a. The systematic study of human society and social interactions
b. The study of individual psychological processes and mental health
c. The analysis of economic systems and market behaviors
d. The examination of political structures and government policies
ANSWER: a
2. What is sociological imagination?
a. The ability to create innovative solutions to social problems
b. The capacity to visualize future social trends and developments
c. The ability to understand the relationship between individual experiences and the larger society
d. The skill of conducting systematic research on social issues
ANSWER: c
3. A college student struggles to find employment after graduation during a period when many recent graduates are facing similar challenges .How would the sociological imagination help analyze this situation ?
a. It would focus on the student's individual qualifications and interview skills.
b. It would examine how personal troubles connect to broader economic conditions and social forces.
c. It would emphasize the student's personal responsibility for their unemployment.
d. It would recommend specific career counselling strategies for the student.
ANSWER: b
4. What was the Age of Enlightenment 's contribution to the development of sociology?
a. It established the first universities dedicated to social science research.
b. It encouraged placing value on knowledge developed through reasoning and observation.
c. It created the first systematic methods for conducting social sureys.
d. It introduced the concept of social class conflict as a driving force.
ANSWER: b
5. A factory town experiences rapid population growth as workers migrate from rural areas, leading to overcrowding and increased crime rates. How would Emile Durkheim's concept of anomie explain this situation?
a. The crime increase results from individual moral failures among the new residents.
b. Rapid social change has to led to a breakdown in shared values and social control.
c. Economic inequality between factory owners and workers creates class conflict.
d. Competition for resources naturally leads to survival to the fittest.
ANSWER: b
6. What was Karl Marx's primary focus regarding social change?
a. The gradual evolution of societies through natural selection processes
b. The role of religious institutions in promoting social reform
c. Class conflict is necessary to produce social change and a better society
d. The importance of maintaining social stability through consensus
ANSWER: c
7. How did Max Weber's approach to understanding social change differ from Karl Marx's approach?
a. Weber focused exclusively on religious factors, while Marx focused on economic factors.
b. Weber emphasized multiple factors, including economics and bureaucratic domination, while Marx prioritized economic factor
c. Weber believed social change was impossible, while Marx believed it was inevitable
d. Weber supported the capitalist system, while Marx opposed all forms of economic organization.
ANSWER: b
8. A social worker establishes a community center in a low-income neighborhood to provide educational and social services to residents. This approach most closely resembles the work of which early American sociologist?
a. W.E.B. Du Bois and his research on racial communities
b. Jane Addams and her establishment of Hull House
c. Robert E. Park and his studies of urban disintegration
d. George Herbert Mead and his symbolic interaction theory
ANSWER: b
9. What is the primary assumption of functionalist perspectives?
a. Society is characterized by continuous conflict among competing groups.
b. Society is a stable, orderly system characterized by societal consensus
c. Society is the sum of interactions among individuals and small groups.
d. Society is rapidly changing due to postindustrialization and technology.
ANSWER: b
10. A company implements a diversity training program to address workplace discrimination. How would conflict and functionalist perspectives analyze this situation?
a. Conflict theorists would emphasize power inequalities, while functionalists would view it as maintaining social stability.
b. Conflict theorists would focus on individual interactions, while functionalists would examine group dynamics.
c. Conflict theorists would support the status quo, while functionalists would advocate for change
d. Both perspectives would analyze it identically as a positive social development.
ANSWER: a
11. Despite feeling frustrated, a server manages her emotions to remain pleasant with difficult customers. Which sociological perspective would most likely analyze this emotional labor?
a. Functionalist perspective focusing on how emotional labor maintains social order
b. Conflict perspective examining power dynamics between customers and workers
c. Symbolic interactionist perspective analyzing face-to-face interactions and role expectations
d. Postmodern perspective questioning the authenticity of service interactions
ANSWER: c
12. A student notices that his social media usage affects his study habits and academic performance. How would studying sociology help him understand this situation?
a. It would provide individual counseling techniques to improve time management.
b. It would help him understand how group behavior and social institutions influence individual choices.
c. It would offer specific technological solutions to limit social media access.
d. It would focus solely on the psychological aspects of addiction.
ANSWER: b
13. During the COVID-19 pandemic, unemployment rates increased dramatically from 3.6% to 14.8% in just four months. How does this example demonstrate the concept of sociological imagination?
a. It shows how individual career choices determine employment outcomes.
b. It illustrates how personal troubles can become public issues affecting entire societies.
c. It demonstrates that unemployment is mostly an individual responsibility.
d. It indicates that economic factors are unrelated to social conditions.
