Welcome to Introduction to Sociology! Introduction to Sociology adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories. The textbook presents section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways.
This text was adapted fromIntroduction to Sociology 2e published by OpenStaxsecond edition which had been updated significantly to reflect the latest research and current, relevant examples.
Changes made inIntroduction to Sociologyare described in the preface to help instructors transition to the adaption of the second edition. The second edition of Introduction to Sociology 2e by OpenStax is available in web view.
COURSE LEARNING OUTCOMES: Upon successful completion of this course, the student will be able to:
Define sociology as a discipline and explain its
history, and how it is distinct from and related to other disciplines (CLO 1),
Explain how sociology is a science and become familiar with the
research methods used by sociologists (CLO 2),
Differentiate the theoretical perspectives,
understand their history, their values, and the importance of each one in
society (CLO 3),
Demonstrate knowledge of
culture, social structures, and social institutions (CLO 4),
Demonstrate an understanding of how change can begin in society
and the effects of social policies (CLO 5), and
Recognize cultural and individual differences that underlie the
complexities of human behavior and social interaction (CLO 6).
Demonstrate an understanding of the history, development,
and definition of Sociology.
Identify and discuss the major theoretical perspectives
used in Sociology.
Demonstrate
an understanding of the roles of culture, social structure, media, government,
and religion in society.
Demonstrate an understanding of how and why societies
change and discuss what precipitates such changes.
Demonstrate an understanding of how social policies
affect society.
Navigating the Course
Adopting institutions should provide learners with information on how to navigate the course. Consider adding an introductory navigation video. Text description could include, for example:
This course is set up in Modules covering various topics which may be accessed from the course navigation menu on the left or by scrolling below. Modules may be collapsed in the menu and in the body of the course to minimize scrolling. Each module includes the relevant chapters followed by various activities, which may include discussion forums, listening activities and quizzes, practice quizzes, module tests, and other relevant activities as appropriate for each module. Many items are required and may be marked as completed automatically when the activity has been submitted (the broken check box), but others will be marked as done by the student (the solid check box).
Please move through the items below and continue through the Learner Support and Getting Started modules before moving on to Module 1. Be sure to check for announcements and due dates to stay on track.
This forum contains general news and announcements. You can find all announcements listed in the "Latest News" block in Course Tools within this course or on your My Courses page.
Use this forum to ask your instructor any questions you have about the course. You may post at any time, and your instructor will respond here. Be as specific as possible.
Please keep in mind that others can see your posts, so do not post any personal information. If you have questions about your grade, please email your instructor directly. You can expect a response to posts and emails within [X]hours. [Recommendation is 24 hours M-F, next business day on weekends.]
Use the information in this module to customize the template to your
needs. This module is currently hidden from students, and available for
you to refer to throughout the semester.
Welcome to Sociology! We all belong to many groups; you’re a member of your sociology class, and you're a member of your family; you may belong to a political party, sports team, or the crowd watching a sporting event; you’re a citizen of your country, and you're a part of a generation. You may have a somewhat different role in each group and feel differently in each. Sociology is the systematic study of social institutions, social relationships, and society. In order to carry out their studies, sociologists identify cultural patterns and social forces and determine how they affect individuals and groups. They also develop ways to apply their findings to the real world.
Click the video below to watch two introductory videos.
Module Objectives
At the end of this module, students will be able to:
Understand how the different sociological perspectives developed. (CLO1, CLO3)
Describe how sociology became a separate academic discipline (CLO1)
Explain what sociological theories are and how they are used (CLO 2)
Understand the similarities and differences between structural functionalism, conflict theory, and symbolic interactionism (CLO2)
Explain why it is worthwhile to study sociology. (CO2, CO4)
Define and describe the scientific method as it is used in sociological research. (CLO6)
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s).
Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your first post no later than Day XX. Then, follow up on the posts of your classmates and faculty and respond to your own posts by Day XX.
Module 1 Discussion– (MO 5) DUE: Post Day X, Replies Day - XX
SUBMIT
Submit your completed assignment by Day XX of this module. For detailed instructions on completing each assignment, see the associated course page.
Module 1 Assignment. - (MO 2, 3, 5) DUE: Day XX
Module 1 Quiz - (MO 1, 2, 3, 4, 5, 6) DUE: Day XX
Note the checkboxes to the right that help you track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
What are the rules when you pass an acquaintance at school, work, in the grocery store, or in the mall? Generally, we do not consider all of the intricacies of the rules of behavior. We may simply say, "Hello!" and ask, "How was your weekend?" or some other trivial question meant to be a friendly greeting. Rarely do we physically embrace or even touch the individual. In fact, doing so may be viewed with scorn or distaste, since as people in the United States we have fairly rigid rules about personal space. However, we all adhere to various rules and standards that are created and maintained in culture. These rules and expectations have meaning, and there are ways in which you may violate this negotiation. Consider what would happen if you stopped and informed everyone who said, "Hi, how are you?" exactly how you were doing that day, and in detail. You would more than likely violate rules of culture and specifically greeting. Perhaps in a different culture the question would be more literal, and it may require a response. Or if you are having coffee with a good friend, perhaps that question warrants a more detailed response. These examples are all aspects of culture, which are shared beliefs, values, and practices, that participants must learn. Sociologically, we examine in what situation and context certain behavior is expected, and in which situations perhaps it is not. These rules are created and enforced by people who interact and share culture.
