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Preface | p. xxi |
The Sociological Imagination | p. 2 |
Troubles, Issues, and Opportunities: The Sociological Imagination | p. 6 |
Social Relativity as a Key to Analyzing Opportunity Structures | p. 8 |
Transformative Powers of History and Opportunity Structures | p. 9 |
The Industrial Revolution and the Emergence of Sociology | p. 9 |
The Nature of Work | p. 10 |
The Nature of Interaction | p. 11 |
Sociological Perspectives on Industrialization | p. 11 |
Karl Marx (1818-1883) | p. 11 |
Emile Durkheim (1858-1918) | p. 13 |
Max Weber (1864-1920) | p. 14 |
How the Discipline of Sociology Evolves | p. 16 |
What Is Sociology? | p. 19 |
Why Study Sociology? | p. 20 |
The Importance of a Global Perspective | p. 21 |
U.S. in Perspective: Top 20 Global Grossers of '98 | p. 24 |
Theoretical Perspectives | p. 26 |
With Emphasis on U.S. Manufacturing Operations in Mexico | |
The Functionalist Perspective | p. 30 |
Critique of Functionalism | p. 32 |
Merton's Concepts | p. 33 |
The Functionalist Perspective on U.S. Manufacturing Operations in Mexico | p. 34 |
The Conflict Perspective | p. 38 |
U.S. in Perspective: Frequently Asked Questions About Colonias in the United States | p. 39 |
Critique of Conflict Theory | p. 42 |
The Conflict Perspective on U.S. Manufacturing Operations in Mexico | p. 43 |
The Symbolic Interactionist Perspective | p. 45 |
Critique of Symbolic Interaction | p. 47 |
The Symbolic Interactionist Perspective on U.S. Manufacturing Operations in Mexico | p. 47 |
Research Methods in the Context of the Information Explosion | p. 52 |
With Emphasis on Japan | |
The Information Explosion | p. 57 |
The Scientific Method | p. 58 |
Defining the Topic for Investigation | p. 59 |
Reviewing the Literature | p. 60 |
Identifying and Defining Core Concepts | p. 61 |
Choosing a Research Design and Data-Gathering Strategies | p. 61 |
U.S. in Perspective: Is the Trade Balance a Valid Measure of the Economic Relationship Between Japan and the United States? | p. 70 |
Analyzing the Data and Drawing Conclusions | p. 73 |
Culture | p. 80 |
With Emphasis on South Korea | |
The Challenge of Defining Culture | p. 85 |
Material and Nonmaterial Components | p. 86 |
Beliefs | p. 86 |
Values | p. 87 |
Norms | p. 87 |
U.S. in Perspective: Group Study, Cheating, and the Korean Foreign Student Experience | p. 88 |
The Role of Geographic and Historical Forces | p. 91 |
The Transmission of Culture | p. 92 |
The Role of Language | p. 92 |
The Importance of Individual Experiences | p. 94 |
Culture as a Tool for the Problems of Living | p. 95 |
Cultural Formulas for Hunger | p. 95 |
U.S. in Perspective: The Importance of Corn | p. 96 |
Cultural Formulas for Social Emotions | p. 97 |
U.S. in Perspective: Feeling Rules in Korea and the United States | p. 98 |
The Relationship Between Material and Nonmaterial Culture | p. 99 |
U.S. in Perspective: Cremation Statistics--United States and Canada | p. 101 |
U.S. in Perspective: Opportunities for Cultural Diffusion Between Americans and South Koreans | p. 102 |
Cultural Diffusion | p. 102 |
U.S. in Perspective: Culture and the Pacific Rim | p. 103 |
The Home Culture as the Standard | p. 104 |
Ethnocentrism | p. 106 |
Cultural Relativism | p. 110 |
Subcultures | p. 111 |
U.S. in Perspective: Foreign Influences on Professional Women's Basketball in the United States | p. 114 |
Socialization | p. 116 |
With Emphasis on Israel, the West Bank, and Gaza | |
Coming to Terms: The Palestinians and Israelis | p. 120 |
U.S. in Perspective: Palestinian Migration Out of Palestine | p. 125 |
