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This Document Contains Chapters 3 to 4 CHAPTER 3 CULTURE ESSAY QUESTIONS 1. What, according to Juliet Schor, is the nature of consumer culture in the United States? Answer: According to Juliet Schor, consumer culture in the United States is characterized by a focus on materialism, status, and conspicuous consumption. It emphasizes the accumulation of goods and possessions as a means of self-identity and social status, often leading to high levels of debt and environmental degradation. Schor argues that this culture is perpetuated by advertising and media, which promote consumption as a way to achieve happiness and fulfillment. 2. How does the meaning of culture differ in sociology from its common everyday meaning? Answer: In sociology, culture refers to the shared beliefs, values, norms, and practices of a group of people, including their language, rituals, customs, and artifacts. This definition goes beyond the everyday understanding of culture as simply the arts or intellectual achievements. Sociologists study culture as a dynamic and complex system that shapes and is shaped by society, influencing people's behaviors, perceptions, and identities. 3. What is the difference between the concepts of “culture” and “society”? Answer: The concept of "culture" refers to the shared beliefs, values, norms, and practices of a group, including its language, rituals, customs, and artifacts. It encompasses the ideas and behaviors that are learned and transmitted within a society, shaping its members' ways of thinking and acting. On the other hand, "society" refers to a group of people who share a common territory and interact with one another. It is a broader concept that includes not only cultural elements but also social structures, institutions, and organizations. While culture is a part of society, society is a larger context that encompasses cultural, political, economic, and other dimensions of social life. 4. Identify four different cultural universals and offer examples of how they are met in the United States and other cultures. Answer: Four cultural universals are: 1. Language: Every culture has a way to communicate. In the United States, English is the predominant language, while other cultures may have languages like Mandarin, Spanish, or Arabic. 2. Customs and traditions: Every culture has its own customs and traditions. In the United States, Thanksgiving is a cultural tradition, while other cultures may have festivals like Diwali in India or Chinese New Year. 3. Social institutions: Every culture has social institutions such as family, education, religion, and government. In the United States, the family is typically nuclear, while in other cultures, extended families may be more common. 4. Arts and aesthetics: Every culture has its own forms of artistic expression. In the United States, this may include Hollywood movies and Broadway shows, while other cultures may have traditional dance forms, music, or painting styles. 5. Explain the process by which culture changes and expands. Answer: Culture changes and expands through a process called cultural diffusion, which involves the spread of cultural beliefs, practices, and innovations from one group to another. This can occur through several means, such as migration, trade, media, and technology. As cultures come into contact with each other, they may adopt elements of each other's cultures, leading to cultural change and expansion. Additionally, internal factors such as technological advancements, social movements, and generational shifts can also drive cultural change and expansion within a society. 6. What are the differences among innovation, diffusion, discovery, and invention? Answer: • Innovation: The process of introducing new ideas, practices, or products, often building upon existing ones. • Diffusion: The spread of cultural traits, ideas, or innovations from one society to another. • Discovery: The identification or realization of something that already exists but was previously unknown or unrecognized. • Invention: The creation of something entirely new that has never existed before. 7. Discuss technology within the context of material and nonmaterial culture. Answer: Technology is an integral part of both material and nonmaterial culture. Material culture includes physical objects and artifacts created by a society, such as tools, machines, and infrastructure, which are all products of technological innovation. Nonmaterial culture, on the other hand, encompasses beliefs, values, norms, language, and symbols, which are often influenced by technology. For example, the internet has revolutionized communication, leading to new forms of language and social interaction. Technology shapes how people perceive and interact with the world, influencing both material and nonmaterial aspects of culture. 8. How does the concept of culture lag apply to William F. Ogburn’s two types of culture? Answer: William F. Ogburn's concept of cultural lag suggests that material culture (technology) changes more rapidly than nonmaterial culture (beliefs, values, norms). This can lead to a discrepancy where the material aspects of society advance faster than its nonmaterial aspects, causing cultural imbalance and potential social problems. For example, advancements in medical technology may outpace changes in cultural attitudes towards health and illness, leading to issues such as ethical dilemmas in medical practices. 9. How is language affected by culture? Answer: Language is deeply intertwined with culture, serving as a primary vehicle for transmitting and preserving cultural norms, values, and beliefs. It reflects the social and cultural context in which it is used, shaping and being shaped by the cultural practices and beliefs of a society. Language not only allows for communication but also plays a crucial role in defining and maintaining cultural identities. It influences how people perceive the world around them and is essential for the transmission of cultural heritage from one generation to the next. 10. How does language serve as a foundation of culture? Answer: Language serves as a foundation of culture by providing a medium for communication and the transmission of cultural knowledge, values, beliefs, and norms. It shapes how individuals perceive and interpret the world around them, influencing their behaviors, attitudes, and interactions. Language is integral to the development and maintenance of cultural identity, as it allows for the expression of shared experiences and ideas within a cultural group. Additionally, language enables the preservation of cultural heritage and traditions, as it allows for the passing down of stories, customs, and rituals from one generation to the next. 11. What is the Sapir-Whorf hypothesis? Answer: The Sapir-Whorf hypothesis, also known as linguistic relativity, posits that the structure and vocabulary of a language influence how its speakers perceive and think about the world. In essence, language shapes cognition and worldview. The hypothesis suggests that different languages lead to different ways of thinking and viewing the world, highlighting the profound impact language can have on culture and thought processes. 12. What is nonverbal communication and how does it differ from one culture to another? Answer: Nonverbal communication refers to the transmission of messages or information without the use of words, often through gestures, facial expressions, body language, and tone of voice. It can vary significantly from one culture to another, as different cultures may interpret nonverbal cues differently. For example, a gesture that is considered positive or respectful in one culture may be seen as offensive in another. Nonverbal communication is influenced by cultural norms, values, and customs, making it important to understand the cultural context when interpreting nonverbal cues. 13. How do norms and sanctions help us to understand a culture? Answer: Norms are the established standards of behavior maintained by a society, while sanctions are the rewards or punishments that reinforce those norms. Together, they provide insight into the values, beliefs, and expectations of a culture. By examining a culture's norms and the sanctions associated with them, we can understand what behaviors are considered acceptable or unacceptable within that culture. This understanding helps us to grasp the underlying principles that guide social interactions and shape cultural identity. 14. Distinguish among each of the following pairs of concepts: informal versus formal norms, mores versus folkways, and norms versus sanctions. Answer: 1. Informal vs. Formal Norms: • Informal norms are unwritten rules that govern everyday behavior and are typically understood but not explicitly stated. They are often based on social expectations and can vary between different groups or communities. • Formal norms, on the other hand, are written rules that are explicitly stated and often enforced by laws or regulations. They are typically more serious in nature and carry formal sanctions for violations. 2. Mores vs. Folkways: • Mores are norms that are considered vital to the well-being of a society and are often based on moral and ethical principles. Violations of mores are typically met with strong social disapproval and may result in severe sanctions. • Folkways, on the other hand, are norms that govern everyday behavior but are not considered as crucial to societal well-being. Violations of folkways are often met with mild social disapproval and may result in informal sanctions. 