ltd., New York.
xxi
This page intentionally left blank
A Word to the Student
How to Get the Most Out of Sociology
● EFFECTIVE STUDY: AN INTRODUCTION Why should you read this essay? If you think you have an A in your back pocket, perhaps you shouldn’t. Maybe you are just not interested in sociology or about learning ways to become a really successful student. Maybe you’re just here because an advisor told you that you need a social science course. Maybe you feel, “Hey, a C is good. I’ll never need this stuff.” If so, you can stop reading now. If you would like to do well in sociology—thereby becoming a more effective participant in society and social life—and if you want to learn some techniques to help you in other classes, too, this is for you. It’s filled with the little things no one ever seems to tell you can improve grades, make for better understanding of classes—and might even make classes enjoyable for you. The choice is yours: to read or not to read. Be forewarned. These contents may challenge the habits of a lifetime—habits that have gotten you this far but ones that might endanger your future success. This essay contains ways to help you locate major ideas in your textbook. It contains many techniques that will help you read your other course textbooks. If you learn these techniques early in your college career, you will have a head start on most other college students. You will be able to locate important information, understand lectures better, and probably do better on tests. By understanding the material better, you will not only gain a better understanding of sociology but also find that you are able to enjoy your class more.
● THE PROBLEM: PASSIVE READING Do you believe reading is one-way communication? Do you expect the author’s facts will become apparent if you only read hard enough or long enough? (Many students feel this way.) Do you believe the writer has buried critical material in the text somewhere and that you need only find and highlight it to get all that’s important? And do you believe that if you can memorize these highlighted details you will do well on tests? If so, then you are probably a passive reader. The problem with passive reading is that it makes even potentially interesting writing boring. Passive reading reduces a chapter to individual, frequently unrelated facts instead of providing understanding of important concepts. It seldom digs beneath the surface, relying on literal meaning rather than sensing implications. Because most college testing relies on understanding of
key concepts rather than on simple factual recall, passive reading fails to help students significantly to do well in courses.
Key Features of the Study Guide For each chapter you will find the following: Key concepts matching exercise
Includes every major term defined in the chapter Promotes association of major thinkers with their key ideas or findings Provides correct answers Key thinkers/reserachers matching exercise (where relevant)
Includes most important theorists or researchers discussed in the text Promotes association of major thinkers with their key ideas or findings Provides correct answers Critical thinking questions
Promotes depth in reflecting on the material Encourages creative application of the important concepts to everyday life Is presented in increasing levels of complexity, abstraction, and difficulty Provides help in preparing for essay exams and papers Comprehensive practice test
Includes questions on all major points in the chapter Includes true/false, multiple-choice, and essay questions Provides correct answers
● THE SOLUTION: ACTIVE READING Active reading is recognizing that a textbook should provide two-way communication. It involves knowing what aids are available to help understand the text and then using them to find the meaning. It involves prereading and questioning. It includes recording of questions, vocabulary learning, and summarizing. Still, with all these techniques, it frequently takes less time and produces significantly better results than passive reading. This textbook—especially the study guide—is designed to help you become an active reader. For your convenience, the study guide material related to each chapter appears right after that chapter.
xxiii
xxiv
A WORD TO THE STUDENT
The corners of the study guide pages are edged in color for easy reference. In the study guide, you will find a variety of learning aids based on the latest research on study skills. If you get into the habit of using the aids presented here, you can apply similar techniques to your other textbooks and become a more successful learner.
● EFFECTIVE READING: YOUR TEXTBOOK As an active reader, how should you approach your textbook? Here are some techniques that you should consider for reading text chapters. 1. Think first about what you know. Read the title of the chapter, then ask yourself what experiences you have had that relate to the title. For example, if the title is “Society and Social Interaction,” ask yourself, “In what ways have I interacted with others in social situations? Have I ever been part of a social group? If so, what do I remember about the experience?” Answers to these questions personalize the chapter by making it relate to your experiences. They provide a background for the chapter, which experts say improves your chances of understanding the reading. They show that you do know something about the chapter so that its content won’t be so alien. 2. Review the learning objectives. Not all textbooks provide learning objectives as this one does, but, where available, they can be a valuable study aid. Learning objectives are stated in behavioral terms—they tell you what you should be able to do when you finish the chapter. Ask yourself questions about the tasks suggested in each learning objective and then read to find the information needed to accomplish that task. For instance, if a learning objective states, “Explain how variations in the size of groups affect what goes on within them,” then you’ll want to ask yourself something like, “How do groups vary in size?” and “How does each variation affect interaction within the group?” 3. Prior to reading the textbook chapter, read the chapter summary as an index to important terms and ideas. The summary includes all the points you need to find items in the chapter you know already. You may be able to read more quickly through sections covering these items. Some items you might not know anything about. This tells you where to spend your reading time. A good rule: Study most what you know least. Wherever it is, the summary is often your best guide to important material. 4. Pay attention to your chapter outline. This textbook, like most other introductory college textbooks, has an outline at the beginning of each chapter. If you do nothing else besides reading the summary and going through this outline before
reading the chapter, you will be far ahead of most students because you will be clued in on what is important. The outline indicates the way ideas are organized in the chapter and how those ideas relate to one another. Certain ideas are indented to show that they are subsets or parts of a broader concept or topic. Knowing this can help you organize information as you read. 5. Question as you read. Turn your chapter title into a question, then read up to the first heading to find your answer. The answer to your question will be the main idea for the entire chapter. In forming your question, be sure it contains the chapter title. For example, if the chapter title is “Doing Sociology: Research Methods,” your question might be “What research methods does sociology use?” Or “Why do you need to know about research methods to do sociology?” As you go through the chapter, turn each heading into a question, and then read to find the answer. Most experts say that turning chapter headings into questions is a valuable step in focusing reading on important information. You might also want to use the learning objectives as questions; you know that these objectives will point you toward the most important material in a section. However, it is also a good idea to form your own questions to get into practice for books not containing this helpful aid. A good technique might be to make your own question, then to check it against the appropriate objective before reading. In any case, use a question and then highlight your answer in the text. This will be the most important information under each heading. Don’t read as if every word is important; focus on finding answers. Guidelines for Effective Reading of Your Textbook 1. Think first about what you know. 2. Review the learning objectives. 3. Prior to reading the textbook chapter, read the chapter summary as an index to important terms and ideas. 4. Pay attention to your chapter outline. 5. Question as you read. 6. Pay attention to graphic aids. 7. When in doubt, use clues to find main ideas. 8. Do the exercises in the Study Guide. 9. Review right after reading.
6. Pay attention to graphic aids. As you read, note those important vocabulary words appearing in bold type. Find the definitions for these words (in this book, definitions appear in italics right next to key words) and highlight them. These terms will be important to remember. Your study guide
A WORD TO THE STUDENT
identifies all these important terms in the section headed “Key Concepts.” A “Key Thinkers/Researchers” section, if applicable, identifies the sociologists and other important thinkers worth remembering in the chapter. Both the “Key Concepts” and “Key Thinkers/ Researchers” sections are organized as matching exercises. Testing yourself after you read a text chapter (the answer key is at the end of the chapter study guide) will tell you whether you recognize the main concepts and researchers. Pay attention to photos and photo captions. They make reading easier because they provide a visualization of important points in the textbook. If you can visualize what you read, you will ordinarily retain material better than people who don’t use this technique. Special boxed sections usually give detailed research information about one or more studies related to a chapter heading. For in-depth knowledge, read these sections, but only after completing the section to which they refer. The main text will provide the background for a better understanding of the research, and the visualization provided by the boxed information will help illuminate the text discussion. 7. When in doubt, use clues to find main ideas. It is possible that, even using the questioning technique, there could be places where you are uncertain whether you’re getting the important information. You have clues both in the text and in the study guide to help you through such places. In the text, it helps to know that main ideas in paragraphs occur more frequently at the beginning and end. Watch for repeated words or ideas—these are clues to important information. Check examples; any point the author uses examples to document is important. Be alert for key words (such as “first,” “second,” “clearly,” “however,” “although,” and so on); these also point to important information. Names of researchers (except for those named only within parentheses) will almost always be important. For those chapters in which important social scientists are discussed, you will find a “Key Thinkers/Researchers” section in your study guide. 8. Do the exercises in the study guide. Those exercises are designed as both an encouragement and a model of active learning. The exercises are not about mere regurgitation of material. Rather, you are asked to analyze, evaluate, and apply what you read in the text. By completing these exercises, you are following two of the most important principles articulated in this essay: You are actively processing the material, and you are applying it to your own life and relating it to your own experiences. This is a guaranteed recipe for learning. 9. Review right after reading. Most forgetting occurs in the first day after reading. A review right after reading is your best way to hold text material in
your memory. A strong aid in doing this review is your study guide. If a brief review is all you have time for, return to the learning objectives at the beginning of the chapter. Can you do the things listed in the objectives? If so, you probably know your material. If not, check the objective and reread the related chapter section to get a better understanding. An even better review technique is to complete—if you haven’t already done so—the exercises. Writing makes for a more active review, and if you do the exercises, you will have the information you need from the chapter. If there are blanks in your knowledge, you can check the appropriate section of text and write the information you find in your study guide. This technique is especially valuable in classes requiring essay exams or papers because it gives you a comprehensive understanding of the material as well as a sense of how it can be applied to real-world situations. For a slightly longer but more complete review, do the “Key Concepts” and “Key Thinkers/ Researchers” matching tests. These will assure you that you have mastered the key vocabulary and know the contributions of the most important researchers mentioned in the chapter. Because a majority of test questions are based on understanding of vocabulary, research findings, and major theories, you will be assuring yourself of a testing benefit during your review. It is also a good idea to review the “Critical Thinking” questions in the study guide. One key objective of sociology—indeed, of all college courses—is to help you develop critical thinking skills. Although basic information can change from year to year as new scientific discoveries are made, the ability to think critically in any field is important. If you get in the habit of going beyond surface knowledge in sociology, you can transfer these skills to other areas. This can be a great benefit not only while you’re in school but afterward as well. As with the exercises section, these questions provide the kind of background that is extremely useful for essay exams. What other methods would an active student use to improve understanding and test scores in sociology? The next several sections present a variety of techniques.
● FUNCTIONING EFFECTIVELY IN CLASS To function effectively in class, you must, of course, be there. Although no one might take attendance or force you to be present, studies show that you have a significantly greater chance of succeeding in your class if you attend regularly. Lecture material is generally impor-
xxv
xxvi
A WORD TO THE STUDENT
tant—and it is given only once. If you miss a lecture, inclass discussion, game, or simulation, there is no really effective way to make it up. Guidelines for Effective Functioning in Class 1. Begin each class period with a question. 2. Ask questions frequently. 3. Join in classroom discussion.
Assuming you are present, there are two ways of participating in your sociology class: actively and passively. Passive participation involves sitting there, not contributing, waiting for the instructor to tell you what is important. Passive participation takes little effort but is unlikely to result in much learning. Unless you are actively looking for what is significant, the likelihood of finding the important material or of separating it effectively from what is less meaningful is not great. The passive student runs the risk of taking several pages of unneeded notes or of missing key details altogether. Active students begin each class period with a question. “What is this class going to be about today?” They find an answer to that question, usually in the first minute, and use this as the key to important material throughout the lecture or other activity. When there is a point they don’t understand, they ask questions. Active students know that many other students probably have similar questions but are afraid to ask. Asking questions allows you to help others while helping yourself. Active students also know that what seems a small point today can be critical to understanding a future lecture. Such items also have a way of turning up on tests. If classroom discussion is called for, active students are quick to join in. And the funny thing is, they frequently wind up enjoying their sociology class as they learn.
● EFFECTIVE STUDYING As you study your sociology text and notes, both the method you use and the time picked for study will affect comprehension. Establishing an effective study routine is important. Without a routine, it is easy to put off study— and put it off, and put it off . . . until it is too late. To be most effective, follow these few simple steps. Guidelines for Effective Studying 1. When possible, study at the same time and place each day. 2. Study in half-hour blocks with five-minute breaks. 3. Review frequently. 4. Don’t mix study subjects. 5. Reward yourself when you’re finished.
1. When possible, study at the same time and place each day. Doing this uses psychological conditioning to improve study results. “Because it is 7:00 p.m. and I am sitting at my bedroom desk, I realize it is time to begin studying sociology.” 2. Study in half-hour blocks with five-minute breaks. Long periods of study without breaks frequently reduce comprehension to the 40% level. That is very inefficient. By using short periods (about 30 minutes) followed by short breaks, you can move that comprehension rate into the 70% range. Note that if 30 minutes end while you are still in the middle of a text section, you should go on to the end of that section before stopping. 3. For even more efficient study, review frequently. Take about a minute at the end of each study session to review mentally what you’ve studied so far. When you start the next study session, spend the first minute or two rehearsing in your mind what you studied in the previous session. This weaves a tight webbing in which to catch new associations. Long-term retention of material is aided by frequent review, about every two weeks. A 10-minute review planned on a regular basis saves on study time for exams and ensures that you will remember needed material. Another useful way to review is to try to explain difficult concepts or the chapter learning objectives to someone else. One problem students often have is that, while studying and reviewing the material by themselves, they think they know it only to have that knowledge desert them at the time of the exam. Trying to explain something to someone else forces us to be clear about key points and to discover and articulate the relationship among the components of an idea. Ask your friends or family to bear with you as you try to explain the material. After all, they will learn something as well! 4. Don’t mix study subjects. Do all of your sociology work before moving on to another course. Otherwise, your study can result in confusion of ideas and relationships within materials studied. 5. Finally, reward yourself for study well done. Think of something you like to do and do it when you finish studying for the day. This provides positive reinforcement, which encourages continued good study.
● SUCCESSFULLY TAKING TESTS Of course, tests are a payoff for you as a student. Tests are where you can demonstrate to yourself and to the instructor that you really know the material. The trouble is, few people have learned how to take tests effectively. And knowing how to take tests effectively makes a sig-
A WORD TO THE STUDENT
nificant difference in exam scores. Here are a few tips to improve your test-taking skills. Taking the Test 1. Don’t come early; don’t come late. 2. Be sure you understand all the directions before you start answering. 3. Read through the test, carefully answering only items you know. 4. Now that you’ve answered what you know, look carefully at the other questions. 5. If you finish early, stay to check answers. 6. Don’t be distracted by other test takers. 7. When you get your test back, use it as a learning experience.
● STUDYING FOR TESTS 1. Think before you study. All material is not of equal value. What did the instructor emphasize in class? What was covered in a week? A day? A few minutes? Were any chapters emphasized more than others? Which learning objectives did your instructor stress? Review the “Key Thinkers/Researchers” and “Key Concepts” sections in your study guide for important people and terms. Which of these were given more emphasis by your instructor? Use these clues to decide where to spend most of your study time. 2. Begin study a week early. When you start early, if you encounter material you don’t know, you have time to find answers. If you see that you know blocks of material already, you have saved yourself time in future study sessions. You also avoid much of the forgetting that occurs with last-minute cramming. 3. Put notes and related chapters together for study. Integrate the material as much as possible, perhaps by writing it out in a single, comprehensive format. A related technique is to visualize the material on the pages of the text and in your notes. You might even want to think of a visual metaphor for some of the key ideas. This way, you can see and remember the connections between similar subjects or similar treatments of the same subject. Grouping the material will also make your studying much more efficient. As you study, don’t stop for unknown material. Study what you know. Once you know it, go back and look at what you don’t know yet. There is no need to study again what you already know. Put it aside and concentrate on the unknown. Studying for the Tests 1. 2. 3. 4.
Think before you study. Begin study a week early. Put notes and related chapters together for study. Take practice tests.
4. Take practice tests. When you have completed your studying, take the appropriate practice test for each chapter. These tests are grouped together at the back of the book. Tests include true/false and multiple-choice questions, with comprehensive or thematic essays at the end. Each test is divided into sections by major headings in the chapter. Within each section, questions are presented in scrambled order, as they are likely to be on the actual test. Taking the practice test contains a double benefit. First, if you get a good score on this test, you know that you understand the material. Second, the format of the practice test is very similar to that of real tests. For this reason, you should develop confidence in your ability to succeed in course tests from doing well on the practice tests. If your course tests include essay questions, you should, in addition to the practice test essays, use the “Critical Thinking” sections to prepare and practice focused, in-depth answers.
● TAKING THE TEST 1. Don’t come early; don’t come late. Early people tend to develop anxieties; late people lose test time. Studies show that people who discuss test material with others just before a test may forget that material on the test. This is another reason that arriving too early puts students in jeopardy. Get there about two or three minutes early. Relax and visualize yourself doing well on the test. After all, if you followed the study guidelines discussed previously, you can’t help but do well! Be confident; repeat to yourself as you get ready for the test, “I can do it! I will do it.” This will set a positive mental tone. 2. Be sure you understand all the directions before you start answering. Not following directions is the biggest cause of lost points on tests. Ask about whatever you don’t understand. The points you save will be your own. 3. Read through the test, carefully answering only items you know. Be sure you read every word and every answer choice as you go. Use a piece of paper or a card to cover the text below the line you are reading. This can help you focus on each line individually—and increase your test score. Speed creates a serious problem in testing. The mind is moving so fast that it is easy to overlook key words such as except, but, best example, and so on. Frequently, multiple-choice questions will contain two close options, one of which is correct, whereas the other is partly correct. Moving too fast without carefully reading items causes people to make wrong choices in these situations. Slowing your reading speed makes for higher test scores.
xxvii
xxviii
A WORD TO THE STUDENT
4.
5.
6.
7.
The mind tends to work subconsciously on questions you’ve read but left unanswered. As you’re doing questions later in the test, you might suddenly have the answer for an earlier question. In such cases, answer the question right away. These sudden insights quickly disappear and might never come again. Now that you’ve answered what you know, look carefully at the other questions. Eliminate alternatives you know are wrong, and then guess. Never leave a blank on a test. You might have only a 25% chance when you guess on a four-item multiple choice question, but you have a chance. And a chance is better than no chance. If you finish early, stay to check answers. Speed causes many people to give answers that a moment’s hesitation would show to be wrong. Read over your choices, especially those for questions that caused you trouble. Don’t change answers because you suddenly feel one choice is better than others. Studies show that this is usually a bad strategy. However, if you see a mistake or have genuinely remembered new information, change your answer. Don’t be distracted by other test takers. Some people become very anxious because of the noise and movement of other test takers. This is most apparent when several people begin to leave the room after finishing their tests. Try to sit where you will be least apt to see or interact with other test takers. Usually this means sitting toward the front of the room and close to the wall farthest from the door. Turn your chair slightly toward the wall, if possible. The more you insulate yourself from distractions during the test, the better off you will be. Don’t panic when other students finish their exam before you do. Accuracy is always more important than speed. Work at your own pace and budget your time appropriately. For a timed test, always be aware of the time remaining. This means that if a clock is not visible in the classroom, you need to have your own wristwatch. Take as much of the available time as you need to do an accurate and complete job. Remember, your grade will be based upon the answers you give, not on whether you were the first—or the last—to turn in your exam. When you get your test back, use it as a learning experience. Diagnosing a test after it is returned to you is one of the most effective strategies for improving your performance in a course. What kind
of material was on the test: theories, problems, straight facts? Where did the material come from: book, lecture, or both? The same kind of material taken from the same source(s) will almost certainly be on future tests. Look at each item you got wrong. Why is it wrong? If you know why you made mistakes, you are unlikely to make the same ones in the future. Look at the overall pattern of your errors. Did you make most of your mistakes on material from the lectures? Perhaps you need to improve your notetaking technique. Did your errors occur mostly on material from the readings? Perhaps you need to pay more attention to main idea clues and highlight text material more effectively. Were the questions you got wrong evenly distributed between in-class and reading material? Perhaps you need to learn to study more effectively and/or take steps to reduce test anxiety. Following these steps can encourage more efficient use of textbooks, better note-taking, higher test scores, and better course grades.
