0205206743

Mastering
Sociology
Mastering
Sociology
James m. Henslin
mastering_sociology_v2.indd 1
A01_HENS6780_01_SE_FM v-xxviii.indd 5
12/19/12 3:02 PM
1/15/13 10:22 PM
1/15/13 5:03 PM
Mastering
Sociology
Mastering
Sociology
James m. Henslin
James M. Henslin
Southern Illinois University, Edwardsville
mastering_sociology_v2.indd 1
12/19/12 3:02 PM
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Library of Congress Cataloging-in-Publication Data
Henslin, James M.
Mastering sociology / James M. Henslin.
pages cm
ISBN-13: 978-0-205-20678-0
ISBN-10: 0-205-20678-6
1.Sociology.I. Title.
HM585.H448 2013
301dc23
2012049591
10987654321
ISBN 10: 1-256-60600-6

ISBN 13: 978-1-256-60600-0
1/15/13 5:03 PM
To my fellow instructors of sociology,

who strive for creative teaching and
the development of their students
sociological perspective.
With my sincere admiration
and appreciation,
1/15/13 5:03 PM
BRIEF CONTENTS
Part I
The Sociological Perspective

Chapter 1 The Sociological Perspective
Chapter 2 Research and Theory in Sociology
18
Chapter 3 Culture
46
Chapter 4 Socialization
77
Chapter 5 Social Structure and Social Interaction
105
Chapter 6 Deviance and Social Control
145
Part II
Social Inequality

Chapter 7 Social Stratification
181
Chapter 8 Race and Ethnicity
226
Chapter 9 Sex and Gender
269
Part III
Social Institutions

Chapter 10 Politics and the Economy
305
Chapter 11 Marriage and Family
350
Chapter 12 Education and Religion
388
Part IV
Social Change

Chapter 13 Population and Urbanization
425
Chapter 14 Social Change and the Environment
465
1/15/13 5:03 PM
Contents
to t
he STUDENT
xix
TO THE
instructor xxi
About the Author
xxvii
Part I
The Sociological Perspective

Chapter 1
The Sociological
Perspective 1
Unit 1.1 Seeing the Social Context
Unit 1.2 Origins of Sociology
5
5
5
6
6
7
7
Tradition Versus Science

Auguste Comte and Positivism
Herbert Spencer and Social Darwinism
Karl Marx and Class Conflict
Emile Durkheim and Social Integration
Max Weber and the Protestant Ethic
Unit 1.3 Sociology in North America: Social Reform

Versus Social Analysis
Sexism at the Time: Women in
Early Sociology
Racism at the Time: W. E. B. Du Bois
Jane Addams and Social Reform
Talcott Parsons and C. Wright Mills:
Theory versus Reform
The Tension Today: Basic, Applied,
and Public Sociology
Pulling It All Together

Did I Learn It? Answers
Chapter 2
Research and Theory
in Sociology
10
10
12
12
13
16
17
A Very Brief Introduction
31
Unit 2.5
Theoretical Perspectives:
Symbolic Interactionism
Applying Symbolic Interactionism
32
33
Unit 2.6 Theoretical Perspectives: Functional Analysis 35

Robert Merton and Functionalism
Applying Functional Analysis
Unit 2.7 Theoretical Perspectives: Conflict Theory

Karl Marx and Conflict Theory
Conflict Theory Today
Feminists and Conflict Theory
Applying Conflict Theory
35
36
38
38
38
38
39
Macro and Micro

Which Theory Is the Right One?
Levels of Analysis: Macro and Micro

40
40
40
42
44
Chapter 3
Culture 46
18
19
Unit 2.2 Doing Research: The Model
20
20
Unit 2.3 Doing Research: The Methods
Unit 2.4 Why Research Needs Theory:
Unit 2.8
Putting the Perspectives Together:
13
Unit 2.1 Doing Research: The Need

A Research Model
Analysis of Documents
26
Experiments 27
Unobtrusive Measures
28
Participant Observation (Fieldwork)
28
Gender in Sociological Research
28
24
Surveys 24
Secondary Analysis
26
Unit 3.1 What Is Culture?
47
Unit 3.2 Culture and Orientations to Life
49
Culture within Us: Our Lens

for Viewing Life
Ethnocentrism and Orientations to Life
Unit 3.3 Symbolic Culture: Language

Language
49
50
53
53
xi
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Unit 3.4 Symbolic Culture: Gestures
57
Unit 3.5 Symbolic Culture: Values, Norms, Sanctions,

Folkways, and Mores
Values, Norms, and Sanctions
Folkways and Mores
Unit 3.6 Many Cultural Worlds

Subcultures
Countercultures
Unit 3.7 Values in U.S. Society

An Overview of U.S. Values
Value Clusters
Values as Distorting Lenses
Ideal Versus Real Culture
Unit 3.8 Changing Values

Value Contradictions
When Values Clash
Emerging Values
59
59
60
61
61
61
65
65
66
66
66
67
67
67
67
Unit 3.9 Cultural Universals
69
Unit 3.10 Technology in the Global Village
70
70
70
71
The New Technology

Cultural Lag and Cultural Change
Technology and Cultural Leveling

73
75
Chapter 4
Socialization 77
Unit 4.1 Extremes in Socialization

Feral Children
Isolated Children
Isolated Animals
Institutionalized Children
Unit 4.2 Socialization into the Self and Mind

Cooley and the Looking-Glass Self
Mead and Role Taking
Unit 4.3 Socialization into Emotions

Expressing Emotions: Biology
Expressing Emotions: Feeling Rules
What We Feel
Unit 4.4 Getting the Message: Learning Gender

Learning the Gender Map
Gender Messages in the Family
Gender Messages from Peers
Gender Messages in the Mass Media
Unit 4.5 Agents of Socialization

The Family
Day Care
78
78
78
80
80
The School and Peer Groups

The Workplace
Unit 4.6 Resocialization

Total Institutions
94
94
95
96
Unit 4.7 Socialization through the Life Course 97

Childhood (from birth to about age 12) 97
Adolescence (ages 1317) 98
Transitional Adulthood (ages 1829) 99
The Middle Years (ages 3065) 99
The Older Years (about age 65 on) 99

