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Instructor’s Manual and Test Bank

for

Sociology Concepts and Applications in a Diverse World

Eighth Edition

Thomas J. Sullivan Northern Michigan University

Allyn & Bacon

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Hong Kong Singapore Tokyo Cape Town Sydney

Copyright © 2009 Pearson Education, Inc., publishing as Allyn & Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116. All rights reserved. Manufactured in the United States of America. The contents, or parts thereof, may be reproduced with Sociology: Concepts and Applications in a Diverse World, Eighth Edition, by Thomas J. Sullivan, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. To obtain permission(s) to use the material from this work, please submit a written request to Pearson Higher Education, Rights and Contracts Department, 501 Boylston Street, Suite 900, Boston, MA 02116 or fax your request to 617-671-3447. 10 9 8 7 6 5 4 3 2 1 12 11 10 09 08 ISBN-10: 0-205-72772-7 www.pearsonhighered.com ISBN-13: 978-0-205-72772-8

CONTENTS Instructor’s Manual

CHAPTER 1: What is Sociology? 1 CHAPTER 2: Culture, Society, and Diversity 8 CHAPTER 3: Socialization 13 CHAPTER 4: Groups and Organizations 17 CHAPTER 5: Deviance, Crime, and Social Control 21 CHAPTER 6: Social Stratification and Social Inequality 27 CHAPTER 7: Social Inequality: Race and Ethnicity 33 CHAPTER 8: Social Inequality: Gender 41 CHAPTER 9: Family and Human Sexuality 47 CHAPTER 10: Health and Health-Care Institutions 53 CHAPTER 11: Religion 59 CHAPTER 12: Education and the Mass Media 63 CHAPTER 13: Political and Economic Institutions 68 CHAPTER 14: Human Ecology: Population, Community, and Environment 74 CHAPTER 15: Collective Behavior, Social Change, and Modernization 80

CONTENTS Test Bank

CHAPTER 1: What is Sociology? 86 CHAPTER 2: Culture, Society, and Diversity 106 CHAPTER 3: Socialization 125 CHAPTER 4: Groups and Organizations 144 CHAPTER 5: Deviance, Crime, and Social Control 164 CHAPTER 6: Social Stratification and Social Inequality 183 CHAPTER 7: Social Inequality: Race and Ethnicity 202 CHAPTER 8: Social Inequality: Gender 223 CHAPTER 9: Family and Human Sexuality 243 CHAPTER 10: Health and Health-Care Institutions 263 CHAPTER 11: Religion 283 CHAPTER 12: Education and the Mass Media 302 CHAPTER 13: Political and Economic Institutions 321 CHAPTER 14: Human Ecology: Population, Community, and Environment 340 CHAPTER 15: Collective Behavior, Social Change, and Modernization 359

PREFACE

This Instructor's Manual and Test Bank is designed for use in sociology courses using my textbook SOCIOLOGY: CONCEPTS AND APPLICATIONS IN A DIVERSE WORLD, 8th ed. I have tried to design this manual as an assist to the instructor in both teaching and testing. I know there is a tendency to use only the test questions and ignore the other elements in a combined Instructor's Manual and Test Bank. However, I hope you will review the other elements I have prepared, described below, in a search for some more effective and interesting techniques for communicating ideas and sociological content with students. I have been a teacher for thirty-five years now, and I have tried lots of different things. Some have worked, others didn't. My textbook and this manual are an effort to communicate some of those experiences to others. And I hope this can become a dialogue. I would be delighted to receive any thoughts or reactions that you have to my text or this manual, or any experiences or materials you would like to share with me. Faculty members have shared with me in the past, and this has helped me in preparing this new edition. Thoughts and reactions can be sent to me at my e-mail address: [email protected].