ANSWER: b
14. A modern city experiences rapid population growth due to new technology companies moving to the area, leading to housing shortages and increased living costs. How does this situation parallel the historical conditions that led to sociology's development?
a. It represents the same urbanization and social problems that prompted early sociological thinking.
b. It demonstrates the Enlightenment emphasis on rational thinking and scientific methods.
c. It shows how religious institutions lose influence in modern societies.
d. It illustrates the natural evolution of societies through competition.
ANSWER: a
15. Herbert Spencer's concept of “survival of the fittest” in social contexts has been criticized for which primary reason?
a. It fails to account for the role of government in society.
b. It can be used to justify inequalities based on social class, race, and gender.
c. It overemphasizes the importance of religious institutions.
d. It ignores the impact of technological change on society.
ANSWER: b
16. A large corporation's CEO earns 290 times more than the average worker, compared to 21 times more in 1965. How would Karl Marx explain this growing wage gap?
a. It represents natural market forces determining appropriate compensation levels.
b. It demonstrates the capitalist class's continued exploitation of the working class.
c. It shows how bureaucratic organizations naturally develop hierarchical structures.
d. It illustrates the importance of individual merit in determining wages.
ANSWER: b
17. How did the Chicago School's focus on urban sociology reflect the social conditions of their time?
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a. Chicago was experiencing rapid urbanization with associated social problems.
b. Chicago had the most stable and orderly social structure in the United States.
c. Chicago was the center of agricultural research and rural community studies.
d. Chicago had eliminated most forms of social inequality and conflict.
ANSWER: a
18. A high school implements a dress code policy that requires students to wear uniforms. How would different sociological perspectives analyze this policy?
a. All perspectives would view it as promoting equality among students.
b. Functionalists would see it promoting stability, while conflict theorists might see it as controlling student expression.
c. Symbolic interactionists would focus on large-scale social structures, while others examine individual interactions.
d. Postmodernists would support traditional approaches, while others would question them.
ANSWER: b
19. Why does sociology emphasize the study of groups rather than just individuals?
a. Groups are easier to study scientifically than individual behavior patterns.
b. Group membership affects life experiences and individual behavior in significant ways.
c. Individual behavior is too unpredictable to study systematically.
d. Groups provide more reliable data for statistical analysis.
ANSWER: b
20. A recent college graduate moves back in with her parents due to high housing costs and student loan debt. How does this situation illustrate the difference between personal troubles and public issues?
a. It is purely a personal trouble resulting from poor financial planning.
b. It reflects broader economic conditions affecting many young adults, making it a public issue.
c. It demonstrates individual failure to adapt to changing economic conditions.
d. It shows how personal choices are unrelated to social forces.
ANSWER: b
21. How did the combination of Enlightenment thinking and industrialization create conditions favorable for sociology's development?
a. The Enlightenment provided scientific methods, while industrialization created social problems to study.
b. The Enlightenment created social problems, while industrialization provided solutions.
c. Both emphasized maintaining traditional social structures.
d. Both movements discouraged systematic study of social phenomena.
ANSWER: a
22. After a large factory closes, a community experiences an increase in unemployment and family stress. How would Auguste Comte's concept of social statics and social dynamics apply to this situation?
a. Social statics would explain the factory closure, while social dynamics would address unemployment.
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b. Social dynamics created the disruption, while social statics represent forces working toward stability.
c. Both concepts would focus only on individual responses to economic change.
d. Neither concept would be relevant to understanding economic disruption.
ANSWER: b
23. A contemporary researcher studies how gentrification affects long-term residents of urban neighborhoods, documenting both challenges and community strengths. This approach most closely resembles which early American sociologist's work?
a. Jane Addams's focus on community resources and social reform
b. W.E.B. Du Bois's examination of community strengths and challenges
c. Robert E. Park's analysis of urban disintegration
d. George Herbert Mead's symbolic interaction theory
ANSWER: b
24. How do postmodern perspectives challenge traditional sociological approaches?
a. They emphasize the importance of maintaining existing social institutions.
b. They reject existing theories and question grand narratives about society
c. They focus exclusively on individual psychological factors.
d. They support the use of quantitative research methods only.\
ANSWER: b
25. A career counselor helps marginalized youth challenge limiting beliefs about their potential by sharing stories of others who overcame similar challenges. This approach reflects which sociological perspective?
a. Functionalist perspective emphasizing social stability
b. Conflict perspective focusing on power inequalities
c. Symbolic interactionist perspective examining individual interactions
d. Postmodern perspective questioning grand narratives and introducing alternative narratives
ANSWER: d
26. A business manager notices that employee productivity varies significantly among different work teams. How would sociological knowledge help understand this variation?
a. It would primarily focus on individual personality differences among workers.
b. It would examine group dynamics, social networks, and organizational culture.
c. It would recommend specific management techniques without considering social factors.
d. It would mainly analyze the economic incentives affecting individual performance.