Chapter 5
Social Structure and
Social Interaction
101
103
105
Unit 5.1 Levels of Sociological Analysis:

Macrosociology and Microsociology 106
Macrosociology and Microsociology:
A Brief Overview 106
THE MACROSOCIOLOGICAL PERSPECTIVE
108
Unit 5.2 The Macrosociological Perspective:

Social Structure 108
The Sociological Significance of
Social Structure 108
Unit 5.3 The Components of Social Structure:

Culture, Social Class, Groups, Social Status,
and Roles 110
Culture 110
Social Class 111
Groups 111
Social Status 111
Roles 113
83
83
83
Unit 5.4 Another Component of Social Structure:
86
86
86
87
Unit 5.5 Comparing Functionalist and Conflict
88
89
89
89
90
Unit 5.6 What Holds Society Together? 120
92
92
93
Social Interaction in Everyday Life 123

The Microsociological Perspective 123
Symbolic Interaction 123
Social Institutions 115

What Social Institutions Are 116
Perspectives 117
The Functionalist Perspective 117
The Conflict Perspective 118
Mechanical and Organic Solidarity 120
Gemeinschaft and Gesellschaft 121
Changes in Social Structure 121
Unit 5.7 The Microsociological Perspective:
xiiContents
1/15/13 5:03 PM

Through the Authors Lens:
Vienna: Social Structure and
Social Interaction
Control Theory 152

Labeling Theory 153
124
Unit 5.8 Dramaturgy: The Presentation of

Self in Everyday Life 127
Introducing Dramaturgy 127
Unit 5.9 Ethnomethodology: Uncovering

Background Assumptions 133
Introducing Ethnomethodology 133
Unit 5.10 The Social Construction of Reality 135

Introducing the Social Construction
of Reality 135

When a Tornado Strikes: Social

Organization Following a Natural Disaster
138

140
143
Unit 6.4 The Functionalist Perspective 155

Can Deviance Really Be Functional
for Society? 155
Strain Theory: How Mainstream
Values Produce Deviance 156
Illegitimate Opportunity Structures:
Social Class, Gender, and Crime 157
Unit 6.5 The Conflict Perspective 161

Class, Crime, and the Criminal
Justice System 161
The Law as an Instrument
of Oppression 161
Unit 6.6 Reactions to Deviance: Prisons 162

Street Crime and Prisons 163
Street Crime and the Three-Strikes
Laws 164
The Decline in Violent Crime 165
Recidivism 165
Chapter 6
Deviance and Social
Control 145
Unit 6.7 Reactions to Deviance: The Death Penalty 167
Unit 6.1 What Is Deviance? 146
Unit 6.8 On Laws and Crime Statistics 171
How Norms Make Social Life Possible 147

Sanctions 147
Unit 6.2 Comparing Sociobiology, Psychology,
The Death Penalty and Serial Killers 167

Bias in the Death Penalty 168
The Trouble with Crime Statistics 171
Unit 6.9 The Medicalization of Deviance 173

Neither Mental Nor Illness? 173
and Sociology 149

Explanations for Violating Norms 149
Unit 6.3 The Symbolic Interactionist Perspective 151

Differential Association Theory 151
Unit 6.10 The Need for a More Humane Approach 176

A More Humane Approach 176

177
179
Part II
Social Inequality
Chapter 7
Social Stratification
181
Unit 7.1 Global Stratification: From Slavery

to Social Class 182
Slavery 182
Caste 183
Social Class 185
Global Stratification and the Status
of Females 185
Unit 7.2 Three Worlds of Stratification 186

The Most Industrialized Nations 187
The Industrializing Nations 187
The Least Industrialized Nations 187

The Dump People: Working and Living and Playing

in the City Dump of Phnom Penh, Cambodia
188
Cutting across the Three Worlds:
The New Global Superclass 190
Unit 7.3 How Did the Worlds Nations

Become Stratified? 191
Colonialism 191
World System Theory 192
Culture of Poverty 192
Evaluating the Theories 193
Unit 7.4 Why Is Social Stratification Universal? 193

The Functionalist View: Motivating
Qualified People 193
The Conflict Perspective: Class
Conflict and Scarce Resources 197
Contentsxiii
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Unit 7.5 What Determines Social Class? 198
Unit 8.3 Prejudice and Discrimination 236
Karl Marx: The Means of Production 199

Max Weber: Property, Power,
and Prestige 199
Learning Prejudice 237

Groups Based on Prejudice 238
Individual and Institutional
Discrimination 238
Unit 7.6 Social Class in the United States 201

Property 201
Power 204
Prestige 204
Status Inconsistency 205
Unit 8.4 Theories of Prejudice 240
Unit 7.7 A Social Class Model 207
European Americans 245

White Anglo Saxon Protestants 246
The Capitalist Class 207

The Upper Middle Class 209
The Lower Middle Class 209
The Working Class 209
The Working Poor 209
The Underclass 209
Unit 7.8 Consequences of Social Class 211

Physical Health 211
Mental Health 212
Family Life 212
Education 212
Religion 213
Politics 213
Crime and Criminal Justice 213
Unit 7.9 Social Mobility 214

Three Types of Social Mobility 214
Women in Studies of Social Mobility 215
Unit 7.10 Poverty 216

Drawing the Poverty Line 216
Stereotypes of the Poor 217
RaceEthnicity and Poverty 218
Suburbanization of Poverty 218
Children of Poverty 218
The Penalties of Poverty 219
Where Is Horatio Alger? The Social
Functions of a Myth 220

Chapter 8
Race and Ethnicity
221
223
Psychological Perspectives 240

Sociological Perspectives 241
Unit 8.5 RacialEthnic Relations:

Latinos (Hispanics) 248
Numbers, Origins, and Location 248

African Americans 252
Rising Expectations and Civil Strife 253

Asian Americans 256
A Background of Discrimination 256

Native Americans 258
Diversity of Groups 259
From Treaties to Genocide and
Population Transfer 259
Unit 8.10 Looking Toward the Future 261

The Immigration Debate 262
Affirmative Action 263
Toward a True Multicultural Society 263