I have always felt that Instructor's Manuals are most effective when prepared by the author of the text since the author is the person most familiar with the content of the book. I have tried to make this manual as useful as possible to the instructor. This manual is divided into two parts, the instructor’s manual and the test bank. Each section contains the following features for each chapter in the book: INSTRUCTOR’S MANUAL

a chapter outline This serves as a brief summary of the major content of the chapter.

changes in the eighth edition I have summarized the major changes in this eighth edition and identified the pages on which they appear. This is to assist the instructor in shifting from the previous edition. However, the whole text has been thoroughly updated with current data and research; only major changes or new material is highlighted here.

suggestions for teaching and discussion These are ideas that strike me as valid and effective techniques to use in the classroom with students. I have either tried them myself or have heard from others or read in journals that the techniques are useful and effective.

suggested films A list of films that should be useful in the classroom has been included for each chapter. Some of these films I have seen and can recommend; for others, I have read reviews that suggest they would be useful. Obviously, films that I have identified with one chapter might be effectively used with other chapters in the book.

TEST BANK

essay questions For those of you fortunate enough to have small classes where writing assignments are feasible, I have included 10 essay questions per chapter. They are designed to challenge the student and require mastery of the material to give a complete answer.

multiple-choice questions I have included at least 70 multiple-choice questions for each chapter. I have accumulated and used these questions over many years of teaching. I have included a wide range of questions; some questions are definitional, some test comprehension of concepts and theories, and some test knowledge of research findings and issues of fact reported in the text. I have included enough questions of each type to satisfy the various preferences of instructors. I have also taken care to ensure that the questions in the Study and Review sections at the end of each chapter are appropriately different from the questions in this manual. However, I have also included a few questions per chapter that are similar to questions available to students in the Study and Review section. Some instructor’s like to ask a few questions similar to those in the Study and Review, while others do not. There are more than enough questions to provide you with the flexibility to take either approach.

true-false questions Fifteen true-false questions have also been included for each chapter for instructors who prefer that testing format. Again, one or two per chapter are similar to the Study and Review questions. However, there are again more than enough questions to provide instructors with flexibility in whether to use these questions.

I hope that you find both my text and this manual useful in your teaching efforts, and I would be delighted to here from you about your experiences with and reactions to both of them. Thomas J. Sullivan

CHAPTER 1 WHAT IS SOCIOLOGY? CHAPTER OUTLINE

WHAT IS SOCIOLOGY? The Sociological Perspective

The Diversity of Social Reality Cross-Cultural Perspectives Globalization

Sociology As a Science The Social Sciences

THEORETICAL PERSPECTIVES IN SOCIOLOGY

Theories and Hypotheses The Functionalist Perspective The Conflict Perspective The Interactionist Perspective Using the Theoretical Perspectives

CONDUCTING SOCIOLOGICAL RESEARCH

Research Methods Observational Techniques Surveys Experiments

Steps in Conducting Research Issues in Conducting Sociological Research

Reactivity Values and Objectivity Ethics

PUTTING SOCIOLOGY TO USE

The Development of Sociology Basic and Applied Sociology Sociological Practice Using Sociology in Everyday Life

APPLYING SOCIOLOGY: Untangling Myths and Facts: Sociology and Common Sense

SOCIOLOGY OF MEDIA AND TECHNOLOGY: Applying the Sociological Perspectives:

Mass Media, Global Communications, and the Online World

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

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Sociology: Concepts and Applications in a Diverse World, Eighth Edition

OTHER WORLDS, OTHER WAYS: South Africa: Sociological Research in Diverse Cultures

CHANGES IN THE EIGHTH EDITION 1. The section on “Cross-Cultural and Global Perspectives” has been divided into two separate

sections: one titled “Cross-Cultural Perspectives” and the other “Globalization.” This enables me to more fully develop the idea that globalization is a significant transition in human social organization, possibly equivalent in its impact to the development of agriculture and industrialization. The new section on “globalization” includes significant new discussion of this topic and provides a formal definition of the term globalization and adds it as a glossary term. (See pages 7–8.)

2. This edition of the book expands the discussion of media and technology by focusing more

attention on the newer technologies of the Internet and the online, electronic world. To introduce the coverage of this material, I have revised the Sociology of Media and Technology section so that the three sociological perspectives are used to understand these newer technologies as well as the more traditional media technologies. I have also included a new Figure 1.3, which presents data on the growth in high-speed, broadband access to the Internet in recent decades. (See pages 17–18.)