In everyday conversation, people rarely distinguish between the terms culture and society, but the terms have slightly different meanings, and the distinction is important to a sociologist. A society describes a group of people who share a community and a culture. By “community,” sociologists refer to a definable region—as small as a neighborhood (Brooklyn, or “the east side of town”), as large as a country (Ethiopia, the United States, or Nepal), or somewhere in between (in the United States, this might include someone who identifies with Southern or Midwestern society). To clarify, a culture represents the beliefs and practices of a group, while society represents the people who share those beliefs and practices. Neither society nor culture could exist without the other. In this chapter, we examine the relationship between culture and society in greater detail and pay special attention to the elements and forces that shape culture, including diversity and cultural changes. A final discussion touches on the different theoretical perspectives from which sociologists research culture.
Module Objectives
Explain material learned of culture, social structures, and social institutions. (CLO 3)
Recognize cultural and individual differences that underline the complexities of human behavior and social interaction. (CLO 5)
Discuss theoretical approaches to cultural interpretation. (CLO 2)
Respond to the discussion prompts and questions by the due dates outlined in the assignment.
SUBMIT
Submit your completed assignments by the due date assigned to each assignment.
Watch the following video:
CrashCourse (2017, May 22). Cultures, Subcultures, and Countercultures #11. [Video]. YouTube.
4.Complete the[specific activities in the module. Include all in the order you want them completed.]
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module at the Pressbooks website. Click on the links below to access or complete each item.
In a post below, respond to the following prompt, which assesses course outcomes 3 and 4 and module learning objectives Elements of Culture and Pop Culture, Subculture, and Cultural Change. Then, you must respond to oneof your classmates' posts. After you post a
response, you will be able to see other responses. You are not required to post
more than once, but feel free to respond to other posts and engage with
your classmates.
In your response to a peer, a simple “I agree” or “Yes” or “LOL” will not count. Please think about the questions and your peers' responses and reply thoughtfully and courteously, according to netiquette rules. Use good English grammar, correct punctuation, and complete sentences.
While the posts will mostly be judged by their thoughtfulness and completeness, I reserve the right to take off points for grammatical errors, especially if they interfere with the clarity of the post.
Prompt
Instructor
Details:
A forum for
discussion promotes peer-to-peer and student-instructor
interaction. Questions should be thought provoking and encourage detailed analysis of module topics. Include a rubric.
If
you do not want students to see other responses before they post, set
type to "Q and A forum." For this type, you must create a post first for students to
respond.
Subscription: Set to Auto.
Due dates: You cannot set due dates for forums, so be sure
to tell students when to post above. These dates will not appear on the Moodle calendar.
Ratings: will place the forum in the gradebook. You can set a maximum grade. Restricting ratings to a date range only affects when you can grade, and not when the activity is available to students.
Activity completion: Select completion criteria and an expected completed date.
These students aren’t just learning to read and write; they are being socialized to norms like keeping their hands to themselves, standing in line, and reciting the Pledge of Allegiance. (Photo courtesy of @cdc/upsplash)
Socialization is the lifelong process by which we develop our sense of self. Psychological theories of self-development have been broadened by sociologists who explicitly study the role of society and social interaction in self-development. Influenced by our close ties and cultures; it is also a key part of individual development. Research demonstrates that who we are is affected by both nature (our genetic and hormonal makeup) and nurture (the social environment in which we are raised). Sociology is most concerned with the way that society’s influence affects our behavior patterns, made clear by the way behavior varies across class and gender.
Our direct interactions with social groups, like families and peers, teach us how others expect us to behave. Likewise, a society’s formal and informal institutions socialize its population. Schools, workplaces, and the media communicate and reinforce cultural norms and values. Socialization reoccurs as we enter new phases of life, such as adulthood or senior age.
Module Objectives
At the end of this module, students will be able to:
Understand the difference between psychological and sociological theories of self-development (CO 2, 5)
Explain the process of moral development (CO 3)
Understand the importance of socialization both for individuals and society(CO 3, 4)
Explain in the nature versus nurture debate (CO 2, 4)
Understand how we are socialized through families, peer groups, and formal institutions like schools, workplaces, and the government. (CO 4, 5)
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s).
Introduction
1. Read the introduction above and watch the videos. (MO 1)
Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your first post no later than Day XX. Then, follow up on the posts of your classmates and faculty and respond to your own posts by Day XX.
Module 3 Discussion– (MO 1, 3, 4, 5) DUE: Post Day X, Replies Day - XX
SUBMIT
Submit your completed assignment by Day XX of this module. For detailed instructions on completing each assignment, see the associated course page.
Module 3 Assignment. - (MO 2, 3, 5) DUE: Day XX
Module 3 Quiz - (MO 1, 2, 3, 4, 5) DUE: Day XX
Note the checkboxes to the right that help you track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
Groups are sets of identifiable people, and shape us through the socialization process.(Picture courtesy of Joel Muniz/upsplash)
If socialization is the lifelong process of developing a sense of self that is forged through interactions with other people, then groups and organizations are the entities comprised of those people working together for individual and collective reasons.