Chapter 9
Sex and Gender
265
267
269
Unit 9.1 Differences between Sex and Gender 270
226
Unit 8.1 Race: Myth and Reality 227

Human Variety 227
Ethnic Groups 229
Unit 8.2 Minority Groups and Dominant Groups 230

How Dominant Groups Treat
Minority Groups 231
Sex and Gender 270
Unit 9.2 Human Behavior: Biological or Social

Factors? 273
The Dominant Position in Sociology 273
The Minority Position in Sociology
274
The Vietnam Veterans Study
274
Unit 9.3 How Females Became a Minority Group 276

Females as a Minority Group
How Did Females Become a
Minority Group?
276
276
xivContents
1/15/13 5:03 PM
Unit 9.4 Fighting Back: The Rise of Feminism
279
Cultural Supports to Maintain
Dominance 279
The Struggle 280
Unit 9.8 Gender Inequality in Everyday Life

and Health Care 292
Gender Inequality in Everyday Life 292
Gender Inequality in Health Care 293
Unit 9.5 Global Inequality in the World of Work 282
Unit 9.9 Violence against Women 294
Sex Typing of Work around the World 283

Gender and the Prestige of Work 283
Violence against Women on a

Global Level 295
Violence against Women in the
United States 295

Work and Gender:

Women at Work in India
284
Unit 9.6 Gender Inequality in the

American Workplace 287
The Pay Gap 287
The Slowly Cracking Glass Ceiling 289
Unit 9.7 Sexual Harassment 290
Unit 9.10 The Changing Face of Politics 298

Cultural Supports of Gender
Discrimination 298
Womens Potential Political Power 298

300
302
From Personal to Structural 291
Part III
Social Institutions
Chapter 10
Politics and the
Economy 305
Politics: Establishing Leadership
306
Unit 10.1 Power, Authority, and Violence 306

Authority and Legitimate Violence 306
Traditional Authority 307
RationalLegal Authority 307
Charismatic Authority 308
The Transfer of Authority 309
Unit 10.2 Types of Government 311

Monarchies: The Rise of the State 311
Democracies: Citizenship as a
Revolutionary Idea 311
Dictatorships and Oligarchies:
The Seizure of Power 312
Unit 10.3 The U.S. Political System 315

Political Parties and Elections 315
Voting Patterns 316
Lobbyists and Special-Interest Groups 318
Unit 10.4 Who Rules the United States? 321

The Functionalist Perspective: Pluralism 321
The Conflict Perspective:
The Power Elite 322
Which View Is Right? 323
Unit 10.5 War and Terrorism: Implementing

Political Objectives 324
Why Countries Go to War 324
Terrorism 325
The Economy: Work in the Global Village 327

Unit 10.6 The Transformation of Economic Systems 327
Preindustrial Societies: The Birth
of Inequality 328
Industrial Societies: The Birth
of the Machine 328
Postindustrial Societies: The Birth
of the Information Age 329
Biotech Societies: Is a New Type
of Society Emerging? 330
Unit 10.7 Principles and Criticisms of Capitalism

and Socialism 331
Capitalism 332
Socialism 333
Criticisms of Capitalism and Socialism 333
Unit 10.8 Belief Systems and the Convergence

of Capitalism and Socialism 335
Belief Systems of Capitalism
and Socialism 335
The Convergence of Capitalism
and Socialism 335
Unit 10.9 The Globalization of Capitalism 337

A New Global Structure 337
Stagnant Paychecks 338
Contentsxv
1/15/13 5:03 PM
The New Economic System and the

Old Divisions of Wealth 339

Small Town USA: Struggling to Survive
340
The Global Superclass 342
Unit 10.10 A New World Order? 343

Trends Toward Unity 343
Strains in the Global System 344

345
347
Unit 11.7 Current Trends 372

Postponing Marriage and Childbirth 372
Cohabitation 372
Unit 11.8 Divorce and Remarriage 375

Ways of Measuring Divorce 375
Children of Divorce 376
Grandchildren of Divorce 377
Fathers Contact with Children
after Divorce 377
The Ex-Spouses 378
Remarriage 378
Unit 11.9 Two Sides of Family Life 380
Chapter 11
Marriage and
Family 350
Unit 11.1 Marriage and Family in Global Perspective 351
What Is a Family? 351
What Is Marriage? 351
Common Cultural Themes 352
Unit 11.2 Marriage and Family in Theoretical

Perspective 355
The Functionalist Perspective:
Functions and Dysfunctions 355
The Conflict Perspective: Struggles
between Husbands and Wives 356
The Symbolic Interactionist Perspective:
Gender, Housework, and Child Care 356
Unit 11.3 Love and Marriage 358

Love and Courtship in Global Perspective 359
Marriage 360
Unit 11.4 Family Transitions 361

Childbirth 362
Child Rearing 362
Staying Home Longer 364
Widowhood 364
Unit 11.5 RacialEthnic Diversity 366

African American Families 366
Latino Families 367
Asian American Families 368
Native American Families 368
Unit 11.6 More Diversity 369

One-Parent Families 369
Couples without Children 370
Blended Families 370
Gay and Lesbian Families 371
The Dark Side of Family Life:

Spouse Battering, Child Abuse,
and Incest 380
The Bright Side of Family Life:
Successful Marriages 381
Unit 11.10 The Future of Marriage and Family 383

384
386
Chapter 12
Education and
Religion 388
Education: Transferring Knowledge
and Skills
389
Unit 12.1 Education in Global Perspective 389

Education in the Most Industrialized
Nations: Japan 389
Education in the Industrializing
Nations: Russia 390
Education in the Least Industrialized
Nations: Egypt 391
Unit 12.2 The Functionalist Perspective: Providing

Social Benefits 392
Teaching Knowledge and Skills 392
The Transmission of Mainstream Values 392
Social Integration 393
Gatekeeping (Social Placement) 393
Replacing Family Functions 394
Unit 12.3 The Conflict Perspective: Perpetuating

Social Inequality 395
Stacking the Deck: Unequal Funding 395
Tilting the Tests: Discrimination by IQ 395
The Bottom Line: Family Background 396
xviContents
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Unit 12.4 The Symbolic Interactionist Perspective:
Unit 12.9 The Symbolic Interactionist Perspective 410
Teacher Expectations 398