SUGGESTIONS FOR TEACHING AND DISCUSSION 1. The "Myths and Facts" inserts that open each chapter highlight the distinction between

sociological knowledge and common sense. A number of articles published in Teaching Sociology focus on the relationship between sociology and common sense and the implications of this linkage for the classroom. You may find these articles useful for your own consideration of the sociology/common sense distinction: James A. Mathisen, "A Further Look at `Common Sense' in Introductory Sociology," Teaching Sociology, 17 (July 1989: 307–315); William F. Bengston and John W. Hazzard, "The Assimilation of Sociology into Common Sense: Some Implications for Teaching," Teaching Sociology, 18 (January 1990: 39–45). You might also want to emphasize the uniqueness of the sociological method, especially as it compares with tradition, experience, and common sense as sources of knowledge about society. These issues are well developed in Chapter 1 of Thomas J. Sullivan, Methods of Social Research, (Belmont, CA: Wadsworth, 2001).

2. It is always helpful to provide more depth and emphasis to the three theoretical perspectives

that serve as the foundation for the text. Two sources that are particularly useful in this regard are: Ray P. Cuzzort and Edith W. King, Social Thought Into the 21st Century, 6th ed. (Belmont, CA: Wadsworth/Thomson, 2001); and Randall Collins, Four Sociological


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Chapter 1: What is Sociology?

Traditions (New York: Oxford University Press, 1994). These sources can also be useful in developing lectures on a brief history of the involvement of sociology in the analysis and solution of social problems.

3. The Applying Sociology inserts throughout the text emphasize how sociological information

is a valuable source of knowledge for practical applications in solving society's problems. In the past, most introductory sociology and social problems courses were taught using "academic sociology." Today, more and more emphasis is being placed on the applied dimension in sociology, and many departments across the nation have created programs or academic majors that mirror this new specialization. Laurence A. Basirico's article, "Integrating Sociological Practice into Traditional Sociology Courses," Teaching Sociology, 18 (January 1990: 57–62) may be helpful if you wish to integrate an applied sociological focus into introductory sociology. Also, see these two books for additional approaches and lecture material: Robert A. Dentler, Practicing Sociology: Selected Fields (Westport, CT: Praeger, 2002) and Thomas J. Sullivan, Applied Sociology: Research and Critical Thinking (Boston: Allyn & Bacon, 1992). There is also some useful material on different orientations toward applied sociology in an article by Jan Marie Fritz, “Teaching Sociological Practice: Starting With Something Special,” Sociological Practice, 4 (June 2002: 103–111).

4. In the context of applied sociology, there is always room to expand on the importance of

applied social research, particularly evaluation research, in the study of sociology. A lecture can revolve around both formative and summative evaluation research, although the latter is probably more central to this area. Chapter 12 of D. Monette, T. Sullivan, and C. DeJong, Applied Social Research: Tool for the Human Services, 7th ed. (Belmont, CA: Thomson Brooks/Cole, 2008), summarizes these topics. In addition, excellent material can be found in P. H. Rossi, M. W. Lipsey, and H. E. Freeman, Evaluation: A Systematic Approach, 7th ed. (Thousand Oaks, CA: Sage, 2004); M. Q. Patton, Qualitative Research and Evaluation Methods, 3d ed. (Newbury Park, CA: Sage, 2002); and W. R. Shadish, Jr., T. D. Cook, and L. C. Leviton, Foundations of Program Evaluation (Newbury Park, CA: Sage, 1991).

5. With the collapse of the Soviet Union and the end of the cold war, students (and others) are

inclined to conclude that Marx and Marxian theory has no relevance any longer. An enlightening lecture can be based on a discussion of which ideas in Marx's theory are as useful in understanding society today as they were in the past. A good source for material is an article by the economist Warren Samuels, "The Status of Marx After the Disintegration of the USSR," Challenge, 36 (July–August 1993: 45–49). Agreeing with this, philosopher Jonathan Wolff argues that Marx the critic of capitalist, bourgeois society (as opposed to Marx the utopian prophet) is as original and insightful today as ever; see Wolff’s book Why Read Marx Today? (New York: Oxford University Press, 2002).