ANSWER: b
27. A study examines how online shopping and credit cards have changed consumer behavior and social interactions. Which perspective would most likely focus on how these changes create simulated rather than real social interactions?
a. Functionalist perspective analyzing how technology maintains social stability
b. Conflict perspective examining economic inequalities in access to technology
c. Symbolic interactionist perspective studying face-to-face versus online interactions
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d. Postmodern perspective questioning the authenticity of contemporary social interactions
ANSWER: d
28. A factory worker notices that despite working long hours, he can barely afford basic necessities while the factory owner lives in luxury. How would Marx explain this worker's situation?
a. The worker needs to develop better personal financial management skills.
b. The capitalist class exploits workers by paying them less than the value of their labor.
c. The worker should be grateful for having employment during difficult economic times.
d. This situation represents the natural order of society where some people are more successful than others.
ANSWER: b
29. A contemporary researcher studying immigrant communities in Chicago decides to establish a community center offering educational and social services. This approach most closely follows the model established by which early American sociologist?
a. W.E.B. Du Bois and his research methods at Atlanta University
b. Jane Addams and her work at Hull House
c. Robert E. Park and his urban sociology research
d. George Herbert Mead and his symbolic interaction theory
ANSWER: b
30. A hospital administrator notices that different departments work together smoothly, with each contributing to patient care and the overall functioning of the hospital. Which sociological perspective would best explain this observation?
a. Conflict perspective because it focuses on competition between departments
b. Functionalist perspective because it emphasizes how different parts work together to maintain stability
c. Symbolic interactionist perspective because it focuses on individual interactions among staff members
d. Postmodern perspective because it questions traditional institutional structures
ANSWER: b
31. A study reveals significant wage gaps between male and female employees doing similar work at a large corporation. Which perspective would most likely focus on this as evidence of ongoing power struggles in society?
a. Functionalist perspective because wage differences serve a function in maintaining social order
b. Conflict perspective because it views society as characterized by struggles for scarce resources and power
c. Symbolic interactionist perspective because it focuses on individual interactions between employees
d. Postmodern perspective because it questions the validity of wage data in contemporary society
ANSWER: b
32. A contemporary urban planner notices that crime rates and racial tensions increase as cities grow rapidly. This observation most closely reflects the early work of which Chicago School sociologist?
a. George Herbert Mead
b. Robert E. Park
c. Jane Addams
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d. W.E.B. Du Bois
ANSWER: b
33. Restaurant servers must manage their emotions to appear friendly and helpful even when dealing with difficult customers. Which perspective would best analyze this emotional labor as part of broader social and economic structures
a. Functionalist perspective, focusing on how emotional labor contributes to restaurant efficiency
b. Symbolic interactionist perspective, examining the face-to-face interactions between servers and customers
c. Conflict perspective, analyzing how emotional labor requirements exploit service workers
d. Postmodern perspective, questioning the authenticity of service interactions in consumer society
ANSWER: b
34. A career counselor helps marginalized youth challenge limiting beliefs about their capabilities by introducing them to alternative success stories. This approach most closely aligns with which sociological perspective?
a. Functionalist perspective because the counselor’s approach helps youth fit into existing social structures
b. Conflict perspective because the counselor’s approach addresses power inequalities affecting youth opportunities
c. Symbolic interactionist perspective because the counselor’s approach focuses on individual interactions between counselor and client
d. Postmodern perspective because hte counselor’s approach questions grand narratives and introduces alternative narratives to empower individuals
ANSWER: d
35. A researcher studying workplace interactions focuses on how employees use specific gestures, language, and symbols to communicate their professional roles to customers. Which perspective is this researcher most likely using?
a. Functionalist perspective because it examines how the workplace maintains order
b. Conflict perspective because it looks at power struggles between employees and customers
c. Symbolic interactionist perspective because it focuses on how people use symbols and interactions to create meaning
d. Postmodern perspective because it questions traditional work structures
ANSWER: c
36. How does sociology's focus on groups distinguish it from psychology's approach to understanding human behavior?
a. Sociology examines external social factors and group influences, while psychology focuses on internal mental processes at the individual level.
b. Sociology only studies large groups of people, while psychology only studies individuals.
c. Sociology uses scientific methods, while psychology relies on personal opinions.
d. Sociology focuses on historical events, while psychology examines current behavior.