3. Norms vs. Sanctions: • Norms are the established standards of behavior that are expected or accepted within a society. They define what is considered normal or appropriate behavior in a given context. • Sanctions, on the other hand, are the rewards or punishments that are used to enforce norms. They can be positive (rewarding conformity) or negative (punishing non-conformity) and can be formal or informal. 15. How do values differ from norms? Answer: Values are beliefs about what is considered good, desirable, or important, while norms are the rules and expectations that guide behavior in a society. Values provide the overarching principles that shape a culture's norms, influencing what is considered acceptable or unacceptable behavior. Norms, on the other hand, are the specific guidelines that dictate how individuals should behave in various situations based on these values. In essence, values are the ideals upheld by a society, while norms are the practical expressions of these ideals in everyday life. 16. What are some of the subcultures to which you belong? Answer: Subcultures are groups within a larger culture that have their own distinct norms, values, and practices. Some subcultures I belong to include: 1. Academic subculture: As a student, I am part of the academic subculture, which values learning, critical thinking, and intellectual exploration. 2. Online gaming subculture: I am part of the subculture of online gamers, which has its own language, norms, and values related to gaming. 3. Fitness subculture: I am part of the fitness subculture, which values physical health, exercise, and nutrition. 4. Music subcultures: Depending on my music preferences, I might belong to subcultures like hip-hop, rock, or electronic music, each with its own styles and values. 5. Professional subculture: As a professional in a specific field, I belong to a subculture that values specific skills, knowledge, and professional conduct. These subcultures influence my identity, behaviors, and interactions with others who share similar subcultural affiliations. 17. What does research show us about the acceptance of a common set of values by freshman college students? Answer: Research indicates that freshman college students often come from diverse backgrounds and may not all accept a common set of values. Instead, they bring with them their own values shaped by their upbringing, culture, and personal experiences. However, exposure to the college environment, including interactions with peers, professors, and coursework, can lead to a greater acceptance of certain common values over time. This process of value change and adaptation is influenced by various factors, including the college's culture, socialization experiences, and individual characteristics. 18. What does the term dominant ideology refer to, and how is it used by conflict theorists? Answer: The term "dominant ideology" refers to the set of cultural beliefs and values that support the interests of the dominant group in a society. Conflict theorists argue that the dominant ideology is used by the ruling class to maintain their power and control over resources. They believe that the dominant ideology is promoted through various institutions, such as the media, education system, and government, to justify and perpetuate social inequalities. Conflict theorists view the dominant ideology as a tool of oppression, as it can mask the true nature of social relations and limit the ability of subordinate groups to challenge the status quo. 19. How do the functionalist and conflict views of the dominant ideology differ? Answer: The functionalist view of the dominant ideology sees it as a necessary and beneficial part of society, providing stability and cohesion by promoting shared values and beliefs. In contrast, the conflict view sees the dominant ideology as a tool used by the ruling class to maintain power and control over resources, perpetuating inequalities and serving the interests of the dominant group. Functionalists emphasize the role of the dominant ideology in promoting social order, while conflict theorists highlight its role in maintaining social inequality. 20. Discuss the possible relationship between the dominant ideology and poverty in the United States. Answer: The dominant ideology in the United States often emphasizes individualism, hard work, and meritocracy, suggesting that anyone can succeed through their own efforts. This ideology can contribute to the stigmatization of poverty, as it implies that those who are poor are somehow personally responsible for their situation. This can lead to policies and attitudes that blame the poor for their poverty rather than addressing systemic issues such as lack of access to education, healthcare, and job opportunities. Additionally, the dominant ideology may support policies that benefit the wealthy and maintain economic inequalities, further exacerbating poverty. 21. Distinguish between subcultures and countercultures. Answer: Subcultures are groups within a larger culture that share certain norms, values, or practices that differentiate them from the dominant culture but are not necessarily opposed to it. Countercultures, on the other hand, are groups that reject or oppose the dominant culture's norms, values, and practices, often seeking to create an alternative culture or societal structure. Subcultures may exist peacefully within the larger culture, while countercultures often seek to challenge or change aspects of the dominant culture. 22. How do functionalist and conflict views of cultural variation differ? Answer: Functionalists view cultural variation as serving a purpose in society, contributing to social stability and cohesion by allowing different groups to fulfill specialized roles and functions. They see cultural diversity as enriching and necessary for a well-functioning society. In contrast, conflict theorists view cultural variation as a reflection of power dynamics and inequality within society. They argue that dominant groups use culture to maintain their privileged position and control over resources, often at the expense of marginalized groups. Conflict theorists are critical of cultural diversity, as they see it as a tool of oppression and division rather than a source of strength. 23. Why are militia groups an example of a counterculture rather than a subculture? Answer: Militia groups are considered a counterculture rather than a subculture because they actively oppose or resist the dominant culture and its institutions. Subcultures, while different from the dominant culture, do not necessarily challenge its fundamental values or seek to radically change societal norms. Militia groups, on the other hand, often reject the authority of the government and advocate for drastic changes in social and political structures, making them a countercultural movement. 24. Distinguish between ethnocentrism and cultural relativism. Answer: Ethnocentrism is the belief that one's own culture is superior to others and that its norms, values, and practices should be used as the standard by which other cultures are judged. Cultural relativism, on the other hand, is the perspective that all cultures are equally valid and that norms, values, and practices should be understood within the context of the culture in which they occur, without judging them based on one's own cultural standards. Ethnocentrism can lead to prejudice, discrimination, and misunderstandings between cultures, while cultural relativism encourages tolerance, empathy, and a deeper understanding of cultural diversity. 25. Use the concepts of ethnocentrism and cultural relativism to examine the debate about bilingualism. Answer: The debate about bilingualism can be examined through the concepts of ethnocentrism and cultural relativism. Ethnocentrism may lead some to believe that speaking only one language is superior, viewing bilingualism as unnecessary or even threatening to the dominant culture. This perspective may result in policies or attitudes that promote monolingualism and marginalize bilingual individuals or communities. On the other hand, cultural relativism recognizes that bilingualism is a natural and valid expression of cultural diversity. It acknowledges that different cultures value language differently and that bilingualism can have numerous cognitive, cultural, and social benefits. This perspective supports policies and practices that respect and celebrate bilingualism, recognizing it as a valuable aspect of cultural identity and heritage. 26. How do the functionalist and conflict views of bilingualism differ? Answer: The functionalist view of bilingualism emphasizes its potential benefits, such as cognitive flexibility, improved problem-solving skills, and better communication across cultures. From this perspective, bilingualism contributes to social cohesion and cultural diversity by enabling individuals to bridge linguistic and cultural divides. In contrast, the conflict view of bilingualism focuses on how language can be used as a tool of power and control. It highlights how language policies and practices can be used to marginalize certain groups, reinforcing inequalities and perpetuating social divisions. Conflict theorists may argue that bilingualism can be a source of conflict when one language is elevated above others, leading to discrimination or exclusion based on language proficiency. 