6. The issue of gender/racial/ethnic diversity among sociologists is briefly addressed in this

chapter, but it could be expanded on considerably in lecture. In addition to the sources mentioned in the text, these articles provide much useful information: B. Bowser, "The Contribution of Blacks to Sociological Knowledge: A Problem of Theory and Role to 1950," Phylon, 42 (June 1981: 180–193); and J. Watts, "On Reconsidering Park, Johnson, DuBois, Frazier, and Reid: Reply to Benjamin Bowser's 'The Contribution of Blacks to


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Sociological Knowledge'," Phylon, 44 (December 1983: 273–291). 7. Consistent with one of the themes in this text, it can be useful to stress teaching and learning

through the use and analysis of various aspects of media and popular culture. One approach to this is to use contemporary music as a vehicle for teaching sociological content. Jarl Ahlkvist describes one approach to this by teaching students sociological analysis through the study of heavy metal music: “Music and Cultural Analysis in the Classroom: Introducing Sociology Through Heavy Metal,” Teaching Sociology 27 (April 1999: 126–144). For material on the sociological significance of popular music, Andy Bennett has published two interesting articles based on his research among youth in England and Germany: “Rappin’ on the Tyne: White Hip Hop Culture in Northeast England—An Ethnographic Study,” The Sociological Review (1999: 1–24), and “Hip Hop am Main: The Localization of Rap Music and Hip Hop Culture,” Media, Culture & Society, 21 (1999: 77–91). Benjamin D. Albers and Rebecca Bach provide a rationale and a method for using popular music and popular culture to introduce specific sociological concepts to students in their article: “Rockin’ Soc: Using Popular Music to Introduce Sociological Concepts,” Teaching Sociology, 31 (April 2003: 237–245). Students tend to pay more attention to sociological issues when they see it applied to aspects of their own lived experience.

8. In many ways, problems encountered teaching sociological theory are similar to those

encountered by instructors who teach research methods. Students frequently comment that theory and methods are "boring" and "not very useful." Susan Gotsch-Thomson has written an article entitled "The Integration of Gender into the Teaching of Classical Social Theory: Help from The Handmaid's Tale," Teaching Sociology, 18, (January 1990: 69–73), which may be helpful as you approach theory in your introductory sociology class. Furthermore, Gotsch-Thomson's strategy may be useful in your discussion of the issues in Chapter 8 of this text.


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Chapter 1: What Is Sociology?

9. Many college courses have begun to stress a service-learning approach in which students receive partial credit for a course by working in an agency or organization in the community. This gives students an opportunity to observe social process in action as well as participate in social process and social change. The American Sociological Association (www.asanet.org) has materials that can help a professor design a service-learning component for introductory sociology. These ASA materials should be particularly useful: JoAnn DeFiore, Morten G. Ender, and Brenda Marsteller Kowalewski (eds.), Service Learning and Undergraduate Sociology: Syllabi and Instructional Materials, 3d ed. (2005). Patricia Corwin suggests ways in which this can be done in large introductory sociology courses in her article "Using the Community as a Classroom for Large Introductory Sociology Classes," Teaching Sociology, 24 (July 1996: 310–315). Tammy L. Lewis provides insight into how to incorporate service learning into a variety of courses in the sociology curriculum: “Service Learning for Social Change? Lessons from a Liberal Arts College,” Teaching Sociology, 32 (January 2004: 94–108). Rachel Parker-Gwin discusses how to incorporate service learning in the sociology curriculum: "Connecting Service to Learning: How Students and Communities Matter," Teaching Sociology, 24 (January 1996: 97–101). Service learning is viewed from the perspective of clinical and applied sociology by C. Margaret Hall in her article "Clinical Sociology in Service-Learning," Clinical Sociology Review, 16 (1996: 147–153). The journal Sociological Practice has a full issue devoted to service learning as an educational strategy (vol. 4, March 2002). Finally, Linda Mooney and Bob Edwards discuss the range of activities that can be incorporated in a service-learning approach and the benefits that each provide in their article: “Experiential Learning in Sociology: Service Learning and Other Community-Based Learning Initiatives,” Teaching Sociology, 29 (April 2001: 181–194). So, if this is an appealing direction, a wide range of materials exists to provide course content and lecture material.