Nature and Nurture | p. 127 |
The Importance of Social Contact | p. 128 |
Cases of Extreme Isolation | p. 128 |
Children of the Holocaust | p. 129 |
Less Extreme Cases of Extreme Isolation | p. 129 |
Individual and Collective Memory | p. 130 |
The Role of Groups | p. 132 |
Primary Groups | p. 132 |
Ingroups and Outgroups | p. 133 |
Symbolic Interactionism and Self-Development | p. 140 |
The Emergence of Self-Awareness | p. 140 |
Role Taking | p. 141 |
The Looking-Glass Self | p. 143 |
Cognitive Development | p. 144 |
Resocialization | p. 146 |
Social Interaction and the Social Construction of Reality | p. 150 |
With Emphasis on the Democratic Republic of the Congo | |
The Context of Social Interaction | p. 155 |
Mechanical Solidarity | p. 156 |
Organic Solidarity | p. 157 |
The Congo in Transition | p. 159 |
Belgian Imperialism (1883-1960) | p. 159 |
U.S. in Perspective: The Essay That Mark Twain Could Not Get Published | p. 161 |
Independence of Zaire (1960-Present) | p. 162 |
The Content of Social Interaction | p. 165 |
Social Status | p. 166 |
Social Roles | p. 166 |
The Dramaturgical Model of Social Interaction | p. 169 |
Impression Management | p. 169 |
Staging Behavior | p. 171 |
U.S. in Perspective: Imports and Exports of Blood and Blood Products | p. 173 |
Attribution Theory | p. 175 |
Explaining the Origin of HIV | p. 175 |
Determining Who Is HIV-Infected | p. 178 |
Television: A Special Case of Reality Construction | p. 180 |
Social Organizations | p. 186 |
With Emphasis on McDonald's, a U.S.-Based Multinational Corporation with Operations in 111 Countries | |
Organizations | p. 192 |
The Multinational Corporation: Agent of Colonialism or Progress? | p. 192 |
U.S. in Perspective: The World's Largest Global Corporations, 1997 | p. 193 |
U.S. in Perspective: The Prawn Aquaculture Case | p. 196 |
Features of Modern Organizations | p. 199 |
Rationalization as a Tool in Modern Organizations | p. 199 |
The Concept of Bureaucracy | p. 202 |
Factors That Influence Behavior in Organizations | p. 203 |
Formal Versus Informal Dimensions of Organizations | p. 203 |
Trained Incapacity | p. 203 |
Statistical Records of Performance | p. 204 |
Obstacles to Good Decision Making | p. 206 |
Expert Knowledge and Responsibility | p. 206 |
The Problems with Oligarchy | p. 208 |
Alienation of Rank-and-File Workers | p. 209 |
Deviance, Conformity, and Social Control | p. 214 |
With Emphasis on the People's Republic of China | |
The Role of Context in Defining Deviance | p. 220 |
Deviance: The Violation of Norms | p. 223 |
Socialization as a Means of Social Control: Preschool in China and in the United States | p. 224 |
Reaction to Socialization of Another Culture | p. 226 |
Mechanisms of Social Control | p. 227 |
Defining Deviance: The Functionalist Perspective | p. 228 |
Labeling Theory | p. 229 |
The Circumstances of the Falsely Accused | p. 231 |
Rule Makers and Rule Enforcers | p. 232 |
Obedience to Authority | p. 235 |
The Constructionist Approach | p. 236 |
Claims Makers | p. 237 |
Structural Strain Theory | p. 237 |
U.S. in Perspective: Grounds for Divorce or Annulment | p. 240 |
Structural Strain in the United States | p. 241 |
Structural Strain in China | p. 242 |
Differential Association Theory | p. 244 |
U.S. in Perspective: Is There a Rationale for Control? | p. 245 |
Factors That Shape U.S. and Chinese Systems of Social Control | p. 246 |
Social Stratification | p. 250 |
With Emphasis on South Africa | |
Social Categories | p. 255 |
"Open" and "Closed" Stratification Systems | p. 257 |
Caste Systems | p. 257 |