27. Discuss the ambivalent history of public policy concern over bilingualism in the United States. Answer: The history of public policy concern over bilingualism in the United States is ambivalent, reflecting conflicting attitudes and approaches. At times, policies have supported bilingual education as a way to preserve cultural heritage and promote academic achievement among non-English-speaking students. However, there have also been periods of resistance to bilingualism, driven by fears of cultural assimilation and economic competition. This ambivalence has led to fluctuating policies and practices regarding bilingual education, with debates often centered around questions of cultural identity, educational equity, and language rights. CRITICAL THINKING QUESTIONS 1. Discuss how a functionalist would view the role of language in a culture. Be sure to address the issue of bilingualism in America. Answer: A functionalist would view language as playing a crucial role in maintaining social cohesion and facilitating communication within a culture. Language allows for the transmission of cultural values, norms, and beliefs, helping to preserve and reinforce cultural identity. In the context of bilingualism in America, a functionalist might see bilingualism as a positive aspect of cultural diversity, allowing individuals to bridge linguistic and cultural divides. They may argue that bilingualism can contribute to social integration by enabling individuals to interact with members of different linguistic communities and fostering a greater understanding and appreciation of cultural differences. 2. Discuss how a conflict theorist would view the American domination of websites and other informational sources on the Internet, compared to other world nations. Answer: A conflict theorist would likely view the American domination of websites and other informational sources on the Internet as a reflection of unequal power dynamics in the global arena. They would argue that this domination is not simply a result of American innovation or superiority, but rather a consequence of historical and ongoing economic, political, and cultural imperialism. From this perspective, American dominance in the digital sphere could be seen as a form of cultural hegemony, where American values, norms, and interests are promoted and disseminated globally at the expense of other cultures. Conflict theorists might argue that this domination limits the representation of diverse cultural perspectives and reinforces a Western-centric worldview, contributing to the marginalization of non-Western cultures and perpetuating global inequalities. 3. Discuss how the interactionist perspective would likely view the importance of human interaction with certain cultural symbols. Give some examples to support your answer. Answer: The interactionist perspective would likely view human interaction with cultural symbols as essential for the construction and maintenance of shared meanings within a culture. According to this perspective, symbols such as language, gestures, rituals, and objects gain meaning through social interaction, and individuals use these symbols to communicate and interpret the world around them. For example, the American flag is a cultural symbol that holds great significance for many people in the United States. Interactionists would argue that the meaning of the flag is not inherent in the cloth and colors themselves but is rather constructed through social interactions that imbue the flag with symbolic value. People interact with the flag through rituals such as saluting or pledging allegiance, reinforcing its meaning as a symbol of national identity and unity. Similarly, religious symbols like the cross or the crescent moon are imbued with meaning through interactions within religious communities. These symbols serve as a way for individuals to express and reinforce their religious beliefs, values, and identities through shared rituals and practices. Overall, the interactionist perspective emphasizes the importance of human interaction in shaping and interpreting cultural symbols, highlighting the dynamic and socially constructed nature of culture. 4. Describe how language and gestures could be used to institutionalize stereotypes within a culture. Give some examples to support your answer. Answer: Language and gestures can be used to institutionalize stereotypes within a culture by reinforcing and perpetuating certain beliefs, attitudes, and behaviors associated with particular social groups. This process occurs through the repetition and normalization of stereotypical language and gestures in everyday interactions, media representations, and institutional practices. For example, in many cultures, certain words or phrases may be used to describe members of marginalized or minority groups in a derogatory manner, reinforcing negative stereotypes and attitudes. Additionally, gestures such as mimicking physical characteristics or behaviors associated with a particular group can serve to dehumanize and demean individuals based on their membership in that group. Institutionalization of stereotypes can also occur through media portrayals that depict certain groups in stereotypical roles or through discriminatory practices in educational or workplace settings. For instance, using language that suggests women are less competent than men in leadership roles can institutionalize the stereotype that women are not suitable for positions of authority. Overall, language and gestures play a significant role in shaping cultural perceptions and attitudes, and when used to institutionalize stereotypes, they can contribute to the perpetuation of inequality and discrimination within a society. 5. Discuss the United States’ response to the fear of weapons of mass destruction and the recent war with Iraq using both a cultural relativistic and an ethnocentric view. Which view do you think most American policymakers are adopting? Answer: From a cultural relativistic view, one might understand the United States' response to the fear of weapons of mass destruction (WMDs) and the war with Iraq as a product of American cultural values, beliefs, and historical experiences. Cultural relativism would suggest that different cultures may perceive threats and respond to them differently based on their unique cultural contexts. In this light, the U.S. response could be seen as an expression of American values such as security, freedom, and democracy, as well as a reflection of its historical experiences with conflicts and security threats. On the other hand, from an ethnocentric view, one might criticize the U.S. response as being driven by a narrow or self-centered perspective that prioritizes American interests and values over those of other cultures. Ethnocentrism could lead to the belief that the U.S. response was justified based on American values and interests, regardless of the perspectives or experiences of other cultures. It is challenging to determine which view most American policymakers are adopting, as this can vary among individuals and may depend on the specific context and issue at hand. However, policymakers are likely influenced by a combination of cultural relativistic and ethnocentric perspectives, weighing American values and interests against broader global considerations. TOPICS AND SOURCES FOR STUDENT RESEARCH AND ASSIGNMENTS 1. Cultural Change and Brazil’s Tribal People: The Amazon Kayapo Indians traded the wealth of their land for cars, planes, and money. Now Brazil has shut off the financial flow, leaving them with an undermined culture and a devastated homeland. See William R. Long, “How Gold Led Tribe Astray,” Los Angeles Times (August 29, 1995): A1, A6–A8. 2. Sociology and Biology: See J. Richard Udry, “Sociology and Biology: What Biology Do Sociologists Need to Know?” Social Forces 73 (June 1995): 1267–1278; Frans B. M. de Waal, “The Biological Basis of Behavior,” Chronicle of Higher Education 42 (June 14, 1996): B1–B2; David L. Wheeler, “Evolutionary Economics,” Chronicle of Higher Education 42 (June 14, 1996): A8, A12. 3. DNA and Culture: Can we reconstruct human history by tracing back DNA samples? Is this some new form of sociobiology or merely good biological research? See Boyce Rensberger, “The Melting Pot Under a Microscope,” Washington Post National Weekly Edition (March 15, 1993): 38. 4. American Subcultures: Sunaina Marr Maira. Desis in the House: Indian American Youth Culture in New York City. Philadephia, PA: Temple University Press, 2002. 5. Political Correctness under Fire: To learn about those who speak critically of “political correctness,” contact the National Association of Scholars, 575 Ewing Street, Princeton, NJ, 08540 (online: http://www.nas.org/). 