10. The American Sociological Association has compiled sets of syllabi for a wide variety of

courses in sociology. These syllabi have been submitted by sociologist across the country and offer many ideas about how to teach various courses, including suggested lecture and discussion topics. At least one set of these syllabi would be relevant for each chapter in this book. The syllabi can be found at www.asanet.org/ under “Bookstore” and “Syllabi Sets.”

SUGGESTED FILMS BEHAVIORAL SCIENCES (1995, 23m, Films for the Sciences and Humanities) This video explores the extent to which social behavior is a combination of both genes and learning, although it tends to lean toward the genetic side more than some sociologists would prefer. However, it can be a useful vehicle for exploring these issues. MEDIA HYPE: WHEN NEWS COVERAGE GOES TOO FAR (2002, 41m, Films for the Humanities & Sciences) This provides a thought-provoking analysis of the possibility for media news coverage to exaggerate and step over the line into advocacy and social construction. It addresses the issue of the role of the media in defining social problems. QUALITATIVE RESEARCH: METHODS IN THE SOCIAL SCIENCES (2006, 20m, Insight


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Media) This video provides students with an appreciation of what questions social scientists study and how they study them by focusing on qualitative research methods and the issues they address. QUANTITATIVE RESEARCH: METHODS IN THE SOCIAL SCIENCES (2006, 20m, Insight Media) This video provides students with an appreciation of what questions social scientists study and how they study them by focusing on quantitative research methods and the issues they address. RESEARCH METHODS FOR THE SOCIAL SCIENCES (1995, Insight Media) This video covers many of the topics that are central to understanding research methods, such as experimental design, the use of control groups, and research ethics. It is an overview but helpful in communicating the value of the scientific method. SOCIAL ISSUES OF GLOBAL IMPORTANCE (1995, 28m, Films for the Humanities & Sciences) This film grew out of a 1995 United Nations conference and explores sociological issues that confront many or all nations around the world. It helps to stress the global perspective on sociological issues. SOCIOLOGICAL IMAGINATION (1991, Insight Media, NY) This series of more than 20 videos, each 30 minutes long, was prepared specifically for showing in college-level introductory sociology courses. The films cover the standard topics in introductory sociology, from social interaction to community to social institutions. Some specific videos will be mentioned in later chapters where appropriate. SOCIOLOGICAL INQUIRY (2002, 30m, Insight Media) This video describes how sociological research is done and the importance of going beyond common sense in analyzing social phenomena. W.E.B. DU BOIS: A BIOGRAPHY IN FOUR VOICES (1995, 118m, California Newsreel) This four-part film describes and comments on the multi-faceted life of the sociologist W.E.B. Du Bois who is discussed in this chapter. Those narrating the film discuss Du Bois's impact on the United States and on their own work. Online Video Catalogs: Bullfrog Films: www.bullfrogfilms.com California Newsreel: www.newsreel.org Filmakers Library: www.filmakers.com Films Media Group/Films for the Humanities & Sciences: www.films.com Icarus Films: www.frif.com Insight Media: www.insight-media.com


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Chapter 1: What Is Sociology?

Media Education Foundation: www.mediaed.org New Day Films: www.newday.com


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CHAPTER 2 CULTURE, SOCIETY, AND DIVERSITY CHAPTER OUTLINE

WHAT IS CULTURE? Material Culture and Nonmaterial Culture

THE COMPONENTS OF CULTURE

Beliefs and Values U.S. Values Japanese Values Diversity and Change in Value Systems

Norms Language

Linguistic Relativity Language Reproduces Society

CULTURAL CONSENSUS AND DIVERSITY

Cultural Integration Cultural Change Ideal Culture versus Real Culture Ethnocentrism and Cultural Relativity Subcultures

SOCIAL STRUCTURE

Status Roles

Social Roles and Social Interaction Role Strain and Role Conflict Alleviating Role Strain

Groups and Social Institutions

A COMPARATIVE VIEW OF SOCIETIES Preindustrial Societies Industrial Societies A Global Perspective: Postindustrialism and Global Interdependence