Groups and formal organizations serve as agents of socialization, and also provide the social structure to achieve the goals of society. However, societies are dynamic and goals can change over time. Different types of societies mean different social norms, values, and attitudes along with different styles of work and use of technology.
Watch the short, introductory videos below.
Module Objectives
At the end of this module, you will be able to:
Understand primary and secondary groups as the two sociological groups (CO 2)
Recognize in-groups, out-groups, and reference groups (CO 3, 5)
Explain how size influences group dynamics(CO 3, 5)
Understand the impact of different styles of leadership (CO 6)
Understand the different types of formal organizations (CO 3,5)
Recognize the characteristics of bureaucracies(CO, 3, 5)
Describe the difference between preindustrial, industrial, and postindustrial societies (CO 1, 4)
Describe the difference in how society is viewed by conflict, structural functionalism and symbolic interactionism (CO 2)
Understand the sociological concept of reality as a social construct (CO 3, 5)
Module Activities
Below is an outline of the items for which you
will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help
you respond to the discussion questions and to complete your assignment(s).
2. Read and view the materials in the Module Pressbooks book (MO 1, 2, 3, 4, 5, 6, 7, 8, 9)
DISCUSS
Respond to the discussion prompts and
questions by the due dates outlined in the assignment. You should
contribute your first post no later than Day XX. Then, follow up on the posts
of your classmates and faculty and respond to your own posts by Day XX.
Module 4 Discussion– (MO 6) DUE:
Post Day X, Replies Day - XX
SUBMIT
Submit your completed assignment by Day XX of
this module. For detailed instructions on completing each assignment, see
the associated course page.
Module 4 Assignment. - (MO 1, 2) DUE: Day
XX
Module 4 Quiz - (MO 1, 2, 3, 4, 5, 6, 7, 8, 9) DUE: Day XX
Note the checkboxes to the right that help you
track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
Forty-three states in the United States have passed measures legalizing marijuana in some form; some states are medical use but we are seeing more states that have decriminalized marijuana use, and four states approve recreational use as well. In New Orleans, Louisiana the vote by the "New Orleans city council was unanimous to decriminalize personal cannabis possession in the city" and "to pardon 10,000 with convictions or pending charges on low-level marijuana offenses" (Marijana and the Law, 2021). Washington state legalized recreational use in 2012, and in the 2014 midterm elections, voters in Alaska, Oregon, and Washington DC supported ballot measures to allow recreational use in their states as well (Governing 2014). Florida’s 2014 medical marijuana proposal fell just short of the 60 percent needed to pass (CBS News 2014). The map below will show you state by state.
Module Objectives
At the end of this module, students will be able to:
Explain their knowledge of culture, social structures, and social institutions (CLO3).
Demonstrate an understanding of how change can begin in society and the effects of social policies (CLO4).
Recognize cultural and individual differences that underlie the complexities of human behavior and social interaction (CLO5).
MODULE ACTIVITIES
Below is an outline of the items for which you will be responsible throughout the module.
CrashCourse (2017, July 17). Deviance #18 [Video]. YouTube
CrashCourse (2017, July 24). Theory & Deviance #19 [Video]. YouTube.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module at the Pressbooks website. Click on the links below to access or complete each item.
Figure 6.1 This house, formerly owned by the famous television producer, Aaron Spelling, was for a time listed for $150 million dollars. It is considered one of the most extravagant homes in the United States and is a testament to the wealth generated in some industries. (Photo courtesy of Atwater Village Newbie/flickr)
Introduction
Eric grew up on a farm in rural Ohio, left home to serve in the Army, and returned to take over the family farm a few years later. He moved into the same house he had grown up in and soon married a young woman with whom he had attended high school. As they began to have children, they quickly realized that the income from the farm was no longer sufficient to meet their needs. With little experience beyond the farm, Eric accepted a job as a clerk at a local grocery store. It was there that his life and the lives of his wife and children were changed forever.
One of the managers at the store liked Eric, his attitude, and his work ethic. He took Eric under his wing and began to groom him for advancement at the store. Eric rose through the ranks with ease. Then the manager encouraged him to take a few classes at a local college. This was the first time Eric had seriously thought about college. Could he be successful, Eric wondered? Could he actually be the first to earn a degree in his family? Fortunately, his wife also believed in him and supported his decision to take his first class. Eric asked his wife and his manager to keep his college enrollment a secret. He did not want others to know about it in case he failed.
Eric was nervous on his first day of class. He was older than the other students, and he had never considered himself college material. Through hard work and determination, however, he did very well in the class. While he still doubted himself, he enrolled in another class. Again, he performed very well. As his doubt began to fade, he started to take more and more classes. Before he knew it, he was walking across the stage to receive a Bachelor’s degree with honors. The ceremony seemed surreal to Eric. He couldn’t believe he had finished college, which once seemed like an impossible feat.