6. Bilingualism: Investigate your college’s policies concerning bilingualism. Are students graded in your sociology class based on their knowledge of sociology, the English language, or both? VIDEO RESOURCE SECTION The Amish: Not to Be Modern (MPI Home Video, 1996, 57m). This video provides a glimpse into a religious community that separates itself from the world. Culture (Insight Media, 2002, 30m). This film explains that various cultural practices and beliefs occur within historical and environmental contexts. It also portrays cultural diversity within the United States, showing that different subcultures and cultural expressions address human needs. Culture, Time, and Place (Canadian Learning Company, 1992, 30m). This film uses a Japanese festival as the context for exploring issues related to culture. Culture: English Takes Center Stage (Films for the Humanities & Sciences, 2002, 50m). This video discusses the propelling of English into the language for cross-cultural expression. Included is the success of media in disseminating English into movies and music. Do You Speak American? (Films for the Humanities and Sciences, 2005, 3 x 57m each). This three-part series looks at the ongoing evolution of American English—a language rich in regional variation, strong in global impact, and steeped in cultural controversy. Everybody’s Ethnic: Your Invisible Culture (Insight Media, 2001, 21m). This film explores the traditions of non-American cultures, for the purpose of shedding light on the “invisible culture” in the U.S. The Heart of the Nation: Comparing Social Values in the U.S., Japan, and Germany (McGraw-Hill, 1994, 58m). This program explores the central values of Japan, Germany, and the United States, and focuses on what drives each of these societies. America’s hallmark is individualism, Japan’s the preeminence of the group. In America, freedom and diversity are primary values; in Japan, conformity and a powerful sense of nationalism prevail. Germany stands between the two, asserting individualism but striving, more than the United States, for social harmony and consensus. The program shows how education is a metaphor for the contrasts in the three societies. The Human Zoo (Films for the Humanities and Sciences, 2002, 3 x 52m). This three-part video describes a reality-based experiment that tracks the behavior of 12 subjects isolated in a country house exposed to various situations to test the limits of human behavior. The series includes: Brief Encounters (52 m), Following the Herd (52m), and Crimes of Obedience (52m). Interpersonal Relationships in a Multicultural World (1994, 22m). This video explores how to get along with people from different cultures and ethnic backgrounds. Savagery and the American Indian: “Civilization” (Films for the Humanities and Sciences, 2002, 50 m). This program documents the systematic cultural persecution of Native Americans. It focuses on the struggle of indigenous nations to reclaim and retain their language, history, and identity in the face of historical revisionism, coercive evangelism, and forcible assimilation. Social Groups (Insight Media, 2002, 30m). Two very well-known sociologists, William Kornblum and Michèle Lamont, explore the relationships between social groups and society. The Virtual Wasteland (McGraw-Hill, 1996, 21m). This program examines whether or not this new world offered by technology is in fact a virtual wasteland. “In many ways,” observes virtual reality inventor Jaron Lanier, “the new technology is a panacea.” He foresees a virtual world in which inequality, cruelty, and violence are likely to continue. The program visits Singapore, which is the most advanced technical society in the world. But technology has not set its people free; on the contrary, it is one of the most oppressed and oppressive societies in the world. War of the Words (1992, 27m). The issues of political correctness and multiculturalism have polarized academic departments and institutions in recent years. Traveling to colleges in different regions of the United States, this program explores issues of whether or not to integrate multiculturalism into a college curriculum and the extent to which it should be emphasized. Windows on Asia-Pacific: Asian Television Commercials (1997, McGraw-Hill, 49m). Media visionary Marshall McLuhan once observed that advertising provides the richest and most faithful reflection of a society’s culture. What, then, do television commercials reveal about the non-Western world? This documentary examines how sensibilities differ between East and West, as seen through the lens of advertising imagery. You Must Have Been a Bilingual Baby (Filmakers Library, 1992, 46m). Viewers visit a program where adults learn a second language and a bilingual classroom for children. Specialists in bilingualism investigate the ease with which babies become bilingual and the difficulties adults face in learning a new language. ADDITIONAL READINGS Best, Joel (ed.). 2001. How Claims Spread: Cross-National Diffusion of Social Problems. Hawthorne, NY: Aldine de Gruyter. Diffusion of culture can also refer to images of social reality, as reflected in this volume. Cowen, Tyler. 2002. Creative Destruction: How Globalization Is Changing the World’s Cultures. Princeton, NJ: Princeton University Press. This book takes a different tack on the question of cultural influence, asking not how American culture has been globally influential, but how outside cultures have influenced the U.S. Cunningham, Michael, and Craig Marberry. 2000. Crowns: Portraits of Black Women in Church Hats. New York: Random House. This richly illustrated book makes clear that what we wear conveys the impression we wish to give to others. DeVita, Philip B., and Hames D. Armstrong, eds. 2001. Distant Mirrors: America as a Foreign Culture, 3rd ed. Belmont, CA: Wadsworth. Essays by scholars from Europe, Africa, Asia, and Latin America who conduct observation research about U.S. society and culture from the outsider’s perspective. Kraybill, Donald B., and Steven M. Nott. 1995. Amish Enterprises: From Plows to Profits. Baltimore: Johns Hopkins University Press. An examination of how the Amish have adapted to capitalism in the United States while maintaining their distinctive values and subcultures. Lakoff, Robin Talmach. 2000. The Language War. Berkeley: University of California Press. A linguist considers how language shapes a culture and the discussions within a society. It uses case studies of contemporary issues, such as the O.J. Simpson murder trial, the Ebonics controversy, and the Clinton sex scandal. Lutz, Catherine A., and Jane L. Collins. 1993. Reading National Geographic. Chicago: University of Chicago Press. National Geographic has been the window to the world, but how has it chosen to present that world? A sociologist and an anthropologist collaborate to answer that question. Maynard, Douglas W. 2003. Bad News, Good News: Conversational Order in Everyday Talk and Clinical Settings. Chicago: University of Chicago Press. This text analyzes, in an interesting context, some of the cultural dimensions of language use. Nelson, Alondra, and Thuy Linh N. Tu, with Alicia Headlam Hines (ed.). 2001. Technicolor: Race, Technology, and Everyday Life. New York: New York University Press. This is an analytical look at the intersection of today’s technology with race, considering such topics as how ethnic groups are stereotyped concerning their use of the latest advances. Zellner, William M. 1995. Countercultures: A Sociological Analysis. New York: St. Martin’s. An overview of six countercultures found in the United States: the Unification Church, the Church of Scientology, Satanists, skinheads, survivalists, and the Ku Klux Klan. Zukin, Sharon. 2003. Point of Purchase: How Shopping Changed American Culture. New York: Routledge. The author gives a very interesting analysis of the social meaning of shopping among Americans. JOURNALS Among the journals that focus on issues of culture and language are Academic Questions (the journal of the National Association of Scholars, founded in 1988), American Anthropologist (1988), Cross-Cultural Research (1967), Cultural Studies: Critical Methodologies (2001), Cultural Survival Quarterly (1977), Ethnology (1962), International Journal of the Sociology of Language (1974), MultiCultural Social Change (1979), and Theory, Culture, and Society (1982). CHAPTER 4 SOCIALIZATION ESSAY QUESTIONS 1. Discuss the role of the neighborhood family in Charisse’s socialization. Answer: The neighborhood family plays a crucial role in Charisse’s socialization by acting as an extended support system that complements the immediate family. The neighborhood family, comprising friends, neighbors, and community members, provides Charisse with additional social interactions, cultural norms, and values. These interactions help Charisse learn acceptable behaviors, social roles, and community practices, reinforcing lessons from her immediate family and introducing diverse perspectives. This extended social network also offers emotional support and a sense of belonging, fostering Charisse’s development and integration into the broader community. 2. What do the case histories of Isabelle and Genie tell us about the importance of socialization? Answer: The case histories of Isabelle and Genie highlight the critical importance of socialization in human development. Isabelle, discovered at age six, had been isolated with her deaf-mute mother, receiving minimal interaction. Despite initial developmental delays, she rapidly improved with intensive social and educational intervention, demonstrating the potential for recovery with proper socialization. In contrast, Genie, found at age thirteen after severe isolation and abuse, showed profound developmental deficits, including language and social skills. Despite significant efforts, her progress was limited, underscoring the critical periods in early childhood when socialization is most effective. These cases illustrate that without early and consistent social interaction, individuals can suffer severe and often irreversible developmental delays, emphasizing the essential role of socialization in cognitive, emotional, and social growth. 3. What do the Romanian orphanage studies tell us about the importance of social interaction in the socialization process? Answer: The Romanian orphanage studies demonstrate the profound impact of social interaction on the socialization process. Children in these orphanages, who experienced severe neglect and minimal human contact, exhibited significant developmental delays, emotional disturbances, and social deficits. The lack of social interaction during critical early years led to long-lasting effects on their cognitive, emotional, and social development. These findings underscore that consistent and nurturing social interactions are crucial for healthy development, highlighting the vital role socialization plays in shaping an individual's abilities to form relationships, communicate effectively, and integrate into society. 