OTHER WORLDS, OTHER WAYS: The Amish of Pennsylvania: Diverse Values Within a

Culture APPLYING SOCIOLOGY: Argot: The Special Language of Subcultures


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Chapter 2: Culture, Society, and Diversity

SOCIOLOGY OF MEDIA AND TECHNOLOGY: Mass Media, the Electronic World, and the Production and Transmission of Culture

CHANGES IN THE EIGHTH EDITION 1. The Sociology of Media and Technology insert has been rewritten by drawing the

distinction between traditional media (print, television, etc.) and the electronic world (Internet, cell phones, text messaging, etc.). Each of these types of technologies has different impacts on the production and transmission of culture. The insert now discusses each technology separately and compares its impact. (See pages 52–53.)

2. The last section of the chapter, titled “A Global Perspective,” has been rewritten by

returning to the process of globalization and introducing the concept of “cultural globalization” (now included as a glossary term) and discussing the possible emergence of a global culture. (See pages 56–57.)

SUGGESTIONS FOR TEACHING AND DISCUSSION 1. There has been a lot of controversy lately over efforts by various states and the federal

government to declare English the official language. Discuss with the students the implications if such legislation were passed in your state or at the national level. Also, using this example, have the students consider the social functions of language for groups.

2. It is valuable to expand on the cross-cultural and global emphasis of the text. One excellent

source for lecture materials along these lines is John H. Bodley's Cultural Anthropology: Tribes, States, and the Global System, 4th ed. (McGraw Hill, 2005). This book has ample material on many non-western cultures through history (Australian Aborigines, African tribal pastoralists, Pacific Islanders, and others). It also looks at the emerging industrial capitalism and the world system and its impact on indigenous peoples.

3. To extend this discussion to the realm of the family and its problems, it is useful to describe

what marriages and families are like in cultures different from our own, such as hunting and gathering or agricultural societies. An excellent resource for this is Charlotte G. O'Kelly and Larry S. Carney, Women and Men in Society: Cross-Cultural Perspectives on Gender Stratification (Belmont, CA: Wadsworth, 1986). Kelly also has some good material on families in preindustrial America. For a shorter treatment, see Maxine Baca Zinn, D. Stanley Eitzen, and Barbara Wells's Diversity in Families, 8th ed. (Boston: Allyn & Bacon, 2008).

4. Kim Schopmeyer and Bradley Fisher have created some interesting instructional techniques

for exploring the concepts of ethnocentrism and cultural relativity. See their article: "Insiders and Outsiders: Exploring Ethnocentrism and Cultural Relativity in Sociology Courses," Teaching Sociology, 21 (April 1993: 148–153). Phyllis Puffer describes how


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directly exposing her sociology class to a subculture of which they were unfamiliar had the effect of changing students' ethnocentric attitudes: "Reducing Ethnocentrism: A Cross-Cultural Experience for Sociology Classes," Teaching Sociology, 22 (January 1994: 40–46). She gives suggestions for how to conduct such an experiential learning exercise and how to avoid problems. Two other sources of ideas for classroom material on cultural relativism are Faye W. Arnold, "Developing and Teaching a Cultural Pluralism Course in One of America's 'Uneasy Salad Bowls': 'Immigration and Ethnicity in Los Angeles'," Teaching Sociology, 23 (April 1995: 94–110); and Thomas J. Schmid, "Contributing to the Cultural Dialogue: Sociological Analyses of Cultural Pluralism," Teaching Sociology, 23 (October 1995: 331–340).

5. Have your students think about the origin of certain customs in the United States, such as

those surrounding birth, death, marriage, divorce, and the like. This discussion can be used as an aid for understanding how culture serves as a "yardstick" in terms of practically every behavior that people exhibit in society.

6. An excellent device for illustrating the importance of subcultures in social life is to ask

students to vocalize their own future plans. For example, in reference to their career goals, what is more important: work satisfaction or money? Or in reference to their family plans, how many plan to marry eventually; how many plan to wait—until what age; how many plan to have children/remain childless/how long are they going to wait, and so on? As students vocalize their individual plans, call the class's attention to differences in points of view based upon cultural and subcultural references.