● A FINAL WORD As you can see, the key to success lies in becoming an active student. Managing time, questioning at the start of lectures, planning effective measures to increase test scores, and using all aids available to make reading and studying easier are all elements in becoming an active student. The study guide and practice tests for this textbook have been specially designed to help you be that active student. Being passive might seem easier, but it is not. Passive students spend relatively similar amounts of time but learn less. Their review time is likely to be inefficient. Their test scores are more frequently lower—and they usually have less fun in their classes. Active students are more effective than passive ones. The benefit in becoming an active student is that activity is contagious; if you become an active student in sociology, it is hard not to practice the same active learning techniques in English and math as well. Once you start asking questions in your textbook and using your study guide, you might find that you start asking questions in class as well. As you acquire a greater understanding of your subject, you might find that you enjoy your class more—as well as learn more and do better on tests. That is the real benefit in becoming an active learner. It is a challenge I strongly encourage you to meet.
INTRODUCTION TO
SOCIOLOGY
Boston Filmworks
1
The Sociological Perspective
Sociology as a Point of View The Sociological Imagination
How Sociologists Do It: If You Are Thinking About Sociology as a Career, Read This Is Sociology Common Sense? Day-to-Day Sociology: Too Smart to Marry?
Sociology and Science Sociology as a Social Science How Sociologists Do It: Is There a Difference between Sociology and Journalism?
The Development of Sociology Auguste Comte Harriet Martineau Herbert Spencer Karl Marx Émile Durkheim Our Diverse Society: Who Is at Most Risk for Suicide?
Max Weber
The Development of Sociology in the United States Theoretical Perspectives Functionalism Conflict Theory The Interactionist Perspective Symbolic Interactionism Sociology in Strange Places: What Do People Do Online?
Contemporary Sociology Theory and Research
Summary
LEARNING OBJECTIVES After studying this chapter, you should be able to do the following:
◗ Understand the sociological point of view and how it differs from that of journalists and talk-show hosts
◗ Compare and contrast sociology with the other major social sciences
◗ Describe the early development of sociology from its origins in nineteenth-century Europe
◗ Know the contributions of sociology’s pioneers: Comte, Martineau, Spencer, Marx, Durkheim, and Weber
◗ Describe the early development of sociology in the United States
◗ Understand the functionalist, conflict theory, and interactionist perspectives
◗ Realize the relationship between theory and practice
W
arning!! Dangerous sexual predators are stalking your children on the Internet.” The message is repeated on television and in the newspapers. Parents fear that they have no control over this national menace that threatens their children’s safety. These unseen villains want to entice children out of their homes. They lurk in online chat rooms where children and teenagers congregate. NBC even had a popular series called To Catch a Predator, which lured these dangerous people to locations, ostensibly to meet teens for sex, and were promptly arrested. The host, Chris Hansen, claimed “the scope of the problem is immense” and “seems to be getting worse.” The host even went so far as to claim that “one in five children has been sexually solicited by a predator.” The public has certainly accepted the belief that online predators are a major threat. One survey found that two-thirds of mothers of teens were more fearful of online predators than of their teens driving drunk or experimenting with drugs (McAfee, 2008). Enough people thought it was a problem that fortynine state attorneys general created a task force to study the issue. This appears to be a horrific, national problem. Or is it? What scientific research data do we have about the problem? In 2009, a 278-page report from the Berkman Center for Internet and Society at Harvard University that examined scientific data about online sexual predators concluded that children and teenagers were unlikely to be propositioned by adults online. Teenagers who do meet adults for sexual encounters appear to be willing
participants who are already at risk because of poor home environments, substance abuse, or emotional problems. The report found that there was not a significant threat to children from online predators (Palfrey, Sacco, Boyd, and DeBonnis, 2009). Sociologist Janis Wolak studied the predator problem at the Crimes Against Children Research Center at the University of New Hampshire. She found that “Internetrelated sex crimes are a pretty small proportion of sex crimes that adolescents suffer.” Wolak noted that sexual assaults on teens actually fell 52% between 1993 and 2005. What about Chris Hansen’s statement that one out of five children is sexually solicited by a predator? The claim is from a survey that asked teens if they had received an unwanted sexual solicitation in the past year. It turns out that most of these solicitations were from other teens, not from adults. The teens did not view them as serious or threatening. Many of them were the equivalent of online flirting or joking. The fear of online predators actually distracts us from recognizing the real danger to children: parental abuse and neglect. The vast majority of crimes against children are committed not by predators lurking in chat rooms but, instead, by the victim’s own family. Hundreds of thousands of children are abused and neglected each year by their parents and caregivers, and about 1,500 American children die from abuse each year; the majority of the victims are under four years old. The National Center for Missing and Exploited Children notes the “danger to children is greater from someone they or their family knows than from a stranger” (Radford, 2006). Despite the varying reasons for sexual abuse of children, no one is denying that this larger issue is a legitimate social problem with very serious consequences. Is this sociology? Or, for that matter, is this what sociologists do when they study society? The answer would have to be no. We must remind ourselves that news and information is brought to us by people who make choices. Some of their choices, inevitably, are better than others and represent the perceptions of the reporters and editors who produce the papers or news broadcasts (Murray, Schwartz, and Lichter, 2001). Far too seldomly, we realize that people often use data to persuade and that statistics can be used as part of a strategy to promote concern about a social problem. Much of the information we read every day and mistake for sociology is actually an attempt by one group or another to influence social policy. Other information mistaken for sociology is actually an attempt to sell a book or the efforts of television producers to present entertaining programs. With the constant bombardment of information about social issues, we could come to believe that nearly everyone is engaged in the study of sociology to some
3
PART 1
THE STUDY OF SOCIETY
● SOCIOLOGY AS A POINT OF VIEW
David Lees/Stone+/Getty Images
4
Sociology studies the interactions among different social groups.
extent and that everyone has not only the right but also the ability to put forth valid information about society. This is not the case. Some people have no interest in putting forth true and objective information and are instead interested in convincing us to support their position or point of view. On other occasions, the “researchers” do not have the ability or training to disseminate accurate information about drug abuse, homelessness, welfare, high-school dropout rates, white-collar crime, or a host of other sociological topics. Sociologists have different goals in mind when they investigate a problem than do journalists or talk-show hosts. A television talk-show host needs to make the program entertaining and maintain high ratings, or the show might be canceled. A journalist is writing for a specific readership. This will certainly limit the choice of topics as well as the manner in which an issue is investigated. On the other hand, a sociologist must answer to the scientific community as she or he tries to further our understanding of a topic. This means that the goal is not high ratings but, rather, an accurate and scientific approach to the issue being studied. In this book, we ask you to go beyond popular sociology and investigate society more scientifically than you did before. You will learn to look at major events, as well as at everyday occurrences, a little differently and start to notice patterns you might have never seen before. After you are equipped with the tools of sociology, you should be able to evaluate critically popular presentations of sociology. You will see that sociology represents both a body of knowledge and a scientific approach to the study of social issues.
Sociology is the scientific study of human society and social interactions. As sociologists, our main goal is to understand social situations and look for repeating patterns in society. We do not use facts selectively to create a lively talk show, sell newspapers, or support one particular point of view. Instead, sociologists are engaged in a rigorous scientific endeavor, which requires objectivity and detachment. The main focus of sociology is the group, not the individual. Sociologists attempt to understand the forces that operate throughout society—forces that mold individuals, shape their behavior, and, thus, determine social events. When you walk into an introductory physics class, you might know very little about the subject and hold few opinions about the various topics within the field. On the other hand, when you enter your introductory sociology class for the first time, you will feel quite familiar with the subject matter. You have the advantage of coming to sociology with a substantial amount of information, which you have gained simply by being a member of society. Ironically, this knowledge also can leave you at a disadvantage because these views have not been gathered in a scientific fashion and might not be accurate. Over the years and through a variety of experiences, we develop a set of ideas about the world and how it operates. This point of view influences how we look at the world and guides our attempts to understand the actions and reactions of others. Even though we accept the premise that individuals are unique, we tend to categorize or even stereotype people to interpret and predict behavior and events. Is this personalized approach adequate for bringing about an understanding of ourselves and society? Although it might serve us quite well in our day-to-day lives, a sociologist would answer that it does not give us enough accurate information to develop an understanding of the broader social picture. This picture becomes clear only when we know something about the society in which we live, the social processes that affect us, and the patterns of interaction that characterize our lives. Let us take the issue of domestic violence. Figure 1-1 shows that we could examine the issue in a variety of ways. If we knew a woman who was the victim of domestic violence, we would have personal information about the experience. If she were willing to discuss her experience with us, we would know more about domestic violence at a specific case level. Although this information is important, it is not yet sociology and is closer to the personalized, common-sense approach to understanding society. Sociology tries to move beyond that level of understanding. If we rely on our own experiences, we are like the blind men of Hindu legend trying to describe an elephant: the
CHAPTER 1
I know a woman who was the victim of domestic violence.
I hear about laws passed in Texas to punish perpetrators of domestic violence.
Personalized approach
I read about the causes of domestic violence.
THE SOCIOLOGICAL PERSPECTIVE
I do research on the social characteristics of perpetrators of domestic violence.
Sociological approach
FIGURE 1.1 Levels of Social Understanding: Domestic Violence
first man, feeling its trunk, asserts, “It is like a snake”; the second, trying to reach around the beast’s leg, argues, “No, it is like a tree”; and the third, feeling its solid side, disagrees, saying, “It is more like a wall.” In a small way, each person is right, but not one of them is able to understand or describe the whole elephant. If we were to look for recurring patterns in domestic violence, we would now be doing what sociologists do. A sociologist examining the issue might be interested in the age, socioeconomic level, and ethnic characteristics of the victims of domestic violence. A sociologist might compare these characteristics with the characteristics of victims of other types of violence: “Are there differences?” they ask. “If so, what kinds and why?” While studying sociology, you will be asked to look at the world a little differently from the way you usually do. Because you will be looking at the world through other people’s eyes—using new points of view—you will start to notice things you might never have noticed before. When you look at life in a middle-class suburb, for instance, what do you see? How does your view differ from that of a poor, inner-city resident? How does the suburb appear to a recent immigrant from Mexico, China, or India? How does it appear to a burglar? Finally, what does the sociologist see? Sociology asks you to broaden your perspective on the world. You will start to see that people act in markedly different ways not because one person is sane and another is crazy. Rather, it is because they all have different ways of making sense out of what is going on in the world around them. These unique perceptions of reality produce varying lifestyles, which in turn produce different perceptions of reality. To understand other people, we must stop looking at the world from a perspective based solely on our own individual experiences.
The Sociological Imagination Although most people interpret social events on the basis of their individual experiences, sociologists step back and view society more as an outsider than as a personally involved and possibly biased participant. For example, although we assume that most people in the United States
marry for love, sociologists remind us that the decision to marry—or not to marry—is influenced by a variety of social values taught to us since early childhood. That is, we select our mates based on the social values we internalize from family, peers, neighbors, community leaders, and even our movie heroes. Therefore, we are less likely to marry someone from a different socioeconomic class, from a different race or religion, or from a markedly different educational background. Thus, as we pair off, we follow somewhat predictable patterns. In most cases, the man is older, earns more money, and has a higher occupational status than the woman. These patterns might not be evident to the two people who are in love with each other; indeed, they might not be aware that anything other than romance played a role in their choice of a mate. As sociologists, however, we begin to discern marriage patterns. We might note that marriage rates vary in different parts of the country, that the average age of marriage is related to educational level, and that social class is related to marital stability. These patterns (discussed in Chapter 12) show us that forces are at work that influence marriage but might not be evident to the individuals who fall in love and marry. C. Wright Mills (1959) described the different levels on which social events can be perceived and interpreted. He used the term the sociological imagination to refer to this relationship between individual experiences and forces in the larger society that shape our actions The sociological imagination is the process of looking at all types of human behavior patterns and finding previously unseen connections among them. We see similarities among individuals with no direct knowledge of one another, and we find that subtle forces mold people’s actions. Like a museum-patron who draws back from a painting in order to see how the separate strokes and colors form subtly shaded images, sociologists stand back from individual events in order to see why and how they occurred. In so doing, they discover patterns that govern our social existence. The sociological imagination focuses on every aspect of society and every relationship among individuals. It studies the behavior of crowds at sports events; shifts in styles of dress and popular music; changing patterns of
5
6
PART 1
THE STUDY OF SOCIETY
HOW SOCIOLOGISTS DO IT H
IIf You Are Thinking About Sociology as a Career, Read This Speaking from this side of the career-decision hurdle, I can say that being a sociologist has opened many doors for me. It gave me the credentials to teach at the college level and to become an author of a widely used sociology text. It also enabled me to be a newspaper columnist and a talk-show host. Would I recommend this field to anyone else? I would, but not blindly. Realize before you begin that sociology can be an extremely demanding discipline and, at times, an extremely frustrating one. As in many other fields, the competition for jobs in sociology can be fierce. If you really want this work, do not let the herd stop you. Anyone with motivation, talent, and a determined approach to finding a job will do well. However, be prepared for the long haul: To get ahead in many areas, you will need to spend more than four years in college. Consider your bachelor’s degree as just the beginning. Jobs which involve advanced research or teaching at the college level often require a PhD, which means at least four to six years of school beyond the BA. Now for the job possibilities. As you read through these careers, remember that right now your exposure to sociology is limited (you are only on Chapter 1 in your first college sociology text), so do not eliminate any possibilities right at the start. Spend some time thinking about each one as the semester progresses and you learn more about this fascinating discipline. Most people who go into sociology become teachers. You will need a PhD to teach in college, but often a master’s degree will open the door for you at the two-year college or high school level. Second in popularity to teaching are nonacademic research jobs in government agencies, private research institutions, and the research departments of private corporations. Researchers perform many functions, including conducting market research, public opinion surveys, and impact assessments. Evaluation research, as the last field is known, has become more popular in recent years because the federal government now requires environmental impact studies on all large-scale federal projects. For example, before a new interstate highway is built, evaluation researchers attempt to determine the effect the highway will have on communities along the proposed route. This is only one of many opportunities available in government work. Federal, state, and local governments in policy-making and administrative functions also hire sociologists. For example, a sociologist
employed by a community hospital provides needed data on the population groups being served and on the health-care needs of the community. Further, sociologists working in a prison system can devise plans to deal with the social problems that are inevitable when people are put behind bars. Here are a few additional opportunities in government work: community planner, correction officer, environmental analyst, equal opportunity specialist, probation officer, rehabilitation counselor, resident director, and social worker. A growing number of opportunities also exist in corporate America, including market researchers, pollsters, human resource managers, affirmative action coordinators, employee assistance program counselors, labor relations specialists, and public information officers, just to name a few. These jobs are available in nearly every field from advertising to banking, from insurance to publishing. Although your corporate title will not be “sociologist,” your educational background will give you the tools you need to do the job and do it well, which, to corporations, is the bottom line. Whether you choose government or corporate work, you will have the best chance of finding the job you want by specializing in a particular field of sociology while you are still in school. You can become a crime and corrections specialist or become knowledgeable in organizational behavior before you enter the job market. Many demographers, who compile and analyze population data, have specialized in urban sociology or population issues. They may then also be equipped to help a community respond to neighborhood and environmental concerns. Keep in mind that many positions require a minor or some course work in other fields such as political science, psychology, ecology, law, or business. By combining sociology with these fields, you will be well prepared for the job market. What next? Be optimistic and start planning. As the American Sociological Association observed, few fields are as relevant today and as broadly based as sociology. Yet, ironically, its career potential is just beginning to be tapped. Start planning by reading the Occupational Outlook Quarterly (it is available online) published by the U.S. Bureau of Labor Statistics, as well as academic journals to keep abreast of career trends. Then study hard and choose your specialty. With this preparation, you will be well prepared when the time comes to find a job.
CHAPTER 1
courtship and marriage; the emergence and fading of different lifestyles, political movements, and religious sects; the distribution of income and access to resources and opportunities; decisions made by the Supreme Court, congressional committees, and local zoning boards; and so on. Every detail of social existence is food for sociological thought and relevant to sociological analysis. The potential for sociology to be used—applied to the solution of real-world problems—is enormous. Proponents of applied sociology believe the work of sociologists can and should be used to help bring about an understanding of, and improvement of modern society. The demand for applied sociology is growing, and many sociologists work directly with government agencies or private businesses to apply sociological knowledge to real-world problems. For example, sociologists might investigate such questions as how the building of a dam will affect the residents of the area; how jury makeup affects the outcome of a case; why voters select one candidate over another; how a company can boost employee morale; and how relationships among administrators, doctors, nurses, and patients affect hospital care. The answers to these questions have practical applications. The growing demand for sociological information provides many new career choices for sociologists. (See “How Sociologists Do It: If You Are Thinking about Sociology as a Career, Read This.”)
Is Sociology Common Sense? Common sense is what people develop through everyday life experiences. In a very real sense, it is the set of expectations about society and people’s behavior that guides our own behavior. Unfortunately, these expectations are not always reliable or accurate because without further investigation, we tend to believe what we want to believe, to see what we want to see, and to accept as fact whatever appears to be logical. Whereas common sense is often vague, oversimplified, and often contradictory, sociology as a science attempts to be specific, to qualify its statements, and to prove its assertions. Upon closer inspection, we find that the proverbial words of wisdom rooted in common sense are often illogical. Why, for example, should you “look before you leap” if “he who hesitates is lost”? How can “absence make the heart grow fonder” when “out of sight, out of mind”? Why should “opposites attract” when “birds of a feather flock together”? The common-sense approach to sociology is one of the dangers the new student encounters. Common sense often makes sense after the fact. It is more useful for describing events than for predicting them. It deludes us into thinking we knew the outcome all along (Hawkins and Hastie, 1990). One researcher (Teigen, 1986) asked students to evaluate actual proverbs and their opposites. When given the actual proverb, “Fear is stronger than love,” most students agreed that it was true, but so did students who were given
THE SOCIOLOGICAL PERSPECTIVE
the reverse statement, “Love is stronger than fear.” The same was true for the statements, “Wise men make proverbs and fools repeat them” (actual proverb) and its reversal, “Fools make proverbs and wise men repeat them.” Although common sense gleaned from personal experience might help us in certain types of interactions, it does not help us understand why and under what conditions these interactions are taking place. Sociologists as scientists attempt to qualify these statements by specifying, for example, under what conditions opposites tend to attract or birds of a feather flock together. Sociology as a science is oriented toward gaining knowledge about why and under what conditions events take place to understand human interactions better. (For a discussion of how sociology is different from common sense, see “Day-to-Day Sociology: Too Smart to Marry?”)
Sociology and Science Sociology is commonly described as one of the social sciences. Science refers to a body of systematically arranged knowledge that shows the operation of general laws. Sociology also employs the same general methods of investigation that are used in the natural sciences. Like the natural scientists, sociologists use the scientific method, a process by which a body of scientific knowledge is built through observation, experimentation, generalization, and verification. The collection of data is an important aspect of the scientific method, but facts alone do not constitute a science. To have any meaning, facts must be ordered in some way, analyzed, generalized, and related to other facts. This is known as theory construction. Theories help organize and interpret facts and relate them to previous findings of other researchers. Unlike other means of inquiry, science generally limits its investigations to things that can be observed directly or that produce directly observable events. This is known as empiricism, the view that generalizations are valid only if they rely on evidence that can be observed directly or verified through our senses. For example, theologians might discuss the role of faith in producing true happiness; philosophers might deliberate over what happiness actually encompasses; but sociologists would note, analyze, and predict the consequences of such measurable items as job satisfaction, the relationship between income and education, and the role of social class in the incidence of divorce.