4. How do the studies of animals raised in isolation support the importance of socialization on development? Answer: Studies of animals raised in isolation strongly support the importance of socialization on development. These studies reveal that animals deprived of social interaction exhibit severe behavioral and developmental issues. For example, monkeys raised without social contact display abnormal behaviors, such as self-mutilation, social withdrawal, and difficulties in mating and parenting. These findings highlight that social interaction is essential for the development of normal social behaviors, emotional regulation, and cognitive functioning. The detrimental effects of isolation in animals underscore the necessity of socialization in ensuring healthy development and well-being, mirroring similar needs in human development. 5. What do the twin studies tell us about the nature versus nurture argument? Answer: Twin studies provide valuable insights into the nature versus nurture argument by examining the relative influence of genetics (nature) and environment (nurture) on human development. Studies of identical twins, who share the same genetic makeup, reveal that while genetics play a significant role in traits like intelligence, personality, and susceptibility to certain diseases, environmental factors are equally crucial. Twins raised apart often exhibit differences in behavior, interests, and life outcomes, emphasizing the impact of socialization and environmental context. These studies suggest that both nature and nurture are integral to shaping individuals, with an intricate interplay between genetic predispositions and environmental influences driving human development. 6. How did Charles Horton Cooley approach the socialization process? Answer: Charles Horton Cooley approached the socialization process through his concept of the "looking-glass self." He proposed that an individual's self-concept is developed through interactions with others and the perceptions of how others view them. According to Cooley, socialization involves three key steps: imagining how we appear to others, imagining how others judge our appearance, and developing feelings about ourselves based on these perceived judgments. This process highlights the importance of social interactions in shaping our identity and self-esteem, emphasizing that our sense of self is continuously influenced by our social environment and relationships. 7. How did George Herbert Mead approach the socialization process? Answer: George Herbert Mead approached the socialization process through his theory of symbolic interactionism. He emphasized the role of communication, symbols, and language in shaping individual identity and socialization. According to Mead, socialization occurs through a process of taking on the perspective of others (the "generalized other") and internalizing societal norms, values, and roles. This process involves the development of a "self," which is a product of social interaction and the ability to see oneself from the perspective of others. Mead's approach highlights the dynamic and interactive nature of socialization, emphasizing the importance of language and communication in shaping individual identity and behavior. 8. Identify and explain George Herbert Mead’s three distinct stages in childhood socialization. Answer: George Herbert Mead's three distinct stages in childhood socialization are: 1. Preparatory Stage: In this stage, children are like "sponges," absorbing information and imitating others without understanding the meaning behind their actions. They mimic the behaviors of those around them, such as parents and siblings, without comprehending the significance of these actions. 2. Play Stage: During this stage, children begin to develop a sense of self-awareness and the ability to take on the roles of others. They engage in role-playing activities, such as pretending to be a doctor or a teacher, which allows them to understand social roles and perspectives beyond their own. 3. Game Stage: In this final stage, children start to grasp the concept of the generalized other, understanding societal norms, values, and expectations. They can take on multiple roles simultaneously and understand how their actions impact others. This stage prepares them for participation in complex social structures and institutions. 9. Distinguish between significant and generalized others, and note their importance to George Herbert Mead. Answer: In George Herbert Mead's theory of socialization, significant others are individuals who are particularly important in the development of the self, such as parents, siblings, and close friends. They play a direct role in shaping an individual's self-concept and identity through their interactions and feedback. On the other hand, the generalized other refers to the collective understanding of norms, values, and expectations within a society or social group. It represents the broader societal context that individuals use as a reference point for their behavior and self-concept. Both significant and generalized others are crucial to Mead's theory because they contribute to the development of the self. Significant others provide immediate feedback and influence, while the generalized other provides a broader framework of societal expectations that individuals internalize as they develop a sense of self and navigate social interactions. 10. How can Erving Goffman’s conceptualization of impression management be used to understand social behavior? Answer: Erving Goffman's conceptualization of impression management can be used to understand social behavior by highlighting how individuals actively shape the impressions others have of them in social interactions. Goffman suggests that individuals strategically present themselves in ways that are favorable and aligned with social norms, often employing techniques such as self-presentation, impression formation, and impression management. This theory helps explain how people navigate social situations, maintain desired identities, and manage the impressions they make on others to achieve specific social goals. 11. Define and offer an example you have observed of impression management and facework. Answer: Impression management refers to the process by which individuals control or influence the impressions others form of them. It involves consciously or unconsciously presenting oneself in a favorable light to others. For example, someone might carefully choose their words and actions during a job interview to appear competent and professional. Facework, on the other hand, is the specific strategies individuals use to maintain their desired image or "face" in social interactions. For instance, someone might use humor to deflect embarrassment after making a mistake in a public setting, preserving their self-image as competent and confident. Both impression management and facework are important aspects of socialization as they help individuals navigate various social situations and manage the impressions others have of them. 12. How do college students use impression management after examinations? Answer: College students often use impression management after examinations to project a certain image to their peers and professors. For example, they might discuss the exam confidently, even if they found it challenging, to appear knowledgeable and competent. Alternatively, they might downplay their performance to garner sympathy or avoid appearing boastful. Overall, impression management after examinations is a way for students to control how others perceive their intelligence, effort, and academic abilities. 13. What do psychological approaches tell us about the self? Answer: Psychological approaches tell us that the self is a complex, multifaceted construct that includes cognitive, emotional, and social aspects. These approaches emphasize that the self is not static but develops and changes over time through interactions with others and the environment. Additionally, psychological theories suggest that the self plays a crucial role in shaping behavior, beliefs, and attitudes, and that understanding the self is essential for understanding human behavior and socialization processes. 14. Contrast the role played by rites of passage in the United States and in nonindustrial societies. Answer: In the United States, rites of passage often mark transitions from one life stage to another, such as graduation ceremonies or weddings, but they may lack the depth and cultural significance found in nonindustrial societies. In nonindustrial societies, rites of passage are elaborate ceremonies that signify a person's transition from one social status to another, such as from childhood to adulthood, and are deeply ingrained in the culture's beliefs and practices. These rites typically involve rituals, teachings, and tests that are meant to prepare individuals for their new roles and responsibilities within the community. 