Apartheid: A Caste System of Stratification | p. 258 |
Class Systems | p. 261 |
U.S. in Perspective: The South African Bill of Rights | p. 262 |
Does the United States Have a Class System? | p. 264 |
U.S. in Perspective: Inequality in the United States | p. 266 |
Mixed Systems: Class and Caste | p. 269 |
Theories of Stratification | p. 271 |
A Functionalist View of Stratification | p. 271 |
Critique of the Functionalist Perspective | p. 272 |
Analyses of Social Class | p. 275 |
Karl Marx and Social Class | p. 275 |
Max Weber and Social Class | p. 277 |
U.S. in Perspective: Measuring Income Inequality Within the Fifty States and the District of Columbia | p. 280 |
Race and Ethnicity | p. 286 |
With Emphasis on Germany | |
Classifying People by Race in the United States | p. 290 |
Classifying People by Ethnicity in the United States | p. 293 |
U.S. in Perspective: The Complexity of North American and "Hispanic" Origins | p. 294 |
The German System of Classification | p. 294 |
"Foreigners" in Germany | p. 295 |
Minority Groups | p. 297 |
Perspectives on Assimilation | p. 300 |
Absorption Assimilation | p. 300 |
Melting Pot Assimilation | p. 302 |
Stratification Theory and Assimilation | p. 305 |
Racist Ideologies | p. 305 |
U.S. in Perspective: Is There Such a Thing as Black Racism? | p. 306 |
Prejudice and Stereotyping | p. 307 |
Discrimination | p. 309 |
Institutionalized Discrimination | p. 313 |
Social Identity and Stigma | p. 314 |
Mixed Contact Between the Stigmatized and the Dominant Population | p. 315 |
Responses to Stigmatization | p. 317 |
Gender | p. 324 |
With Emphasis on American Samoa | |
Distinguishing Sex and Gender | p. 328 |
Sex as a Biological Concept | p. 328 |
Gender as a Social Construct | p. 330 |
Gender Polarization | p. 332 |
U.S. in Perspective: Gender Schemes in Educational Choices | p. 334 |
Social Emotions and the Mead-Freeman Controversy | p. 338 |
Compliance and Resistance to Gender Polarization | p. 339 |
A Third Gender? | p. 341 |
U.S. in Perspective: Hand-holding as an Expression of Affection (Not Homosexuality) Between Same-Sex Friends | p. 343 |
Gender Stratification | p. 344 |
Economic Arrangements | p. 344 |
Mechanisms of Perpetuating Gender Ideals | p. 347 |
Socialization | p. 347 |
Structural or Situational Constraints | p. 348 |
Situational Constraints on Mead and Freeman | p. 349 |
Sexist Ideology | p. 351 |
Gender, Ethnicity, Race, and the State | p. 354 |
Economics and Politics | p. 360 |
With Emphasis on the United States | |
Social Institutions | p. 364 |
The Economy | p. 365 |
The Agricultural Revolution | p. 365 |
The Industrial Revolution | p. 365 |
The Postindustrial Society and the Information Revolution | p. 367 |
Major Economic Systems | p. 367 |
Capitalism | p. 367 |
Socialism | p. 369 |
World System Theory | p. 370 |
The Roles of Core, Peripheral, and Semiperipheral Economies | p. 371 |
The U.S. Economy | p. 371 |
A Strong Tertiary Sector | p. 372 |
Dominance of Large Corporations | p. 375 |
Decline in Union Membership | p. 375 |
Flexible Work Schedules | p. 376 |
Computer and Information Technology | p. 377 |
Political Systems and Power | p. 379 |
Forms of Government | p. 380 |
Democracy | p. 380 |
U.S. in Perspective: A Framework for Global Electronic Commerce | p. 381 |
Totalitarianism | p. 381 |
The U.S. Political System | p. 383 |
Participation in the Political Process | p. 383 |
Power Elite Model | p. 383 |
Pluralist Model | p. 386 |
The Role of Government | p. 387 |
Population and Family Life | p. 390 |
With Emphasis on Brazil | |
The Industrial Revolution and Family Events | p. 394 |