Sociology as a Social Science The social sciences consist of all those disciplines that apply scientific methods to the study of human behavior. Although there is some overlap, each of the social sciences has its own area of investigation. It is helpful to understand each social science and examine sociology’s relationship to them.
7
8
PART 1
THE STUDY OF SOCIETY
DAY-TO-DAY SOCIOLOGY D
Too Smart to Marry? T M Many off the th subjects that we study in sociology are also popular topics in the media or as concepts that people think of as common sense. Consider the idea that the more education a woman has, the less likely she is to marry. Any brainy girl who’s ever heard the taunt, “It’s not smart to be too smart,” is likely to wonder whether a high GPA will sink her chances of ever finding wedded bliss. Stereotypes like these are often given additional credence in the press. Maureen Dowd, a columnist for the New York Times, wrote, “The rule of thumb seems to be that the more successful the woman, the less likely it is that she will find a husband or bear a child. For men the reverse is true.” Most of the letters in response to her column agreed. As with many stereotypes like this, often some nugget of truth is behind such thinking. But here’s the crucial difference between sociology and popular wisdom: As sociologists, we don’t automatically accept such easy pronouncements as fact. Like scientists—and sociology is, after all, a social science—we want proof, and we cultivate a healthy degree of skepticism until we get it. In a case such as this, we’d look at research data to determine whether these views are true. Were they accurate at a certain point in time but not at another? Do they describe certain women and not others? A review of marriage data for the past few decades would show us that although the stereotype once was true, in the past 30 years, the marriage gap between more and less educated women has narrowed significantly. In 1980, a woman who did not have a high school degree was more likely to be married than a
woman with a college or graduate degree. Today, the reverse is true. College-educated women are now more likely to be married than high school dropouts. The profile of men most likely to marry has also changed. Today, the person most likely to end up without a wedding ring is the poorly educated man. The real truth now? Smart is sexy—for both sexes. Percentage of White Males 40–44 Who Are Married Education
1980
1990
2000
11th grade College Grad school
85.6 86.2 85.1
75.2 81.0 84.5
65.0 78.2 82.5
Percentage of White Females 40–44 Who Are Married Education
1980
1990
2000
11th Grade College Grad School
83.9 83.4 66.0
77.5 77.7 71.3
70.1 76.8 73.8
United States Census of Population, Public Use Microdata Sample (PUMS) (5% sample). Sources: Elaina Rose, “Education and Hypergamy in Marriage Markets,” Department of Economics, Paper #353330 (Seattle: University of Washington, March 2004); Maureen Dowd, “The Baby Bust,” New York Times, April 10, 2002.
Cultural Anthropology The social science most closely
Psychology The study of individual behavior and men-
related to sociology is cultural anthropology. The two share many theories and concepts and often overlap. The main difference is in the groups they study and the research methods they use. Sociologists tend to study groups and institutions within large, often modern, industrial societies, using research methods that enable them rather quickly to gather specific information about large numbers of people. In contrast, cultural anthropologists often immerse themselves in another society for a long period of time, trying to learn as much as possible about that society and the relationships among its people. Thus, anthropologists tend to focus on the culture of small, preindustrial societies because they are less complex and more manageable using this method of study.
tal processes is part of psychology; the field is concerned with such issues as motivation, perception, cognition, creativity, mental disorders, and personality. More than any other social science, psychology uses laboratory experiments. Psychology and sociology overlap in a subdivision of each field known as social psychology—the study of how human behavior is influenced and shaped by various social situations. Social psychologists study such issues as how individuals in a group solve problems and reach a consensus or what factors might produce nonconformity in a group situation. Generally, however, psychology studies the individual, and sociology studies groups of individuals as well as society’s institutions.
The sociologist’s perspective on social issues is broader than that of the psychologist, as in the case of alcoholism, for example. The psychologist might view alcoholism as a personal problem that has the potential to destroy an individual’s physical and emotional health as well as his or her marriage, career, and friendships. The sociologist, however, would look for patterns in alcoholism. Although each alcoholic makes the decision to take each drink— and each suffers the pain of addiction—the sociologist would remind us to look beyond the personal characteristics and to think about the broader aspects of alcoholism. Sociologists want to know what types of people drink excessively, when they drink, where they drink, and under what conditions they drink. They are also interested in the social costs of chronic drinking—costs in terms of families torn apart, jobs lost, children severely abused and neglected; costs in terms of highway accidents and deaths; costs in terms of drunken quarrels leading to violence and to murder. Noting the rapid rise of chronic alcoholism among women, sociologists might ask what forces are at work to account for these patterns. Economics Economists have developed techniques for
measuring such things as prices, supply and demand, money supplies, rates of inflation, and employment. This study of the creation, distribution, and consumption of goods and services is known as economics. The economy, however, is just one part of society, and each individual in society decides whether to buy an American car or a Japanese import, whether she or he is able to handle the mortgage payment on a dream house, and so on. Whereas economists study price and availability factors, sociologists are interested in the social factors that influence a person’s economic decisions. Does peer pressure result in buying the large flashy car, or does concern about gas mileage lead to the purchase of a fuel-efficient or hybrid vehicle? What social and cultural factors contribute to the differences in the portion of income saved by the average wage earner in different societies? What effect does the unequal allocation of resources have on social interaction? These are examples of the questions sociologists seek to answer. History Although not exactly a social science, history
shares certain attributes with sociology. The study of history involves looking at the past to learn what happened, when it happened, and why it happened. Sociology also looks at historical events within their social contexts to discover why things happened and, more important, to assess what their social significance was and is. Historians provide a narrative of the sequence of events during a certain period and might use sociological research methods to learn how social forces have shaped historical events. Sociologists examine historical events to see how they influenced later social situations. Historians focus on individual events—the American Revolution or slavery, for instance—and sociologists
THE SOCIOLOGICAL PERSPECTIVE
Nigel Pavitt/John Warburton-Lee Photography/Alamy
CHAPTER 1
Sociologists and anthropologists share many theories and concepts. However, sociologists tend to study groups and institutions within large, modern, industrial societies; anthropologists tend to focus on the cultures of small, preindustrial societies.
generally focus on phenomena such as revolutions or the patterns of dominance and subordination that exist in slavery. They try to understand the common conditions that contribute to revolutions or slavery wherever they occur. Consider the subject of slavery in the United States. Traditionally, historians might focus on when the first slaves arrived, how many slaves existed in 1700 or 1850, and the conditions under which they lived. Sociologists and modern social historians would use these data to ask many questions: What social and economic forces shaped the institution of slavery in the United States? How did the industrial revolution affect slavery? How has the experience of slavery affected the black family? Although history and sociology have been moving toward each other over the past few decades, each discipline still retains a somewhat different focus: sociology on the present, history on the past. Political Science Political science is the study of three
major areas: political theory, the actual operation of government, and, in recent years, political behavior. This emphasis on political behavior overlaps with sociology. The primary distinction between the two disciplines
9
10
PART 1
THE STUDY OF SOCIETY
HOW SOCIOLOGISTS DO IT H
IIs There a Difference between Sociology and Journalism? It often seems as if sociologists and journalists are engaged in the same activities. Journalists examine and write about social issues. They interview people. They often conduct polls. They make predictions. They offer recommendations for correcting social problems. If journalists do all this, why would someone need to become trained as a sociologist? This is a sociology textbook, so needless to say we are going to make the case that there is a difference between sociologists and journalists. Newspapers and weekly news magazines are written for the general public, which wants an overview of local and world events. One of the fundamental features of these media is the timely coverage of recent events. In recent years, newspapers have been suffering because the latest information can often be found first on the Internet or twenty-four-hour news channels. There are at least three types of journalists: reporters, who actually write stories; editors, who generate ideas for stories and review the copy; and editorial writers, who interpret events or provide other ways of thinking about them. Journalists usually have a college degree in any of a wide variety of areas or an advanced degree from a professional journalism program. Jargon is kept to a minimum, and elaborate explanations must be presented in manageable terms so that the average reader can understand them. P. J. Baker, L. E. Anderson, and D. S. Dorn (1993) analyzed the difference between sociology and journalism and noted that sociologists engage in the study of society with: . . . the primary intent of sharing their work with other sociologists, not with the general public. . . . They pay
is that sociology focuses on how the political system affects other institutions in society, whereas political science devotes more attention to the forces that shape political systems and the theories for understanding these forces. However, both disciplines share an interest in why people vote the way they do, why they join political movements, and how the mass media are changing political events. Social Work In the early days of sociology, women were
often unable to attend graduate sociology programs and chose social work studies instead, which may explain why the disciplines of sociology and social work are still often confused with each other. Much of the theory and many of the research methods of social work are drawn from
special attention to their methods of investigation, their theories of explanation, and their claims of originality. When sociologists publish their results, they are fully aware that other sociologists may dispute the soundness of their findings or the logic of their explanations. The public has little interest in sociological disputes about methods, theories, or claims of originality.
Sociologists usually publish their writings as articles in scholarly journals, in chapters in books, or as full-length books. These writings are screened by editors and critics hired to evaluate the merits of the work. Sociologists want their colleagues to recognize their work as truly significant. Journalists, however, are always thinking about tomorrow’s headlines or next week’s cover story. Sociologists’ work can never be completed in such short time frames. According to Baker, Anderson, and Dorn, “a major sociological study may take three to five years,” although most take one to two years. Sociologists also have the freedom to study historical materials. “Sociologists are not totally indifferent to the times in which they live; many hope that their work will be relevant to contemporary debates about current issues.” Essentially, the two fields represent different approaches to social issues. Journalists get a multifaceted overview of an issue, whereas sociologists have the luxury of exploring a topic in depth and contemplating the ramifications of their findings. Source: P. J. Baker, L. E. Anderson, and D. S. Dorn, Social Problems: A Critical Thinking Approach, 2nd ed. (Belmont, CA: Wadsworth, 1993), 20–22.
sociology and psychology, but social work focuses to a much greater degree on application and problem solving. The main goal of social work is to help people solve their problems, whereas the aim of sociology is to understand why the problems exist. Social workers provide help for individuals and families who have emotional and psychological problems or who experience difficulties that stem from poverty or other ongoing problems rooted in the structure of society. Social workers also organize community groups to tackle local issues such as housing problems and try to influence policy-making bodies and legislation. Sociologists provide many of the theories and ideas used to help others. Although sociology is not social work, it is a useful area of academic concentration for those interested in entering the helping professions.
CHAPTER 1
THE SOCIOLOGICAL PERSPECTIVE
The work of journalists is also often confused with that of sociologists. It is common for journalists to write articles that examine sociological issues. (For a comparison of the two fields, see “How Sociologists Do It: Is There a Difference between Sociology and Journalism?”)
It is hardly an accident that sociology emerged as a separate field of study in Europe during the nineteenth century. That was a time of turmoil, a period in which the existing social order was shaken by the growing industrial revolution and violent uprisings against established rulers (the American and French revolutions). People were also discovering, through world exploration, how other people lived. At the same time, the church’s power to impose its views of right and wrong was also declining. New social classes of industrialists and businesspeople emerged to challenge the rule of the feudal aristocracies. Tightly knit communities, held together by centuries of tradition and well-defined social relationships, were strained by dramatic changes in society. Factory cities began to replace the rural estates of nobles as the centers for society at large. People with different backgrounds were brought together under the same factory roof to work for wages instead of exchanging their services for land and protection. Families now had to protect themselves, to buy food rather than grow it, and to pay rent for their homes. These new living and working conditions led to the development of an industrial, urban lifestyle, which, in turn, produced new social problems. Many people were frightened by these changes and wanted to find some way of coping with the new society. The need for a new understanding of society, together with the growing acceptance of the scientific method, led to the emergence of sociology.
Auguste Comte (1798–1857) Born in the French city of Montpellier on January 19, 1798, Auguste Comte grew up in the period of great political turmoil that followed the French Revolution of 1789–1799. In August 1817, Comte met Henri SaintSimon and became his secretary and eventually his close collaborator. Under Saint-Simon’s influence, Comte converted from an ardent advocate of liberty and equality to a supporter of an elitist conception of society. Saint-Simon and Comte rejected the lack of empiricism in the social philosophy of the day. Instead they turned for inspiration to the methods and intellectual framework of the natural sciences, which they perceived as having led to the spectacular successes of industrial progress. They set out to develop a “science of man” that would reveal the underlying principles of society much as the sciences of physics and chemistry explained
© Bettman/CORBIS
● THE DEVELOPMENT OF SOCIOLOGY
Auguste Comte coined the term sociology. He wanted to develop “a science of man” that would reveal the underlying principles of society, much as the sciences of physics and chemistry explained nature and guided industrial progress.
nature and guided industrial progress. During their association the two men collaborated on a number of essays, most of which contained the seeds of Comte’s major ideas. Their alliance came to a bitter end in 1824 when Comte broke with Saint-Simon for both financial and intellectual reasons. Comte saw this new science, which he named sociology, as the greatest of all sciences. Sociology would include all other sciences and bring them all together into a cohesive whole. Financial problems, lack of academic recognition, and marital difficulties combined to force Comte into a shell. Eventually, for reasons of “cerebral hygiene,” he no longer read any scientific work related to the fields about which he was writing. Living in isolation at the periphery of the academic world, Comte concentrated his efforts between 1830 and 1842 on writing his major work, Cours de Philosophie Positive, the work in which he actually coined the term sociology. Comte devoted a great deal of his writing to describing the contributions he expected sociology would make in the future. He was much less concerned with defining sociology’s subject matter than with showing how it would improve society.
Harriet Martineau (1802–1876) Harriett Martineau was born in Norwich, England. She was the sixth of eight children and was unhappy in her youth. She became deaf at a young age and had no sense of taste or smell. Hearing aids did not exist then, so she used an ear trumpet.
11
PART 1
THE STUDY OF SOCIETY
In 1826, her father died, leaving her with little money. She needed to find a job but the typical line of work for young women, teaching, was not open to her because she was deaf. Instead, she turned to writing. In 1837, she published Theory and Practice of Society in America, in which she analyzed the customs and lifestyle present in nineteenth-century United States. Her book was based on traveling throughout the United States and observing day-to-day life in all its forms, from that which took place in prisons, mental hospitals, and factories to family gatherings, slave auctions, and even proceedings of the Supreme Court and Senate. The book helped map out what a sociological work dealt with by examining the impact of immigration, family issues, politics, and religion as well as race and gender issues. In her book, she also compared social stratification systems in Europe with those in the United States. Martineau’s work also demonstrated the level of objectivity she thought was necessary for an analysis of society when she noted, “It is hard to tell which is worse, the wide diffusion of things that are not true or the suppression of things that are.” Later in her career, she came to the conclusion that scholars should not just offer observations but should also use their research to bring about social reform for the benefit of society. She asked her readers to “judge for themselves . . . how far the people of the United States lived up to” their stated ideals (Hoecker-Drysdale, 1992). Martineau was outspoken about the treatment of women in the United States. She thought women were treated like slaves. She was a proponent of expanding the education of women so that they did not have to depend only on marriage to live successfully. Martineau’s second important contribution to sociology was translating into English Auguste Comte’s six-volume Positive Philosophy. Her two-volume edition of this book (1853) introduced the field of sociology to England and influenced people such as Herbert Spencer as well as early American sociologists. Comte himself recommended Martineau’s translation to his students instead of his own.
Herbert Spencer (1820–1903) Even though Herbert Spencer was largely self-educated, he had an enormous impact on a variety of fields, including sociology. In 1858, he outlined an enormous project for himself that few people have ever attempted. He wanted to demonstrate how the idea of evolution applied to sociology, biology, psychology, and morality. Spencer thought the ten volumes he planned to produce of this work would take 20 years. In fact, it took the rest of his life. The books he produced, listed below, helped define these fields and shape the future development of these disciplines.
© Boston/Filmworks
12
Harriet Martineau was an early and significant contributor to the development of sociology. She believed that scholars should not simply offer observations but should also use their research to bring about social reform.
Principles of Sociology (3 volumes) The Study of Sociology Principles of Biology (2 volumes) Principles of Psychology (2 volumes) The Principles of Ethics (2 volumes) Eventually, Spencer became the most famous philosopher of his time. His works were translated into many languages, and he received numerous honors and awards throughout the world. Spencer believed society was similar to a living organism. Just as the individual organs of the body are interdependent and make their specialized contributions to the living whole, so, too, are the various segments of society interdependent. Every part of society serves a specialized function necessary to ensure society’s survival as a whole. Spencer became a proponent of a doctrine known as social Darwinism, which applied to society Charles Darwin’s notion of survival of the fittest, in which those species of animals best adapted to the environment survived and prospered, whereas those poorly adapted died out.
CHAPTER 1
THE SOCIOLOGICAL PERSPECTIVE
© Boston/Filmworks
was proof of their poor adaptability to the environment. The survivors were clearly of superior stock (Berry and Tischler, 1978). Many people accepted social Darwinism because it served as a justification for their control over society. It enabled them to oppose reforms or social welfare programs, which they viewed as interfering with nature’s plan to do away with the unfit. Social Darwinism thus became a justification for the repression and neglect of African Americans following the Civil War. It was also used to justify policies that resulted in the decimation of Native American populations (Parillo, 1997). During the last years of his life, Spencer was quite isolated and disillusioned. He never married, and many of his close friends died. He imagined he had many illnesses, which doctors were unable to verify or treat. Spencer’s ties to social Darwinism have led many scholars to disregard his original contributions to the discipline of sociology. However, Spencer originally formulated many of the standard concepts and terms still current in sociology, and their use derives directly from his works. During the nineteenth century, sociology developed rapidly under the influence of three other scholars of highly divergent temperaments and orientations. Despite their differences, however, Karl Marx, Èmile Durkheim, and Max Weber were responsible for shaping sociology into a relatively coherent discipline. Herbert Spencer helped define what sociology would examine. Spencer also became a proponent of the doctrine known as social Darwinism.
Spencer reasoned that people who could not successfully compete in modern society were poorly adapted to their environment and were therefore inferior. Lack of success was viewed as an individual failing, and that failure was in no way related to barriers (such as prejudice or racism) created by society. In this view, to help the poor and needy was to intervene vainly in a natural evolutionary process. As Spencer noted: Human society is always in a kind of evolutionary process in which the fittest—which happened to be those who can make lots of money—were chosen to dominate. There were the armies of unfit, the poor, who simply could not compete. And just as nature weeds out the unfit, an enlightened society ought to weed out its unfit and permit them to die off so as not to weaken the racial stock. (Spencer, 1864, p. 444)
Social Darwinism had a significant effect on those who believed in the inequality of races. They now claimed that those who had difficulty succeeding in the white world were really members of inferior races. The fact that they lost out in the competition for status
Karl Marx (1818–1883) Karl Marx is often thought of as a revolutionary proponent of the political and social system seen in countries once labeled communist. It is true that nearly half of the people in the world live under political systems that claim ties to Marxism. The governments, however, have often modified Marx’s original ideas to fit their own philosophies. Marx lived in Europe during the early period of industrialization, when the overwhelming majority of people in such societies were poor. The rural poor moved to cities where employment was available in the factories and workshops of the new industrial economies. Those who owned the factories exploited the masses who worked for them. Even children, some as young as five or six years old, worked twelve-hour days, six and seven days a week (Lipsey and Steiner, 1975) and received barely enough money to survive. The rural poor became the urban poor. Meanwhile, the owners achieved great wealth, power, and prestige. Marx wanted to understand why society produced such inequities, and he looked for a way to improve the human condition. Marx believed the entire history of human societies could be seen as the history of class conflict—the conflict between the bourgeoisie, who owned and controlled the means of production (capitalists), and the proletariat, who made up the mass of
13
14
PART 1
THE STUDY OF SOCIETY
The means of production would then be owned and controlled by the people in a workers’ socialist state. After the capitalist elements of all societies had been eliminated, the governments would wither away. New societies would develop in which people could work according to their abilities and take according to their needs. The seeds of societal conflict and social change would then come to an end because the factories were no longer privately owned. In many capitalist societies today, regulatory mechanisms have been introduced to prevent some of the excesses of capitalism. Unions have been integrated into the capitalist economy and the political system, giving workers a legal, legitimate means through which they can benefit from the capitalist system. Marx was not a sociologist, but his considerable influence on the field can be traced to his contributions to the development of conflict theory, which will be discussed more fully in this chapter.