The Rist Research 398
How Do Teacher Expectations Work? 399
Unit 12.5 Problems in U.S. EducationAnd Their

Solutions 400
Mediocrity 401
Violence 403
Religion: Establishing Meaning
404
Unit 12.6 Religion in Global Perspective 404

What Is Religion? 404
Unit 12.7 The Functionalist Perspective 406

Functions of Religion 406
Dysfunctions of Religion 407
Unit 12.8 The Conflict Perspective 408

Opium of the People 408
Legitimating Social Inequalities 409
Religious Symbols 410

Beliefs 411
Rituals 411

Holy Week in Spain
412
Religious Experience 414
Unit 12.10 Religion in the United States 415

Types of Religious Groups 415
Cult (New Religion) 415
Sect 416
Church 416
Ecclesia (State Religion) 416
Characteristics of Religious Groups 417
The Future of Religion 419

420
423
Part IV
Social CHANGE
Chapter 13
Population and
Urbanization 425
Population in Global Perspective
426
UNIT 13.1 A Planet with No Space for Enjoying Life?
Unit 13.7 Models of Urban Growth 450

The Concentric Zone Model 450
The Sector Model 450
The Multiple-Nuclei Model 450
The Peripheral Model 451
Critique of the Models 451
426
The New Malthusians 427
The Anti-Malthusians 427
Who Is Correct? 429
Unit 13.8 City Life: From Alienation to Community 452
Unit 13.2 Why Are People Starving? 430
Unit 13.9 The Diffusion of Responsibility 455

Unit 13.10 Urban Problems and Social Policy 456
Unit 13.3 How Populations Grow 432

Why Do the Least Industrialized
Nations Have So Many Children? 433
Implications of Different Rates of
Growth 433
Unit 13.4 The Three Demographic Variables 436

Problems in Forecasting Population
Growth 438
Urbanization 440
Unit 13.5 The Development of Cities 441

Medellin, Colombia: A Walk Through El Tiro
442
The Process of Urbanization 444
Unit 13.6 U.S. Urban Patterns 446

The United States 446
The Rural Rebound 448
Alienation in the City 453

Community in the City 453
Who Lives in the City? 454

Community in the City
457
Suburbanization 458
Disinvestment and Deindustrialization 458
The Potential of Urban Revitalization 458

Chapter 14
Social Change
and the Environment
460
462
465
Unit 14.1 How Social Change Transforms Social Life 466

The Four Social Revolutions 466
From Gemeinschaft to Gesellschaft 466
The Industrial Revolution 466
Contentsxvii
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Unit 14.2 Global Politics: Power and Conflict 468

Unit 14.3 Theories and Processes of Social Change 470
Unit 14.6 The Growth Machine Versus the Earth 479

Environmental Problems and
Industrialization 479
Evolution from Lower to Higher 470

Natural Cycles 470
Conflict over Power 471
Unit 14.7 The Environmental Movement 483
Unit 14.4 Ogburns Theory 473
The Environment and Sociology 485
Unit 14.5 Networking, Facebook, and Technology 475

The Facebook of Revolution 476
The Changing Face of War 477
EPILOGUE
490
Glossary
492
References
501
CREDITS
522
NAME Index
527
subject Index
533
Unit 14.8 Environmental Sociology 485

487
488
xviiiContents
1/15/13 5:04 PM
To the Student from the Author

WELCOME TO SOCIOLOGY! Ive loved sociology since I was in my teens, and I hope you enjoy
it, too. Sociology is fascinating because it is about human behavior, and many of us find that it holds the key
to understanding social life.
If you like to watch people and try to figure out why they do what they do, you will like sociology. Sociology pries open the doors of society so you can see what goes on behind them. Mastering Sociology stresses
how profoundly our society and the groups to which we belong influence us. Social class, for example, sets us
on a particular path in life. For some, the path leads to more education, interesting jobs, higher income, and
better health, but for others it leads to dropping out of school, dead-end jobs, poverty, and even a higher risk
of illness and disease. These paths are so significant that they affected your chances of making it to your first
birthday, as well as of getting in trouble with the police. If you marry, they will even influence how you relate
to your spouse, how many children you will have, and how you will rear them.
When I took my first course in sociology, I was hooked. Seeing how marvelously my life had been
influenced by these larger social forces opened my eyes to a new world, one that has been fascinating to
explore. I hope that you will have this experience, too.
From how people become homeless to how they become presidents, from why people commit suicide
to why women are discriminated against in every society around the worldall are part of sociology. This
breadth is what makes sociology so intriguing. We can place the sociological lens on broad features of society,
such as social class, gender, and raceethnicity, and then immediately turn our focus on the smaller, more
intimate level. If we look at two people interactingwhether quarreling or kissingwe see how these broad
features of society are being played out in their lives.
One of sociologys many pleasures is that as you study life in groups (which can be taken as a definition of
sociology), whether those groups are in some far-off part of the world or in some nearby corner of your own
society, you gain new insights into who you are and how you got that way. As you see how their customs affect
them, the effects of your own society on yourself become more visible.
This book, then, can be part of your intellectual journey, an adventure that can lead you to a new way of
looking at your social worldand in the process, help you to better understand both society and yourself.
I wish you the very best in collegeand in your career afterward. It is my sincere desire that Mastering
Sociology will contribute to that success.
Jim Henslin
Department of Sociology
Southern Illinois University, Edwardsville
P.S. I enjoy communicating with students, so feel free to comment on your experiences with this text.
Because I travel a lot, it is best to reach me by e-mail: henslin@aol.com
xix
1/15/13 5:04 PM
1/15/13 5:04 PM
To the Instructor from the Author