Industrialization and Brazil | p. 396 |
The Theory of Demographic Transition | p. 399 |
U.S. in Perspective: How Demographers Measure Change | p. 400 |
High Birth and Death Rates | p. 400 |
The Transition Stage | p. 402 |
Low Death Rates and Declining Birth Rates | p. 402 |
The "Demographic Transition" in Brazil | p. 403 |
Death Rates | p. 403 |
Birth Rates | p. 404 |
Population Growth | p. 405 |
Migration | p. 408 |
The Structure of Family Life | p. 410 |
The Consequences of Long Life | p. 411 |
The Status of Children | p. 413 |
Urbanization and Family Life | p. 413 |
The Division of Labor Between Men and Women | p. 415 |
U.S. in Perspective: The Growth of Major Urban Centers | p. 416 |
Education | p. 424 |
With Emphasis on Public Education in the United States | |
What Is Education? | p. 428 |
Social Functions of Education | p. 429 |
Illiteracy in the United States | p. 430 |
Insights from Foreign Education Systems | p. 431 |
The Development of Mass Education in the United States | p. 431 |
Textbooks | p. 432 |
Single-Language Instruction | p. 433 |
Fundamental Characteristics of Contemporary American Education | p. 433 |
U.S. in Perspective: The Content of U.S. Math Lessons | p. 434 |
The Availability of College | p. 434 |
U.S. in Perspective: How Many Get Their Bachelor's Degree? | p. 436 |
Differences in Curriculum | p. 438 |
U.S. in Perspective: Percentage of Public School Districts with Graduation Requirements That Meet or Exceed NCEE Guidelines | p. 439 |
Differences in Funding | p. 440 |
Education-Based Programs to Solve Social Problems | p. 440 |
U.S. in Perspective: Percentage of School Funding That Comes from Local and Intermediate Sources | p. 441 |
Ambiguity of Purpose and Value | p. 441 |
A Close-Up View: The Classroom Environment | p. 442 |
The Curriculum | p. 442 |
Tracking | p. 444 |
Problems Faced by Teachers | p. 447 |
The Social Context of Education | p. 449 |
Family Background | p. 449 |
Adolescent Subcultures | p. 452 |
Religion | p. 458 |
With Emphasis on the Islamic State of Afghanistan | |
What Is Religion? Weber's and Durkheim's Views | p. 462 |
Beliefs About the Sacred and the Profane | p. 464 |
Rituals | p. 466 |
Community of Worshipers | p. 466 |
A Critique of Durkheim's Definition of Religion | p. 472 |
Civil Religion | p. 472 |
The Functionalist Perspective | p. 473 |
U.S. in Perspective: Freedom of Religious Expression in U.S. Prisons | p. 474 |
Society as the Object of Worship | p. 476 |
A Critique of the Functionalist View of Religion | p. 477 |
The Conflict Perspective | p. 478 |
A Critique of the Conflict Perspective of Religion | p. 479 |
Religion in a Polarized Society | p. 480 |
Max Weber: The Interplay Between Economics and Religion | p. 481 |
Two Opposing Trends: Secularization and Fundamentalism | p. 482 |
Secularization | p. 482 |
Fundamentalism | p. 483 |
Social Change | p. 488 |
With Emphasis on the Internet | |
Causes and Consequences of Social Change | p. 493 |
Conflict | p. 493 |
The Cold War Origin of the Internet | p. 494 |
Structural Origins of Conflict | p. 495 |
The Pursuit of Profit | p. 496 |
World System Theory | p. 496 |
The Role of Capitalism in the Global Economy | p. 498 |
Innovations | p. 499 |
The Cultural Base and the Rate of Change | p. 502 |
Cultural Lag | p. 503 |
Revolutionary Ideas | p. 504 |
U.S. in Perspective: Pooling Resources and Talent to Create the Internet | p. 505 |
The Internet and Changing Paradigms of Literacy | p. 506 |
Key Concepts | p. 511 |
References | p. 525 |
Index | p. 551 |
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