Photoshot
Émile Durkheim (1858–1917)
Karl Marx’s views on class conflict were shaped by the industrial revolution. He believed that capitalist societies produced conflict because of the deep divisions between the social classes.
workers—the exploiters and the exploited. He believed the capitalists controlled wealth, power, and even ideas in society. They influenced the political, educational, and religious institutions in their society as well. According to Marx, capitalists make and enforce laws that serve their interests and act against the interests of workers. Marx predicted that capitalist society eventually would be split into two broad classes: the capitalists and the increasingly impoverished workers. Intellectuals like him would show the workers that the capitalist institutions were the source of exploitation and poverty. Gradually, the workers would become unified and organized and then take over control of the economy. Marx did not think this change would come about peacefully. Violent revolution would be necessary because those in power would not give up power voluntarily. The socialist system Marx envisioned would also require what he called “a dictatorship of the proletariat”—a temporary government in which the needs of the workers were protected. Eventually, this would lead to a true socialist society.
It might have been Spencer who wrote the first textbook of sociology, but it was Émile Durkheim who produced the first true sociological study. Durkheim’s work moved sociology fully out of the realm of social philosophy and helped chart the discipline’s course as a social science. In 1895, Durkheim published Rules of the Sociological Method, in which he described what sociology was and how research should be done. He also founded the first European Department of Sociology at the University of Bordeaux. Durkheim believed that individuals were exclusively the products of their social environment and that society shapes people in every possible way. To prove his point, Durkheim studied suicide. He believed that if he could take what was perceived to be a totally personal act and show that it is patterned by social factors rather than exclusively by individual mental disturbances, he would provide support for his point of view. People committed suicide because they were members of different social groups that were influenced by a variety of social factors. Durkheim began with the theory that the industrialization of Western society was undermining the social control and support that communities had historically provided for individuals. The anonymity and impersonality they encountered in these urban areas caused many people to become isolated from both family and friends. Further, in modern societies, people were frequently encouraged to aspire to goals that were difficult to attain. Durkheim believed suicide rates were influenced by group cohesion and societal stability. He believed that low levels of cohesion—which involve more individual choice, more self-reliance, and less adherence to group standards—would mean high rates of suicide.
French Photographer/Bibliotheque Nationale, Paris, France/Lauros/Giraudon/The Bridgeman Art Library
CHAPTER 1
Émile Durkheim produced the first true sociological study. Durkheim’s work helped move sociology out of the realm of social philosophy and into the direction of social science.
To test his idea, Durkheim decided to study the suicide rates of Catholic versus Protestant countries. He assumed the suicide rate in Catholic countries would be lower than in Protestant countries because Protestantism emphasized the individual’s relationship to God over community ties. The comparison of suicide records in Catholic and Protestant countries in Europe supported his theory by showing the probability of suicide was indeed higher in Protestant countries. Recognizing the possibility that lower suicide rates among Catholics could be based on factors other than group cohesion, Durkheim proceeded to test other groups. Reasoning that married people would have more group ties than single people, or people with children more than people without children, or non– college educated people more than college-educated people (because college tends to break group ties and encourage individualism), or Jews more than non-Jews, Durkheim tested each of these groups, and in each case, his theory held. Then, characteristic of the scientist that he was, Durkheim extended his theory by identifying three types of suicide—egoistic, altruistic, and anomic— that take place under different types of conditions.
THE SOCIOLOGICAL PERSPECTIVE
Egoistic suicide comes from low group cohesion, an underinvolvement with others. Durkheim argued that loneliness and a commitment to personal beliefs rather than to group values can lead to egoistic suicide. Therefore, he found that single and divorced people had higher suicide rates than did married people and that Protestants, who tend to stress individualism, had higher rates of suicide than did Catholics. Altruistic suicide derives from a very high level of group cohesion, an overinvolvement with others. The individual is so tied to a certain set of goals that he or she is willing to die for the sake of the community. This type of suicide, as Durkheim noted in his time, still exists in the military as well as in societies based on ancient codes of honor and obedience. Perhaps the best-known historical examples of altruistic suicide come from Japan in the ceremonial rite of seppuku, in which a disgraced person rips open his own belly, and in the kamikaze attacks by Japanese pilots toward the end of World War II. The Japanese pilots, instead of being morose before the bombing missions that would cause their certain deaths, were often reported to be cheerful and serene. One 23-year-old kamikaze, in a letter to his parents, voiced the feelings of thousands of his fellows when he wrote, “I shall be a shield for His Majesty and die cleanly along with my squadron leader and other friends.” There were, said Masuo, 16 members in his squadron and, he added, “May our deaths be as sudden and clean “as the shattering of crystal” (Axell, 2002). Today, we often see examples of altruistic suicide in the terrorists who flew the planes into the World Trade towers and in the Middle Eastern suicide bombers. These individuals are willing to sacrifice their lives for their cause as they blow up a building, plane, or restaurant. In addition to destroying the property, the terrorists often want to kill as many people as possible. Anomic suicide results from a sense of feeling disconnected from society’s values. A person might know what goals to strive for but not be able to attain them, or a person might not know what goals to pursue. Durkheim found that times of rapid social change or economic crisis are associated with high rates of anomic suicide. Durkheim’s study was important not only because it proved that the most personal of all acts, suicide, is in fact a product of social forces but also because it was one of the first examples of a scientifically conducted sociological study. Durkheim systematically posed theories, tested them, and drew conclusions that led to further theories. He also published his results for everyone to see and criticize. (For a discussion of suicide in contemporary society, see “Our Diverse Society: Who Is at Most Risk for Suicide?”) Durkheim’s interests were not limited to suicide. His mind ranged the entire spectrum of social activities. Two of his other classics include The Division of Labor in Society (1893) and The Elementary Forms of the Religious
15
PART 1
THE STUDY OF SOCIETY
OUR DIVERSE SOCIETY O
Who Is at Most Risk for Suicide? W E Even though th we see various reports describing the tragedy of suicides among teenagers or returning veterans, the highest suicide rate is actually among elderly white men. About 31,000 suicides occur in the United States in any given year. In fact, it is the 11th leading cause of death with a rate of 11 suicide deaths per 100,000 people. The rate for white men over the age of 65, however, is actually about triple that overall rate. Elderly men also have a suicide rate that is eight times that of elderly women. Although elderly women are three times as likely to attempt suicide as elderly men, men are more likely to succeed when they attempt suicide, consequently the
higher rate among elderly men. Men are more likely than women to use violent and lethal means to commit suicide. A gun is more effective than pills. Others have noted that doctors tend to assume depression in the elderly is a natural feature of aging. Men tend to be more stoic about depression than women and receive less treatment. Source: Sandra Yin, “Elderly White Men Afflicted by High Suicide Rates,” Washington, D.C. Population Reference Bureau, August 2006. http://www.prb.org/Articles/2006/ ElderlyWhiteMenAfflictedbyHighSuicideRates.aspx, accessed February 6, 2009.
50 Suicide rates per 100,000
16
Males
40 30 20 10 Females 0
15–24 25–34 35–44 45–54 55–64 65–74 75–84 Ages
85+
FIGURE 1-2 Death Rates for Suicide by Age and Sex Source: National Center for Health Statistics, “Health, United States” (Atlanta, GA: Centers for Disease Control and Prevention, 2005).
Life (1917). In both works he drew on what was known about non-literate societies as evolutionary precursors of contemporary societies. Durkheim focused on the forces that hold society together—that is, on the functions of various parts of society. This point of view, often called the functionalist theory or functionalist perspective, remains one of the dominant approaches to the modern study of society.
Max Weber (1864–1920) Max Weber thought of sociology as the study of social action. He differed from the other founders of sociology in a variety of ways. Herbert Spencer thought society was similar to a living organism. Durkheim was concerned social cohesion in society. Marx believed the conflicts between social classes determined many things in society. In contrast, Max Weber’s primary focus was on the individual meanings people attach to the world around them.
In addition, much of Weber’s work attempted to clarify, criticize, and modify the works of Marx. Therefore, we shall discuss Weber’s ideas as they relate to and contrast with those of Marx. Unlike Marx, who was not only an intellectual striving to understand society but also a revolutionary conspiring to overturn the capitalist social system, Weber was essentially a German academic attempting to understand human behavior. Weber believed the role of intellectuals was simply to describe and explain truth, whereas Marx believed the scholar should also tell people what to do. Marx believed that ownership of factories resulted in control of wealth, power, and ideas. Weber showed that economic control does not necessarily result in prestige and power. For example, the wealthy president of a chemical company whose toxic wastes have been responsible for the pollution of a local water supply might have little prestige in the community. Moreover, the company’s board of directors might deprive the president of any real power.
CHAPTER 1
THE SOCIOLOGICAL PERSPECTIVE
of individuals by large bureaucratic structures. As he foresaw, bureaucracies now rule our modern industrial world, both capitalist and socialist—economic, political, military, educational, and religious. Given the existing situation, it is easy to appreciate Weber’s anxiety. As he put it, Each man becomes a little cog in the machine and, aware of this, his one preoccupation is whether he can become a bigger cog. . . . The problem which besets us now is not: how can this evolution be changed?—for that is impossible, but what will become of it? (Quoted in Coser, 1977)
akg-images/The Image Works
The Development of Sociology in the United States
Much of Max Weber’s work was an attempt to clarify, criticize, and modify the works of Karl Marx. He also studied the role of religion in the creation of new economic conditions.
Although Marx maintained that control of production inevitably results in control of ideologies, Weber stated that the opposite may happen: Ideologies sometimes influence the economic system. When Marx called religion an “opium of the people,” he was referring to the ability of those in control to create an ideology that would justify exploitation by those in power, Weber however, showed that religion could be a belief system that contributed to the creation of new economic conditions and institutions. In The Protestant Ethic and the Spirit of Capitalism (1904–1905), Weber tried to demonstrate how the Protestant Reformation of the seventeenth century provided an ideology that gave religious justification to the pursuit of economic success through disciplined, hard work. This ideology, called the Protestant ethic, ultimately helped transform northern European societies from feudal agricultural communities into industrial capitalist societies. Understanding the development of bureaucracy interested Weber. Marx saw capitalism as the source of control, exploitation, and alienation of human beings and believed that socialism and communism would ultimately bring an end to this exploitation. Weber believed bureaucracy would characterize both socialist and capitalist societies. He anticipated and feared the domination
Sociology had its roots in Europe and did not become widely recognized in the United States until almost the beginning of the twentieth century. The early growth of American sociology began at the University of Chicago. That setting provided a context in which a large number of scholars and their students could work closely to refine their views of the discipline. It was there that the first graduate department of sociology in the United States was founded in the 1890s. From the 1920s to the 1940s, the so-called Chicago school of sociologists led American sociology in the study of communities, with particular emphasis on urban neighborhoods and ethnic areas. Many of America’s leading sociologists from this period were members of the Chicago school, including Robert E. Park, W. I. Thomas, and Ernest W. Burgess. Most of these individuals were Protestant ministers or sons of ministers and, as a group, they were deeply concerned with social reform. Also in Chicago, but not directly part of the university, Jane Addams (1860–1935) was also deeply committed to social reform. Jane Addams was born in 1860 to a prosperous Quaker family dedicated to the antislavery cause. Her father, John Addams, was a politician and friend of Abraham Lincoln. Jane Addams was part of the first generation of middle-class women to go to college and graduated as valedictorian from Rockford Female Seminary (Illinois) in 1881. Few professions were open to educated women then and, after graduation, Addams returned home and was expected to wait for a marriage proposal (Elshtain, 2001). During the next few years, Addams traveled through Europe and observed the poverty that existed in the cities’ slums. She also studied ways in which various organizations attempted to alleviate poverty. During her stay in London, she visited a settlement house run by Oxford University students where they helped the poor. She used this settlement house, called Toynbee Hall, as a model for a program she would later develop in Chicago to assist the poor. Jane Addams and Ellen Gates Star finally opened the doors to their own version of Toynbee Hall, Hull House,
17
PART 1
THE STUDY OF SOCIETY
in September 1889. It was designed to serve the immigrant population of Chicago’s 19th ward. For 40 years, Hull House successfully served the community by offering a wide variety of clubs and activities. During this time, Hull House and Jane Addams became known internationally for championing the rights of immigrants and fighting for child labor laws. She also advocated for industrial safety, juvenile courts, labor unions, women’s suffrage, and world peace. Addams wrote extensively about Hull House activities. She published eleven books and numerous articles, and she spoke often at venues throughout the United States and the world. She lived on her inheritance and the proceeds from her writing and speaking engagements because she did not receive a salary from Hull House. She also used her income to underwrite various social causes throughout her life. In 1907, she published Newer Ideals of Peace, from which she became known internationally as a pacifist. This brought her much ridicule when the United States entered World War I. But in time, the public began to embrace her ideals. By 1931, her reputation as a peacemaker was firmly established, and she was awarded the Nobel Peace Prize, shared with Nicholas Murray Butler. After that, people from all over the world began to write her letters and to extoll her work. She received pleas for intervention around the world to help alleviate hunger, poverty, and oppression (Swarthmore College). W. E. B. Du Bois (1868–1963) became the first African American to receive a PhD from Harvard in 1896 with his dissertation, The Suppression of the African Slave-Trade to the United States. Du Bois then went on to Atlanta University, where he established and was in charge of the sociology program until 1910, when he left to become editor of The Crisis, the journal of the National Association for the Advancement of Colored People. By that time, Du Bois had written dozens of articles and books on the history and sociology of African Americans and was the country’s leading African-American sociologist. When Du Bois came of age, racism was very much a part of the American landscape on both a popular and academic level. Politicians and writers were openly declaring that blacks belonged to an inferior race that contributed nothing to society. Du Bois believed that doctrines and theories had a powerful effect on social conditions. Slavery and the disenfranchisement of blacks were rooted in the notion of the inferiority of the race. It was important, he felt, to change these beliefs to improve the status of African Americans. Much of his scholarly work was governed by his view that sociological studies of African Americans would have a positive effect on public opinion (Brotz, 1966). Du Bois argued for the acceptance of African Americans into all areas of society and advocated militant resistance to white racism. He believed that it was not solely the responsibility of blacks, nor was it in their capacity, to alter their collective place in American
The Library of Congress
18
W. E. B. Du Bois was the first African American to receive a PhD from Harvard University. He wrote dozens of articles and books on the history and sociology of African Americans.
society, but that it was primarily the responsibility of whites, who held the power to effect such change. In 1903, he published The Souls of Black Folk, a collection of eloquent, well-reasoned essays on race relations. Blending sociology and economics, he described the injustices that had scarred the black experience in the United States. “The problem of the Twentieth Century is the problem of the color line,” he declared (Lewis, 2000). Throughout his life, Du Bois considered himself torn between being a black man and being an American. This conflict led him to feel like an exile in the United States and, eventually, he left and moved to Ghana. As Du Bois noted in his autobiography: Had it not been for the race problem early thrust upon me and enveloping me, I should have probably been an unquestioning worshipper at the shrine of the established social order into which I was born. But just that part of this order which seemed to most of my fellows nearest perfection seemed to me most inequitable and wrong: and starting from that critique, I gradually, as the years went by, found other things to question in my environment. (Du Bois, 1968)
Du Bois died in 1963 at the age of 95, one day before the famous march on Washington took place where Martin Luther King Jr. made his “I Have a Dream” speech. It was ironic that America’s preeminent black
CHAPTER 1
intellectual died on the eve of this great civil rights gathering, which had gained so much energy from his ideas against segregation. Du Bois had long ago concluded that the possibility of racial equality was a receding mirage for people of color. At the time of his death, he was leading the life of a political exile in Ghana. Talcott Parsons (1902–1979) was the sociologist most responsible for developing theories of structural functionalism in the United States. He presided over the Department of Social Relations at Harvard College from the 1930s until he retired in 1973. Parsons’s early research was quite empirical, but he later turned to the philosophical and theoretical side of sociology. In The Structure of Social Action (1937), Parsons presented English translations of the writings of European thinkers, most notably Weber and Durkheim. In his best-known work, The Social System (1951), Parsons portrayed society as a stable system of well-ordered, interrelated parts. His viewpoint elaborated on Durkheim’s perspective. Robert K. Merton also has been an influential proponent of functionalist theory. In his classic work, Social Theory and Social Structure (1968), first published in 1949, Merton spelled out the functionalist view of society. One of his main contributions to sociology was to distinguish between two forms of social functions—manifest functions and latent functions. By social functions, Merton meant those social processes that contribute to the ongoing operation or maintenance of society. Manifest functions are the intended and recognized consequences of those processes. For example, one of the manifest functions of going to college is to obtain knowledge, training, and a degree in a specific area. Latent functions are the unintended or not readily recognized consequences of such processes. Therefore, college can also offer the opportunity of establishing lasting friendships and finding potential marriage partners. Under the leadership of Parsons and Merton, sociology in the United States moved away from a concern with social reform and adopted a so-called value-free perspective. This perspective, which Max Weber advocated, requires description and explanation rather than prescription; it holds that people should be told what is, not what should be.
● THEORETICAL PERSPECTIVES How should you begin to think about society? You first need to start with a set of assumptions that offer a framework for interpreting the results of studies. Such assumptions are known as paradigms. For example, good will triumph over evil is a paradigm. Paradigms are models or frameworks for questions that generate and guide research. Of course, not all paradigms are equally valid, even though at first they seem
THE SOCIOLOGICAL PERSPECTIVE
to be. Sooner or later, some will be found rooted in fact, and others will be unusable and finally discarded. Let us examine the paradigms sociologists are likely to use.
Functionalism Functionalism—or structural functionalism, as it is often called—is rooted in the writings of Spencer and Durkheim and the work of such scholars as Parsons and Merton. Functionalism views society as a system of highly interrelated structures or parts that function or operate together harmoniously. Functionalists analyze society by asking what each different part contributes to the smooth functioning of the whole. For example, we may assume the education system serves to teach students specific subject matter. However, functionalists might note that it acts as a system to socialize the young so that they can become members of society. The education system serves as a gatekeeper to the rewards society offers to those who follow its rules. From the functionalist perspective, society appears quite stable and self-regulating. Much like a biological organism, society is normally in a state of equilibrium or balance. Most members of a society share a value system and know what to expect from one another. Functionalism is a very broad theory in that it attempts to account for the complicated interrelationships of all the elements that make up human societies. In a way, it is impossible to be a sociologist and not be a functionalist because most parts of society serve some stated or unstated purpose. Functionalism is limited in one regard, however: The assumption that societies are normally in balance or harmony makes it difficult for proponents of this view to account for how social change comes about. If major parts of society fit together smoothly, we can assume that the social system is working well. Conflict is then seen as something that disrupts the essential orderliness of the social structure and produces imbalance between the parts and the whole.