ANSWER: a
37. A business manager wants to improve team collaboration and notices that employees from different cultural backgrounds have varying communication styles. How would sociological knowledge help address this workplace challenge?
a. By focusing on individual personality differences without considering cultural factors
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b. By examining how group membership and cultural backgrounds shape communication patterns and social interactions
c. By assuming all employees should adopt the same communication style regardless of background
d. By treating communication issues as purely technical problems requiring software solutions
ANSWER: b
38. How did Weber's approach to understanding social change differ from Marx's approach?
a. Weber believed economics was the only factor driving social change, while Marx considered multiple factors.
b. Weber emphasized the role of bureaucracy and rationalization, while Marx focused primarily on economic class conflict.
c. Weber ignored economic factors, while Marx considered them somewhat important.
d. Weber and Marx had essentially identical approaches to understanding social change.
ANSWER: b
39. Sociology is the systematic study of human society and social interactions.
a. True
b. False
ANSWER: True
40. Émile Durkheim believed that anomie occurs when social control becomes ineffective due to loss of shared values.
a. True
b. False
ANSWER: True
41. Karl Marx believed that social class conflict was necessary to produce social change and create a better society
a. True
b. False
ANSWER: True
42. Functionalist perspectives assume that society is characterized by continuous conflict among competing groups.
a. True
b. False
ANSWER: False
43. Symbolic interactionist perspectives focus on microlevel analysis of small groups and individual interactions.
a. True
b. False
ANSWER: True
44. Auguste Comte coined the term sociology and is considered by some to be the founder of sociology.
a. True
b. False
Name: Class: Date:
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ANSWER: True
45. Postmodern perspectives reject traditional sociological theories and question grand narratives about society. a. True
b. False
ANSWER: True
46. Define sociology and explain how it differs from other social sciences such as psychology and economics.
ANSWER: Sociology is the systematic study of human society and social interactions. Unlike psychology, which focuses on internal factors related to human behavior and mental processes at the individual level, sociology examines external social factors such as the effects of groups, organizations, and social institutions on individuals and social life. Economics concentrates primarily on the economic system, but sociology examines all major social institutions, including the economy, politics, education, and religion, to understand how they work together to influence human behavior.
47. Explain the concept of sociological imagination and describe how it helps distinguish between personal troubles and public issues.
ANSWER: The sociological imagination is the ability to understand the relationship between individual experiences and the larger society. It helps us distinguish between personal troubles, which are private issues affecting individuals and their immediate networks, and public issues, which are problems affecting large numbers of people that require solutions at the societal level. The sociological imagination helps us place seemingly personal troubles into a larger social context, where we can distinguish whether and how personal troubles may be related to public issues.
48. Describe the three key historical factors that contributed to the development of sociological thinking in the 19th century.
ANSWER: Three key historical factors contributed to sociology's development: the Age of Enlightenment, industrialization, and urbanization. The Age of Enlightenment encouraged new approaches to knowledge based on reasoning and observation, laying the foundation for scientific study. Industrialization transformed societies from dependence on agriculture to manufacturing, creating massive economic and social changes. Urbanization led to rapid population growth in cities, bringing together diverse groups of people and creating new social problems such as inadequate housing, poverty, crime, and poor working conditions.
49. Explain why early social thinkers like Auguste Comte and Émile Durkheim were primarily concerned with social order and stability.
ANSWER: Early social thinkers were concerned with social order and stability because they were witnessing rapid and disruptive social changes caused by industrialization and urbanization. These changes created new social problems, including poverty, crime, poor working conditions, and the breakdown of traditional community structures. Thinkers like Comte and Durkheim wanted to understand how societies could maintain order while adapting to the massive changes occurring around them.
50. Compare and contrast the functionalist and conflict perspectives in terms of their basic assumptions about society and social change.
ANSWER: Functionalist perspectives assume that society is a stable, orderly system characterized by societal consensus, where most members share common values and beliefs. They view society as composed of interrelated parts that work together to maintain stability, and social institutions persist because they serve important functions. In contrast, conflict perspectives assume that society is characterized by continuous power struggles between competing groups over scarce resources. While functionalists emphasize stability and consensus, conflict
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theorists focus on inequality, competition, and the potential for social change. Functionalists see social change as gradual adaptation to maintain stability, while conflict theorists view change as resulting from struggles among different social groups.
76. At the same time that urban problems were growing worse as a result of industrialization, social thinkers started to believe that by applying the methods developed by natural sciences, they might discover the laws of human behavior and apply these laws to solve social problems. This period is referred to as the __________.
92. Anomie, as defined by Durkheim, is frequently referred to as a state of a. extremedepression.
b. excessivesocialintegration.
c. totaldetachmentfromsocietyandsocietalforces.
d. relativenormlessnesscausedbythebreakdownofsocialinfluences.