Shortly after graduation, Eric was admitted into a graduate program at a well-respected university where he earned a Master’s degree. He had not only become the first in his family to attend college but also he had earned a graduate degree. Inspired by Eric’s success, his wife enrolled at a technical college, obtained a degree in nursing, and became a registered nurse working in a local hospital’s labor and delivery department. Eric and his wife both worked their way up the career ladder in their respective fields and became leaders in their organizations. They epitomized the American Dream—they worked hard and it paid off.
This story may sound familiar. After all, nearly one in three first-year college students is a first-generation degree candidate, and it is well documented that many are not as successful as Eric. According to the Center for Student Opportunity, a national nonprofit, 89 percent of first-generation students will not earn an undergraduate degree within six years of starting their studies. In fact, these students “drop out of college at four times the rate of peers whose parents have postsecondary degrees” (Center for Student Opportunity quoted in Huot 2014).
Why do students with parents who have completed college tend to graduate more often than those students whose parents do not hold degrees? That question and many others will be answered as we explore social stratification.
Module Objectives
At the end of this module, students will be able to:
Differentiate between open and closed stratification systems (CLO 4)
Distinguish between caste and class systems (CLO 4)
Describe several types of social mobility (CLO 2)
Recognize characteristics that define and identify the class (CLO 5 and CLO 6)
Figure 7.1 Do you think race played a role in Trayvon Martin’s death or the public reaction to it? Do you think race influenced the initial decision not to arrest George Zimmerman or his later acquittal? (Photo courtesy of Ryan Vaarsi/Flickr)
Introduction
Trayvon Martin was a seventeen-year-old black teenager. On the evening of February 26, 2012, he was visiting with his father and his father’s fiancée in the Sanford, Florida, multi-ethnic gated community where his father’s fiancée lived. Trayvon went on foot to buy a snack from a nearby convenience store. As he returned, George Zimmerman, a white Hispanic male, and the community’s neighborhood watch program coordinator noticed him. In light of a recent rash of break-ins, Zimmerman called the police to report a person acting suspiciously, which he had done on many other occasions. The 911 operator told Zimmerman not to follow the teen, but soon after, Zimmerman and Martin had a physical confrontation. According to Zimmerman, Martin attacked him, and in the ensuing scuffle, Martin was shot and killed (CNN Library 2014).
Module Objectives
At the end of this module, students will be able to:
1. Understand the difference between race and ethnicity and explain the difference between the majority and minority groups. (CLO.4,6)
2. Explain the difference between stereotypes, prejudice, discrimination, and racism; while identifying different types of discrimination. (CLO.4,6)
3. Describe how major sociological perspectives view race and ethnicity. (CLO.4,6)
4. Explain different intergroup relations in terms of their relative levels of tolerance. (CLO.4,6)
5. Give historical and contemporary examples of each type of intergroup relation. (CLO.4,6)
6. Compare and contrast the different experiences of various ethnic groups in the United States. (CLO.4,6)
7. Apply theories of intergroup relations and race and ethnicity to other subordinate groups. (CLO.3,4,6)
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s).
Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your first post no later than Day XX. Then, follow up on the posts of your classmates and faculty and respond to your own posts by Day XX.
4. Module 7 Discussion– (MO 5) DUE: Post Day X, Replies Day - XX
SUBMIT
Submit your completed assignment by Day XX of this module. For detailed instructions on completing each assignment, see the associated course page.
Module 7 Discussion. - (MO 2, 3, 5) DUE: Day XX
Note the checkboxes to the right that help you track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
Figure 8.1 Some children may learn at an early age that their gender does not correspond with their sex. (Photo courtesy of Rajesh Kumar/flickr)
Introduction
In 2009, the eighteen-year-old South African athlete, Caster Semenya, won the women’s 800-meter world championship in Track and Field. Her time of 1:55:45, a surprising improvement from her 2008 time of 2:08:00, caused officials from the International Association of Athletics Foundation (IAAF) to question whether her win was legitimate. If this questioning were based on suspicion of steroid use, the case would be no different from that of Roger Clemens or Mark McGuire or even Track and Field Olympic gold medal winner Marion Jones. But the questioning and eventual testing were based on allegations that Caster Semenya, no matter what gender identity she possessed, was biologically a male.
You may be thinking that distinguishing biological maleness from biological femaleness is surely a simple matter—just conduct some DNA or hormonal testing, throw in a physical examination, and you’ll have the answer. But it is not that simple. Both biologically male and biologically female people produce a certain amount of testosterone, and different laboratories have different testing methods, which makes it difficult to set a specific threshold for the number of male hormones produced by a female that renders her sex male. The International Olympic Committee (IOC) criteria for determining eligibility for sex-specific events are not intended to determine biological sex. “Instead these regulations are designed to identify circumstances in which a particular athlete will not be eligible (by reason of hormonal characteristics) to participate in the 2012 Olympic Games" in the female category (International Olympic Committee 2012).
To provide further context, during the 1996 Atlanta Olympics, eight female athletes with XY chromosomes underwent testing and were ultimately confirmed as eligible to compete as women (Maugh 2009). To date, no males have undergone this sort of testing. Doesn’t that imply that when women perform better than expected, they are “too masculine,” but when men perform well they are simply superior athletes? Can you imagine Usain Bolt, the world’s fastest man, being examined by doctors to prove he was biologically male based solely on his appearance and athletic ability?