I am pleased that you have chosen Mastering Sociology, a new approach to teaching
sociology. From the beginning to the end, this book is a learning-centered text. It is
designed to teach students, not simply to present information. You will be pleased
at how well your students learn from this text and how well it complements your
teaching.
Let me tell you why I wrote this book and then give you an overview of how it is
laid out.
I have taught intro students for decadeswith an enthusiasm for sociology that
stays with me and that you should see shining through in this text. I always enjoyed
the intro course, as the students responded favorably to innovative teaching. And
I was always experimenting, finding new ways of reaching students. As I did this, I
didnt hold back on the content, as it was my responsibility to teach sociology. I felt
that if I approached teaching in this way, students would learn. And they did. And
we both enjoyed the course.
But two things bothered me. First, students often asked me, What should I learn
in this chapter? and my answer was, Learn it all. And, of course, when I said this,
the students would leave perplexed. Mastering Sociology solves this problem. From
the way I have designed this book, the students will know precisely what they are
expected to learnand they will know if they learned it.
Second, I taught at an average college, with students whose backgrounds were
highly diverse. Some students were highly qualified academically, while others had
difficulty with basic academics. Many of these latter students would do poorly, and I
kept thinking that there must be a way to reach all students, no matter their level of
preparation. But how?
Mastering Sociology solves this problem, too. Built upon solid pedagogical principles, this text is an exceptionally effective teaching tool. You, of course, are the judge
as you use this book in the classroom. I certainly hope that your experience matches
my expectations and confirms these goals.
Todays students are not the same as the students of previous decades. They have
no less ability, but they have grown up in an instantaneous world. Their experience
is that of quick snapshots of events swirling around them. Their way of thinking
is built around short bursts. Instead of lamenting this orientation, this book is designed to capture the approach that students have to their world.
As will become apparent as you teach from this text, I have not sacrificed sociological content. Students will learn sociology, not just some puffery trying to pass
itself off as sociology, a masquerade that most of us find quite distasteful.
You now have the why, the who, and the what. Lets get an overview of the
how, so you can see how this book works and precisely what makes it so different.
I expect that you will find this text to be the most effective you have ever used. This
is a bold statement, but I think this will be the result that you will have the pleasure
of enjoying. Lets see why I expect you to have such a positive teaching experience.
3.2
unIt
3.2
What am I SuppoSed
to Learn?
Culture and
orientations to life
after you have read this unit, you should be able to
1
2
Culture within us: our Lens

for Viewing Life
Anthropologist Ralph
Explore the Concept on mysoclabLinton (1936) once

The Asian American Population
said, The last thing a
of the United States The
fish would ever notice
Diversity
Cultureson
in mysoclab
Explore
the of
Concept
would be water. This

sounds like a strange statement, but it makes sense. It simply
means that we tend to take the world we are reared in for granted.
Our cultureexcept in unusual circumstancesremains below
our radar. We take our speech, our gestures, our beliefs, and our
customs for granted. We assume that they are normal, even
natural, and we almost always follow them without question.
Cultures influence on you is so profound that it touches almost every aspect of who and what you are. You came into this
life without a language; without values and morality; with no
ideas about religion, war, money, love, use of space, and so on.
You possessed none of these fundamental orientations that are
so essential in determining the type of person you have become.
Yet they now are an essential part of you, and, like the fish and
the water, you take them for granted.
Sociologists call this culture within us. These learned and
shared ways of believing and of doing (another definition of
culture) that penetrate us at an early age become our taken-forgranted assumptions about what normal life is. Culture becomes
the lens through which we perceive and evaluate what is going on
around us. Seldom do we question these assumptions, for, like
water to a fish, the lens through which we view life remains
largely beyond our perception.
Watch the Video IndividualInRights
vs.
rare instances
these assumpSociology
on the
Job:on mysoclab
the Common
Good
tions are challenged, which can be
Watch the Video Individual
CultureRights
in vs.
quite upsetting. As a sociologist I
the Common Good on mysoclab
should be able to look at my own
culture from the outside, but my trip to Africa revealed how fully
I had internalized my culture. My upbringing in Western culture
had given me assumptions about social life that had become rooted
deeply in my beingeye contact, hygiene, and the use of space.
These are an essential part of the way I get through everyday life in
the States. But in this part of Africa these assumptions were useless
in helping me navigate everyday life. No longer could I count on
people to stare tactfully, to take precautions against invisible microbes, or to stand in line, one behind the other.
Explain how culture is the lens through

which you view life.
Know what culture shock, ethnocentrism,
and cultural relativism are.
I found these unfamiliar behaviors unsettling, for they violated

my basic expectations of the way people ought to be. I did not
even realize how firmly I held these expectations until they were
challenged in this unfamiliar setting. When my nonmaterial culture failed mewhen it no longer helped me to make sense out
of the worldI experienced a disorientation known as culture
shock. In the case of buying tickets, being several inches taller
than most Moroccans let me outreach others. But I never got used
to the idea that pushing ahead of others was right. I always felt
guilty when I used my size to receive better treatment.
If you want to learn more about culture shock, as it was
experienced by the Hmong when they were abruptly transported
from Laotian villages to the United States,
from the author:

Culture Shock: The
Read more
the Document
in mysoclab
Arrival
the Hmong in mysoclab
Read
theofDocument
In Sum: To avoid losing track of the ideas we are discussing,

lets pause for a moment to summarize and, in some instances,
clarify the principles we have covered.
1. There is nothing natural about material culture.
Arabs wear gowns on the street and feel that it is
natural to do so. Americans do the same with jeans.
2. There is nothing natural about nonmaterial culture. It is
just as arbitrary to stand in line as to push and shove.
3. Culture penetrates deeply into our thinking, becoming a
taken-for-granted lens through which we see the world.
4. Culture provides implicit instructions that tell us what
we ought to do and how
we ought to think. It establishes a fundamental basis
for making our decisions.
5. We view what people do as
right or wrong according to
the culture we internalize. (I,
for example, believed deeply
culture shock the disorientation that people

experience when they
come in contact with a
fundamentally different
culture and can no longer
depend on their takenfor-granted assumptions
about life
49
unit 3.2 Culture and orientations to life
M03_HENS6780_01_SE_C03.indd 49
17/12/12 2:33 PM
3.2
This photo of passengers riding outside a train because the

inside is packed illustrates how the norms of India differ from
those of the United States.
that it was wrong to push and shove to get ahead of