ANSWER: d
93. Corey just doesn’t care. He doesn’t care about his lousy, minimum wage job; he doesn’t care that he can barely survive; he doesn’t care about all of the expectations others have for them or the demands they put on him; and he doesn’t care that he was born (alone), he will live (alone), and he will die (alone) and none of it means a thing. Durkheim would suggest that Corey is living in a state of
125. In regard to negative consequences of industrial society, sociologist Max Weber was more concerned about the impact of rational bureaucracy than of class struggle.
a. True
b. False
ANSWER: True
126. Both Karl Marx and Max Weber were in agreement that economic conditions played a role in producing inequality in society. However, Max Weber also suggested two other sources of social inequality and conflict. These sources are
c. recognizingtheforcesforstabilityandchangeinsociety
d. socialequalityandreform
ANSWER: d
WEB Du Bois
130. WhichstatementaboutW.E.B.DuBoisistrue?
a. HewasacofounderoftheNAACP(NationalAssociationfortheAdvancementofColored People).
b. Hewasadamantlyopposedtowomenbeinginvolvedinprofessionallife.
c. Becauseofdeaththreats,hepublishedunderapseudonym.
d. Hewassoinvolvedinsocialactivismthathedidverylittlewriting.
ANSWER: a
131. Which of the following early sociologists believed that the study of society should involve social activism?
a. AlexisdeTocqueville
b. MaxWeber
c. W.E.B.DuBois
d. RobertMerton
ANSWER: c
132. Megan, a Black adolescent girl living in the United States, is going through the identity conflict of being Black and an American. Sociologist Du Bois would term this conflict __________.
143. In the context of the coal industry, which of the following theoretical perspectives of sociology would most likely be useful in analyzing the disagreements between coal companies and public health advocates?
a. functionalistperspectives
b. interactionistperspectives
c. conflictperspectives
d. developmentalperspectives
ANSWER: c
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144. Social-class pressures may affect rates of suicide among young people. This view is consistent with the __________.
a. conflicttheoryperspective
b. postmodernperspective
c. functionalistperspective
d. symbolicinteractionistperspective
ANSWER: a
145. In a study of homelessness in American society, would emphasize the struggle between social classes, especially how the policies of wealthy people protect their interests while pushing certain groups into unemployment and homelessness.
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to introduce the discipline of sociology by explaining its meaning, scope, and importance in understanding human social life. It explores the development of sociological thought, the role of the sociological imagination, and key theoretical perspectives. The chapter also highlights how early and later sociologists addressed issues of social order, stability, and change, shaping the foundation of modern sociological inquiry.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
1-1 Define sociology and how it can contribute to our understanding of social life.
1-2 Describe what is meant by the sociological imagination.
1-3 Describe the historical context in which sociological thinking developed.
1-4 Discuss why early social thinkers were concerned with social order and stability.
1-5 Discuss why many later social thinkers were concerned with social change.
1-6 Describe the central areas of focus for early sociologists in the United States.
1-7 Compare the key differences among the functionalist, conflict, symbolic interactionist, and postmodern perspectives on contemporary social life.
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KEY TERMS
Anomie: Emile Durkheim’s term for a condition in which social control becomes ineffective as a result of the loss of shared values and of a sense of purpose in society.
Conflict perspectives: The sociological approach that views groups in society as engaged in a continuous power struggle for control of scarce resources.
Functionalist perspectives: The sociological approach that views society as a stable, orderly system.
Industrialization: The process by which societies are transformed from dependence on agriculture and handmade products to an emphasis on manufacturing and related industries.
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
Latent functions: Unintended functions that are hidden and remain unacknowledged by participants.
Macrolevel analysis: An approach that examines whole societies, large-scale social structures, and social systems instead of looking at important social dynamics in individuals’ lives.
Manifest functions: Functions that are intended and/or overtly recognized by the participants in a social unit.
Microlevel analysis: An approach that focuses on small groups rather than largescale social structures.
Positivism: A belief that the world can best be understood through scientific inquiry.
Postmodern perspectives: The sociological approach that attempts to explain social life in contemporary societies that are characterized by postindustrialization, consumerism, and global communication.
Social Darwinism: Herbert Spencer’s belief that those species of animals, including human beings, best adapted to their environment survive and prosper, whereas those poorly adapted die out.
Social facts: Emile Durkheim’s term for patterned ways of acting, thinking and feeling that exist outside any one individual but that exert social control over each person.
Society: A large social grouping that shares the same geographical territory and is subject to the same political authority and dominant cultural expectations.
Sociological imagination: C. Wright Mills’ term for the ability to see the relationship between individual experiences and the larger society.
Sociology: The systematic study of human society and social interaction.
Symbolic interactionist perspectives: The sociological approach that views society as the sum of the interactions of individuals and groups.
Theory: A set of logically interrelated statements that attempts to describe, explain, and (occasionally) predict social events.
Urbanization: The process by which an increasing proportion of a population lives in cities rather than in rural areas.