Can you explain how sex, sexuality, and gender are different from each other?
In this chapter, we will discuss the differences between sex and gender, along with issues like gender identity and sexuality. We will also explore various theoretical perspectives on the subjects of gender and sexuality, including the social construction of sexuality and queer theory.
Module Objectives
Demonstrate knowledge of culture, social structures, and social institutions (CLO 3).
Demonstrate an understanding of how change can begin in society and the effects of social policies (CLO 4).
Recognize cultural and individual differences that underlie the complexities of human behavior and social interaction (CLO 5).
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
Read the Module 8 Introduction
Read and view the materials in Module 8 Sex and Gender.
Figure 1.1 Students who do graduate from college are likely to begin a career in debt. (Photo courtesy of Kevin Dooley/Flickr)
Introduction
"What the educator does in teaching is to make it possible for the students to become themselves" (Paulo Freire, Pedagogy of the Oppressed). David Simon, in his book Social Problems and the Sociological Imagination: A Paradigm for Analysis (1995), points to the notion that social problems are, in essence, contradictions—that is, statements, ideas, or features of a situation that are opposed to one another. Consider then, that one of the greatest expectations in U.S. society is that to attain any form of success in life, a person needs an education. In fact, a college degree is rapidly becoming an expectation at nearly all levels of middle-class success, not merely an enhancement to our occupational choices. And, as you might expect, the number of people graduating from college in the United States continues to rise dramatically.
Module Objectives
At the end of this module, students will be able to:
1. Identify differences in educational
resources around the world. (CLO.4)
2. Describe the concept of
universal access to education. (CLO.4)
3. Define manifest and latent
functions of education. (CLO.4)
4. Explain and discuss how
functionalism, conflict theory, feminism, and interactionism view education issues. (CLO.3,4)
5. Identify and discuss historical
and contemporary issues in education. (CLO.4)
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s).
Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your first post no later than Day XX. Then, follow up on the posts of your classmates and faculty and respond to your own posts by Day XX.
4. Module 9 Discussion– (MO 2,4,5) DUE: Post Day X, Replies Day - XX
SUBMIT
Submit your completed assignment by Day XX of this module. For detailed instructions on completing each assignment, see the associated course page.
Module 9 Discussion. - (MO 2,4,5) DUE: Day XX
Note the checkboxes to the right that help you track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
Figure 1.1 Today, employees are working harder than ever in offices and other places of employment. (Photo courtesy of Juhan Sonin/Flickr) IntroductionModule Objectives
At the end of this module, students will be able to:
1. Understand
types of economic systems and their historical development. (CLO 3,4)
2. Describe
capitalism and socialism both in theory and in practice. (CLO 3)
3. Discuss how functionalists, conflict theorists, and symbolic interactionists view
the economy and work. (CLO 3)
4. Define
globalization, describe its manifestation in modern society, and the pros and cons of globalization from an economic standpoint. (CLO 4,5)
5. Describe
the current U.S. workforce and the trend of polarization. (CLO 4)
6. Explain
how women and immigrants have changed the modern U.S. workforce. (CLO 4,5)
7. Understand
the basic elements of poverty in the United States today. (CLO 4,5)
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s).
Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your first post no later than Day XX. Then, follow up on the posts of your classmates and faculty and respond to your own posts by Day XX.
4. Module 10 Discussion– (MO 2,5) DUE: Post Day X, Replies Day - XX
SUBMIT
Submit your completed assignment by Day XX of this module. For detailed instructions on completing each assignment, see the associated course page.
Module 10 Discussion. - (MO 2,5) DUE: Day XX
Note the checkboxes to the right that help you track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
Figure 12.1 Two older individuals taking a walk while using walking canes for support. (Photo courtesy of Ryan Johnson/Flickr Creative Commons)
Introduction
Madame Jeanne Calment of France was the world's oldest living person until she died at 122 years old; there are currently six women in the world whose ages are well documented as 115 years or older (Diebel 2014).
Supercentenarians are people living to 110 years or more. In August 2014, there were seventy-five verified supercentenarians worldwide—seventy-three women and two men. These are people whose age has been carefully documented, but there are almost certainly others who have not been identified. The Gerontology Research Group (2014) estimates there are between 300 and 450 people worldwide who are at least 110 years of age.
Centenarians are people living to be 100 years old, and they are approximately 1,000 times more common than supercentenarians. In 2010, there were about 80,000 centenarians in the United States alone. They make up one of the fastest-growing segments of the population (Boston University School of Medicine 2014).
People over ninety years of age now account for 4.7 percent of the older population, defined as age sixty-five or above; this percentage is expected to reach 10 percent by the year 2050 (U.S. Census Bureau 2011). As of 2013, the U.S. Census Bureau reports that 14.1 percent of the total U.S. population is sixty-five years old or older.
The aging of the U.S. population has significant ramifications for institutions such as business, education, the healthcare industry, and the family, as well as for the many cultural norms and traditions that focus on interactions with and social roles for older people. “Old” is a socially defined concept, and the way we think about aging is likely to change as the population ages.