15. What is the difference between anticipatory socialization and resocialization? Answer: Anticipatory socialization refers to the process of learning and adopting the norms, values, and behaviors of a future role or status. For example, a high school student preparing for college may engage in anticipatory socialization by learning about college life, expectations, and academic requirements. Resocialization, on the other hand, is the process of unlearning old behaviors and norms and adopting new ones as part of a transition in life. This often occurs in settings like prisons, military boot camps, or rehabilitation centers, where individuals undergo intense socialization to adopt new norms and behaviors that are in line with their new circumstances. 16. What is meant by the degradation ceremony, and how does it relate to socialization? Answer: The degradation ceremony refers to a ritual or event in which an individual's identity and social status are publicly redefined and devalued. This process is often used to punish or stigmatize individuals who have violated social norms or deviated from expected behavior. In terms of socialization, the degradation ceremony highlights the power of social norms and the consequences of deviating from them. It serves as a mechanism for reinforcing social norms by publicly shaming those who do not conform. The ceremony can also be seen as a form of resocialization, as it aims to change the individual's behavior and identity to align with societal expectations. 17. What are the significant forces in childhood socialization? Answer: Significant forces in childhood socialization include family, peers, schools, media, and religion. Family provides the primary socialization agents, teaching cultural norms and values. Peers offer additional influence, especially in adolescence. Schools impart formal education and socialization. Media shapes attitudes and behaviors. Religion can instill moral values and beliefs. Together, these forces shape children's understanding of the world and their roles within it. 18. What part do gender roles play in socialization? Answer: Gender roles play a significant part in socialization by dictating societal expectations for behavior based on gender. From a young age, children are socialized into appropriate gender roles through reinforcement of certain behaviors and norms. This socialization continues throughout life, impacting how individuals perceive themselves and others, influencing career choices, relationships, and overall identity. Gender roles can be restrictive, leading to inequality and stereotypes, but they can also be evolving as societies progress towards more gender-inclusive norms. 19. What is the role of schools in gender role socialization? Answer: Schools play a significant role in gender role socialization by reinforcing societal norms and expectations related to gender. Through curriculum, teachers' behaviors, and peer interactions, schools can perpetuate stereotypes and gender roles. For example, subjects like home economics and shop class may reinforce traditional gender roles. Additionally, sports, clubs, and extracurricular activities often reflect gender norms. However, schools also have the potential to challenge traditional gender roles by promoting gender equality, teaching critical thinking, and encouraging diverse perspectives. 20. What is the significance of television in the socialization process of children? Answer: Television plays a significant role in the socialization process of children by shaping their attitudes, beliefs, and behaviors. It serves as a primary source of information and entertainment, exposing children to a wide range of cultural norms, values, and perspectives. Television programs often depict gender roles, family dynamics, and societal norms, influencing how children perceive these aspects of life. Additionally, commercials and advertisements can impact children's preferences, desires, and consumer behavior. However, the influence of television on children's socialization can vary depending on factors such as parental guidance, the content of programs watched, and the amount of time spent watching television. 21. What impact, if any, has access to new technology (email, cell phones, etc.) had on the socialization process? Answer: Access to new technology, such as email, cell phones, and social media, has had a significant impact on the socialization process. These technologies have changed the way people communicate, connect, and form relationships. They have made communication faster and more accessible, allowing people to stay connected across long distances. However, they have also raised concerns about the quality of social interactions and the impact of screen time on face-to-face communication skills. Overall, while new technology has facilitated new forms of socialization, it has also brought challenges and changes to traditional social norms and behaviors. 22. In what way does the workplace play a role in socialization? Answer: The workplace plays a crucial role in socialization by providing individuals with opportunities to learn and internalize the norms, values, and expectations of the work environment. Through interactions with colleagues, superiors, and clients, individuals acquire knowledge about appropriate behavior, communication styles, and professional etiquette. The workplace also serves as a context for developing interpersonal skills, building networks, and understanding organizational culture. Additionally, socialization in the workplace helps individuals establish their professional identity and integrate into the broader organizational and professional community. 23. How does religion play a role in socialization? Answer: Religion plays a significant role in socialization by providing individuals with a framework of beliefs, values, and practices that guide their behavior and interactions with others. Through religious teachings, rituals, and community involvement, individuals learn moral values, ethical principles, and cultural norms. Religion also offers a sense of belonging and identity, as individuals identify with a particular religious group or community. Additionally, religion can influence socialization by shaping individuals' worldviews, attitudes towards others, and understanding of their place in the world. 24. In what way does the state or the government play a role in socialization? Answer: The state or government plays a role in socialization by providing laws, policies, and institutions that shape societal norms and values. Through education, healthcare, and social welfare programs, the government influences individuals' understanding of citizenship, rights, and responsibilities. Government actions and decisions also reflect and reinforce societal values, shaping individuals' attitudes and behaviors. Additionally, the state can use propaganda and media to promote certain ideologies and agendas, further influencing socialization processes. 25. What is the “sandwich generation”? Answer: The "sandwich generation" refers to middle-aged individuals who are simultaneously caring for their aging parents and their own children. This group often faces significant financial, emotional, and time-related pressures due to the dual caregiving responsibilities, resembling a sandwich with their parents and children on either side. 26. What are the phases in the retirement experience identified by Robert Atchley? Answer: Robert Atchley identified six phases in the retirement experience: 1. Pre-retirement: Anticipation and preparation for retirement, including financial planning and considering lifestyle changes. 2. Retirement: The initial period after retirement, characterized by feelings of liberation and adjustment to new routines. 3. Disenchantment: A phase marked by feelings of disappointment or disillusionment as retirees realize that retirement may not meet their expectations. 4. Reorientation: A period of reassessment and adjustment, where retirees redefine their identities and find new sources of meaning and fulfillment. 5. Stability: A phase where retirees achieve a sense of equilibrium and comfort with their retirement lifestyle. 6. Termination: The final phase, which involves declining health and the eventual end of retirement. 27. How does retirement vary by gender and race? Answer: Retirement experiences vary by gender and race. Women often have lower retirement savings due to earning less and taking time off for caregiving, leading to different financial challenges in retirement. Additionally, women may face social isolation after retirement if their social networks were primarily work-related. In terms of race, minorities often have lower retirement savings and access to employer-sponsored retirement plans, leading to greater reliance on Social Security. Discrimination in the workplace may also impact retirement options and financial security. Overall, gender and race can influence retirement income, social support, and access to resources, shaping the retirement experience differently for each group. 28. What affect does high-quality childcare have on the development of children? Answer: High-quality childcare can have a positive impact on the development of children. It can promote cognitive and language development, social skills, and emotional regulation. Children in high-quality childcare settings often show better school readiness and academic performance. Additionally, high-quality childcare can provide a safe and nurturing environment, supporting children's overall well-being and allowing parents to work or pursue education knowing their children are well cared for. 29. Examine childcare outside the home using a micro-level analysis. Answer: A micro-level analysis of childcare outside the home focuses on individual interactions and experiences within childcare settings. It considers how caregivers and children interact, the quality of care provided, and the impact on children's development. Factors such as caregiver-child ratios, caregiver qualifications, and the physical environment are important. This analysis also examines how childcare practices align with societal norms and values, and how they influence children's socialization and identity formation. 