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Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
• New Sociology & Everyday Life opener “Applying Sociology Skills in Any Career”
• Updated discussion of sociological imagination
• Clearer introduction to concepts that are central to the study of sociology
• More focus on sociology and careers
• New Thinking Ahead: Changing Opportunities in Sociology
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CHAPTER OUTLINE
I. Putting Social Life into Perspective
a. Icebreaker: 15–20 minutes total
i. Our society is very diverse. One way to think of diversity is to think of the many different demographics (e.g., education level, nationality, religion, marital status, gender, age, or others) that exist.
ii. Take the next 5 minutes to create a list of the demographics that make you who you are.
iii. Then as a class, create a graph showing the different ways that your class is diverse.
b. Subdisciplines in Sociology
i. What else will you learn in sociology?
II. The Sociological Imagination
a. Unemployment as a Personal Trouble
b. Unemployment as a Public Issue
III. The Development of Sociological Thinking
IV. Early Social Thinkers Focus on Social Order and Stability
a. Auguste Comte
b. Harriet Martineau
c. Herbert Spencer
d. Émile Durkheim
V. Differing Views on the Status Quo: Stability or Change?
a. Karl Marx
b. Max Weber
c. Georg Simmel
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
VI. The Beginnings of Sociology in the United States
a. The Atlanta Sociological Laboratory and W.E.B. Du Bois
b. The Chicago School
c. Jane Addams
VII. Contemporary Sociological Perspectives
a. Functionalist Perspectives
i. Talcott Parsons and Robert K. Merton
ii. Applying a Functional Perspective to Employment
b. Conflict Perspectives
i. Max Weber and C. Wright Mills
ii. The Feminist Approach
iii. Applying Conflict Perspectives to Employment
c. Symbolic Interactionist Perspectives
i. Applying Symbolic Interactionist Perspectives to Work
d. Postmodern Perspectives
e. Applying Postmodern Perspectives to Work
VIII. Thinking Ahead: Changing Opportunities in Sociology [return to top]
ADDITIONAL DISCUSSION QUESTIONS
The following are discussion questions that do not appear in the text, PPTs, or courseware – they are for you to use as you wish. You can assign these questions several ways: in a discussion forum in your LMS; as whole-class discussions in person; or as a partner or group activity in class.
i. Answer: C. Wright Mills’ term for the ability to see the relationship between individual experiences and the larger society.
b. How might the sociological imagination be useful in your everyday life?
i. Answer: Answers will vary. Students should consider the difference between “personal problems” and “public issues” or the difference between “blaming the victim” and “blaming the “system.”
2. Discussion: Unemployment as a Public Issue, Duration 15 minutes.
a. Why can the ability to secure a job be affected by factors at the individual level?
i. Answer: The ability to secure a job may be affected by several factors that we may perceive are at the individual level, including making the effort to locate open jobs, having the social networks (through tools like LinkedIn) to connect with available positions, having the ability to interview for the position (transportation, technology, and position-appropriate attire), and possessing the credentials, skills, or other qualifications (such as degree) required for the position.
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
b. How did the COVID-19 pandemic influence the unemployment rate?
i. Answer: A very striking example was the increase in the unemployment rate during the early months of the COVID-19 pandemic. This increase was the result of the closing of businesses, including those in the service (restaurants) and entertainment (theaters) industries, and the shifting to online learning for schools and working remotely for many places of business, which reduced the availability and need for childcare.
a. What are the manifest functions of colleges and universities?
i. Answer: Provide students with an intellectual framework, imparting practical skills, and conveying society’s values.
b. What latent functions do they also perform?
i. Answer: Socialization with peers and conformity to norms.
4. Discussion: Herbert Spencer, Duration 15 minutes.
a. What was Herbert Spencer’s major contribution to sociology?
i. Answer: Spencer’s major contribution to sociology was an evolutionary perspective on social order and social change.
b. What is meant by “social Darwinism”?
i. Answer: Social Darwinism is the perspective that the individual human beings and groups that are best adapted to natural and social environments will prosper, whereas those that are not well adapted will struggle.
5. Discussion: The Feminist Approach, Duration 10 minutes.
a. What does a feminist theoretical approach focus on?
i. Answer: A feminist theoretical approach directs attention to women’s experiences and the importance of gender as an element of social structure.
b. What system do feminist theorists believe we live in?
i. Answer: According to feminist theorists, we live in a patriarchy, a system in which men dominate women and people of other genders.
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ADDITIONAL ACTIVITIES AND ASSIGNMENTS
The following are activities and assignments developed by Cengage but are not included in the text, PPTs, or courseware – they are for you to use if you wish.
1. The Sociological Imagination: Surf news sources on the Internet in class and use some of these as a springboard for your presentation of C. Wright Mills’ ideas about the sociological imagination.