7. Sociological research on subcultures is almost limitless. One subculture that student's often

find intriguing is that of the prison inmate. One such study was conducted in California prisons: Geoffrey Hunt, Stephanie Riegel, Tomas Morales, and Dan Waldorf, "Changes in Prison Culture: Prison Gangs and the Case of the 'Pepsi Generation'," Social Problems, 40 (August 1993: 398–409). This article describes how and why the subculture of prison life has changed over the past few decades. It also provides a good bibliography on prison subcultures with rich material for a lecture on this topic.

SUGGESTED FILMS THE AMISH: NOT TO BE MODERN (1985, 57m, Filmakers Library) This documentary captures the unusual lifestyle of a people who have preserved a way of life quite different from mainstream United States. There is no narration in the film; the Amish speak for themselves, illustrating and going beyond many of the points made in the text. In viewing this film, students are encouraged to evaluate their own lifestyle and subcultural values. This film serves as an outstanding vehicle for introducing the study of culture. ASMAT: TIME’S FORGOTTEN PEOPLE (2002, 52m, Filmakers Library) This film documents the way of life of a people in western Papua. It provides a good illustration of the beliefs and rituals in horticultural and pastoral societies.


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Chapter 2: Culture, Society, and Diversity

COMMUNICATING BETWEEN CULTURES (2004, 23m, Insight Media, NY) This excellent presentation on the difficulties of cross-cultural communication shows how cultural beliefs and values affect the process, and it covers both verbal and nonverbal communication. CONSUMING KIDS: THE COMMERCIALIZATION OF CHILDHOOD (2007, 72m, Media Education Foundation) What are the consequences for children when they are seen as merely consuming units to be manipulated and harassed into purchasing the products that are profitable for corporations? This video explores issues relating to the production and transmission of culture in the electronic age. CULTURES: SIMILARITIES AND DIFFERENCES (1996, 20m, Insight Media) This video explores how cultures differ from one another and how the cultural expression of ideas and emotions can be seen in language, arts, and governmental forms. THE ETHICS OF CONSUMPTION (1999, 60m, Insight Media) This video explores the intriguing issue of the ethics of a culture that stresses materialistic hyper-consumption and of whether people have a social obligation that transcends selfish materialism. FURTHER OFF THE STRAIGHT & NARROW: NEW GAY VISIBILITY ON TELEVISION, 1998–2006 (2006, 61m, Media Education Foundation) This updates the earlier video OFF THE STRAIGHT & NARROW by looking at the explosion in the numbers and complexity of GLBT characters on television and exploring some of the reasons for it. It illustrates the role of the media in shaping cultural norms and values. GENERATION M: MISOGYNY IN MEDIA & CULTURE (2008, 58m, Media Education Foundation) This video fits in the theme of the text regarding the role of the media in producing and transmitting cultural elements—in this case, negatives attitudes toward women and femininity. MICKEY MOUSE MONOPOLY: DISNEY, CHILDHOOD & CORPORATE POWER (2001, 52m, Media Education Foundation) This video takes a critical look at the impact corporations can have on culture, using the influence of the Walt Disney Company through its films, cartoons, and amusement parks to make its point. It shows how corporations use media to shape cultural values. THE OVERSPENT AMERICAN: WHY WE WANT WHAT WE DON’T NEED (2004, 33m, Media Education Foundation) This video explores the cultural values of the modern United States in the areas of consumerism and commodification discussed in this chapter. It shows how a media system driven by commercial interests encourages people to define themselves in terms of their consumption patterns. PERSONAL SPACE: EXPLORING HUMAN PROXEMICS (1999, 28m, Center for Media and Independent Learning, University of California Extension) This film provides a vivid portrayal of the impact of norms and the manner in which culture defines physical space and territory. SECRETS OF AN ANCIENT CULTURE: THE MASAI (1994, 60m, Insight Media) This film


