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Why Does Sociology Matter?Whether you’re a first-time student, returning to the classroom, or even an instructor leading

a discussion, you’ve probably thought about that question. Sociologists examine what we

think we know about society, from small-scale interactions to the broadest social change,

which can be daunting for any student to take in. Living up to its name, Sociology and Your Life with P.O.W.E.R. Learning bridges the essential sociological theories, research, and

concepts and the everyday realities we all experience. The program highlights the distinc-

tive ways in which sociologists explore human social behavior—and how their research

findings can be used to help us think critically about the broader principles that guide our

lives. In doing so, it helps students to begin to think like sociologists, using what they have

learned to evaluate human interactions and institutions independently. What do a police

officer, a nurse, and a local business owner need to know about the community they serve?

It turns out quite a lot. And Sociology and Your Life is poised to give students the tools they

need to take sociology with them as they pursue careers and get involved in their commu-

nities and the world at large.

Why Students First?Sociology and Your Life is designed to introduce readers to the field of sociology—no

matter the reason for enrolling in the course—and to do so in a way that will nurture stu-

dents’ curiosity for a lifetime. The core content is oriented to students, with features and

examples that apply sociology to their daily lives. The modular format, structured around

learning objectives, allows students to study material in manageable chunks, with ample

pedagogical support within the P.O.W.E.R. framework. The digital tools within

Connect foster student preparedness before class for a more productive and

engaging experience in class. These key elements of Sociology and Your Lifeadd up to a program that promotes student success in college and beyond.

Why P.O.W.E.R. Learning? A major challenge in introductory courses is that students at this

level struggle with basic study skills and habits. It can be difficult to

become a good student if you were never taught how to study effec-

tively. And often, instructors don’t have the time, the resources,

or the expertise to teach success skills AND sociological con-

cepts. The author team of Schaefer and Feldman offer a guided

approach to meet this challenge. The P.O.W.E.R. Learning

Framework was developed by Bob Feldman— psychologist,

student success instructor, researcher, and author. It is

a method for accomplishing any task using five simple

and consistent steps: Prepare. Organize. Work. Evaluate.

Rethink. This framework is integrated at every level of the

text to help students learn sociological concepts while devel-

oping habits that will serve them well throughout their college

careers and in their daily lives.

Taking Sociology with You . . .Wherever You Go!

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Key Features of Sociology and Your Life with POWER Learning

Help Your Students Succeed with Connect SociologyConnect Sociology includes assignable and assessable

quizzes, exercises, and interactive activities, all associ-

ated with learning objectives for Sociology and Your Life. Videos, interactive assessments, and scenario-

based activities engage students and add real-world

perspective to the introductory sociology course. In

addition, printable, exportable reports show how well

each student or section is performing on each course

segment.

Provide a Smarter Text and Better Value with SmartBookBoost student success with SmartBook—the first, and only, adaptive reading and study

experience that highlights content based on what the individual student knows and doesn’t

know, and then provides focused help through targeted learning resources (including videos,

animations, and other interactivities). SmartBook’s intuitive technology optimizes student

study time by creating a personalized learning path for improved course performance and

overall student success.

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Access Performance Data Just in TimeConnect Insight is Connect’s new one-of-a-kind visual analytics dashboard—now avail-

able for both instructors and students—that provides at-a-glance information regarding

student performance, which is immediately actionable. By presenting assignment, assess-

ment, and topical performance results together with a time metric that is easily visible for

aggregate or individual results, Connect Insight gives the user the ability to take a just-in-

time approach to teaching and learning, which was never before available. Connect Insight

presents data that empowers students and helps instructors improve class performance in a

way that is efficient and effective.

Make It Your OwnDesign your own ideal course materials with McGraw-Hill’s

Create at www.mcgrawhillcreate.com. Rearrange or omit

chapters, combine material from other sources, and upload your syllabus—or any other

content you have written—to make the perfect resources for your students. Search thou-

sands of leading McGraw-Hill textbooks to find the best content for your students, then

arrange it to fit your teaching style. You can even personalize your book’s appearance

by selecting the cover and adding your name, school, and course information. When you

order a Create book, you will receive a complimentary review copy (eComp) via email

within about an hour. Register today at www.mcgrawhillcreate.com and craft your course

resources to match the way you teach.

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Read each question carefully and then select or provide the best

answer.

1. The specialized language that subcultures employ as a way

to create cohesion and a unique identity is called

a. bilingualism.

b. an argot.

c. slang.

d. an in-language.

2. Terrorist groups are examples of

a. cultural universals.

b. subcultures.

c. countercultures.

d. dominant ideologies.

3. Which of the following is a typical language pattern within

immigrant families in the United States?

a. The younger family members quickly learn English but

prefer to speak their native language.

b. The older family members speak their native language

only until they learn to speak English without accent.

c. The younger family members experience language con-

fusion, speaking both their home language and English

haltingly.

d. The older family members learn a bit of English but speak

their native language almost exclusively.