Conflict Theory Conflict theory is rooted in the work of Marx and other social critics of the nineteenth century. Conflict theory proposes that each individual or group struggles to attain the maximum benefit. This causes society to change constantly in response to social inequality and social conflict. For conflict theorists, social change pushed forward by social conflict is the normal state of affairs. Calm periods are merely temporary stops along the road. Conflict theorists believe social order results from those in power making sure that subordinate groups are loyal to the systems that are the dominant groups’ sources of wealth, power, and prestige. The powerful will use coercion,
19
20
PART 1
THE STUDY OF SOCIETY
constraint, and even force to control those people who are not voluntarily loyal to the laws and rules those in control have made. When this order cannot be maintained and the subordinate groups rebel, change comes about. Conflict theorists are concerned with the issue of who benefits from particular social arrangements and how those in power maintain their positions and continue to reap benefits from them. The ruling class is seen as a group that spreads certain values, beliefs, and social arrangements to enhance its power and wealth. The social order then reflects the outcome of a struggle among those with unequal power and resources. Conflict perspectives are often criticized as concentrating too much on conflict and change and too little on what produces stability in society. They also are criticized for being too ideologically based and using little in the way of research methods or objective statistical evidence. Conflict theorists counter that the complexities of modern social life cannot be reduced to statistical analysis and that doing so has caused sociologists to become detached and removed from the real causes of human problems. Both functionalist and conflict theories are descriptive and predictive of social life. Each has its strengths and weaknesses, and each emphasizes an important aspect of society and social life.
also occurs on an intimate scale between individuals. The interactionist perspective focuses on how individuals make sense of—or interpret—the social world in which they participate. As such, this approach is primarily concerned with human behavior on a person-to-person level. Interactionists criticize functionalists and conflict theorists for implicitly assuming that social processes and social institutions somehow have a life of their own apart from the participants. Interactionists remind us that the educational system, the family, the political system, and, indeed, all of society’s institutions are ultimately created, maintained, and changed by people interacting with one another. The interactionist perspective includes a number of loosely linked approaches. George Herbert Mead devised a symbolic interactionist approach that focuses on signs, gestures, shared rules, and written and spoken language. Harold Garfinkel used ethnomethodology to show how people create and share their understandings of social life. Erving Goffman took a dramaturgical approach in which he saw social life as a form of theater. (We will discuss ethnomethodology and dramaturgy in Chapter 5.) Of these three approaches, the symbolic interactionist approach has received the widest attention and presents us with a well-formulated theory. Table 1-1 compares the functionalist, conflict theory, and interactionist approaches to sociology.
The Interactionist Perspective
Symbolic Interactionism
Functionalism and conflict theory can be thought of as opposite sides of the same coin. Although quite different from one another, they share certain similarities. Both approaches focus on major structural features of entire societies and attempt to give us an understanding of how societies survive and change. Social life, however,
As developed by George Herbert Mead (1863–1931), symbolic interactionism is concerned with the meanings that people place on their own and one another’s behavior. Human beings are unique in that most of what they do with one another has meaning beyond the concrete
TABLE 1-1 Major Theoretical Perspectives in Sociology Perspective
Scope of Analysis
Point of View
Focus of Analysis
Structural-Functional
Macro level
The various parts of society are interdependent and functionally related.
The functional and dysfunctional aspects of institutions and society
Social systems are highly stable. Social life is governed by consensus and cooperation. Social Conflict
Macro level
Society is a system of accommodations among competing interest groups.
How social inequalities produce conflict Who benefits from particular social arrangements
Social systems are unstable and are likely to change rapidly. Social life involves conflict because of differing goals. Interactionist
Micro level
Most of what people do has meaning beyond the concrete act. The meanings that people place on their own and on one another’s behavior can vary.
How people make sense of the world in which they participate
CHAPTER 1
THE SOCIOLOGICAL PERSPECTIVE
SOCIOLOGY IN STRANGE PLACES
What Do People Do Online? People do many things when they use the Internet. Teens and the so-called generation Y (ages 18–32) are the most likely groups to use the Internet for entertainment and for communicating with friends and family. Younger people use the Internet for entertainment by watching videos, playing online games, or downloading music. The 12–32 group is more likely than older groups to use social networking sites and to create profiles on those sites. They also use personal blogs and social networking sites to communicate with friends. This group is also more likely than older generations to use instant messaging. The favorite Internet activity for teens is game playing. Older generations are more likely to use the Internet as a research, banking, or shopping tool; to find health or religious information; or to visit government Web sites. They are less likely to use the Internet for socializing and entertainment.
Generation Y (18–32) 1. Watch videos 2. Get job information 3. Use social networking sites Older Baby Boomers (55–63) 1. Get health information 2. Shop online 3. Visit government sites Source: Sydney Jones and Susannah Fox, “Generations Online 2009,” Pew Internet & American Life Project, January 28, 2009, http://www.pewinternet.org/pdfs/PIP_ Generations_2009.pdf, accessed.
Most Common Online Activities Teens (12–17) 1. Play video games 2. Use social networking sites 3. Send instant messages
act. According to Mead, people do not act or react automatically but carefully consider and even rehearse what they are going to do. They take into account the other people involved and the situation in which they find themselves. The expectations and reactions of other people greatly affect each individual’s actions. In addition, people give things meaning and act or react on the basis of these meanings. For example, when the flag of the United States is raised, people stand because they see the flag as representing their country. Because most human activity takes place in social situations—in the presence of other people—we must fit what we as individuals do with what other people in the same situation are doing. We go about our lives assuming that most people share our definitions of basic social situations. This agreement on definitions and meanings is the key to human interactions in general, according to symbolic interactionists. For example, a staff nurse in a mental hospital unlocking a door for an inpatient is doing more than simply enabling the patient to pass from one ward to another. He or she also is communicating a position of social dominance over the patient (within the hospital) and is carrying a powerful symbol of that dominance—the key. The same holds true for a
professor asking students to read a chapter or a company vice president informing department heads of new rules. Such interactions, therefore, although they appear to be simple social actions, also are laden with highly symbolic social meanings. These symbolic meanings are intimately connected with our understanding of what it is to be and to behave as a human being. This includes our sense of self; how we experience others and their views of us; the joys and pains we feel at home, at school, at work, and among friends and colleagues; and so on. (See “Sociology in Strange Places: What Do People Do Online?” for new forms of symbolic communication.) Symbolic interaction and its various offshoots have been criticized for paying too little attention to the larger elements of society. Interactionists respond that societies and institutions consist of individuals who interact with one another and do not exist apart from these basic units. They believe that an understanding of the process of social interaction will lead to an understanding of the rest of society. Nevertheless, symbolic interactionism does complement functionalism and conflict theory in important ways and gives us important insights into how people interact.
21
22
PART 1
THE STUDY OF SOCIETY
Contemporary Sociology
■ SUMMARY
Contemporary sociological theory continues to build on the original ideas proposed in functionalism, conflict theory, and the interactionist perspective. Seeing contemporary sociological theory as either conflict theory or functionalism in the original sense would be difficult. Much of it has been modified to include important aspects of each theory. Even symbolic interactionism has not been wholeheartedly embraced, and aspects of it have instead been absorbed into general sociological writing. Very little contemporary sociological theory still can be identified as true functionalism. Part of this is because sociologists today no longer try to develop all-inclusive theories and, instead, opt for what Merton (1968) referred to as middle-range theories. Middle-range theories are concerned with explaining specific issues or aspects of society instead of trying to explain how all of society operates. A middle-range theory might be one that explains why divorce rates rise and fall with certain economic conditions or how crime rates are related to residential patterns. During the past 30 years, conflict theory has been influenced by a generation of neo-Marxists. These people have helped produce a more complex and sophisticated version of conflict theory that goes beyond the original emphasis on class conflict and instead shows that conflict exists within almost every aspect of society (Gouldner, 1970, 1980; Skocpol, 1979; Starr, 1982, 1992; Tilly, 1978, 1981; Wallerstein, 1974, 1979, 1980, 1991). Some sociologists have turned to approaches that grew out of developments in Europe after 1960. Approaches known as postmodernism, poststructuralism, or critical theory became popular. Others turned to the methods of anthropology and became critical of the previous emphasis on objective or scientific approaches to research.
•
Theory and Research Sociological theory gives meaning to sociological practice. Merely assembling countless descriptions of social facts is not useful for understanding society as a whole. Only when data are collected to answer the specific questions growing out of a specific theory can conclusions be drawn and valid generalizations made. This is the ultimate purpose of all science. Theory without practice (research to test it) is at best poor philosophy and at worst unscientific, and practice not based on theory is at best trivial and at worst a tremendous waste of time and resources. Therefore, in the next chapter, we shall move from theory to practice—to the methods and techniques of social research.
• • • • •
•
•
• •
• • • • •
A great deal of social-issue information comes from sources that have an interest in developing support for a particular point of view. Sociology, by contrast, is the scientific study of human society and social interactions. Sociology seeks an accurate and scientific understanding of society and social life. The main focus of sociology is on the group, not on the individual. A sociologist tries to understand the forces that operate throughout the society—forces that mold individuals, shape their behavior, and thus determine social events. The social sciences consist of all those disciplines that apply scientific methods to the study of human behavior. Although the areas of interest do overlap, each of the social sciences has its own area of investigation. Cultural anthropology, psychology, economics, history, political science, and social work all have some things in common with sociology, but each has its own distinct focus, objectives, theories, and methods. Sociology emerged as a separate field of study in Europe during the nineteenth century. It was a time of turmoil and a period of rapid and dramatic social change. Industrialization, political revolution, urbanization, and the growth of a market economy undermined traditional ways of doing things. The need for a systematic analysis of society, coupled with the acceptance of the scientific method, resulted in the emergence of sociology. In the United States, sociology developed in the early twentieth century. Its early growth took place at the University of Chicago, where the first graduate department of sociology in the United States was founded in 1890. The so-called Chicago school of sociology focused on the study of urban neighborhoods and ethnic areas and included many of America’s leading sociologists of the period. Scientists need a set of working assumptions to guide them in their professional activities. These models, or frameworks for questions that generate and guide research, are known as paradigms. Sociologists have developed several paradigms to help them investigate social processes. Functionalism views society as a system of highly interrelated structures that function or operate together harmoniously. Functionalists analyze society by asking what each part contributes to the
CHAPTER 1
•
•
smooth functioning of the whole. From the functionalist perspective, society appears quite stable and self-regulating. Critics have attacked the conservative bias inherent in this assumption. Conflict theory sees society as constantly changing in response to social inequality and social conflict. For these theorists, social conflict is the normal state of affairs; social order is maintained by coercion. Conflict theorists are concerned with the issue of who benefits from particular social arrangements and how those in power maintain their positions. The interactionist perspective focuses on how individuals make sense of, or interpret, the social world in which they participate. This perspective consists of a number of loosely linked approaches.
•
THE SOCIOLOGICAL PERSPECTIVE
Contemporary sociology has built on and modified the insights of these three theoretical perspectives.
Media Resources The Companion Website for Introduction to Sociology, Tenth Edition www.cengage.com/sociology/tischler
Supplement your review of this chapter by going to the companion website to take one of the tutorial quizzes, use the flash cards to master key terms, and check out the many other study aids you will find there. You will also find special features such as GSS data and Census information at your fingertips to help you complete that special project or do some research on your own.
23
24
PART 1
THE STUDY OF SOCIETY
CHAPTER ONE STUDY GUIDE ● Key Concepts and Thinkers Match each of the following concepts with its definition, illustration, or explanation. a. b. d. e. f. g.
Scientific method Middle-range theory Paradigms Functionalism Conflict theory Interactionist perspective
h. j. j. k. l.
Social cohesion Manifest function Latent function The sociological imagination Egoistic suicide
m. n. o. p.
Altruistic suicide Anomic suicide Applied sociology Social Darwinism
1. The degree to which people are bonded to groups and to the society as a whole 2. The belief that inequality in society is the result of a natural selection based on individual capacities and abilities 3. The ability to see the link between personal experiences and social forces 4. Paradigm that proposes that different sectors of a society have different interests and focuses on how groups use resources to secure their own particular interests 5. General views of the world that determine the questions to be asked and the important things to look at in answering them 6. The use of sociological knowledge not just to understand problems in the real world but to solve those problems 7. The paradigm that focuses on how people interpret and attempt to influence the social world 8. Intended outcomes of an institution 9. A process by which a body of scientific knowledge is built through observation, experimentation, generalization, and verification 10. Explanations that focus on specific issues rather than on society as a whole 11. The paradigm that emphasizes how elements of a society work (or do not work) toward accomplishing necessary functions 12. Suicide caused by feelings of normlessness and confusion, the feeling that the rules of the game no longer make sense 13. Unintended, unrecognized, but often useful consequence of an institution 14. Suicide that results from the willingness to sacrifice one’s own life for the good of the social group 15. Suicide related to lack of involvement with others Match the thinkers with their main idea or contribution. a. b. c. d.
Auguste Comte Harriet Martineau C. Wright Mills Herbert Spencer
e. f. g. h.
Emile Durkheim Karl Marx Max Weber Jane Addams
i. j. k. l.
W. E. B. Du Bois Talcott Parsons Robert K. Merton George Herbert Mead
1. Saw society as an organism; applied Darwin’s idea of survival of the fittest to explain and justify social conditions of different individuals and groups 2. African-American sociologist, early twentieth century; militant opponent of racism and keen observer of its effects (The Souls of Black Folk) 3. Theorist whose ideas provide the basis for symbolic interactionism
CHAPTER 1
THE SOCIOLOGICAL PERSPECTIVE
4. American sociologist; developed concept of the sociological imagination 5. Coined the term sociology; emphasized empiricism; thought society was evolving toward perfection 6. American proponent of structural functionalism who saw social systems as complicated but stable interrelations of diverse parts 7. Wrote observations of institutions (prisons, factories, and so on); compared American and European class systems. 8. Emphasized social solidarity; studied rates of behavior in groups rather than individual behavior 9. Advocated middle-range theories and emphasized the distinction between manifest and latent functions of social processes 10. American social reformer; founded Hull House, a settlement house for immigrants in Chicago 11. Viewed social change as resulting from the conflicts between social classes trying to secure their interests. Thought that eventually the workers would overthrow the capitalist-run system. 12. Thought power, wealth, and status were separate aspects of social class. Saw bureaucratization as a dominant trend with far-reaching social consequences. Contradicted Marx in arguing that religious ideas influenced economics, specifically that Protestantism brought the rise of capitalism. ● Central Idea Completions Following the instructions, fill in the appropriate concepts and descriptions for each of the questions posed in the following section. 1. Recently, there has been much public discussion and some proposed legislation concerning adults who use the Internet to prey on children. Sociologists have also studied this problem. (a) How do the goals of sociologists differ from those of journalists or talk-show hosts in looking at this problem? (b) With regard to Internet predators, how does the information sociologists use differ from the information journalists and talk-show hosts use? a. __________________________________________________________________________________________ b. __________________________________________________________________________________________ 2. According to some statistics, since the U.S. invasion and occupation of Iraq that began in 2003, suicide rates among soldiers have risen dramatically for both those in Iraq and those who have returned after tours in Iraq. Using your own knowledge and imagination, identify factors that might promote each of the types of suicide in Durkheim’s typology with respect to the U.S. military. a. Egoistic suicide ____________________________________________________________________________ b. Altruistic suicide ___________________________________________________________________________ c. Anomic suicide _____________________________________________________________________________ 3. Tischler says that some people who use sociological data and ideas “have no interest in putting forth objective information.” Imagine that there has been a shooting on a campus. How might the interests of the following entities affect the way they treat information? a. The local newspaper ________________________________________________________________________ b. The school administration ___________________________________________________________________ c. The campus police or security ________________________________________________________________ d. The NRA __________________________________________________________________________________
25
26
PART 1
THE STUDY OF SOCIETY
4. What questions and research strategies might each of the major sociological paradigms use in looking at the issue of steroid use among athletes? a. Structural functionalism _____________________________________________________________________ b. Conflict theory _____________________________________________________________________________ c. Interactionist perspective ____________________________________________________________________ 5. Think of some institution or organization—a university or elementary school, a court, a church—and list its manifest functions and latent functions. a. Manifest Functions__________________________________________________________________________ b. Latent Functions ___________________________________________________________________________ ● Critical Thought Exercises 1. Women (white, 40–44 years old) with advanced education are much more likely to be married today than were their counterparts in 1980. High school dropouts (white, 40–44 years old) of both sexes are less likely to be married than were their counterparts in 1980. What might account for these changes? 2. In debates over current political and social issues, which arguments and ideas are most compatible with social Darwinism? Which current ideas are most at odds with social Darwinism? 3. Re-read Tischler’s insert on sociology as a career. Use the occupational handbooks in your library or on the internet, as well as flyers from your campus employment service to conduct a preliminary career inventory of specific occupations for which a major in sociology would be helpful. ● Internet Activities 1. The American Sociological Association website (http://www.asanet.org/) has a lot of information for sociologists. For prospective sociologists, it also has the ASA booklet on careers in sociology (http://www. asanet.org/cs/root/leftnav/careers_and_jobs/careers_in_sociology) 2. If the sociological theorists seem too imposing, take a look at the Dead Sociologists’ Society (http:// www2.pfeiffer.edu/˜lridener/DSS/DEADSOC.HTML). Larry Ridener founded the site after seeing the 1989 Robin Williams movie, The Dead Poets Society. As the Williams character tried to get his students interested in poetry, Ridener wanted to interest his students in sociological ideas. The site has excellent links on a wide variety of sociological topics. 3. For more information on suicide rates in the United States, go to http://www.suicide.org/suicide-statistics.html. It has data comparing rates by sex, race, and age. It also shows the rates for each state. Some states have rates that are more than three times the rates of other states. Can you think of social factors that can account for these differences? 4. Where did all these Madisons come from, and what happened to Mildred? Sociology shows us that decisions that seem highly personal and individual (such as the decision to commit suicide) fall into patterns. Another such decision is what to name the baby. You can see these patterns and check your own name at the U.S. Census website (http://www.ssa.gov/OACT/babynames/). For the same information presented in graphs, visit http://www.babynamewizard.com/voyager.
CHAPTER 1
THE SOCIOLOGICAL PERSPECTIVE
5. Blogs. Several sociology blogs appear on the Internet. Sociological Images (http://contexts.org/socimages/) is one of the liveliest, and you’ll find links to other blogs. (As the name implies, it always has pictures.) ● Answers to Key Concepts 1. h;
2. p;
3. k;
4. f;
5. d;
6. o; 7. g;
8. i;
9. a;
10. b;
11. e;
12. n;
● Answers to Key Thinkers 1. d;
2. i;
3. l;
4. c;
5. a;
6. j; 7. b;
8. e;
9. k;
10. h;
11. f;
12. g
13. j;
14. m;
15. l
27
Comstock/Getty Images
2
Doing Sociology: Research Methods
The Research Process Define the Problem Review Previous Research Develop One or More Hypotheses Determine the Research Design Define the Sample and Collect Data How Sociologists Do It: How to Spot a Bogus Poll
Analyze the Data and Draw Conclusions Day-to-Day Sociology: Truth in the Courtroom versus Truth in the Social Sciences
How Sociologists Do It: How to Read a Table
Prepare the Research Report
Objectivity in Sociological Research Ethical Issues in Sociological Research Sociology in Strange Places: Famous Research Studies You Cannot Do Today
Summary
LEARNING OBJECTIVES After studying this chapter, you should be able to do the following:
◗ Explain the steps in the sociological research process ◗ Analyze the strengths and weaknesses of the various research designs
◗ Know what independent and dependent variables are ◗ Know what sampling is and how to create a representative sample
◗ Recognize researcher bias and how it can invalidate a study
◗ Explain the strengths and weaknesses of the various measures of central tendency
◗ Read and understand the contents of a table ◗ Explain the concepts of reliability and validity ◗ Understand the problems of objectivity and ethical issues that arise in sociological research
E
very day, we encounter news reports of social trends. For example, consider the problem of binge drinking. Researchers at the Harvard School of Public Health studied the issue and reported in the Journal of the American Medical Association (JAMA) that almost half of all college students were binge drinkers, and about 20% were frequent binge drinkers. They concluded that binge drinking was widespread on college campuses (Wechsler et al., 1994). Binge drinkers not only create problems for themselves but also for their classmates who might not be drinking. Binge drinking also produces higher rates of assault and unwanted sexual advances. What is binge drinking? The Harvard researchers defined binge drinking as having five drinks for men and four drinks for women within a few-hour period. It might surprise people to know that binge drinking was defined very differently in the past compared to how the Harvard researchers defined it. Earlier definitions of binge drinking involved an extended period of at least two days during which the person repeatedly became intoxicated and ignored his or her usual activities and obligations. Movies such as Lost Weekend or Leaving Las Vegas show this type of binge drinking. The definition of binge drinking also differs throughout the world. In Sweden, binge drinking involves drinking a half bottle of hard liquor or two bottles of wine on one occasion. Italians think that even if you have eight drinks a day, you are not bingeing. The English think you have to have 11 or more drinks on one occasion to be a binge drinker. According to the Harvard definition, if a woman has a pre-dinner drink, a couple of glasses of wine with
dinner, and another drink later in the evening, she is a binge drinker. Based on this standard, her blood alcohol level might not be at the level most states define as being drunk. In essence, therefore, many binge drinkers are legally sober. In the years since the JAMA article, repeated studies have shown that binge drinking on college campuses has actually been declining for many years and abstinence has been increasing. Yet, the false impression continues that binge drinking is a growing problem on college campuses (Perkins et al., 2001). When the media reported on the Harvard School of Public Health study published in a prestigious journal, they thought they were making the public aware of a troubling social issue. The media do not have the time or ability to evaluate carefully the validity of every press release or the accuracy of the information. As you will see in this chapter, the research process requires a number of specific steps to produce a valid study. Only when this is done faithfully can we have any confidence in the results of the study. In this chapter, we examine some of the methods scientists in general—and sociologists in particular—use to collect data to test their ideas.