Module Objectives
At the end of this module, students will be able to:
1. Understand the difference
between senior age groups (young-old, middle-old, and old-old) and identify the “graying of the United States” as the population experiences increased life expectancies. (CLO 3,4,5)
2. Examine aging as a global issue. (CLO 3,4,5)
3. Consider the biological,
social, and psychological changes in aging. (CLO 3,4,5)
4. Describe the birth of the field
of geriatrics. (CLO 3,4,5)
5. Examine attitudes toward death
and dying and how they affect the elderly and identify the five stages of grief. (CLO 3,4,5)
6. Understand the historical and
current trends of poverty among elderly populations. (CLO 3,4,5)
7. Recognize ageist thinking and
ageist attitudes in individuals and institutions and how the elderly are at risk of being mistreated and abused. (CLO 3,4,5)
8. Compare and contrast
sociological theoretical perspectives on aging. (CLO 3)
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s).
Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your first post no later than Day XX. Then, follow up on the posts of your classmates and faculty and respond to your own posts by Day XX.
4. Module 12.1 Discussion– (MO 2,5) DUE: Post Day X, Replies Day - XX
SUBMIT
Submit your completed assignment by Day XX of this module. For detailed instructions on completing each assignment, see the associated course page.
Module 10 Discussion. - (MO 2,5) DUE: Day XX
Note the checkboxes to the right that help you track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
Figure 1.1 What constitutes a family nowadays? (Photo courtesy of Michael/flickr)
Module Objectives
At the end of this module, students will be able to:
1. Describe society’s current
understanding of family. (CLO 4,5,6)
2. Recognize changes in marriage
and family patterns. (CLO 4,5,6)
3. Recognize variations in family
life. (CLO 4)
4. Understand the prevalence of
single parents, cohabitation, same-sex couples, and unmarried individuals; and the social impact of changing
family structures. (CLO 4,5,6)
5. Understand the social and
interpersonal impact of divorce. (CLO 4,5,6)
6. Describe the social and
interpersonal impact of family abuse. (CLO 4,5,6)
Module Activities
Below is an outline of the items for which you will be responsible throughout the module.
READ
DUE: Early in the module
Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s).
Respond to the discussion prompts and questions by the due dates outlined in the assignment. You should contribute your first post no later than Day XX. Then, follow up on the posts of your classmates and faculty and respond to your own posts by Day XX.
4. Module 12.2 Discussion– (MO 1,2,3,4) DUE: Post Day X, Replies Day - XX
Note the checkboxes to the right that help you track your progress: some are automatic, and some are manual.
Module Pressbooks Resources and Activities
You will find the following resources and activities in this module on the Pressbooks website. Click on the links below to access or complete each item.
Understand the difference between the cultural meaning of illness, the social construction of illness, and the social construction of medical knowledge (CLO 3)
Apply theories of social epidemiology to an understanding of global health issues (CLO 4, 5)
Understand the differences between high-income and low-income nations (CLO 3, 4, 5)
Understand how social epidemiology can be applied to health in the United States (CLO 3, 4, 5)
Explain disparities in health based on gender, socioeconomic status, race, and ethnicity (CLO 3, 4, 5)
Give an overview of mental health and disability issues in the United States (CLO 3, 4, 5)
Apply functionalist, conflict theorist, and interactionist perspectives to health issues (CLO 2, 3)
MODULE ACTIVITIES
Read the Module 13 Introduction
ReadChapter 13 Health and Medicinein The Introduction to Sociology Pressbook Text.
DISCUSS
Respond to the discussion prompts and questions by the due dates outlined in the assignment.
SUBMIT
Submit your completed assignments by the due date assigned to each assignment.
Figure 20.1 A pipeline burns after a collision with tug boat Bayou Perot 30 miles south of New Orleans, LA, creating problems not only for the residents but also for the health of ecosystems. (Photo courtesy of JWikimedia Commons)
Introduction
Fracking, another word for hydraulic fracturing, is a method used to recover gas and oil from shale by drilling down into the earth and directing a high-pressure mixture of water, sand, and proprietary chemicals into the rock. Commonly, this process also includes drilling horizontally into the rock to create new pathways for gas to travel. While energy companies view fracking as a profitable revolution in the industry, there are a number of concerns associated with the practice. Fracking has brought temporary economic growth, since 2008, to rural communities while simultaneously it has created environmental and human health concerns (Murphy, 2020). Fracking has gathered momentum lately and has become a subject of political debate and controversy (Mazur, 2016)
First, fracking requires huge amounts of water. Water transportation comes at a high environmental cost, and once mixed with fracking chemicals, water is unsuitable for human and animal consumption, though it is estimated that between 10 percent and 90 percent of the contaminated water is returned to the water cycle. Second, the chemicals used in a fracking mix are potentially carcinogenic. These chemicals may pollute groundwater near the extraction site (Colborn, Kwiatkowski, Schultz, and Bachran 2011; United States 2011). Industry leaders suggest that such contamination is unlikely and that when it does occur, it is incidental and related to unavoidable human error rather than the expected risk of the practice, but the U.S. Environmental Protection Agency’s study of fracking is ongoing (Environmental Protection Agency 2014). The third concern is that fracking may cause minor earthquakes by undermining the seismic stability of an area—a concern downplayed by the companies involved (Henry 2012). Finally, gas is not a renewable source of energy; this is a negative in the eyes of those who oppose continued reliance on fossil fuels.