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
a. Find stories that seem to relate news about personal problems, such as family, crime, employment, health, and education.
b. You may have to help your students work backward to determine how these stories reflect personal troubles.
c. What are the social issues involved? Challenge your class to engage in big-picture thinking.
2. Theoretical Thinking: Introduce theoretical thinking by asking your students to come up with some of their own theories about “why things are the way they are.” You will need to help them refine their thinking; this is a great way to introduce some of the key ideas of the thinkers in this chapter. Keep asking “why?” to students’ theoretical explanations. This will help push students into more general and abstract thinking. Provide an example to get everyone started:
a. Why is health care such a social problem?
b. Why do families come apart?
c. Why are some people better prepared for the future?
3. The American Sociological Association: To get a better grip on what sociology is all about, ask students to explore the American Sociological Association’s website. Students can explore the three major sections on the main page: (sociologists, students, and the public). Students should bring to class a piece of information that they discover while exploring this site.
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ADDITIONAL RESOURCES
VIDEO SUGGESTIONS
• Selma (128 minutes)
Selma is the story of a movement. The film chronicles the tumultuous 3month period in 1965 when Dr. Martin Luther King, Jr. led a dangerous campaign to secure equal voting rights in the face of violent opposition. The epic march from Selma to Montgomery culminated in President Johnson signing the Voting Rights Act of 1965, one of the most significant victories for the civil rights movement. Selma tells the real story of how the revered leader and visionary Dr. Martin Luther King Jr. and his brothers and sisters in the movement prompted change that forever altered history.
• Nicholas Christakis: The Sociological Science Behind Social Networks and Social Influence (56 minutes; YouTube)
Description from SocCinema: In this nice introductory lecture on the discipline of sociology, physician and sociologist Nicholas Christakis explodes the popular myth that people are masters of their own destiny. As the YouTube blurb states, “If you think you’re in complete control of your destiny or even your own actions, you’re wrong. Every choice you make, every behavior you exhibit, and even every desire you have finds its roots in the social universe.”
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
• Advertising & The End of the World (46 minutes)
Drawing from the broad arena of commercial imagery, and utilizing sophisticated graphics, Advertising & The End of the World addresses the issues these questions raise, encouraging viewers to reflect on their own participation in the culture of consumption. Making the connection between society’s high-consumption lifestyle and the coming environmental crisis, Jhally forces us to evaluate the physical and material costs of the consumer society and how long we can maintain our present level of production.
• The Persuaders (90 minutes; PBS Frontline)
Frontline examines the “persuasion industries” advertising and public relations. To cut through consumers’ growing resistance to their pitches, marketers have developed new ways of integrating their messages into the fabric of our lives, using sophisticated market research techniques to better understand consumers, and turning to the less-understood techniques of public relations to make sure their messages come from sources we trust.
• Greed: Is It Necessarily Bad? (90 minutes; Films for the Humanities and Sciences)
Discusses the subject of credit cards and consumerism. Show this film to ensure a lively discussion. In a material world, some argue that financier Michael Milken may have done more for humanity than even Mother Teresa. In this program, ABC News anchor John Stossel, entrepreneur Ted Turner, economist Walter Williams, and philosopher David Kelley redefine greed, discussing its value as the driving power in business that creates opportunities for others as it churns wealth for itself, by pumping capital into the economy, providing jobs, and offering goods and services that improve the quality of life. Greed may be the best thing to come along since philanthropy.
• The Card Game (90 minutes; Frontline)
As credit card companies face rising public anger, new regulation from Washington and staggering new rates of default and bankruptcy, Frontline correspondent Lowell Bergman investigates the future of the massive consumer loan industry and its impact on a fragile national economy. In The Card Game, a follow-up to the Secret History of the Credit Card and a joint project with The New York Times, Bergman and the Times talk to industry insiders, lobbyists, politicians, and consumer advocates as they square off over attempts to reform the way the industry has done business for decades.
• The Suicide Plan (83 minutes; Frontline)
This Frontline film explores the underground world of assisted suicide from the point of view of not only those choosing to die but also those people and organizations that assist them.
• A Death of One’s Own (88 minutes; Films for the Humanities and Sciences)
This film addresses issues related to personal control and physician-assisted suicide. Bill Moyers hosts interviews with three families and their doctors.
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
• Juliet Schor, The Overspent American (33 minutes)
In this powerful video, Juliet Schor scrutinizes what she calls “the new consumerism” a national phenomenon of upscale spending that is shaped and reinforced by a commercially driven media system. She argues that “keeping up with the Joneses” is no longer enough for middle- and uppermiddle-class Americans, many of whom become burdened with debilitating debt as they seek to emulate materialistic TV lifestyles.