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explores the social structure of the Masai as well as how they have managed to maintain their ancient traditions in the face of modern technologies and contact with other cultures. THE SELF-MADE SOCIETY (1996, 29m, Films for the Humanities & Sciences) This film explores the long-term consequences of glorifying the rugged individualist. Does it promote dysfunctional social and cultural isolation? VOLUNTARY SIMPLICITY (1999, 23m, Filmakers Library) This film focuses on a movement called Voluntary Simplicity whose members find fulfillment in leading a materially more simple life. The film can provoke discussion about values of material abundance and consumerism as they related to environmental problems. A WORLD OF DIFFERENCES: UNDERSTANDING CROSS-CULTURAL COMMUNICATION (1997, 30m, Center for Media and Independent Learning, University of California Extension) This video explores the many ways in which cross-cultural miscommunication can occur. In so doing, it shows the power and subtlety of cultural differences.


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Chapter 3: Socialization

CHAPTER 3 SOCIALIZATION CHAPTER OUTLINE

HEREDITY AND THE ENVIRONMENT Biology and Human Behavior Children Raised in Isolation

THE PROCESS OF SOCIALIZATION

The Development of Self: The Interactionist Perspective Cooley Mead Erikson

Agencies of Socialization The Family The Peer Group The School The Mass Media

Types of Socialization Primary Socialization Anticipatory Socialization Resocialization

Socialization through the Life Span Gaining Independence Work and Family Relationships

ADDITIONAL PERSPECTIVES ON SOCIALIZATION

The Functionalist Perspective The Conflict Perspective

APPLYING SOCIOLOGY: Day Care: Problem or Solution? SOCIOLOGY OF MEDIA AND TECHNOLOGY: Who Socializes the Young in an

Electronic World? OTHER WORLDS, OTHER WAYS: Japan: Learning Cultural Values through Primary

Socialization


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CHANGES IN THE EIGHTH EDITION 1. The Applying Sociology insert has been updated with more recent data and research, which

lead to modest modifications on our assessment of the impact of day care on children. (See page 74.)

2. The Sociology of Media and Technology section now includes a discussion of the modern

communications technologies, such as cell phones and text messaging, and their impact on socialization of the young. The conclusion drawn is that their impact is complicated because they can both diminish and enhance the influence of parents in socializing the young. (See pages 76–77.)

SUGGESTIONS FOR TEACHING AND DISCUSSION 1. More and more research is appearing these days concerning the biological basis for human

behavior. For example, there is growing evidence that some people are biologically prone to alcoholism. There is also growing evidence that sexual orientation may be, in part, influenced by genetics. This is discussed briefly in the text (see Chapter 9, p. 255) and a study on it was published in the July 16, 1993, issue of Science. Summaries of this research can be found in articles in The New York Times (July 18, 1993, p. 13), The Chronicle of Higher Education (July 21, 1993, p. A6), and the references in Chapter 9. These data have important implications for the “nature versus nurture” debate. Draw out the implications of this in terms of social policy. What does it say about the treatment of alcoholism, crimes committed by alcoholics, gays in the military, discrimination against gays, and so on?

2. Another approach to this topic is to discuss Richard J. Herrnstein and Charles Murray's The

Bell Curve: Intelligence and Class Structure in American Life (New York: Free Press, 1994). Their work has been thoroughly analyzed and critiqued, and lectures could focus on summarizing their data, criticizing their methodology, and exploring the political ramifications of their stance. Another interesting approach to these issues is presented by John J. Gnida in his article "Teaching 'Nature Versus Nurture': The Case of African American Athletic Success," Teaching Sociology, 23 (October 1995: 389–395). He suggests lecture material for presenting both sides of this controversial issue and outlines a way to evaluate the impact of the lecture on students.


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IM & TB.pdfTitle Page.pdfCopyright_FREESUPP.pdfPREFACE 8th final IM.pdfIM%208th%20final1.pdfsullivan test bank.pdfChapter 1.pdfChapter 2.pdfChapter 3.pdfChapter 4.pdfChapter 5.pdfChapter 6.pdfChapter 7.pdfChapter 8.pdfChapter 9.pdfChapter 10.pdfChapter 11.pdfChapter 12.pdfChapter 13.pdfChapter 14.pdfChapter 15.pdf

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