others.)
6. Coming into contact with a radically different culture
challenges our basic assumptions of life. (I experienced culture shock when I discovered that my
deeply ingrained cultural ideas about hygiene and the
use of personal space no longer applied.)
7. Culture itself is universal. All people have culture, for
a society cannot exist without developing shared,
learned ways of dealing with the challenges of life.
The specifics of those cultures, though, differ from
one group of people to another.
ethnocentrism and orientations

to Life
Read the Document on mysoclab Culture within us
Body Ritual Among the Nacirema brings ethnocentrism, a tendency to
by Horace
Mineron
in mysoclab
Read the
Document
judge others by the

way our own group does things. All of us learn that the ways of our
own group are good and right, even superior to other ways of life.
As sociologist William Sumner (1906), who developed this concept,
said, Ones own group is the center
of everything, and all others are
ethnocentrism the use
scaled and rated with reference to it.
of ones own culture as a
The results of ethnocentrism are both
yardstick for judging the
positive and negative. On the posiways of other individutive side, it creates in-group loyalties.
als or groups, generally
On the negative side, ethnocentrism
leading to a negative
leads to discrimination against peoevaluation of their values,
ple whose ways differ from ours.
norms, and behaviors
To counter our tendency to use our own culture as

the standard by which we judge other cultures, we can
practice cultural relativism; that is, we can try to understand a culture on its own terms. This means looking at how the elements of a culture fit together, without
judging those elements as better or worse than our own
way of life.
With our own culture embedded so deeply within
us, however, practicing cultural relativism can be a
challenge. A little while ago, I asked how you felt about
bullfighting. From the perspective of U.S. culture, it is
wrong to raise bulls for the purpose of stabbing them
to death in front of crowds that shout Ol! If we use
cultural relativism, however, we will view bullfighting
from the perspective of the culture in which it takes
place. We will look at its history, its folklore, its ideas
of bravery, and its ideas of sex roles.
You may still regard bullfighting as wrong, of
course, especially if your culture, which is part of you,
has no history of bullfighting. We all possess culturally
specific ideas about cruelty to animals, ideas that have
evolved slowly and match other elements of our culture. In the
United States, for example, practices that once were common in
some areascockfighting, dogfighting, beardog fighting, and
so onhave been gradually eliminated.
No matter how hard we try, none of us can be entirely successful at practicing cultural relativism. Our own culture is too
deeply engrained in us for this to occur. We just cant help thinking that our ways are superior. To see what I mean, consider the
foods discussed in Making It Personal on page 52.
I think youll find the next attempt to apply cultural relativism a bit easier. Look at the photos on the next page. As you view
them, try to appreciate the cultural differences they illustrate
about standards of beauty.
attaCk on CuLturaL reLatIVISm

Although cultural relativism can help us avoid cultural smugness, this view has come under attack. In a provocative book,
Sick Societies (1992), anthropologist Robert Edgerton suggests that we should develop a scale for evaluating cultures
on their quality of life, much as we do for U.S. cities. He asks
why we should consider cultures that practice female circumcision, gang rape, or wife beating, or cultures that sell little
girls into prostitution, as morally equivalent to those that do
not. Cultural values that result in exploitation, he says, are inferior to those that enhance peoples lives.
Edgertons sharp questions and challenging examples bring us
to a topic that comes up repeatedly in this text: the disagreements
that arise among scholars as they confront contrasting views of
reality. It is difficult to argue against Edgerton. I find myself nodding my head immediately. Yet I fear ethnocentrismthat the
standards for judging a cultures quality of life will reflect the
culture of those who do the judgcultural relativism not
ing. The matter is complicated,
judging a culture but trywith arguments on both sides. Such
ing to understand it on its
questioning of assumptions keeps
own terms
sociology interesting.
50 Chapter 3
M03_HENS6780_01_SE_C03.indd 50
17/12/12 2:33 PM
The Modular Approach

The modular approach is not new, but combined with the personalization of sociology in this text, along
with the reviews I have built into the chapters, your students will learn well.
I have broken each chapter into short, coherent units, which enhance learning by matching the students
approach to thinking. Each unit is self-contained, so after students complete a unit, they can take a break
and do something else if they prefer. Following each unit is a series of questions that are an essential part
of the learning process. Sequential with the units presentation, the questions do not just let students know
xxi
1/15/13 5:04 PM
how they are doing, but they also teach. Repeating the units main points, the questions are a form of review.
These questions are such an essential part of the learning process that I have written each one myself. If they
were the usual add-on, I would have had the publisher get someone to write them. Writing the questions so
they would accomplish this teaching/learning goal was highly time-consuming, but this form of evaluative
review is essential to the goal of Mastering Sociology.
But I get ahead of myself. Let me back up and give you an overview of the book, starting with how the
chapters are laid out.
Getting Started
This short opening to each chapter is designed to arouse the students interest by showing how the coming
chapter is relevant to their life.
Unit Heading
Each unit heading is marked clearly by its unit number and title. The title indicates the topic that follows.
What Am I Supposed to Learn?

Here I spell out the units learning objectives. Each learning objective is numbered and written clearly. Students will know precisely what they are to learn.
The Narrative
After the learning objectives comes the presentation of the sociological materials. I have written the narrative clearly, directing it in a personal fashion to the student. Students should gain the impression that I am
talking to them directly, as this is precisely what I am trying to do. If teaching/learning is to be successful, it
is important to engage the students in the process, which is what the narrative does.
To attain clarity of learning objectives and to personalize the presentation of sociological concepts and
research, it is not necessary to sacrifice sociological content. Although Mastering Sociology makes learning
both easy and enjoyable, what the students learn in this text matches the content of standard courses. Students will be introduced to sociologys major ideas, theories, and research. Mastering Sociology changes the
form, not the content.
Testing Myself: Did I Learn It?

Following the content of each unit comes a self-test. I have written these questions both to match the learning objectives and to provide a review of the unit. The questions are direct and straightforward, designed to
measure learning. After studying a unit, students should have little trouble answering these questions correctly. If students miss a question, they will be able to spot their weakness and go back to the unit to learn
that particular material.
Everything in this text revolves around learning, including these self-test questions. As I said earlier,
these questions are such an essential part of the learning process that I have written them myself. They are a
way to help students attain mastery of the learning objectives.
This sequence repeats throughout each chapter: Getting Started, the unit number and title, the learning objectives, the sociological narrative, and the self-test.