• Karl Marx and Marxism (53 minutes; Films for the Humanities and Sciences)
This program looks at Marx, at the roots of his philosophy, at the causes and explanations of his philosophical development, and at the most direct outcome of his philosophy: the failed Soviet Union.
• Gosford Park (138 minutes; Netflix)
This is a great film that demonstrates the stark class distinctions that persist in other parts of the world. The film will help students understand the kind of world that Marx was addressing as he developed his grand theory. There are several excellent clips you can discuss with students; or you can assign the film for extra credit. Watch it yourself before your presentation about social theories.
• Guns, Germs, and Steel (180 minutes; National Geographic Video)
Showing clips from this video, which is based on the bestselling book by the biologist Jared Diamond, can help you explain social evolution (Spencer) and the impact of industrialization and urbanization on the development of world civilizations. Your university library may have this DVD in its collection, or you can find it on Netflix.
• Les Miserables (159 minutes)
Show the whole film or just excerpts to capture the mood of the Industrial Revolution across Europe. This film helps you show students the historical context of thinkers like Comte, Marx, and Spencer.
ADDITIONAL RESOURCES FOR INSTRUCTORS
• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.
• Bayly, C. A. (2004). The Birth of the Modern World, 1780–1914: Global connections and comparisons. Oxford: Blackwell Publishers.
• Becker, H. (2007). Telling About Society. Chicago: University of Chicago Press.
• Berger, P. (1963). Invitation to sociology. Garden City, NY: Doubleday.
• Berger, P. L., & Luckman, T. (1966). The Social Construction of Reality. New York: Doubleday.
• Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay.
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
• Blumer, H. (1969). Symbolic Interactionism: Perspective and Method. New Jersey: Prentice-Hall.
• Bryant-Serrano, M. I. (1995). Teaching sociology in the community college. Washington, DC: American Sociological Association. McKinney, Kathleen, and James Sikora (eds.) 1990.
• Brym, R. (2008). Sociology as a Life or Death Issue. Belmont: Wadsworth Publishing.
• Charon, J. (2004). Ten questions: A sociological perspective, 5th ed. Belmont CA: Wadsworth.
• Cooley, C. H. (2009). Human Nature and the Social Order. New York: Cornell University Library.
• Diamond, J. (1997). Guns, germs, and steel: The fates of human societies. New York: W.W. Norton & Co.
• Du Bois, W. E. B. (1903). The souls of black folk: Essays and sketches. Chicago: A.C. McClurg & Co.
• Durkheim, E. (1897). Suicide. 1951 edition. Trans. and ed. by John A. Spaulding and George Simpson. New York: Free Press.
• George, P. G. (1994). The effectiveness of cooperative learning strategies in multicultural university classrooms. Journal of Excellence in College Teaching, 51, 21–30.
• Goffman, E. (1999). The Presentation of Self in Everyday Life. Gloucester: Peter Smith Publishing.
• Himmelfarb, G. (2004). The roads to modernity: The British, French, and American enlightenments. New York: Alfred A. Knopf.
• Marx, K., & Engels, F. (1848). The communist manifesto. 1955 edition. New York: Appleton- Century-Crofts.
• McGee, R. (ed.). (1991). Teaching the mass class (2nd ed.). Washington, DC: American Sociological Association.
• Mead, G. H. (1934). The Mind, Self, and Society. Chicago: University of Chicago Press.
• Meyers, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco: Jossey Bass.
• Mills, C. W. (1956). The power elite. New York: Oxford University Press.
• Mills, C. W. (1959). The sociological imagination. New York: Oxford University Press.
• Rigney, D. (2001). The Metaphorical Society. Lanham: Rowman and Littlefield.
• Sikora, J., & Mbugua, N. (2004). Introductory sociology resource manual (6th ed.). Washington, D.C.: American Sociological Association.
• Solomon, R., & Solomon, J. (1993). Up the university: Re-creating higher education in America. Reading, MA: Addison Wesley.
• Teaching Sociology, a quarterly publication of the American Sociological Association, 1722 N. Street, N.W., Washington, DC 20036, phone (202) 833-3410.
Instructor Manual: Kendall/Atkins, Sociology in our Times, 13e, 2027, 9798214158433; Chapter 1: The Sociological Perspective
• Turner, J., Beeghley, L., & Powers, C. H. (1995). The emergence of sociological theory (3rd ed.). Belmont, CA: Wadsworth.
• Weber, M. (1978). Economy and Society: An outline of interpretive sociology. Oakland, CA: University of California Press.
INTRO SOCIOLOGY YOUTUBE CHANNEL
• Intro Sociology YouTube Channel: Use the Intro Sociology YouTube Channel as a resource to help students further understand concepts and topics from each chapter.