4. are subcultures that openly oppose

aspects of the larger culture, often including the central

government.

5. A person experiences when he or

she feels disoriented, uncertain, out of place, even fearful

when immersed in an unfamiliar culture.

Answers

1 (b); 2 (c); 3 (d); 4 Countercultures; 5 culture shock

RECAP LO 10-1 Explain patterns of variation within cultures, including subcultures and countercultures.

• A subculture is a segment of society that shares customs,

rules, and traditions that differ from those of the larger society.

Members of a subculture even have a specialized language,

called an argot, that distinguishes them from nonmembers.

• Countercultures are subcultures that deliberately oppose

aspects of the larger culture.

LO 10-2 Describe the phenomenon of culture shock.

• The feeling of disorientation and dislocation experienced

by people who are suddenly immersed in an unfamiliar

culture is called culture shock.

• Culture shock can be a two-way street: the host culture

may shock the individual, and the individual’s cultural

mannerisms may shock the host culture.

LO 10-3 Analyze through a sociological lens the implica-tions of bilingualism on social policy.

• The social policy of bilingualism refers to the use of two

languages in a setting, treating each as equally legitimate.

It is supported by those who want to ease the transition

of non-native-language speakers into a host society, but

opposed by those who emphasize the importance of a sin-

gle cultural tradition and language.

• Concern about immigrant families in the United States

using their native languages instead of English is over-

blown. Immigrant populations generally follow the pattern

by which younger family members quickly become fluent

in English, and as time passes, a clear preference for using

English emerges naturally.

KEY TERMS Argot Specialized language used by members of a group or

subculture.

Bilingualism The use of two languages in a particular setting,

such as the workplace or schoolroom, treating each language

as equally legitimate.

Counterculture A subculture that deliberately opposes certain

aspects of the larger culture.

Culture shock The feeling of surprise and disorientation that

people experience when they encounter cultural practices

that are different from their own.

Subculture A segment of society that shares a distinctive pat-

tern of customs, rules, and traditions that differs from the

pattern of the larger society.

Consider these questions to get a deeper understanding of the

material.

1. To what subcultures do you belong? How do they function in

relation to the larger society?

2. Why do people experience culture shock? What does this

reveal about the role of culture and of everyday customs?

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JOHN EGAMI, a Peace Corps volunteer in Kampala, Uganda, works in elementary schools to develop literacy programs that will encourage students to read outside the classroom. “Ugandans, by tradition, are not readers,” he explains. “It’s rare for parents to read to their child, and the kids only learn to read enough to pass their exams.”

His early efforts to get the children excited about reading met with polite disinterest. Then the holidays came and everyone went back to their native vil-lages to celebrate with parents and grandparents. They returned with mountains of stories about their families and the holiday celebrations. Egami got an idea. He recorded all of the children’s stories. The kids listened to them over and over. Listening with them, Egami clearly recognized the rich oral tradition of his stu-dents. They were skilled storytellers. If he wanted to get them to love reading, he was going to have to forge a link between their culture of oral expression and his reading goals for them. He transcribed the students’ stories and printed them out. The kids loved these books, and they took delight in arguing over the shape and meaning of words. Egami’s willingness to understand the Ugandans’ culture had opened a window for his students to recognize the value of books and reading. ■

Sociology at WORK PEACE CORPS VOLUNTEER

Looking Ahead

IN THIS CHAPTER WE WILL SEE JUST HOW BASIC THE STUDY OF CULTURE is to sociology. Our discussion will focus both on general cultural practices found in all societies and on the wide variations that can distinguish one society from another. We will define and explore the major aspects of culture, includ-ing language, norms, sanctions, and values. We will see how cultures develop a

dominant ideology, and how functionalist and conflict theorists view culture. And we’ll study the development of culture around the world, including the cultural effects of the worldwide movement toward globalization. Finally, in the Social Policy section, we will look at the conflicts in cultural values that underlie current debates over bilingualism.

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Modular format Each chapter is

organized into modules that allow students

to study material in smaller, more manage-

able chunks. Each module is self-contained

with learning objectives and an outline at

the start to help a student prepare for what’s

to come, and questions, summary points,

and key terms to help them review.

MODULE 10 Cultural Variation Learning Objectives

LO 10-1 Explain patterns of variation within cultures, including subcultures and countercultures. LO 10-2 Describe the phenomenon of culture shock. LO 10-3 Analyze through a sociological lens the implications of bilingualism on social policy.

Module Outline

Cultural Variation within Societies Subcultures Countercultures Culture Shock

Social Policy and Culture Studying Bilingualism

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Sociology at Work The profiles

offer short sketches of successful students

who use the principles of sociology in their

professional lives.

Looking Ahead These sections

introduce the key concepts of each chap-

ter, connecting the modules contained

within it.