30. What concerns do feminists have with high-quality childcare? Answer: Feminists have concerns that high-quality childcare, while beneficial for child development and maternal employment, may perpetuate traditional gender roles. They argue that women are often expected to bear the primary responsibility for childcare, even when high-quality childcare is available. This can reinforce the idea that caregiving is inherently female, limiting women's opportunities for career advancement and reinforcing gender inequality. Feminists advocate for policies that support both high-quality childcare and gender equality, such as parental leave policies that encourage shared caregiving responsibilities. 31. How does out-of-home childcare differ in other countries? Compare out-of-home childcare in other countries to the care that is provided in the United States. Answer: Out-of-home childcare differs in other countries compared to the United States in several ways. In some countries, such as Sweden and Denmark, there is greater emphasis on public provision of childcare, with government-funded programs that aim to provide high-quality care for all children. These countries often have more generous parental leave policies and greater support for working parents. In contrast, the United States relies more heavily on private childcare arrangements, such as daycare centers and home-based providers. The cost of childcare in the United States is often higher compared to other countries, and there is less government funding for childcare programs. This can result in disparities in access to high-quality childcare based on income and socioeconomic status. Overall, the approach to out-of-home childcare in other countries tends to prioritize universal access to high-quality care and support for working parents, whereas the United States has a more market-driven approach with less government involvement. CRITICAL THINKING QUESTIONS 1. Discuss the influence of heredity in explaining the process of one’s personality development. Give examples to support your answer. Answer: Heredity plays a role in personality development by providing the genetic blueprint that shapes our predispositions and traits. However, it's important to note that heredity interacts with environmental factors in complex ways. For example, a person may inherit a genetic predisposition for shyness, but their environment (such as upbringing and social interactions) can influence how that trait manifests. One example is the heritability of intelligence. Studies have shown that intelligence has a genetic component, but environmental factors such as education and upbringing also play a significant role. Another example is the heritability of certain personality traits, such as extraversion or neuroticism. While genetics can influence these traits, environmental factors such as parenting style and social experiences can also shape them. Overall, while heredity contributes to personality development, it is just one piece of the puzzle, and environmental factors also play a crucial role. 2. Define Goffman’s dramaturgical approach in the development of the self. Give examples in which you may have used impression management to portray your image as favorable to others around you. Answer: Goffman's dramaturgical approach views social interaction as a theatrical performance, where individuals are actors and their social environments are stages. People perform different roles and use impression management to control the impressions others have of them. This includes managing their behavior, appearance, and communication to convey a desired image. An example of impression management in everyday life could be a job interview. In this scenario, a person might dress professionally, speak confidently, and highlight their qualifications to create a favorable impression on the interviewer. Another example could be a first date, where a person might showcase their best qualities and hide any negative traits to make a good impression on their date. 3. Discuss Jean Piaget’s cognitive theory of development and offer any strengths or criticisms of his approach in viewing personality development. Give examples from your own observations that either support or fail to support Piaget’s theory. Answer: Jean Piaget's cognitive theory of development proposes that children go through four stages of cognitive development, where they construct their understanding of the world through their experiences. These stages are the sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal operational stage. Piaget emphasized the role of maturation and interaction with the environment in shaping cognitive development. Strengths of Piaget's theory include its focus on the active role of children in their development and its comprehensive framework for understanding cognitive development. However, criticisms of his approach include the idea that development may be more continuous than Piaget suggested and that cultural and social factors may also play significant roles in cognitive development. An example that supports Piaget's theory could be a child's understanding of conservation. Piaget's experiments showed that children in the preoperational stage struggle with understanding that the quantity of a substance remains the same despite changes in its shape or arrangement. An example that challenges Piaget's theory could be children in some cultures who demonstrate abilities earlier than what Piaget's stages suggest, indicating that cultural factors may influence cognitive development. 4. Identify Goffman’s four traits of total institutions and discuss how a degradation ceremony is used to mortify one’s sense of self. Discuss why killing of the former sense of self would be considered necessary to resocialize a person. Answer: Goffman identified four traits of total institutions: 1) all aspects of life are conducted in the same place and under the same authority, 2) activities are tightly scheduled and occur in the presence of others, 3) there is a sharp division between staff and inmates, and 4) the institution has strict rules that govern behavior. A degradation ceremony is a ritual in which an individual's identity and sense of self are publicly redefined and devalued. This can involve stripping individuals of their personal possessions, clothes, or dignity, and subjecting them to humiliation or punishment. The purpose of the degradation ceremony is to mortify one's sense of self and break down their existing identity in order to resocialize them according to the norms and values of the institution. Killing off the former sense of self is considered necessary in resocialization to remove any remnants of the old identity that may resist or interfere with the new socialization process. By breaking down the individual's existing identity, the institution can rebuild it according to the desired norms and values, ensuring conformity to the institution's expectations. 5. Discuss the various ways socializing agents may contribute to an institutionalized system of social inequality. Give some examples to support your answer. Answer: Socializing agents, such as family, education, media, and religion, can contribute to an institutionalized system of social inequality in several ways. 1. Family: Families from different socioeconomic backgrounds may socialize children differently, reinforcing existing inequalities. For example, affluent families may provide more educational resources and opportunities for their children compared to low-income families. 2. Education: Educational systems can perpetuate inequality through unequal access to quality education. Schools in wealthier areas often have better resources and facilities, giving students from these areas an advantage over students from poorer areas. 3. Media: Media representations can reinforce stereotypes and biases, shaping how individuals perceive themselves and others. For example, media often portrays certain racial or gender groups in stereotypical roles, which can influence societal attitudes and behaviors. 4. Religion: Religious institutions may promote certain beliefs or values that justify social inequalities. For example, some religions may advocate for hierarchical social structures or gender roles that perpetuate inequality. Overall, socializing agents can contribute to an institutionalized system of social inequality by transmitting and reinforcing norms, values, and beliefs that perpetuate existing social hierarchies. 6. Describe why adjustment to retirement may or may not be easier for a person in a modern society compared to a person in an earlier society. Answer: Adjustment to retirement may be easier for a person in a modern society compared to a person in an earlier society due to several factors. In modern societies, there are more opportunities for leisure activities, social engagement, and continued learning after retirement. Additionally, modern healthcare and social welfare systems may provide better support for retirees, including access to healthcare and financial security. On the other hand, in earlier societies, retirement often meant a loss of social status and purpose, as there were fewer opportunities for meaningful engagement outside of work. However, in some cases, the fast-paced nature of modern society and the emphasis on productivity may create pressure for retirees to stay active and productive, which could make adjustment to retirement more challenging. TOPICS AND SOURCES FOR STUDENT RESEARCH AND ASSIGNMENTS 1. Generations: A special section in the New York Times (March 8, 2000) is devoted to an analysis of the life course. The highlight of the section is an article by Arlie Russell Hochschild, “Coming of Age, Seeking an Identity,” pp. 1, 10. 