● THE RESEARCH PROCESS How should you conduct a research study? After reading Chapter 1, “The Sociological Perspective,” you know not to approach a study and draw conclusions on the basis of your personal experience and perceptions; rather, you must approach the study scientifically. To approach a study scientifically, remember that science has two main goals: (1) to describe in detail particular characteristics and events and (2) to propose and test theories that help us understand these characteristics and events. There is a great deal of similarity between what a detective does in attempting to solve a crime and what a sociologist does in answering a research problem. In the course of their work, both detectives and sociologists must gather and analyze information. For detectives, the object is to identify and locate criminals and collect enough evidence to ensure that their identification is correct. Sociologists develop hypotheses, collect data, and develop theories to help them understand social behavior. Although their specific goals differ, both sociologists and detectives try to answer two general questions: why something happened and under what circumstances it is likely to happen again. That is, sociologists seek to explain and predict. All research problems require their own special emphasis and approach. The research procedure is usually tailored to the research problem. Nonetheless, the researcher must follow a sequence of steps called the research process when designing a research project. In short, the research process involves defining the
29
30
PART 1
THE STUDY OF SOCIETY
problem; reviewing previous research on the topic; developing one or more hypotheses; determining the research design; defining the sample and collecting data; analyzing and interpreting the data; and, finally, preparing the research report. The sequence of steps in this process and the typical questions asked at each step are illustrated in Table 2-1. Do not become concerned about any unfamiliar terms in this table. We will define them as we examine each of the various steps.
Define the Problem “Love leads to marriage.” Suppose you were given this statement as a subject for sociological research. How would you proceed to gather data to prove or disprove it? You must begin by defining love, a task that William Shakespeare himself tried to do in his play, Twelfth Night, when he asked, “What is love?” We would know that we have a problem here because, to this day, people are still grappling with the question, “How do you know when you are in love?” Concepts of love vary over time and from one culture to another. Sharon Brehm (1992) noted some of the views of love that have been suggested: 1. Love is insanity. 2. Love is not possible in marriage.
3. 4. 5. 6. 7. 8. 9.
Love happens only between people of the same sex. Love should not involve sexual contact. Love is a game. Love is a noble quest. Love is doomed. Love leads to happiness. Love and marriage go together.
We could try a different approach and define love by using a definition a researcher used in another study. For example, Hatfield (1988) defined love as “a state of intense longing for union with another.” You now have to find some way of determining whether this condition exists. You also must decide whether both people have to be in love for marriage to take place. You might already notice that it can be difficult to achieve the level of precision necessary for a useful research project. After you define your terms accurately and provide details to clarify your descriptions, you can begin to test the statement we proposed. Even after arriving at a careful definition of your terms and a detailed description of love, you might still have trouble answering the question empirically. An empirical question can be answered by observing and analyzing the world as it is known. Examples: How many students in this class have an A average? How many millionaires are there in the United States?
TABLE 2-1 The Research Process Steps in the Process Define the problem
Typical Questions What is the purpose of the study? What information is needed? How can we operationalize the terms? How will the information be used?
Review previous research
What studies have already been done on this topic? Do we need additional information before we begin? From what perspective should we approach this issue?
Develop one or more hypotheses
What are the independent and dependent variables? What is the relationship among the variables? What types of questions do we need to answer?
Determine the research design
Can we use existing data? What will we measure or observe? What research methods should we use?
Define the sample and collect data
Are we interested in a specific population? How large should the sample be? Who will gather the data? How long will it take?
Analyze the data and draw conclusions
What statistical techniques will we use? Have our hypotheses been proved or disproved? Is our information valid and reliable? What are the implications of our study?
Prepare the research report
Who will read the report? What is the reader’s level of familiarity with the subject? How should we structure the report?
Scientists pose empirical questions to collect information, to add to what is already known, and to test hypotheses. To turn the statement about love into an empirical question, you must ask how we measure the existence of love. In trying to define and measure love, one researcher (Rubin, 1970, 1973) used an interesting approach. He prepared a large number of self-descriptive statements that considered various aspects of loving relationships as mentioned by writers, philosophers, and social scientists. After administering these statements to a variety of subjects, he was able to isolate nine items that best reflected feelings of love for another. Three of these items are cited in the following paragraph. In each sentence, the person is to fill in the blank with the name of a particular person and indicate the degree to which the item describes the relationship. The following statements reflect three components of love. The first is attachment-dependency: “If I were lonely, my first thought would be to seek (blank) out.” The second component is caring: “If (blank) were feeling bad, my first duty would be to cheer (him or her) up.” The final component is intimacy: “I feel that I can confide in (blank) about virtually everything.” These three statements show the strong aspect of mutuality in love relationships. Using Rubin’s scale, you can begin to clarify an important component of your research problem. In the language of science, you have operationalized your definition of love. An operational definition is a definition of an abstract concept in terms of the observable features that describe the thing being investigated. Attachmentdependency, caring, and intimacy can be three features of an operational definition of love and can indicate the presence of love in a research study.
Review Previous Research Which questions are the “right” questions? Although there are no inherently correct questions, some are better suited to investigation than are others. To decide what to ask, researchers must first learn as much as possible about the subject. We would want to familiarize ourselves with as many of the previous studies on the topic as possible, particularly those closely related to what we want to do. By knowing as much as possible about previous research, we avoid duplicating a previous study and are able to build on contributions others have made to our understanding of the topic. After reviewing the research, we might discover that the early anthropologist, Ralph Linton, thought love was a form of insanity and that assuming it should lead to marriage was absurd. As he noted: All societies recognize that there are occasional violent emotional attachments between persons of the opposite sex, but our present American culture is practically the only one which has attempted to capitalize these and make them the basis for marriage. Most groups regard
DOING SOCIOLOGY: RESEARCH METHODS
Boston Filmworks
CHAPTER 2
If you were studying whether love leads to marriage, you would find it difficult to define love.
them as unfortunate and point out the victims of such attachments as horrible examples. . . . The percentage of individuals with a capacity for romantic love of the Hollywood type [is] about as large as that of persons able to throw genuine epileptic fits. (Linton, 1936)
Needless to say, Linton would not have thought much of our potential research project. Helen Fisher (2009) scanned the brains of people in love. She asked the people “What percent of the day and night do you spend thinking about your sweetheart?” For many people in love, thinking about the loved one became an obsession. Fisher found high levels of dopamine activity and low levels of serotonin during these times. The craving for the loved one resembled the experience of addicts who recall the pleasures of their drug use. Fisher also found that people who were deeply in love were similar to people with untreated obsessivecompulsive disorder.
31
PART 1
THE STUDY OF SOCIETY
Boston Filmworks
32
In one study, males were more likely than females to agree with the statement, “A person should marry whomever he or she loves regardless of the person’s social position.”
For something so basic we are starting to encounter a good deal of skeptical thinking.
Develop One or More Hypotheses Our original statement, “Love leads to marriage,” is presented in the form of a hypothesis. A hypothesis is a testable statement about the relationships between two or more empirical variables. A variable is anything that can change (vary). The number of highway deaths on Labor Day weekends, the number of divorces that occur each year in the United States, the amount of energy the average American family consumes in the course of a year, the daily temperature in Dallas, the number of marathoners in Boston or in Knoxville, Tennessee—all these are variables. The following are not variables: the distance from Los Angeles to Las Vegas, the altitude of Denver, or the number of marriages in Ohio in 2009. These are fixed, unchangeable facts.
As we review the previous research on the topic of love, we find we can develop additional hypotheses that help us investigate the issue further. For example, our reading might show that a common stereotype people hold is the notion that women are more romantic than men. After all, it appears that women enjoy romantic novels and movies about love more than men do. But wait a minute. We might begin to suspect that common stereotypes might be all wrong, that they are related to traditional gender-role models. We note that in most traditional societies, the male is the breadwinner, whereas the female depends on him for economic support, status, and financial security. Therefore, it would seem that when a man marries, he chooses a companion and, perhaps, a helpmate, whereas a woman chooses a companion as well as a standard of living. This leads us to hypothesize that in traditional societies, men are more likely to marry for love, whereas women are more likely to marry for economic security. There is support for this hypothesis. One study designed a scale to measure belief in a romantic ideal in marriage. Males were more likely than females to agree with such statements as “A person should marry whomever he loves regardless of social position” and “As long as they love one another, two people should have no difficulty getting along together in marriage.” Men were more likely than women to disagree with the statement, “Economic security should be carefully considered before selecting a marriage partner” (Rubin, 1973). Contrary to popular opinion, men also tend to be more romantic than women (Sprecher and Metts, 1989). This fact should not be that hard to understand when we see that, historically, men, with their control over resources, have had the luxury to be romantic. Women, who often have not been in charge of their economic destiny, have had to think of men as providers more than as lovers. We could hypothesize that as gender-role stereotyping declines in the United States and as more and more families come to depend on the income of both spouses, one of two things could happen: Either the importance of romantic love as a basis for marriage will begin to fade, or it will become stronger as the couple now comes together on the basis of mutual attraction as opposed to economic considerations. Hypotheses involve statements of causality or association. A statement of causality says that something brings about, influences, or changes something else. “Love between a man and a woman always produces marriage” is a statement of causality. A statement of association, however, says that changes in one thing are related to changes in another but that one does not necessarily cause the other. Therefore, if we propose that “the greater the love relationship between a man and a woman, the more likely it is they will marry,” we are making a statement of association. We are noting a connection between love and marriage but also that one does not necessarily cause the other.
CHAPTER 2
Often, hypotheses propose relationships between two kinds of variables. An independent variable causes or changes another variable. A dependent variable is influenced by the independent variable. For example, we might propose the following hypothesis: Men who live in cities are more likely to marry young than are men who live in the country. In this hypothesis, the independent variable is the location: Some men live in the city, some live in the country, but presumably, their choice of where to live is not influenced by whether they marry young. The age of marriage is the dependent variable because it is possible that the age of marriage depends on where the men live. If research shows that the age of marriage (a dependent variable) is indeed younger among urban men than among rural men, the hypothesis probably is correct. If there is no difference in the age of marriage among urban and rural men—or if it is earlier among rural men—then the hypothesis is not supported by the data. Remember that proving a hypothesis false can be scientifically useful; it eliminates unproductive avenues of thought and suggests other, more productive approaches to understanding a problem. Even if research shows that a hypothesis is correct, it does not mean the independent variable necessarily produces or causes the dependent variable. For example, if it turns out that we can show that love leads to marriage, we still might not know why. In principle, at least, it is possible to be in love without getting married. However, we still do not know what causes people to take the next step.
Determine the Research Design
photos.com
After we have developed our hypotheses, we must design a project in which they can be tested. This is a
One of the shortcomings of survey research is that investigators are not able to capture the full richness of feelings, attitudes, and motives underlying people’s responses.
DOING SOCIOLOGY: RESEARCH METHODS
difficult task that frequently causes researchers a great deal of trouble. If a research design is faulty, it might be impossible to conclude whether the hypotheses are true or false, and the whole project will have been a waste of time, resources, and effort. A research design must provide for the collection of all necessary and sufficient data to test the stated hypotheses. The important word here is test. The researcher must not try to prove a point; rather, the goal is to test the validity of the hypotheses. Although it is important to gather as much information as needed, research designs must guard against the collection of unnecessary information, which can lead to a waste of time and money. When we design our research project, we must also decide which of several research approaches to use. Sociologists use four main methods of research: surveys, participant observation, experiments, and secondary analysis. Each has advantages and limitations. Therefore, the choice of methods depends on the questions the researcher hopes to answer. Surveys A survey is a research method in which a popu-
lation, or a portion thereof, is questioned to reveal specific facts about itself. Surveys are used to discover the distribution and interrelationship of certain variables among large numbers of people. The largest survey in the United States takes place every ten years when the government takes its census. The U.S. Constitution requires this census to determine the apportionment of members to the House of Representatives. In theory, at least, a representative of every family and every unmarried adult responds to a series of questions about his or her circumstances. From these answers, it is possible to construct a picture of the social and economic facts that characterize the American public at one point in time. Such a study, which cuts across a population at a given time, is called a cross-sectional study. Surveys, by their nature, usually are cross-sectional. If the same population is surveyed two or more times at certain intervals, a comparison of cross-sectional research can give a picture of changes in variables over time. Research that investigates a population over a period of time is called longitudinal research. Another large social survey is conducted by the Nielsen company to provide television ratings to advertisers and the television industry. The company uses people meters in 37,000 households in 63 markets. Even though this involves only about 100,000 people to represent a country of 310 million people, it is considered to be accurate (Bachman, 2007). Survey research usually deals with large numbers of subjects in a relatively short time. One of the shortcomings resulting from this method is that investigators are not able to capture the full richness of feelings, attitudes, and motives underlying people’s responses. Some surveys are designed to gather this kind of information through interviewing. An interview consists of
33
PART 1
THE STUDY OF SOCIETY
a conversation between two (or occasionally more) individuals in which one party attempts to gain information from the other(s) by asking a series of questions. It would, of course, be ideal to gather exactly the same kinds of information from each research subject. One way researchers attempt to achieve this is through interviews in which all questions are carefully worked out to get at precisely the information desired (What is your income? How many years of education have you had?). Sometimes, research participants are forced to choose among a limited number of responses to questions (as in multiple-choice tests). This process results in very uniform data easily subjected to statistical analysis. A research interview entirely predetermined by a questionnaire (or so-called interview schedule) that is followed rigidly is called a structured interview. Structured interviews tend to produce uniform or replicable data that can be elicited time after time by different interviewers. The use of this method, however, also can allow useful information to slip into cracks between the predetermined questions. For example, a questionnaire being administered to married individuals might ask about their age, family background, and what role love played in their reasons for getting married. However, if we do not ask about social class or ethnicity, we might not find out that these characteristics are very important for our study. If such questions are not built into the questionnaire from the beginning, it is impossible to recover this lost information later in the process when its importance might become apparent. One technique that can prevent this kind of information loss is the semistructured, or open-ended interview, in which the investigator asks a list of questions but
is free to vary them or even to make up new questions on topics that take on importance in the course of the interview. Each interview will cover those topics important to the research project but, in addition, will yield additional data somewhat different for each subject. Analyzing such diverse and complex data is difficult, but the results are often rewarding. Interviewing, although it can produce valuable information, is a complex, time-consuming art. Some research studies try to get similar information by distributing questionnaires directly to the respondents and asking them to complete and return them. This is the way the federal government obtains much of its census data. Although it is, perhaps, the least expensive way of doing social research, it is often difficult to assess the quality of data obtained in this manner. For example, people might not answer honestly or seriously for a variety of reasons. They might not understand the questions, they might fear the information will be used against them, and so on. But even data gained from personal interviews can be unreliable. In one study, student interviewers were embarrassed to ask preassigned questions on sexual habits, so they left these questions out of the interviews and filled the answers in themselves afterward. In another study, follow-up research found that participants had consistently lied to interviewers. Participant Observation Researchers entering into a
Frank Herholdt/Alamy
34
In participant observation, the researcher tries to know personally as many members of the group in question as possible.
group’s activities and observing the group members are engaged in participant observation. Unlike sociologists employing survey research, participant observers do not try to make sure they are studying a carefully chosen sample. Rather, they attempt to know all members of the group being studied to whatever degree possible. This research method is generally used to study relatively small groups over an extended period of time. The goal is to obtain a detailed portrait of the group’s day-today activities, to observe individual and group behavior, and to interview selected informants. Participant observation depends for its success on the relationship that develops between the researchers and research participants. The closer and more trusting the relationship, the more information will be revealed to the researcher—especially the kind of personal information often crucial for successful research. One of the first and most famous studies employing the technique of participant observation was a study of Cornerville, a lower-class Italian neighborhood in Boston. William Foote Whyte moved into the neighborhood and lived for three years with an Italian family. He published his results in a book called Street Corner Society (1943). All the information for the book came from his field notes, which described the behavior and attitudes of the people whom he came to know.
CHAPTER 2
Nearly two decades after Whyte’s study, Herbert Gans conducted a participant observation study, published as The Urban Villagers (1962), of another Italian neighborhood in Boston. The picture Gans drew of the West End was broader than Whyte’s study of Cornerville. Gans included descriptions of the family, work experience, education, medical care, relationships with social workers, and other aspects of life in the West End. Although he covered a wider range of activities than Whyte, his observations were not as detailed. On rare occasions, participant observers hide their identities while doing research and join groups under false pretenses. Leon Festinger and his students hid their identities when they studied a religious group preaching the end of the world and the arrival of flying saucers to save the righteous, a group with beliefs similar to the Heaven’s Gate group of 1997 (Festinger, Rieken, and Schacter, 1956). However, most sociologists consider this deception unethical. They believe it is better for participant observers to be honest about their intentions and work together with their subjects to create a mutually satisfactory situation. By declaring their positions at the outset, sociologists can then ask appropriate questions, take notes, and carry out research tasks without encountering unnecessary and unethical risks to their study. Participant observation is a highly subjective research approach. In fact, some scholars reject it outright because the results often cannot be duplicated by another researcher. This method, however, has the benefit of revealing the social life of a group in far more depth and detail than surveys or interviews alone. The participant observer who is able to establish good rapport with the subjects is likely to uncover information that would never be revealed to a survey taker. The participant observer is in a difficult position, however. He or she will be torn between the need to become trusted (therefore emotionally involved in the group’s life) and the need to remain a somewhat detached observer striving for scientific objectivity. Experiments The most precise research method avail-
able to sociologists is the controlled experiment, an investigation in which the variables being studied are controlled and the researcher obtains the results through precise observation and measurement. Because of their precision, experiments are an attractive means of doing research. Experiments have been used to study patterns of interaction in small groups under a variety of conditions such as stress, fatigue, or limited access to information. Although experimentation is appropriate for smallgroup research, most of the issues that interest sociologists cannot be investigated in totally controlled situations. Social events usually cannot be studied in controlled experiments because even if all the variables can be identified they simply cannot be controlled, so
DOING SOCIOLOGY: RESEARCH METHODS
experiments remain the least used research method in sociology. Secondary Analysis Secondary analysis is the process
of using data that has been collected by others. Often, the original investigator gathered the data for a specific study. At other times, it was collected merely as part of the process of keeping records. The researcher engaged in secondary analysis might use this same data for a new study and a very different purpose. For example, Èmile Durkheim, in his classic study of suicide in France in the 1890s, engaged in a secondary analysis of official records and developed his theories based on that research. The enormous amount of material the federal government collects is often used for secondary analysis. The U.S. Bureau of the Census has data on income, birthrates, migration, marriage, divorce, and education levels in the United States that are invaluable for doing social research. Other agencies that provide data sociologists use for secondary analysis include the Federal Bureau of Investigation, the Department of Labor, the National Center for Health Statistics, and many others. An advantage of secondary analysis is that it is useful for collecting or analyzing historical and longitudinal data. It also saves the time and money involved in doing a new study. There are some disadvantages, however. The data can be flawed. You might not know whether the original researchers had biases that skewed the data. Possibly, they were not qualified or knowledgeable enough to collect the data. In addition, the data might not be suitable for your current study. If you are trying to perform a study of economic well-being at different points in history, you might decide to gather that information from certain questions on the U.S. censuses of 1950, 1970, and 2000. But which questions should you use? Should you use those on income, those on poverty, those on net worth, those on satisfaction with the political situation, or on some other questions? Different types of questions can produce different results, and your study might not turn out to be valid because of the choices you make. Therefore, using secondary analysis requires a thorough understanding of the research process and the problems that can arise from a poorly conceived study. Table 2-2 compares the advantages and disadvantages of the various research methods.