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Strategies for Reading Sociology (and Other) Textbooks Like all others, sociology textbooks can be frightening. They are often long, with techni-

cal words and ideas that may seem complicated. Here are some strategies for reading and

studying sociology texts (this one included) that can help you understand more of what

you read and perform better on quizzes and tests.

• Look at the Table of Contents pages in the front of the book to get an overview of

what you will be studying.

• Read the learning objectives (LOs) in the Prepare section at the beginning of the

module.

• Before reading the module, skim it for tables and illustrations that might give you an

idea of its content and organization.

• Read the outline in the Organize section at the start of the module.

• Gather your tools, including a pen or pencil, highlighters, a copy of the assignment

(so you’ll be sure to read the right material), and paper, index cards, or a computer

for taking notes.

• Give yourself enough time—and a quiet space—to do the reading.

• Set a goal for how much you are going to read before taking a break.

• Write while you read, jotting notes to yourself and marking the page with check

marks, arrows, and diagrams.

• Highlight and underline important points—but do this selectively. Mark only the key

material. Highlighting everything is the same as highlighting nothing.

• Stop and think after you read a section. Check that you have understood the material.

• Pay attention to key terms. These are printed in bold type because they are important

for understanding major ideas and concepts in sociology. To help you review these,

they are gathered together at the end of each module.

• Answer the Evaluate questions at the end of the module.

• Pretend you are explaining the material you have read (e.g., telling a classmate who

didn’t read the assignment about the material).

• Answer the Rethink questions at the end of the module.

• Read Recap at the end of the module.

• Consult Key Terms at the end of each module as needed.

• Look over the assignment again, along with any notes you took. If you do this within

24 hours of first reading the assignment, it can save you hours of work later.

Study Strategies

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86

em me Reading Smarter Understanding the material you read and doing well on tests aren’t about reading faster.

They’re about reading better, smarter (although you’ll probably find that adopting smart

reading habits does save time). Rate how well each of the statements below describes your

current reading habits, using this scale:

1  5  I rarely or never do this.

2  5  I sometimes do this.

3  5  I usually or always do this.

Rating

1 2 3

1. I review the Table of Contents in a textbook before reading any-

thing else so that I will have a good overview of the topics I’ll be

studying.

2. I keep a pen or pencil, a highlighter, a notebook, and index cards

(or computer) handy for taking notes.

3. I break my reading into chunks organized around key topics, then

take a brief break between the chunks.

4. Before I start reading, I look over the assignment and review any

outlines or overviews the instructor has given me to better under-

stand the material and its organization.

5. I keep notes as I read, highlighting the main points, and jotting down

questions the material raises and/or my thoughts on the various topics.

6. I jot down the key terms (printed in bold type ) as I read, then review

them at the end, defining them in my own words and checking my

understanding against the list of terms at the end of the chapter.

7. I quiz myself after I read, using the prepared questions at the end

of each module or chapter.

8. I try to connect the content of what I am reading to myself and the

world around me.

9. I review the assignment and look over my notes within 24 hours

of my initial reading.

10. I read the summary at the end of each module or chapter, and then

try to restate the main points in my own words.

SCORING:

Total the ratings for the 10 questions, and use the following guide to interpret your score: 26–30 points: Your effective reading habits not only make test-taking easier, they also

expand your understanding of the world.

16–25 points: You have developed some excellent reading skills. Go back through the

statements here to find more ways to improve your comprehension.

15 or less points: Good reading habits are useful strategies everyone can learn. Those

who learn them get more out of their study time and score better on tests. You have

the list. Get started.

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P.O.W.E.R. Study Strategies Using the P.O.W.E.R.

framework, these boxes present steps for mastering the different

skills students need to succeed in their introductory sociology

course, such as notetaking, time management, and test-taking.

emPOWERme Sections at

the end of each chapter revisit the

P.O.W.E.R. Study Strategies, giv-

ing students a checklist to evaluate

how well they have incorporated

positive habits recommended to

master that skill.

Study Alert These marginal features offer advice

and hints for students, signaling when critical con-

cepts are presented and offering suggestions for

learning those concepts effectively.

Research Today These boxes present new sociologi-

cal findings on topics such as sports, social networks,

and transracial adoption.

From the Perspective of  .  .  . This feature high-

lights how sociology impacts a variety of professions.

Whether students are in an allied health, nursing,

criminal justice, technology, business, legal studies,

or any other type of program, they can learn to make

concrete connections between sociology and their

chosen career.

Sociology in the Global Community These boxes

provide a global perspective on topics such as stratifica-

tion, marriage, and the women’s movement.

Social Policy sections These end-of-chapter sec-

tions apply sociological concepts and theories to

important social issues currently being debated by

policymakers and the general public.

Maps Mapping Life Nationwide and Mapping Life

Worldwide maps show social trends in the United

States as well as in the global community.

Case Studies These scenarios at the end of each

chapter allow students to apply sociological concepts

and critical thought to a story or real-life situation.

Additional Features

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