Fracking is not without its advantages. Its supporters offer statistics that suggest it reduces unemployment and contributes to economic growth (IHS Global Insights 2012). Since it allows energy companies access to previously nonviable and completely untapped oil and gas reserves, fracking boosts domestic oil production and lowers energy costs (IHS Global Insights 2012). Finally, fracking expands the production of low-emission industrial energy.
As you read this chapter, consider how an increasing global population can balance environmental concerns with opportunities for industrial and economic growth. Think about how much water pollution can be justified by the need to lower U.S. dependence on foreign energy supplies. Are the potential employment and economic growth associated with fracking worth some environmental degradation?
Learning Outcomes
Describe a variety of demographic theories, such as Malthusian, cornucopian, zero population growth, and demographic transition theories (CLO 3)
Describe the effect of immigration or emigration (CLO 5)
Discuss urbanization from various sociological perspectives (CLO 3)
Discuss real-world instances of environmental racism (CLO 6)
After reading the article, Migrant Crossing Spike, describe the effect of immigration or emigration on your life or in a community you have seen. What are the positive effects? What are the negative effects?
What responsibility does the United States have toward underage asylum-seekers?
This prompt, assess(es)course outcome(s) 3 and 5 and module learning objective(s) 2. You must respond to (2) of your classmates' posts. After you post a response, you will be able to see other responses. You are not required to post more than once, but feel free to respond to other posts and engage with your classmates[Edit previous three sentences to suit forum function/requirements].
Your [first] post is due on [day of week] by [time] CST. Your response to another student is due on [day of week] by [time] CST. [Adjust for number of posts required.]
Your initial post should be at least 200 words long. Your responses to other students' posts should be at least 50 words. A simple “I agree” or “Yes” or “LOL” will not count. Please think about the questions and your peers' responses and reply thoughtfully and courteously, according to netiquette rules. Use good English grammar, correct punctuation, and complete sentences. While the posts will mostly be judged by their thoughtfulness and completeness, I reserve the right to take off points for grammatical errors, especially if they interfere with the clarity of the post.
Environmental justice may be classified as the responsibility of the government to ensure equitable access to healthy living environments. The above article provides a description of Cancer Alley located in Louisiana. After reading the article and doing your own research on environmental racism, Do you think the government is holding up its end of the bargain in relation to environmental justice? Why or why not? Give some examples of what you see as environmental justice issues. Consider things such as climate change, deforestation, habitat fragmentation, and offshore drilling. What qualifies these things as environmental justice issues? Are they being properly handled? Why or why not?
This prompt, assess(es)course outcome(s) 3 and 6 and module learning objective(s) 3 and 4. You must respond to (2) of your classmates' posts. After you post a response, you will be able to see other responses. You are not required to post more than once, but feel free to respond to other posts and engage with your classmates[Edit previous three sentences to suit forum function/requirements].
Your [first] post is due on [day of week] by [time] CST. Your response to another student is due on [day of week] by [time] CST. [Adjust for number of posts required.]
Your initial post should be at least 200 words long. Your responses to other students' posts should be at least 50 words. A simple “I agree” or “Yes” or “LOL” will not count. Please think about the questions and your peers' responses and reply thoughtfully and courteously, according to netiquette rules. Use good English grammar, correct punctuation, and complete sentences. While the posts will mostly be judged by their thoughtfulness and completeness, I reserve the right to take off points for grammatical errors, especially if they interfere with the clarity of the post.
Figure 15.1 DC protests after police-involved shootings (Photo courtesy of Joseph Gruber/flickr)
Introduction
How many good friends do you have? How many people do you meet up with for coffee or a movie? How many would you call with news about an illness or invite to your wedding? Now, how many “friends” do you have on Facebook? How often do you post a "selfie" online? How often do you check e-mail? How often do you meet friends for a meal and spend your time texting other people instead of talking to each other? Technology has changed how we interact with each other. It has turned “friend” into a verb and has made it possible to share mundane news (“My dog just threw up under the bed! Ugh!”) with hundreds or even thousands of people who might know you only slightly, if at all. You might be glued to your cell phone, even when you should be focused on driving your car, or you might text in class instead of listening to the professor's lecture. When we have the ability to stay constantly connected to a data stream, it is easy to lose focus on the here and now.
At the same time that technology is expanding the boundaries of our social circles, various media are also changing how we perceive and interact with each other. We don’t only use Facebook to keep in touch with friends; we also use it to “like” certain television shows, products, or celebrities. Even television is no longer a one-way medium; it is an interactive one. We are encouraged to tweet, text, or call in to vote for contestants in everything from singing competitions to matchmaking endeavors—bridging the gap between our entertainment and our own lives.
How does technology change our lives for the better? Or does it? When you tweet a social cause, share an ice bucket challenge video on YouTube, or cut and paste a status update about cancer awareness on Facebook, are you promoting social change? Does the immediate and constant flow of information mean we are more aware and engaged than any society before us? Or are Keeping Up With the Kardashians and The Real Housewives franchise today’s version of ancient Rome’s “bread and circuses”––distractions and entertainment to keep the working classes complacent about the inequities of their society?