Define the Sample and Collect Data After determining how the needed information will be collected, the researchers must decide what group will be observed or questioned. Depending on the study, this group might be college students, Texans, or baseball players. The particular subset of the population chosen for study is known as a sample. Sampling is a research technique through which investigators study a manageable number of people, known as
35
PART 1
THE STUDY OF SOCIETY
TABLE 2-2 Advantages and Disadvantages of Various Research Methods Research Method
Advantages
Disadvantages
Social survey
Large numbers of people can be surveyed with questionnaires.
Respondents can give false information or responses they think the researcher wants to hear.
Data can be quantified and comparisons made among groups.
Surveys do not leave room for answers that might not fit the standardized categories.
Participant observation
Experiment
Secondary analysis
Measures can be taken at different points.
Response rate might be low.
Researcher can observe people in their natural environments.
Findings are open to interpretation and subject to researcher bias.
This observation provides a more in-depth understanding of the people being studied.
The researcher might have an unintended influence on the subjects.
Hypotheses and theories can be developed and changed as the research progresses.
It is time-consuming. The results can be difficult to replicate.
Variables can be isolated and controlled. A cause-and-effect relationship can be found. Experimentation is easy to replicate. Secondary analysis is useful for collecting or analyzing historical and longitudinal data. This analysis saves the time and money involved in performing a new study.
The laboratory setting creates an artificial social environment.
Jonathan Daniel/Getty Images
36
A stratified random sample prevents certain groups from being underrepresented or overrepresented in a sample.
the sample, selected from a larger population or group. If the procedures are carried out correctly, the sample can be called a representative sample, or one that shows, in equivalent proportion, the significant variables that characterize the population as a whole. In other words, the sample will be representative of the larger population, and the findings from the research will tell us something about the larger group. The failure to achieve a representative sample is called sampling error. Suppose you wanted to sample the attitudes of the American public on some issue such as military spending or federal aid for abortions. You could not limit your sample to only New Yorkers or Republicans or Catholics
The study has to be limited to a few variables. Most behaviors sociologists investigate cannot be studied in a laboratory. The data can be flawed. Data might not be suitable for the current study.
or African Americans or home owners. These groups do not represent the nation as a whole, and any findings you came up with would contain a sampling error. How do researchers make sure their samples are representative? The basic technique is to use a random sample to select subjects so that each individual in the population has an equal chance of being chosen. For example, if we wanted a random sample of all college students in the United States, we might choose every fifth or tenth or hundredth person from a comprehensive list of all registered college students in this country. Or we might assign each student a number and have a computer pick a sample randomly. However, there is a possibility that simply by chance, a small segment of the total college student population would fail to be represented adequately. This might happen with Native-American students, for instance, who make up less than 1% of college students in the United States. For some research purposes, this might not matter, but if ethnicity is an important aspect of the research, it would be important to make sure that Native-American students were included. The method to prevent certain groups from being underor overrepresented in a sample is to choose a stratified random sample. With this technique, the population being studied is first divided into two or more groups (or strata) such as age, sex, or ethnicity. A simple random sample is then taken within each group. Finally, the subsamples are combined (in proportion to their numbers in the population) to form a total sample. In our example of college students, you as the researcher would identify all ethnic groups represented among college students in the United States. Next you would calculate the proportion of the total number of college
CHAPTER 2
students represented by each group. Then you would create a random sample separately from each ethnic group. The number chosen from each group should be proportional to its size in the entire college student population. The sample would still be random, but it would be stratified for ethnicity. For a study to be accurate, it is crucial to choose a sample with care. The most famous example of sampling error occurred in 1936, when Literary Digest magazine incorrectly predicted that Alfred E. Landon would win the presidential election. Using telephone directories and automobile registration lists to recruit subjects, Literary Digest pollsters sent out more than 10 million straw vote ballots and received 2.3 million completed responses. The survey gave the Republican candidate Landon 55% of the vote and Franklin D. Roosevelt only 41%. (The remaining 4% went to a third candidate.) Based on this poll, Literary Digest confidently predicted Landon’s victory. Instead, Landon has become known as the candidate who was buried in a landslide vote for Roosevelt (Squire, 1988). How could this happen? Two major flaws in the sample accounted for the mistake. First, although the Literary Digest sample was large, it was not representative of the nation’s voting population because it contained a major sampling error. During the Depression years, only the well-to-do could afford telephones and automobiles, and these people were likely to vote Republican. The second problem with the study was the response rate. Of those who claimed to have received a Literary Digest ballot, 55% claimed they would have voted for Roosevelt and 44% for Landon. If these people had actually voted in the poll, Literary Digest would have predicted the correct winner. As it turned out, there was a low response rate, and those who did respond were generally better educated, wealthier people who could afford cars and telephones and who tended to be Landon supporters (Squire, 1988). The outcome of the election was not entirely a surprise to everyone. A young pollster named George Gallup forecast the results accurately. He realized that the majority of Americans supported the New Deal policies proposed by the Democrats. Gallup’s sample was much smaller but far more representative of the American public than that of Literary Digest. This points out that the representativeness of the sample is more important than its size. A similar problem occurred in January 2000 when the Kansas City Star reported that “Hundreds of Roman Catholic priests across the United States have died of AIDS-related illnesses, and hundreds more are living with HIV, the virus that causes the disease.” With great fanfare, the paper broke the first of a sure-to-be-controversial, three-part series on “AIDS in the Priesthood,” a nationwide story that challenged the Roman Catholic Church’s handling of what the Star characterized as the “strikingly high incidence of AIDSrelated disease and death among the church’s clerics.”
DOING SOCIOLOGY: RESEARCH METHODS
Heavy nationwide coverage of this story followed. The study was based on surveys sent to “3,013 priests randomly selected from an alphabetical listing in the Official Catholic Directory of 1999, including all 50 states and all Catholic dioceses except one” (Stats, March, 2000). Eight hundred and one priests (27%) responded to the survey; nearly three of four priests sent the survey failed to answer it. Usually, such a low response rate would warrant a follow-up survey to increase the number of surveys answered or to determine whether the minority who did respond are representative of the whole group (Stats, February 4, 2000). No follow-up interviews were conducted because of the need for confidentiality. The Star noted that of those who responded, “15% said they were homosexual and 5% bisexual. An additional 8% identified themselves as bisexual or ‘other,’ leaving only 78% self-identified heterosexuals” (Stats, February 4, 2000). But these statistics do not tell us some important information. We do not know whether the minority who did respond are particularly concerned about AIDS, unusually open about personal sexuality, or more inclined toward homosexuality than the 2,212 priests who did not respond (Stats, February 1, 2000). A closer look at these percentages shows that the Star received a total of four responses from priests who said that they definitely had AIDS and three more who feared they might have AIDS. As an article critical of this study noted: If we simply scale up this result from four priests as though it were a representative sample projected onto 46,000 priests, the result is roughly 60 priests, nationwide, who would have AIDS and know it. . . . If we can further presume that the rate of death from AIDS is going down among priests just as it is in the general population, and if we can further judge that all 60 priests with AIDS today are not likely to die during a single year, we should quickly realize that while 60 priests who will someday die of AIDS is a tragedy, it is also nowhere near 1,000 priests with AIDS [as the Star noted] (Stats, March, 2000).
The fact that the sample was not representative means that the Star had no solid data on which to base the true number. A major problem with this survey was that the priests were able to decide whether to participate in the survey, so the sample was unrepresentative, and the Star should not have projected its results on the nationwide population of priests. Second, the finding of only four priests who say they have AIDS and three more who said they might have AIDS is a slender thread upon which to base national projections. What is really disturbing, however, is that the Kansas City Star presented its study as valid research and that this survey—which has little, if any, real value—was
37
38
PART 1
THE STUDY OF SOCIETY
HOW SOCIOLOGISTS DO IT H
How to Spot a Bogus Poll H Opinion surveys can look convincing and be completely worthless, but asking four simple questions of any poll can separate the good numbers from the trash. Politicians use opinion polls as verbal weapons in campaign ads. Journalists use them as props to liven up infotainment shows. Executives are more likely to pay attention to polls when the numbers support their decisions. But this isn’t how polls are meant to be used. Opinion polls can be a good way to learn about the views Americans hold on important subjects only if you know how to cut through the contradictions and confusion. Conducting surveys is difficult, especially when attempting a meaningful survey of public opinion, because opinion is subjective and can change rapidly from day to day. Poll questions sometimes produce conflicting or meaningless results, even when they are carefully written and presented by professional interviewers to scientifically chosen samples. That’s why the best pollsters are so careful about the order and wording of questions and the way data are coded, analyzed, and tabulated. So, the next time a poker-faced person tries to give you the latest news about how Americans feel, ask some pointed questions of your own such as the following. Did You Ask the Right People?
Even when you start out with a representative sample, you could end up with a biased one. This is a risk
taken seriously by large numbers of people. (For a further discussion of deceptive research, see “How Sociologists Do It: How to Spot a Bogus Poll.”) Researcher Bias One of the most serious problems
in data collection is researcher bias, the tendency for researchers to select data that support, and to ignore data that seem to go against, their hypotheses. We see this quite often in mass media publications. They might structure their study to produce the results they wish to obtain, or they might publicize only information that supports their viewpoint. Researcher bias often takes the form of a self-fulfilling prophecy. A researcher who is strongly inclined toward one point of view might communicate that attitude through questions and reactions in such a way that the subject fulfills the researcher’s expectations. For example, a researcher
all pollsters take, but some particular methods lend themselves to greater error. For example, readers of magazines are frequently asked to fill out surveys on weighty subjects such as crime and sexual behavior. Not only do such polls ignore the opinions of nonreaders, they are biased toward readers who take the trouble to fill out and return the questionnaire, usually at their own expense. Likewise, many have criticized online polling because Internet users tend to be wealthier, more educated, and more likely to be male than the larger population. Television news and entertainment shows get into the act by posting toll-free or even toll numbers that viewers can call to vote on an issue. These samples are not only biased; they are prone to ballot-stuffing by enthusiasts who call twelve times and get twelve votes. Conflicts make news. When journalists are trying to liven up a boring political story, they need angry, well-informed citizens like a fish needs water. This is one reason older men might be quoted more often than other groups. Those aged 50 and older are more likely than younger adults to follow news stories “very closely,” according to the Pew Research Center for the People & the Press in Washington, D.C. Men are more likely than women to follow stories about war, business, sports, and politics. In the past decade, angry white men have dominated media programs designed to give ordinary people a chance to speak out in public. Two-thirds of
who is trying to prove an association between poverty and antisocial behavior might question low-income subjects in a way that would indicate a low regard for their social attitudes. The subjects, perceiving the researcher’s bias, might react with hostility and thus fulfill the researcher’s expectations. Researcher bias was behind a study that was presented many years ago by a market researcher, James Vicary. He declared that he had discovered how to make people buy something even if they did not want to do so. He called it subliminal advertising. Vicary claimed he showed the words Eat Popcorn or Drink Coca-Cola on a movie theater screen every five seconds as the films played. The words were flashed at three-thousandths of a second, so fast that the audience did not know they had seen the words. He said sales of popcorn and Coke went up dramatically.
CHAPTER 2
regular listeners to political talk radio programs are men. Republicans outnumber Democrats three to one in the talk-radio audience, and 89% of listeners are white. Three in five regular listeners to political talk radio perceive a liberal bias in the mainstream media, compared with one in five non-listeners. What Is the Margin of Error?
No matter how carefully a survey sample is chosen, some margin of error can still exist. If you selected ten sets of 1,000 people, using the same rules, and asked each group the same question, the results would not be identical. The difference between the results is sampling error. Statisticians know that the error is equally likely to be above or below the true mark and that larger samples have smaller margins of error if they are properly drawn. Statisticians are also able to estimate the margin of error, the amount by which the result could be above or below the truth. Sampling error will always exist unless you survey every member of a population. If you do that, you have conducted a census. Sampling error is one reason two professionally conducted polls can show different results and both be correct. Reputable surveys report a margin of error— usually of 3 or 4 percentage points—at a particular confidence level—typically 95%. This means that 5% of the time, or 1 time in 20, the poll’s results will not be reliable. The other 95% of the time, it is accurate within 3 or 4 percentage points.
People were alarmed. Brainwashing was a concern in those days because some prisoners of war had been indoctrinated by their Chinese captors and had defected to communism. The television networks assured the public they would not use subliminal advertising. Researchers tried to replicate Vicary’s experiment without any success. Eventually, Vicary admitted he made up the research to get publicity and business for his market-research firm (Crossen, 2005). One of the standard means for dealing with research bias is to use blind investigators—investigators who do not know whether a specific subject belongs to the group of actual cases being investigated or to a comparison group. For example, in a study on the causes of child abuse, the investigator looking at the children’s family backgrounds would not be told which children had been abused and which were in the non-abused comparison group.
DOING SOCIOLOGY: RESEARCH METHODS
Which Came First?
The order in which questions are asked can have a significant effect on the results. Most people want to appear consistent with others and to be consistent in their own minds. When a pollster asks a series of related questions, this desire can lead people to take positions they might not have taken if they were asked only one question. Neither way produces an obviously correct response, but the results are different. One way to handle this problem is to rotate the order of questions. Then the degree of differences due to question order can be described and interpreted, but not everyone heeds such fine distinctions. What Was the Question?
“Do you want union officials, in effect, to decide how many municipal employees you, the taxpayer, must support?” Well, do you? This question, taken from an actual survey, is obviously biased. The results might make good propaganda for an anti-union group, but they are bogus as a poll, so before you pass a survey finding on to others, or even believe it yourself, be sure to look at the actual question. When you’re presented with a new survey as with a used car, it helps to ask a few key questions before you buy. But for all their flaws, surveys are essential to the work of politicians, journalists, and businesspeople. Source: Adapted from Brad Edmondson, “How to Spot a Bogus Poll,” American Demographics 18, no. 10 (1996): 10, 12–15. Used with permission from Primedia Specialty Group, Inc.
Sometimes double-blind investigators are used. Double-blind investigators are kept uninformed not only of the kinds of subjects (case subjects or comparison group subjects) they are studying but also of the hypotheses being tested. This eliminates any tendency on their part to find cases that support or disprove the research hypothesis. (For a discussion of the different definitions of truth, see “Day-to-Day Sociology: Truth in the Courtroom versus Truth in the Social Sciences.”)
Analyze the Data and Draw Conclusions In its most basic sense, analysis is the process through which large and complicated collections of scientific data are organized so that comparisons can be made and conclusions drawn. It is not unusual for a sociological research project to result in hundreds of thousands of
39
40
PART 1
THE STUDY OF SOCIETY
DAY-TO-DAY SOCIOLOGY D
Truth in the Courtroom versus Truth in the Social Sciences T L Lawyers and district attorneys often announce in their opening statements that the upcoming trial will be a search for the truth. One of the goals of sociology specifically, and in science generally, is to uncover the truth and bring about a fuller understanding of an issue. Is there a difference between the search for truth in the courtroom and the search for truth in the social and natural sciences? The sociologist seeks the truth by interviewing subjects, examining data, and piecing records together. Using this information, the researcher makes generalizations about what is likely to occur in the future and proposes and tests new hypotheses. Even though it might seem objective, this search for the truth is still influenced by personal biases and political orientations. Sometimes a scientist is looking for one thing and discovers something different and unexpected. At other times, a discovery might be made by accident or because the original experiment was done incorrectly. None of this invalidates the truth of what was discovered. For example, in 1895, Wilhelm Roentgen accidentally discovered X-rays, a type of radiation that can pass through material where ordinary light cannot. X-rays revolutionized the fields of physics and medicine, and for this discovery, Roentgen received the Nobel Prize in 1901. Penicillin, too, was an accidental discovery, as were many others that have changed our lives. Even if a scientist cheats, exaggerates, or even plagiarizes his or her findings, ultimately, the truth or falsity of the information is what remains. In the courtroom, there is something known as the exclusionary rule, which throws out any evidence that has not been obtained legally. There is no such thing as an exclusionary rule in science, and truth achieved by unfair means is more likely to endure than falsity achieved by fair means. In the courtroom, truth is entrusted to a jury selected randomly for their lack of information about the facts. Efforts are made to make them representative of the general population in terms of race, gender, or social class. “The task of discovering such truths in science is entrusted largely to trained experts who have studied the subject for years and
are intimately familiar with the relevant facts and theories” (Dershowitz, 1996). They might differ from the general population in many ways. Finally, scientifically discovered truths can always be reconsidered based on new evidence. There is no such thing as a statute of limitation on gathering evidence. Scientific research involves a continuous process of building and refining on other people’s findings. That is not the case in the courtroom. You cannot be tried for the same crime twice even if new evidence suggests guilt. This is known as the prohibition against double jeopardy, and courts strive for finality in a trial and do not want a case to go on indefinitely. The courts do not want cases to be reopened and retried. Law professor Alan Dershowitz (1996) writes: Scientific inquiry is basically a search for objective truth . . . objective truth [as] validated by accepted, verifiable, and, if possible, replicable historical and scientific tests. . . . Truth in a criminal trial is quite different. . . . Truth, although one important goal of the criminal trial, is not the only goal. If it were, judges would not instruct jurors to acquit a defendant who they believe “probably” did it. The requirement is that guilt must be proved “beyond a reasonable doubt.” But that is inconsistent with the quest for objective truth, because it explicitly prefers one kind of truth to another. The preferred truth is that the defendant did not do it, and we demand that the jurors err on the side of that truth, even in cases where it is probable that he did do it.
The next time you feel frustrated by a highly publicized trial in which a defendant who might seem guilty is acquitted, remember that you are applying a standard of truth that is more typical of science than of the courtroom. The courts must be as concerned about Constitutional issues and the fairness of the process as they must be about the search for the truth. Many times, preserving the integrity of the court system requires a decision that goes against what might be the truth in the outside world. Sources: A. M. Dershowitz, Reasonable Doubts (New York: Simon and Schuster, 1996), 34–48; and an interview with Alan M. Dershowitz, March 1996.