The last unit of each chapter is followed by Pulling It All Together. Here I again reinforce the students learning by reviewing the chapters learning goals. I have written a brief summary for each learning objective,
answers that are inadequate for students to memorize, but that serve as a solid review.
xxiiTo the Instructor From the Author
1/15/13 5:04 PM
Five Additional Features that Enhance Learning

These additional features are:
Making It Personal
This is probably my favorite feature of the entire book, the one whose writing gave me the most pleasure. In
this feature, I have picked up some element of the sociological presentation and have related it directly to
the students life. To point out how directly sociology is connected to what the students are experiencing in
society lets them see that sociology is not something that belongs only in the classroom. By personalizing
sociology, students not only learn more but they do so in a much more enjoyable way.
You will find that Making It Personal enhances your teaching. Students will grasp sociological concepts
and ideas in a new, refreshing way. This feature, which helps students see how society has impacted their
lives, even their intimate orientations to life, truly helps make sociology come alive. Making It Personal can
also serve as an essential tool to stimulate provocative discussions that enliven your classroom.
From Another Student

Many students have written me over the years, pointing out how my text has helped them in one way or
another. The content of Mastering Sociology is the same, so in this feature I reproduce some of these notes,
always with permission of the students who wrote them. The intention of this feature is simple, to encourage
students to read the text and learn sociology.
If You Want to Learn More

This feature points to items that I have written on particular topics. As students read these one-page pieces
online, they will better see how their world is immersed in sociology. Because these short analyses are built
on interesting events, you might want to incorporate some of them into your course. They feature local,
national, and international events, as well as other matters of human interest. In them, I make the sociology
explicit, so the student can see the connection between life events and sociology. These items are available
free to students in the SocLab that Allyn and Bacon provides.
The Photos and Captions

You can take photos for granted, as all texts have them. But in Mastering Sociology, I have chosen each photo
myself and have written each caption. Each photo illustrates some particular sociological content, and the
caption makes a photos purpose explicit.
In addition, I have designed the captions not only to inform students but also to engage them. Many captions ask students to apply sociological content. Since the photos and captions are so integrated in the text,
you can use them to promote discussion in your classroom.
THROUGH THE AUTHORS LENS

In personalizing this text with the goal of making sociology come alive for students, I have developed photo essays
called Through the Authors Lens. These photo essays let your students look over my shoulder as I take them on sociological journeysfrom a visit to people who live and work in a dump in Cambodia to people in the USA who
are putting their lives together after a tornado devastated their neighborhood. Some of the photos I took challenge
common assumptions. In the photo essay on India, for example, students will see women doing extremely hard
labor on construction crews. This caused me to rethink gender, and might do the same for your students.
Some Final Remarks

You will find the pedagogy of this text sound. Its learning-centered principles are based on reinforcement. I
have designed the text to help all students learn sociology, including students whose academic background
is considerably less than ideal. A more advanced student who read a sample chapter said, I wish I had had
this to learn from. The units make it so clear and easy! This was music to my ears, as I want to reach all
students.
To the Instructor From the Authorxxiii
1/15/13 5:04 PM
I know that having your students do well is your goal in teaching. This text is designed specifically to help
you reach this goal. The principle I followed as I wrote this text is: Students can learn and do well. They just
need the right materials to help them achieve.
My goal is for students, after studying a unit and taking the self-test, to say, Yes, I can do it. I learned
this. Im going to make it in college!
I say this from personal experience, having come from a family in which I was the first college graduate.
My mother dropped out of high school in the 11th grade, while my father didnt even make it to high school,
dropping out after the 7th grade. I know the self-doubts that students bring with them to college and the
obstacles they face. I designed Mastering Sociology as a tool to help students overcome their self-doubts, a
major obstacle to their success. As they learn, they will know they can succeed.
I eagerly await your reaction to using this text with your class. You can write me at the following address.
I would appreciate it if you would share your experience with me. This will help me to better meet the needs
of students, my continuous goal.
Jim Henslin
henslin@aol.com
I want to thank the hard-working, creative team I have had the privilege of working with at Pearson.
I especially want to thank Brita Mess, who has supported this project from the manuscript stage to the
printed page; Jenn Auvil, who coordinated many aspects in the books initial stages; Dusty Freedman, who
stepped in on an unexpected basis and valiantly saw the book through its latter stages; Kate Cebic, for some
photo research; and the many people behind the scenes who checked manuscript and did innumerable tasks
of which I am only dimly aware. A hearty and heartfelt thanks to them all.
I also want to thank my fellow sociology instructors who were kind enough to share their reactions to the
Mastering Sociology manuscript. It has been my privilege to follow many of their suggestions.
xxivTo the Instructor From the Author
1/15/13 10:20 PM
Reviewers of the First Edition

Karen Done, Coahoma Community College
Richard Ellefritz, Oklahoma State University
Sara Fisch, Scottsdale Community College
Tammie Foltz, Des Moines Area Community College
Patricia Gleich, Pensacola State College
Marta Henriksen, Central New Mexico Community College
Amy Holzgang, Cerritos College
William Kimberlin, Lorain County Community College
Michele Marion, Paradise Valley Community College
Charles Post, Borough of Manhattan Community College-CUNY
Mona Scott, Mesa Community College
Rachel Stehle, Cuyahoga Community College
Brooke Strahn-Koller, Kirkwood Community College
Connie Veldink, Everett Community College
Karl Wielgus, Anoka Ramsey Community College
Reviewers of the First Edition xxv
1/15/13 5:04 PM
1/15/13 5:04 PM
About the Author