These are some of the questions that interest sociologists. How might we examine these issues from a sociological perspective? A functionalist would probably focus on what social purposes technology and media serve. For example, the web is both a form of technology and of media, and it links individuals and nations in a communication network that facilitates both small family discussions and global trade networks. A functionalist would also be interested in the manifest functions of media and technology, as well as their role in social dysfunction. Someone applying the conflict perspective would probably focus on the systematic inequality created by differential access to media and technology. For example, how can middle-class U.S. citizens be sure the news they hear is an objective account of reality, unsullied by moneyed political interests? Someone applying the interactionist perspective to technology and the media might seek to understand the difference between the real lives we lead and the reality depicted on “reality” television shows, such as The Bachelor. Throughout this chapter, we will use our sociological imagination to explore how media and technology impact society.
Learning Objectives
Define technology and describe its evolution (CLO 4)
Understand technological inequality and issues related to unequal access to technology (CLO 5)
Describe different forms of collective behavior (CLO 5)
Differentiate between types of crowds (CLO 5, CLO 6)
Discuss emergent norm, value-added, and assembling perspective analyses of collective behavior (CLO 5, CLO 6)
Identify a social movement dealing with a cause that is important to you. How does this social movement organization engage you? Which techniques do you respond to? What changes have come about because of this movement? Which theoretical paradigm best describes this movement.
This prompt, assess(es) course outcome(s) 5 and 6 module learning objective(s) 3, 4 and 5. You must respond to (2) of your classmates' posts. After you post a response, you will be able to see other responses. You are not required to post more than once, but feel free to respond to other posts and engage with your classmates[Edit previous three sentences to suit forum function/requirements].
Your [first] post is due on [day of week] by [time] CST. Your response to another student is due on [day of week] by [time] CST. [Adjust for number of posts required.]
Your initial post should be at least 200 words long. Your responses to other students' posts should be at least 50 words. A simple “I agree” or “Yes” or “LOL” will not count. Please think about the questions and your peers' responses and reply thoughtfully and courteously, according to netiquette rules. Use good English grammar, correct punctuation, and complete sentences. While the posts will mostly be judged by their thoughtfulness and completeness, I reserve the right to take off points for grammatical errors, especially if they interfere with the clarity of the post.
Consider one of the major social movements of the twentieth century, from civil rights in the United States to Gandhi’s nonviolent protests in India. How would technology have changed it? Would change have come more quickly or more slowly? Defend your opinion.
Students should prepare a 3-page paper in APA format detailing their findings. Students must include an introduction, a body, and a concluding paragraph pertaining to their social movement and the use of technology.
This course and its contents are licensed under a Creative Commons Attribution 4.0 International License by LOUIS: The Louisiana Library Network, except where otherwise noted. 
Introduction
Module Objectives 
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Figure 2.1 Crawfish boils where friends, family, and strangers who become friends all gather for a good time, good food, and good conversation. (https://www.lsu.edu/images/2015/uppertierpages/crawfish.jpeg)
Introduction
Module Objectives
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Introduction
Module Objectives 
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Module Objectives At the end of this module, you will be able to:
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SUBMIT
IntroductionForty-three states in the United States have passed measures legalizing marijuana in some form; some states are medical use but we are seeing more states that have decriminalized marijuana use, and four states approve recreational use as well. In New Orleans, Louisiana the vote by the "New Orleans city council was unanimous to decriminalize personal cannabis possession in the city" and "to pardon 10,000 with convictions or pending charges on low-level marijuana offenses" (Marijana and the Law, 2021). Washington state legalized recreational use in 2012, and in the 2014 midterm elections, voters in Alaska, Oregon, and Washington DC supported ballot measures to allow recreational use in their states as well (Governing 2014). Florida’s 2014 medical marijuana proposal fell just short of the 60 percent needed to pass (CBS News 2014). The map below will show you state by state.
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Introduction
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Introduction"What the educator does in teaching is to make it possible for the students to become themselves" (Paulo Freire, Pedagogy of the Oppressed). David Simon, in his book Social Problems and the Sociological Imagination: A Paradigm for Analysis (1995), points to the notion that social problems are, in essence, contradictions—that is, statements, ideas, or features of a situation that are opposed to one another. Consider then, that one of the greatest expectations in U.S. society is that to attain any form of success in life, a person needs an education. In fact, a college degree is rapidly becoming an expectation at nearly all levels of middle-class success, not merely an enhancement to our occupational choices. And, as you might expect, the number of people graduating from college in the United States continues to rise dramatically.
Module Objectives 
READ
DISCUSS
SUBMITFigure 1.1 Today, employees are working harder than ever in offices and other places of employment. (Photo courtesy of Juhan Sonin/Flickr)
DISCUSS
Figure 12.1 Two older individuals taking a walk while using walking canes for support. (Photo courtesy of Ryan Johnson/Flickr Creative Commons)
DISCUSS
SUBMIT
Figure 20.1 A pipeline burns after a collision with tug boat Bayou Perot 30 miles south of New Orleans, LA, creating problems not only for the residents but also for the health of ecosystems. (Photo courtesy of JWikimedia Commons)
Introduction
Introduction