CHAPTER 2
DOING SOCIOLOGY: RESEARCH METHODS
HOW SOCIOLOGISTS DO IT H
How to Read a Table H Sociologists use statistical tables frequently both to present the findings of their own research and to study the data of others. We will use Table 2-3 to outline the steps to follow in reading and interpreting a table. 4. 1. Read the title. The title tells you the subject of the table. Table 2-3 presents data on births to unmarried women in various countries. 2. Check the source. At the bottom of a table, you find its source. In this case, the source is Statistical Abstract of the United States: 2009. Knowing the source of a table can help you decide whether the information it contains is reliable. It also tells you where to look to find the original data and how recent the information is. In our example, the source is both reliable and recent. If the source were the 1958 abstract, its value would be limited in telling you about births to unwed mothers in those countries today. Improvements in health care and the education of women or changes in income all are factors that might have altered births to unwed mothers since 1958. Likewise, consider a table of data about AIDS cases in Thailand. If its source were a government agency (which might be trying to alleviate the fears of tourists about the rampant spread of the disease in that country), you might well be skeptical about the reliability of the information in the table. 3. Look for headnotes. Many tables contain headnotes directly below the title. These might explain how the data were collected, why certain variables (and not others) were studied, why the data are presented in a particular way, whether some data TABLE 2-3 Births to Unmarried Women as a Percentage of All Live Births, 2006 Country
Percentage
Sweden
55.5
France
50.5
Denmark
46.4
United Kingdom
43.7
United States
38.5
Netherlands
37.1
Ireland
33.2
Germany
30.0
Spain
28.4
Japan
2.1
Source: Statistical Abstract of the United States: 2009, 128th ed., (Washington, DC: U.S. Bureau of the Census, 2008), Table 1291, p. 818.
5.
6.
7.
8.
9.
were collected at different times, and so on. In our table, we do not have headnotes, but the title states that the data are for live births, so stillborn births are not included. Look for footnotes. Many tables contain footnotes that explain limitations or unusual circumstances surrounding certain data. Read the labels or headings for each row and column. The labels tell you exactly what information is contained in the table. It is essential for you to understand the labels, both the row headings on the left and the column headings at the top. Here, the row headings tell you the names of the countries being compared for births. For each country, a number is given. Note the units used in the table. In this case, the units are percentages. Often, the figures represent percentages or rates. Many population and crime statistics are given in rates per 100,000 people. Examine the data. Suppose you want to find the percentage of live births to unmarried women in the United States. First, look down the row at the left until you come to “United States.” Then look across the columns until you come to the number. Reading across, you discover that, on average, 38.5% of live births in 2006 were to unmarried women. Compare the data. Compare the data in the table both horizontally and vertically. Suppose you want to know which country has the highest percentage of births to unmarried women. Looking down the percentage column, we find that Sweden has the highest percentage, with 55%. Japan has the lowest percentage of births to unmarried women, with 2.1%. Draw conclusions. Draw conclusions about the information in the table. After examining the data in the table, you might conclude that in Western Europe (Sweden, France, Denmark), it is common for women to give birth without being married. The attitudes toward births to unmarried women must be markedly different in Japan given the low percentage. Pose new questions. The conclusions you reach might well lead to new questions that could prompt further research. Why, you might want to know, are the percentage of births to unmarried women so much lower in Japan? Are there government policies in Sweden that encourage women to give birth without being married?
41
42
PART 1
THE STUDY OF SOCIETY
individual pieces of information. By itself, this vast array of data has no particular meaning. The analyst must find ways to organize such data into useful categories so that the relationships that exist can be determined, the hypotheses forming the core of the research can be tested, and new hypotheses can be formulated for further investigation. (One important device to aid in the analysis of data is the table, which is explained in “How Sociologists Do It: How to Read a Table.”) Sociologists often summarize their data by calculating central tendencies or averages. Actually, sociologists use three types of averages: the mean, the median, and the mode. Each type is calculated differently, and each can result in a different figure. Suppose you are studying a group of ten college students whose verbal SAT scores are as follows: 450
690
280
450
760
540
520
450
430
530
Although you can report the information in this form, a more meaningful presentation would give some indication of the central tendency of the ten scores. The three measures of central tendency, like the three types of averages mentioned earlier, are the mean, median, and mode. The mean is commonly called the average. To calculate the mean, you add up all the figures and divide by the number of items. In our example, the SAT scores add up to 5,100. Dividing by 10 gives a mean of 510. The median is the figure that falls midway in a series of numbers; there are as many numbers above it as below it. Because we have ten scores—an even number—in our example, the median is the mean (the average) of the fifth and sixth figures, the two numbers in the middle. To calculate the median, rearrange the data in order from the lowest to highest (or vice versa). In our example, you would list the scores as follows: 280, 430, 450, 450, 450, 520, 530, 540, 690, 760. The median is 485, midway between the fifth score (450) and the sixth score (520). The mode is the number that occurs most often in the data. In our example, the mode is 450. These three measures are used for different reasons, and each has its advantages and disadvantages. The mean is most useful when a narrow range of figures exists because it has the advantage of including all the data. It can be misleading, however, when one or two scores are much higher or lower than the rest. The median deals with this problem by not allowing extreme figures to distort the central tendency. The mode enables researchers to show which number occurs most often. Its disadvantage is that it does not give any idea of the entire range of data. Realizing the problems inherent in each average, sociologists often state the central tendency in more than one form. Scientists usually are careful in drawing conclusions from their research. One of the purposes of drawing
conclusions from data compiled in the course of research is the ability to apply the information gathered to other, similar situations. Thus, problems can develop if there are faults in the research design. For example, the study must show validity—that is, the study must actually test what it was intended to test. If you want to say one event is the cause of another, you must be able to rule out other explanations to show that your research is valid. Suppose you conclude that marijuana use leads to heroin use. You must show that it is marijuana use and not some other factor, such as peer pressure or emotional problems, that leads to heroin use. The study must also demonstrate reliability—that is, the findings of the study must be repeatable. To demonstrate reliability, we must show that research can be replicated—repeated to determine whether initial results can be duplicated. Suppose you conclude from a study that whites living in racially integrated housing projects, who have contact with African Americans in the same projects, have more favorable attitudes toward blacks than do whites living in racially segregated housing projects. If you or other researchers carry out the same study in housing projects in various cities throughout the country and get the same results, the study is reliable. It is highly unlikely that any single piece of research will provide all the answers to a given question. In fact, good research frequently leads to the discovery of unanticipated information requiring further research. One of the pleasures of research is that ongoing studies keep opening up new perspectives and posing further questions.
Prepare the Research Report Research that goes unreported is wasted. Scientific progress is made through the accumulation of research that tests hypotheses and contributes to the ongoing process of understanding our world. Therefore, it is usual for agencies that fund research to insist that scientists agree to share their findings. Researchers generally publish their findings in scientific journals. If the information is relevant to the public, many popular and semi-scientific publications will report these findings as well. It is especially important for research in sociology and other social sciences to be made available to the public because much of this research has a bearing on social issues and public policies. Unfortunately, the general public is not always cautious in interpreting research findings. Special-interest groups, politicians, and others who have a cause to plead are often too quick to generalize from specific research results, frequently distorting them beyond recognition. This happens most often when the research focuses on something of national or emotional concern. It is, therefore, important to double-check reports of sociological
CHAPTER 2
research, appearing in popular magazines, with the original research.
● OBJECTIVITY IN SOCIOLOGICAL RESEARCH
Max Weber believed that the social scientist should describe and explain what exists rather than prescribe what should be. His goal was a value-free approach to sociology. More and more sociologists today, however, are admitting that completely value-free research might not be possible. In fact, one of the trends in sociology today that could ultimately harm the discipline is that some sociologists who are more interested in social reform than in social research have abandoned all claims to objectivity. Sociology, like any other science, is molded by factors that impose values on research. Gunnar Myrdal (1969) lists three such influential factors: (1) the scientific tradition within which the scientist is educated; (2) the cultural, social, economic, and political environment within which the scientist is trained and engages in research; and (3) the scientist’s own temperament, inclinations, interests, concerns, and experiences. These factors are especially strong in sociological research because the researcher usually is part of the society being studied. Does this mean that all science—sociology in particular—is hopelessly subjective? Is objectivity in sociological research an impossible goal? There are no simple answers to these questions. The best sociologists can do is strive to become aware of the ways in which these factors influence them and to make such biases explicit when sharing the results of their research. We can think of this as disciplined, or “objective,” subjectivity, and it is a reasonable goal for sociological research. Another problem of bias in sociological research relates to the people being studied rather than to the researchers themselves. The mere presence of investigators or researchers can distort the situation and produce unusual reactions from subjects who now feel special because of their selection for study.
● ETHICAL ISSUES IN SOCIOLOGICAL RESEARCH
All research projects raise fundamental questions. Whose interests are served by the research? Who will benefit from it? How might people be hurt? To what degree do subjects have the right to be told about the research design, its purposes, and possible applications? Who should have access to and control over research data after a study is completed—the agency that funded the study, the scientists, the subjects? Should research subjects have the right to participate in planning
DOING SOCIOLOGY: RESEARCH METHODS
projects? Is it ethical to manipulate people without their knowledge to control research variables? To what degree do researchers owe it to their subjects not to invade their privacy and to keep secret (and, therefore, not report anywhere) things that were told in strict confidence? What obligations do researchers have to the society in which they are working? What commitments do researchers have in supporting or subverting a political order? Should researchers report to legal authorities any illegal behavior discovered in the course of their investigations? Is it ethical to expose subjects to such risk by asking them to participate in a study? In the 1960s, the federal government began to prescribe regulations for “the protection of human subjects.” According to Herbert Gans (1979), these regulations are designed to force scientists to consider one central issue, “how to judge and balance the intellectual and [societal] benefits of scientific research against the actual or possible physical and emotional costs paid by the people who are being studied.” Gans discusses three potential dilemmas for the researcher. The first situation involves the degree of “permissible risk, pain, or harm.” Gans writes, “Suppose a study which temporarily induces [severe emotional distress] promises significant benefits. Experimental researchers may justify the study.” However, we might wonder “whether the promised benefits can be realized, and whether they justify the potential dangers to the subjects, even if these are volunteers who know what to expect, and when all possible protective measures are taken.” A second dilemma is the extent to which subjects should be deceived in a study. It is now necessary for researchers to obtain the “informed consent,” in writing, of the people they study. Questions still arise, however, about whether subjects are informed about the true nature of the study and “whether, once informed, they can freely decline to participate.” A third problem in research studies concerns the “disclosure of confidential or personally harmful information.” Is the researcher entitled to delve into personal lives? What if the researcher uncovers some information that should be brought to the attention of the authorities? Should confidential information be included in a published study? Rik Scarce, a doctoral student in sociology, had a personal confrontation with the issues of research ethics and confidentiality. He had been doing research on radical environmental groups when a group known as the Animal Liberation Front broke into a research facility at Washington State University, released animals, destroyed computer files, and inflicted general damage on the lab. A federal grand jury was set up to investigate the break-in and Scarce, although not a suspect, was summoned to appear before the group. Law enforcement officials thought Scarce, while doing his research, might have come across information that would lead to the
43
44
PART 1
THE STUDY OF SOCIETY
SOCIOLOGY IN STRANGE PLACES
Famous Research Studies You Cannot Do Today The proper procedures for research have changed considerably over the past few decades. A number of older, famous studies have been referred to hundreds of times in textbooks, other studies, and the classroom that do not, for a variety of reasons, meet contemporary standards of ethical research. Zimbardo’s Prison Environment In 1972, Philip Zimbardo tried to re-create a prison environment with Stanford University undergrads. Some of the students became guards; others played prisoners. The experiment, which was to last two weeks, had to be cancelled after six days because some student guards became sadistic, and some student prisoners became distraught and depressed. The subjects had not been properly informed about what might happen in this experiment and had not given informed consent. Today, such protective procedures would have to be followed. Tearoom Trade Observation In 1970, sociologist Laud Humphreys wrote about his research observing homosexual behavior in public restrooms. After each observation of an older man having sex with a younger male, Humphreys would note the license plate number of the older man’s vehicle. Through a friend in the police department, he would trace the addresses of these men. Months later he would go to the homes of these individuals and under false pretenses ask them questions for his study. Milgrim’s Obedience to Authority This was the title of a book by psychologist Stanley Milgram who, in 1974, wanted to see how susceptible people were to pressure from authority figures. He used a fake machine that
guilty parties, and they wanted him to testify about his confidential sources. Scarce answered the questions he thought would not violate his agreement of confidentiality with his subjects. When he was asked to disclose the names of the actual subjects, he refused. He pointed out that the American Sociological Association’s code of ethics states that confidentiality must be maintained, even at the risk of being jailed. A federal judge did not accept Scarce’s ethical obligation and ordered him held in contempt of court until he revealed his confidential reports. Scarce spent 159 days in the Spokane county jail and was not released until the court realized that he would not reveal his sources. No other researcher has ever been incarcerated for this length of time, and Scarce’s commitment to his ethical obligation caused him to pay a substantial price (Monaghan, 1993; Scarce, 1994).
caused the subjects to think they were giving electrical shocks to people in the next room. He wanted to see whether the subjects would continue to give increasing shocks at the request of the researcher even though the person behind the wall was pleading to be released. The experiment produced great stress in the subjects and today would violate contemporary research ethics. Cyril Burt’s Twin Studies Cyril Burt spent a lifetime trying to prove that intelligence is primarily an inherited characteristic. Between 1943 and 1966, he published numerous studies comparing the intelligence of identical twins who had been raised in different homes. Each study came to the same conclusion, that twins’ intelligence test scores were very close. After Burt’s death, critics pointed out that the results were just too consistent. Questions also started to arise about whether his research assistants actually existed. On October 24, 1976, Oliver Gillie, the medical correspondent for the London Sunday Times, wrote, “Leading scientists are convinced that Burt published false data and invented crucial facts to support his controversial theory that intelligence is largely inherited” (cited in Plucker, 2003). The Tuskegee Syphilis Study Between 1932 and 1974, the U.S. government was interested in studying the long-term effects of syphilis. The experiment involved withholding penicillin from black male sharecroppers. The subjects did not know they were part of this unethical study and, needless to say, their conditions deteriorated.
Every sociologist must grapple with these questions and find answers that apply to particular situations. However, two general points are worth noting. The first is that social research rarely benefits the research subjects directly. Benefits to subjects tend to be indirect and delayed by many years, as when new government policies are developed to correct problems discovered by researchers. Second, most subjects of sociological research belong to groups with little or no power because they are easier to find and study. It is hardly an accident that poor people are the most studied, rich people the least. Th erefore, research subjects typically have little control over how research findings are used, even though such applications might affect them greatly. This means that sociologists must accept responsibility for recruiting research subjects who might become
CHAPTER 2
vulnerable as a result of their cooperation. It is important for researchers to establish safeguards limiting the use of their findings, protecting the anonymity of their data, and honoring all commitments to confidentiality made in the course of their research. The ideal relationship between scientist and research participant is characterized by openness and honesty. Deliberately lying to manipulate the participant’s perceptions and actions goes directly against this ideal. Yet, often, researchers must choose between deception and abandoning the research. With few, if any, exceptions, social scientists regard deception of research participants as a questionable practice to be avoided if at all possible. It diminishes the respect due to others and violates the expectations of mutual trust on which organized society is based. When the deceiver is a respected scientist, it can have the undesirable effect of modeling deceit as an acceptable practice. Conceivably, it can contribute to the growing climate of cynicism and mistrust bred by widespread use of deception by important public figures. (For some examples of questionable research, see “Sociology in Strange Places: Famous Research Studies You Cannot Do Today.”) It is useful for human beings to understand themselves and the social world in which they live. Sociology has a great contribution to make to this endeavor, both in promoting understanding for its own sake and in providing social planners with scientific information with which well-founded decisions can be made and sound plans for future development adopted. However, sociologists must also shoulder the burden of self reflection, of understanding the role they play in contemporary social processes while assessing how these social processes affect their findings.
■ SUMMARY
• •
To produce a valid study of the social world, we cannot approach it solely on the basis of personal experience and perceptions; rather, we must do so scientifically. Science has two important goals: To describe in detail particular circumstances or events To propose and test theories that help us understand these circumstances or events Like detectives, sociologists want to know “Why did it happen?” and “Under what circumstances is it likely to happen again?” The scientific research process involves a sequence of steps that must be followed to produce a valid
• • • •
•
•
DOING SOCIOLOGY: RESEARCH METHODS
study. The process begins by defining the problem. Next, the researcher attempts to discover as much as possible about previous studies on the same topic. The researcher must then develop a hypothesis, a testable statement about the relationship between two or more empirical variables. Hypotheses are tested by constructing a research design, a strategy for collecting appropriate data. Sociologists use four main research designs: Surveys Participant observation Secondary analysis Experiments (occasionally) The particular subset of the population chosen for study is known as a sample. Sampling is a research technique through which investigators study a manageable number of people selected from a larger population. If the procedures are carried out correctly, the sample will be representative, one that shows, in equivalent proportion, the significant variables that characterize the population as a whole. Failure to achieve a representative sample is known as sampling error. Sociology, like any other science, is molded by factors that impose values on research. Thus, completely value-free research might not be possible. Nevertheless, objectivity, or a kind of disciplined subjectivity, is a reasonable goal for sociological research. The central ethical concern in research on human participants is how to judge and balance the intellectual and societal benefits of scientific research against the actual or possible physical and emotional costs to the research participants.
• • • • •
•
•
Media Resources The Companion Website for Introduction to Sociology, Tenth Edition www.cengage.com/sociology/tischler
Supplement your review of this chapter by going to the companion website to take one of the tutorial quizzes, use the flash cards to master key terms, and check out the many other study aids you will find there. You will also find special features such as GSS data and Census information at your fingertips to help you complete that special project or do some research on your own.
45
46
PART 1
THE STUDY OF SOCIETY
CHAPTER TWO STUDY GUIDE ● Key Concepts Match each of the following concepts with its definition or explanation. a. b. c. d. e. f. g. h. i.
Empirical j. Longitudinal research Operational definition k. Structured interview Hypothesis l. Open-ended interview Variable m. Participant observation Independent variable n. Secondary analysis Dependent variable o. Sample Association p. Representative sample Survey q. Random sample Cross-sectional research r. Sampling error 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
s. t. u. v. w. x. y. z.
Stratified random sample Researcher bias Blind investigators Double-blind investigators Validity Reliability Experiment Analysis
A study that observes a population over a period of time Organizing data for the purpose of making comparisons and drawing conclusions Based on, or capable of being based on, observed evidence Research in which the researcher follows a set of questions but can add follow-up questions on his or her own A study that asks short-answer questions of a fairly large number of people The simultaneous change of two variables without one necessarily causing the change in the other The conversion of abstract ideas into specific, observable circumstances or events The relation between what a study is supposed to test and what it actually tests The influence, deliberate or not, a researcher exerts to get the preferred result The population on which a researcher gathers data to assess the entire population A testable statement about the relation between variables The most precise research method because researchers can control which variables come into play The degree to which the results of a study would be repeated in other, similar studies A sample in which each individual in the population has an equal chance of being selected Anything that can change or that can be sorted into more than one category or value A study that looks at a population at a single point in time Research in which the researcher strictly follows a given set of questions The use of available data gathered by another researcher or agency such as the census bureau A variable that changes in response to changes in the independent variable The variable that influences another variable without being influenced by that other variable The failure to achieve a representative sample Research in which the researchers mingle with the people they are researching A sample in which the relevant variables are distributed in the same proportions as in the entire population
CHAPTER 2
DOING SOCIOLOGY: RESEARCH METHODS
24. A sample in which subgroups are sampled separately to ensure that no group is disproportionately represented 25. Researchers who do not know which category a subject is in 26. Researchers who are unaware of both the category of the subject and the hypotheses being tested ● Central Idea Completions 1. A researcher wanted to see whether the amount of time a student spent studying was associated with the student’s grades. In this study, what was a. The independent variable ___________________________________________________________________ b. The dependent variable ____________________________________________________________________ 2. Suppose researchers wanted to investigate cheating in college. Explain the advantages and disadvantages of each of the following four research method