2. Socialization and Racial Prejudice: Deborah Van Ausdale and Joe R. Feagin, The First R: How Children Learn Race and Racism. Lanham, MD: Rowman and Littlefield, 2001. 3. Adolescent Parenting: What happens when young people become parents? See Leanne Whiteside-Mansell, Sandra K. Pope, and Robert H. Bradley, “Patterns of Parenting Behavior in Young Mothers,” Family Relations 45 (July 1996): 273–281. 4. The Impact of Divorce on Childhood Socialization: How does the experience of divorce change the nature of childhood? This book addresses this question in the context of Great Britain. Carol Smart, Bren Neale, and Amanda Wade, The Changing Experience of Childhood Families and Divorce, Cambridge, UK: Polity Press, 2001. 5. Socialization and African Americans: See Clyde W. Franklin II, “Sex and Class Differences in the Socialization Experiences of African American Youth,” Western Journal of Black Studies 18 (June 1994): 104–111. 6. Socialization and Sociologists: See Joan M. Morris and Michael D. Grimes, “Contradictions in the Childhood Socialization of Sociologists from the Working Class,” Race, Gender, and Class 4 (1) (1996): 63–81. 7. Philippines and Aging: See Lindy Williams and Lita J. Domingo, “The Social Status of Elderly Women and Men within the Filipino Family,” Journal of Marriage and the Family 55 (May 1993): 415–426. 8. Exploring Activity Theory Further: Gerontologist Mary Kouri notes that restless “young elders” today are rejecting the traditional retirement lifestyle of full-time leisure and are showing the way to re-engagement.” See Mary K. Kouri, “From Retirement to Re-Engagement,” The Futurist 18 (June 1984): 35–39, 41–42. 9. Acting Your Age: Refer to Bernice L. Neugarten and Dail A. Neugarten, “The Changing Meanings of Age,” Psychology Today (May 1987): 29–30, 32–33. VIDEO RESOURCE SECTION 7 Up in the Soviet Union (Koch Vision, 1993, 68m). Presents an intimate portrait of 20 children at the age of seven and their lives in the former Soviet Union. 7 Up in South Africa (Koch Vision, 1993, 83m). Portraits of bright and charming children at the age of seven are strikingly contrasted with the social turbulence that surrounds them. The program shows how the innocence of these children is compromised by the intolerance of their communities. 42 Up (First Run Features, 2000 133m). Michael Apted’s documentary follows the development of a group of English children over a period of 35 years. Beginning when the children were 7 years old, the filmmaker captured their successes and failures, as well as the hopes and dreams that his subjects expressed at intervals of seven years until they reached the age of 42. Age (Insight Media, 2002, 30m). This video gives an overview of the sociological perspective on aging. It also addresses the fact that we have a growing percentage of older people in the population. Dangers of Social Networking: Video Clip Collection (Films for the Humanities and Sciences, 2010, 23 minutes). This short video explores some of the risks associated with the popular trend of social networking. Green Winter (Wellspring Media, 1989, 25m). This inspiring autobiographical program, produced by filmmaker Elda Hartley when she was in her mid-70s, offers a new perspective on the later years of life. Identity Crisis (Films for the Humanities and Social Sciences, 2005, 60m). What shapes a child’s identity—situation and surroundings, or unchangeable factors within the child? This program weighs in on the question by capturing the emotional and psychological development of 25 boys and girls at age five. The Sexting Crisis: Video Clip Collection (Films for the Humanities and Sciences, 2010, 34 minutes). This video explores the trend of “sexting.” Sexual Stereotypes in Media: Superman and the Bride (Films for the Humanities and Sciences, 2000-2001, 37m). This program explores the history of sexual stereotypes as presented in the media. As a classroom tool, it encourages discussions regarding the media’s continuing role in reinforcing sexual stereotypes. Socialization (Insight Media, 2002, 30m). This video examines the nature versus nurture debate and how the agents of socialization influence the self throughout the life cycle. Additionally, it analyzes how personality is socially constructed. What a Girl Wants (Insight Media, 2000, 38m). This video illustrates the socializing effects of media on young girls, and the younger population in general. Includes interviews with girls aged 8 to 16. Whisper: The Women (Terra Nova Films, 1988, 11m). Sensitive portraits of seven senior women who share their stories and reflections. This documentary invites viewers to rethink their ideas about growing older. Focusing on the hands and faces as well as the words of these culturally diverse women, Wiener provides an eloquent testament to their wisdom and beauty. ADDITIONAL READINGS AARP. 2001. Beyond 50—A Report to the Nation on Economic Security. Washington, D.C.: AARP. A detailed report on the social circumstances and trends affecting the 76 million Americans age 50 and over. (This report can be accessed electronically at www.aarp.org.) Adler, Patricia A., and Peter Adler. 1998. Peer Power: Preadolescent Culture and Identity. New Brunswick, NJ: Rutgers University Press. Using eight years of observation research, sociologists discuss the role of peer groups and family as they relate to popularity, social isolation, bullying, and boy-girl relationships. Benjamin, Gail R. 1997. Japanese Lessons. New York: New York University Press. An American anthropologist recounts her children’s year in a Japanese school. Berezin, Mabel. 1997. Making the Fascist Self: The Political Culture of Interwar Italy. Ithaca, NY: Cornell University Press. What were the social processes through which the fascist regime gained support in Italy? This book, written by a sociologist, addresses socialization processes in an interesting and unusual context. Best, Amy L. 2000. Prom Night: Youth, Schools, and Popular Culture. New York: Routledge. An analysis of contemporary high schools, using social events as a means of looking at gender and race differences. The chapter “Divided Dance Floor” considers how race in school affects the interaction of students. Dunbar-Ortiz, Roxanne. 1997. Red Dirt: Growing Up Okie. London: Verso. An adult remembers her upbringing in a poor white family in rural Oklahoma. Dychtwald, Ken. 1999. Age Power: How the 21st Century Will Be Ruled by the New Old. New York: Putnam. A gerontologist projects social patterns and aging into the future. Gubrium, Jaber F., and James A. Holstein, eds. Ways of Aging. Maldon, MA: Blackwell Publishing. An edited volume that emphasizes heterogeneity in the ways that people adjust to old age. Goffman, Erving. 1959. The Presentation of Self in Everyday Life. New York: Doubleday. Goffman demonstrates his interactionist theory that the self is managed in everyday situations in much the same way that a theatrical performer carries out a stage role. Hersch, Patricia. 1999. A Tribe Apart: A Journey into the Heart of American Adolescence. New York: Ballantine Books. Eight teenagers in Reston, Virginia, struggle with the growing freedom and complexity of adolescence. Ortner, Sherry. 2003. New Jersey Dreaming: Capital, Culture, and the Class of ‘58. Durham, NC: Duke University Press. Ortner, a well-known anthropologist, finds out what happened to her high school classmates after their 1958 graduation. Pollack, William. 1998. Real Boys: Rescuing Our Sons from the Myths of Boyhood. New York: Henry Holt. A clinical psychologist looks at the disenchantment experienced by so many boys because their true emotions are kept hidden. Quadagno, Jill. 2005. Aging and the Life Course: An Introduction to Social Gerontology, 3rd ed. New York: McGraw-Hill. A sociological overview not only of the elderly but also of the entire process of aging. Rosier, Katherine Brown. 2000. Mothering Inner-City Children: The Early School Years. New Brunswick, NJ: Rutgers University Press. Based on in-depth interviews with low-income mothers, this sociological analysis explains how low-income African-American families cope with the daily pressures and responsibilities of child rearing. Squishinsky, Joel S. 2000. Breaking the Watch: The Meanings of Retirement in America. Ithaca, NY: Cornell University Press. A gerontologist considers how workers in the United States approach the end of full-time employment. JOURNALS Among the journals that deal with socialization issues are Adolescence (founded in 1966), Childhood: A Global Journal of Child Research (1993), Ethnology and Sociobiology (1979), Journal of Personality and Social Psychology (1965), and Young Children (1945). Among the journals that focus on issues of aging and age stratification are Ageing and Society (founded in 1981), Ageing International (1994), Contemporary Gerontology (1994), Death Studies (1976), Generations (1976), The Gerontologist (1961), Journal of Aging and Ethnicity (1996), Journal of Applied Gerontology (1982), Journal of Cross-Cultural Gerontology (1986), Journal of Gerontology (1946), Research on Aging (1979), and Youth and Society (1968). Solution Manual for Sociology Richard T. Schaefer 9780078026669