I was born in a rented room in a little town on the bitterly cold Canadian border in Minnesota. My
mother hadnt completed high school, and my father hadnt even made it beyond the 7th grade.
From the rented room, we moved to a house, a converted garage that didnt have indoor plumbing.
One of my colder memories goes back to age 11 when I froze my nose while delivering newspapers
in my little northern village. I was elated at age 16 when my parents packed up the car and moved to
sunny California, where I graduated from high school and junior college. During the summer following high school graduation, while working as a laborer on construction projects, I took a correspondence course in Greek from the University of California at Berkeley. Indiana was where I graduated
from college. I was awarded scholarships at Washington University in St. Louis, Missouri, where I
earned my masters and doctorate in sociology. After winning a competitive postdoctoral fellowship
from the National Institute of Mental Health, I spent a challenging year studying how people adjust
to the suicide of a family member.
My primary interests in sociology are the sociology of everyday life, deviance, and international relations. One of my main goals in sociology is to make sociological concepts and research
findings down to earth. Among my books are Sociology: A Down-to-Earth Approach (Pearson),
in its 11th edition; Down to Earth Sociology: Introductory Readings (Free Press), going into its
fifteenth edition; and Social Problems (Pearson), now in its 11th edition. I have published widely in
sociology journals, including Social Problems and American Journal of Sociology. The topics range
from the esoteric ethnomethodological locationalities to the everyday nitty-gritty of cabdrivers
shooting midnight craps in St. Louis alleys.
While a graduate student, I taught at the University of Missouri at St. Louis. After completing
my doctorate, I joined the faculty at Southern Illinois University, Edwardsville, where I am Professor
Emeritus of Sociology. Ive always enjoyed
teaching the introductory course. What a
pleasure to see students faces light up
when they first glimpse the sociological
perspective and begin to see how society
has become an essential part of how they
view the world!
I enjoy reading (obviously), but also
fishing, kayaking, and a little weight lifting.
My two favorite activities are writing and
traveling. I especially enjoy visiting other
cultures, even living in them. This brings
me face to face with behaviors and ways
of thinking that challenge my perspectives, begging me to explore why they
Photo by
Anita Henslin
and I view the world so differently. These

cultural excursions take me beyond the
xxvii
1/15/13 10:19 PM
standard research and make sociological principles come alive. In the photo essays in this book, I am
able to share some of these experiences with you.
My mother once told me that I had gypsy blood in me. She was speaking figuratively, of
course, but I cant seem to settle in any one spot. The other side keeps beckoning, and I cant get
rid of this urge to explore it. Hitchhiking around northern Africa and Europe was one way that I have
satisfied this desire. I recently married a woman from Latvia, an Eastern European country formerly
dominated by the Soviet Union. There, I became an immigrant, certainly an eye-opening experience
for me. I later gave up the immigrant status, but while in Latvia I observed how people were struggling to adjust to capitalism. I also interviewed aged political prisoners who had survived the Soviet
gulag. After this, I moved to Spain, where I was able to observe how people adjust to a deteriorating economy and their reactions to the immigration of people from contrasting cultures. (Of course,
for this I didnt need to leave the United States.) To better round out my cultural experiences, which
I find fascinatingly enjoyable and which keep my writing down to earth, I am making plans for extended stays in India and South America. There, and wherever else my sociological odyssey may
take me, I expect to do more photo essays to reflect contrasting cultures. In the meantime, Im back
in the States, where among other activities I am documenting our economic crisis and deteriorating
infrastructure.
I am grateful to be able to live in such exciting social, technological, and geopolitical timesand
to have access to portable broadband Internet while I pursue my sociological imagination.
xxviiiAbout the Author
1/15/13 5:04 PM

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Mastering

BostonColumbusIndianapolisNew YorkSan FranciscoUpper Saddle River

Editorial Director: Craig Campanella

Cover Designer: Cliff Alejandro/Creative Circle

ISBN 10: 1-256-60600-6

To my fellow instructors of sociology,

The Sociological Perspective

Chapter 1 The Sociological Perspective

Chapter 2 Research and Theory in Sociology

Chapter 5 Social Structure and Social Interaction

Chapter 6 Deviance and Social Control

Chapter 7 Social Stratification

Chapter 8 Race and Ethnicity

Chapter 9 Sex and Gender

Chapter 10 Politics and the Economy

Chapter 11 Marriage and Family

Chapter 12 Education and Religion

Chapter 13 Population and Urbanization

Chapter 14 Social Change and the Environment

The Sociological Perspective

Unit 1.2 Origins of Sociology

Tradition Versus Science

Unit 1.3 Sociology in North America: Social Reform

Pulling It All Together

A Very Brief Introduction

Unit 2.6 Theoretical Perspectives: Functional Analysis 35

Unit 2.7 Theoretical Perspectives: Conflict Theory

Macro and Micro

Pulling It All Together

Unit 2.2 Doing Research: The Model

Unit 2.3 Doing Research: The Methods

Unit 2.4 Why Research Needs Theory:

Unit 2.1 Doing Research: The Need

Unit 3.1 What Is Culture?

Unit 3.2 Culture and Orientations to Life

Culture within Us: Our Lens

Unit 3.3 Symbolic Culture: Language

Unit 3.4 Symbolic Culture: Gestures

Unit 3.5 Symbolic Culture: Values, Norms, Sanctions,

Unit 3.6 Many Cultural Worlds

Unit 3.7 Values in U.S. Society

Unit 3.8 Changing Values

Unit 3.9 Cultural Universals

Unit 3.10 Technology in the Global Village

The New Technology

Pulling It All Together

Unit 4.1 Extremes in Socialization

Unit 4.2 Socialization into the Self and Mind

Unit 4.3 Socialization into Emotions

Unit 4.4 Getting the Message: Learning Gender

Unit 4.5 Agents of Socialization

The School and Peer Groups

Unit 4.6 Resocialization

Unit 4.7 Socialization through the Life Course 97

Pulling It All Together

Unit 5.1 Levels of Sociological Analysis:

THE MACROSOCIOLOGICAL PERSPECTIVE

Unit 5.2 The Macrosociological Perspective:

Unit 5.3 The Components of Social Structure:

Unit 5.4 Another Component of Social Structure:

Unit 5.5 Comparing Functionalist and Conflict

Unit 5.6 What Holds Society Together? 120

Social Interaction in Everyday Life 123

Social Institutions 115

Unit 1.3 Sociology in North America: Social Reform

Unit 2.4 Why Research Needs Theory: