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 CO N T EN T S vii

Sociological Theory Today 39

Moving Away from Grand Theories 40
Theories about Difference 40
The Cultural Turn 43
Global Context 44
Sociology Today 45
Thinking Sociologically 45
Why Sociology? 46
METHODS AND INTERPRETATION: Measuring the Effect of Education on
Earnings 24
CAREERS: The Importance of Theory 47
CASE STUDY: W. E. B. Du Bois and the History of American Sociology 47
PAIRED CONCEPTS
POWER AND RESISTANCE: Sociological Theorists in the Real World 31
INEQUALITY AND PRIVILEGE: Forgotten Founders in Sociology 34
GLOBAL AND LOCAL: The Importance of Immigration in American Sociology 36
STRUCTURE AND CONTINGENCY: Inverting and Subverting the Social Script 39
SOLIDARITY AND CONFLICT: The History of SWS 41

CHAPTER 3 Doing Sociology: Research Methods and

Critical Literacy 53
Social Research 54
Social Research and Ethics 55
Social Research and Sociology in Media, Politics, and Everyday Life 56
Science and Complex Societies 58
The Research Process 59
Data and Measurement 60
Variables, Data Collection, and Causal Relationships 62
Three Common Strategies for Sociological Research 66
Talking to People: Survey Analysis, Interviews, and Focus Groups 66
Observation: Ethnography and Experiments 68
Analysis of Publicly Available Data Sources: Media Reports, Government
Documents, Official Statistics, and Big Data 70
The Social Nature of Social Research 72
The Challenge of Studying People 73
Basic, Applied, and Public Sociology 75
METHODS AND INTERPRETATION: Major Surveys Conducted by
Sociologists 67
CAREERS: Careers in Applied Sociology 75
CASE STUDY: Doing Sociology in Society (Including Society Online) 77
PAIRED CONCEPTS
POWER AND RESISTANCE: Protecting Human Subjects in Social Research 57
viii CO N T EN T S

SOLIDARITY AND CONFLICT: Race, Difference, and the Politics of Medical

Research 58
INEQUALITY AND PRIVILEGE: Studying Doormen in New York 69
GLOBAL AND LOCAL: Citizen Science: Using Local Data to Understand Global
Patterns 72
STRUCTURE AND CONTINGENCY: The Baby Einstein Phenomenon 74

PART II: STRUCTURE AND CONTROL 81

CHAPTER 4 Culture 83
How Do Sociologists Study Culture? 84
What Is Culture? 84
Ideal Culture and Material Culture 86
Culture and Power 90
Cultural Power 90
Resisting Cultural Power 95
Types of Culture in Today’s World 97
Global Culture 98
Dominant Cultures and Subcultures 101
Popular Culture and Commercial Culture in Industrializing Europe and around
the World 104
High Culture 105
METHODS AND INTERPRETATION: Measuring Culture Using Big Data 87
CAREERS: Working in the Creative Industries 106
CASE STUDY: Protesting the National Anthem 109
PAIRED CONCEPTS
STRUCTURE AND CONTINGENCY: The Protocols of the Elders of Zion 93
GLOBAL AND LOCAL: The History of Manga 101
SOLIDARITY AND CONFLICT: Music and Social Protest 103
POWER AND RESISTANCE: Fanfiction 107
INEQUALITY AND PRIVILEGE: Who Goes to the Museum and Opera? 109

CHAPTER 5 Socialization, Social Interaction, and

Group Life 115
Socialization and Selfhood 116
Nature and Nurture 116
The Social Self 117
Agents of Socialization 119
Adult Socialization 122
Interaction and the Social Construction of Reality 125
Status and Role 126
 CO N T EN T S ix

Performance and the Social Self 128

Social Interaction in a Digital Age 129
Group Life 131
Group Size 131
Primary Groups and Secondary Groups 132
Reference Groups 133
Bureaucracy in Group Life 135
Social Networks in Group Life 138
METHODS AND INTERPRETATION: Life-Course Research on
Socialization 126
CAREERS: Getting a Job: The Strength of Weak Ties 140
CASE STUDY: Caitlyn Jenner and Gender Socialization 141
PAIRED CONCEPTS
INEQUALITY AND PRIVILEGE: Different Styles of Parenting 125
STRUCTURE AND CONTINGENCY: What Is the Meaning of Fair Play? The 2012
Olympic Badminton Controversy 127
POWER AND RESISTANCE: Challenging Gender Stereotypes with the SlutWalk
Campaign 130
SOLIDARITY AND CONFLICT: The Stanford Prison Experiment 134
GLOBAL AND LOCAL: Bureaucracy in Singapore 137

CHAPTER 6 Deviance, Crime, and Punishment 147

Deviance 148
Why Does Deviance Exist? 150
The Social Construction of Deviance 154
Crime 158
Categories of Crime 160
Policing Crime 165
Surveillance 166
Punishment 168
Punishment as a Public Display of Morality 168
Punishment and Treatment 169
Incarceration 170
CAREERS: The Criminal Justice Field 159
METHODS AND INTERPRETATION: Measuring the Crime Rate 162
CASE STUDY: Why Are Crime Stories So Popular? 173
PAIRED CONCEPTS
STRUCTURE AND CONTINGENCY: Is Chewing Gum Deviant? 149
SOLIDARITY AND CONFLICT: The Moral Panic over School Bullying 151
POWER AND RESISTANCE: What’s Wrong with Graffiti? 153
GLOBAL AND LOCAL: The Global Drug Trade 164
INEQUALITY AND PRIVILEGE: Punishment and Plea Bargaining 171
x CO N T EN T S

PART III: DIFFERENCE AND INEQUALITY 177

CHAPTER 7 Inequality, Mobility, and Social

Change 179
What Is Inequality? 180
Is Inequality Natural or Social? 181
Is Inequality Good or Bad? 181
Inequality and Stratification 183
Types of Stratification 183
Caste Systems 184
Class Systems 186
Status Systems 187
Party Systems: Inequality through Meritocracy 187
The Role of Consumption in Reproducing Inequality 188
A Portrait of Stratification Today 190
Stratification in the United States 190
Global Stratification 193
Social Mobility 196
Social Factors Associated with Mobility 197
Structural Mobility 201
Social Change and the Attempt to Create More Equality 201
Social Policy 202
Social Conflict 202
METHODS AND INTERPRETATION: Measuring Status Attainment and Social
Mobility 198
CAREERS: Social Mobility and Career Planning 200
CASE STUDY: The Bachelor: Crystallizing Stratification on TV 205
PAIRED CONCEPTS
POWER AND RESISTANCE: Ending Apartheid in South Africa 185
INEQUALITY AND PRIVILEGE: Marketing to the Super-Rich 189
GLOBAL AND LOCAL: Wealthy Chinese Students at Elite US Schools 195
STRUCTURE AND CONTINGENCY: Creating Social Security 203
SOLIDARITY AND CONFLICT: A Short History of the Workers’ Strike in the United
States 204

CHAPTER 8 Race, Ethnicity, and Multiculturalism 211

The Social Construction of Race 212
Race and Biology 212
The Changing Understanding of Race over Time 213
Race and Ethnicity 215
Racial and Ethnic Groups in the United States 216
 CO N T EN T S xi

Native Americans 218

White Ethnic Groups 219
African Americans 221
Latinas and Latinos 222
Asian Americans 225
Race, Privilege, and Inequality 227
The Privileges of Being in the Majority Group 227
Racial Discrimination and Segregation 229
Consequences of Discrimination 230
Colorblind Racism 231
Racial Conflict 231
Multiculturalism and Diversity 234
Assimilation and Racial Privilege 234
Challenging Assimilation 235
Multiculturalism (Movement and Policy) 236
Multiracial and Multiethnic Identities 236
METHODS AND INTERPRETATION: Defining and Measuring Race in Official
Government Data 217
CAREERS: Multiculturalism in the Workplace 237
CASE STUDY: Intersecting Identities 239
PAIRED CONCEPTS
STRUCTURE AND CONTINGENCY: The Growth and Success of Native American
Casinos 220
SOLIDARITY AND CONFLICT: W. E. B. Du Bois, Booker T. Washington, and the
Struggle to Define African American Politics 223
GLOBAL AND LOCAL: Latino Computer Engineers from Colombia and Puerto
Rico 225
INEQUALITY AND PRIVILEGE: How Irish Americans Became White 228
POWER AND RESISTANCE: Black Lives Matter 233

CHAPTER 9 Gender, Sexuality, and the Body 245

Sex, Gender, and the Body 246
Gender and Performance 247
Gender Stereotypes 249
Gender and Power 251
Masculinity and Femininity 252
The Gender Order 252
Divisions of Labor 254
Workplace Harassment and Sexual Exclusions in Work and Public Spaces 259
Challenging Patriarchy and the History of the Women’s Movement 260
Sexuality and the Body 264
Romance 264
Marketing Desire 265
xii CO N T EN T S

Heteronormativity 267
Queer Identities beyond the Closet 269
CAREERS: Women, Men, and Social Networks 250
METHODS AND INTERPRETATION: Gender Bias in Social Research 262
CASE STUDY: Gender Intersections at McDonald’s 271
PAIRED CONCEPTS
STRUCTURE AND CONTINGENCY: Classifying Intersex Babies 248
INEQUALITY AND PRIVILEGE: Men in Pink-Collar Work 258
SOLIDARITY AND CONFLICT: Feminist Politics 263
GLOBAL AND LOCAL: Sex Work 266
POWER AND RESISTANCE: Stonewall 270

PART IV: INSTITUTIONS AND ISSUES 277

CHAPTER 10 Marriage, Family, and the Law 279

Family and Society 280
Family, Kinship, and Society 281
Marriage and Family as Social Institutions 286
Changes in Marriage and Family 288
Traditional Families and Nuclear Families 288
Divorce 290
Single-Parent Families 292
Delay and Decline of Marriage 293
Boomerang Kids and Sandwich Parents 295
Transnational Families 295
Challenging Family Forms 296
Feminist Challenges to the Family 298
Blended Families 299
Multiracial Families 301
Lesbian and Gay Families 302
CAREERS: Marriage and Family Therapists 283
METHODS AND INTERPRETATION: The Debate about Birth-Order
Effects 285
CASE STUDY: Family Names 304
PAIRED CONCEPTS
INEQUALITY AND PRIVILEGE: Legal Biases in Favor of Marriage 286
SOLIDARITY AND CONFLICT: Disagreements over Parenting Styles 291
STRUCTURE AND CONTINGENCY: “Bird-Nesting” as a Co-Parenting Strategy after
Divorce 293
GLOBAL AND LOCAL: Korean “Wild Geese” Families 297
POWER AND RESISTANCE: Loving v. Virginia 302
 CO N T EN T S xiii

CHAPTER 11 Science, Religion, and Knowing 309

Religion and Science as Ways of Knowing the World 310
Religious Cosmologies 311
Scientific Cosmologies 312
Religion as a Social Institution 314
Elements of Religious Institutions 316
The Major Religions and Their Global Impact 318
Modern Society and Secularism 324
The Secularization Thesis 324
The Persistence of Religion 325
Religion and Politics 327
Science as a Social Institution 330
The Sociology of Science 332
Science and Technology Studies 334
The Crisis of Knowing, and the Importance of Belief 335
Epistemological Doubts 336
Can Science and Religion Coexist? 336
METHODS AND INTERPRETATION: Measuring Religious Commitment 315
CAREERS: Women’s Careers in STEM 331
CASE STUDY: Debating Evolution in Public Schools 338
PAIRED CONCEPTS
POWER AND RESISTANCE: Galileo, Darwin, and the Church 313
GLOBAL AND LOCAL: Catholicism in Africa 321
SOLIDARITY AND CONFLICT: Religious Proselytizing 328
INEQUALITY AND PRIVILEGE: Science and the Matthew Effect 333
STRUCTURE AND CONTINGENCY: The Invention of Velcro 335

CHAPTER 12 Health, Illness, and Medicine 343

Health 345
Geography, Class, Race, Gender, Age, and Other Differences 345
Genetics 346
Environment 347
An Intersectional Understanding of Health Disparities 349
Illness 351
Experiencing Illness Differently 351
Being a Patient 352
Medicalization 356
Medicine 358
Medical Institutions 358
Public Health 360
Social Responses to Sickness and Illness 364
Access to Health Care 366
xiv CO N T EN T S

METHODS AND INTERPRETATION: Race-Based Medicine 348

CAREERS: Sociology and Medicine 360
CASE STUDY: Genetic Testing 369
PAIRED CONCEPTS
INEQUALITY AND PRIVILEGE: How Inequality Shapes Our Final Years 350
POWER AND RESISTANCE: Stigma and Size 355
SOLIDARITY AND CONFLICT: Disruptive Behavior in Medical Settings 361
GLOBAL AND LOCAL: Does Modern Society Make You Sick? 363
STRUCTURE AND CONTINGENCY: Waiting for an Organ Transplant 365

CHAPTER 13 Politics, Media, and Social

Movements 375
Politics as the Struggle for Influence 376
Coercive Power and Persuasive Power 377
Hegemony, Critique, and Resistance 378
Politics and Democracy 379
The Democratic Revolution 380
Comparing Systems of Representation 380
Public Opinion and Popular Sovereignty 381
Representing the People 383
Mediated Politics 384
Who Speaks for the Public? 385
Media and Agenda Setting 386
Economic Distortions of the Media Agenda 386
Social Movements 389
Challenging the Powerful 389
Organizing for Change 391
Getting Noticed 394
Movement Success 396
METHODS AND INTERPRETATION: Does Concentration of Media Ownership
Matter? 388
CAREERS: Sociology and Politics 391
CASE STUDY: The Strange History of the US Electoral College 397
PAIRED CONCEPTS
POWER AND RESISTANCE: Public Protests in Tahrir Square 378
INEQUALITY AND PRIVILEGE: Who Gets Elected to the US Senate? 379
SOLIDARITY AND CONFLICT: Push Polls and the Politics of Division 382
STRUCTURE AND CONTINGENCY: Barack Obama and “Joe the Plumber” 387
GLOBAL AND LOCAL: The Creation of Greenpeace 392
 CO N T EN T S xv

CHAPTER 14 Economy, Education, Work, and

Recreation 403
What Is Education for? 404
Literacy, Socialization, Citizenship, and Job Training 405
Social Sorting, Social Reproduction, and Social Mobility 408
Childcare and Employment 409
Going to School 410
Types of Schools 410
Teaching, Learning, and Assessment 413
Making Friends and Building Networks 418
Work and Recreation 421
Power, Privilege, and Inequality in the Workplace 422
The Sociology of Job Satisfaction 422
Historical Changes in the Economy 426
The Transition to Capitalism 426
Post-Industrialism and the Changing Nature of the Economy 428
Economic Crisis and Insecurity in an Age of Globalization 428
METHODS AND INTERPRETATION: Measuring Learning Outcomes and
Teaching Effectiveness 417
CAREERS: The Uber-ization of the Economy 429
CASE STUDY: What Kind of Education Do People Need in Today’s
Economy? 430
PAIRED CONCEPTS
SOLIDARITY AND CONFLICT: The Fight over Campus Speech Codes 414
GLOBAL AND LOCAL: The Spread of Singapore Math 418
INEQUALITY AND PRIVILEGE: How Elite Students Get Elite Jobs 420
POWER AND RESISTANCE: The #MeToo Movement 423
STRUCTURE AND CONTINGENCY: How Indoor Cycling Became a Multi-Billion-
Dollar Industry 425

PART V: CHANGE, ISSUES, AND THE FUTURE 435

CHAPTER 15 Population, Immigration, and

Urbanization 437
Population 438
Demography and Population Growth 438
Trends in Population Growth 439
Urbanization 443
Basic Concepts and Theories of Urbanization 444
Historical Patterns and Current Trends in Urbanization 445
Living in Cities 445
xvi CO N T EN T S

Immigration 452
Trends in Immigration 452
What Causes Immigration? 454
Immigrant Communities 455
The Politics of Immigration 458
CAREERS: Careers in Gerontology 442
METHODS AND INTERPRETATION: Measuring Immigration Flows 453
CASE STUDY: Retirement Migration to Central America 463
PAIRED CONCEPTS
STRUCTURE AND CONTINGENCY: The Growth of Brambleton, Virginia 447
INEQUALITY AND PRIVILEGE: Why London Real Estate Is So Expensive 449
GLOBAL AND LOCAL: How the H-1B Visa Program Transformed Tech and
Education in the United States and India 451
SOLIDARITY AND CONFLICT: The Jewish American Diaspora and US Foreign
Policy 459
POWER AND RESISTANCE: A Day Without Immigrants 462

CHAPTER 16 Living on the Planet: Environment,

­Disaster, and Risk 469
Living in Risk Society 470
Learning about the Environment: Culture and Socialization, Science and
Religion 471
The Unequal Distribution of Environmental Risk 473
The Politics and Business of Environmental Destruction and
Conservation 474
Making Wastefulness Deviant: Movements of Environmental
Consciousness 475
Sociological Realism: Limits on Environmental Progress 477

Glossary 482
References 496
Credits 541
Index 543
Preface

Why Did We Write This Book?

Our students already live sociologically. They are drawn to topics of urgent so-
ciological concern—race, class, gender, family, popular culture, health, and
crime—by a need to understand the forces that shape their world, as well as a
desire to change that world for the better. Yet they do not always find it easy to
connect sociological concepts with real-world applications. Helping students
make that connection is what we have sought to do with Living Sociologically:
Concepts and Connections.
Students naturally want to know how the study of sociology can inform
their career and professional choices. Throughout this textbook, we illustrate
not only the ways in which sociologists live their profession, but also the rich
and surprising ways in which sociological theories inform parenting and ro-
mantic relationships, political commitments, economic decisions, cultural
expressions, and religious beliefs. Living sociologically is not only interesting—
it’s useful. Sociology provides not only big ideas to understand social life but
also concrete tools for acting in the world with purpose and meaning. Sociol-
ogy helps connect the individual level with the system level, revealing a layer
of reality that is not always immediately obvious. We wrote Living Sociologi-
cally because we wanted a teaching resource that was grounded in the sociolog-
ical tradition but also offered a more contemporary and practical approach to
the discipline. By the end of the Introduction to Sociology course, our hope is
that students will be critical rather than cynical, empirically committed rather
than scientifically or politically dogmatic, and attuned to social relationships
as well as individual stories.

Relational thinking
Living Sociologically offers a new formula to help students develop the relational
thinking that is at the core of the sociological project. Five paired concepts
structure the book and appear in every chapter, through extended case stud-
ies, compelling box features, and active learning exercises. The paired concepts
aim to sensitize students to the idea that social things always exist in relationship
to other things.
• Inequality does not exist without privilege that accrues to those who ben-
efit from the disadvantage of other people. How particular relationships
between inequality and privilege are organized through institutions, cul-
tural norms, and patterns of behavior is a sociological question.
• Structure is inextricably linked to contingency. Critical sociological think-
ing means staying alert to unexpected contingencies that might disrupt
the main social pattern.
xviii PR EFACE

• All global things occur in local contexts. Thinking across levels of scale is a
fundamental sociological competence.
• There is no “us” without “them”; or, to put it sociologically, there is no sol-
idarity that does not contain the possibility of conflict with those beyond
the group boundary.
• Every act of power contains possibilities for resistance and social change
when people say no and choose to follow another path of action.
We offer the paired concepts to help students get started with sociologi-
cal thinking. But relational thinking does not stop there. Examples multiply
quickly and students are good at identifying them. All categorical identities, for
example, exist in relation to other identities. In fact, they presume them. The
category “women” presumes “men,” binary gender identities presume more fluid
nonbinary gender identities, black presumes white, racial presumes multiracial,
dominated presumes dominant, wealthy presumes poor. None of these cate-
gories is essential or necessary; rather, they are historically developed social
institutions. Living Sociologically fosters a practical, comparative, critical aware-
ness that social arrangements have a history, are made by people, and could be
organized differently.

Intersectionality and Critical Social Literacies

Social relationships intersect in multiple and complex ways. More than ever
before, students today recognize that they are positioned in overlapping rela-
tionships of privilege, solidarity, and power—relationships that are structured
locally and globally. Thinking in relational terms helps students not only think
intersectionally, but also link their individual experiences to the operation of
multiple systems of oppression. Living Sociologically offers abundant opportu-
nity for practice in thinking relationally and intersectionally.
While the paired concepts help students see the hidden aspects and compli-
cated contexts of otherwise familiar social structures, scientific thinking and
social research methods help them engage with these more complex realities.
We want our students to become critical consumers and users of social informa-
tion, and we want them to appreciate the power and potential of sociological re-
search. The paired concepts work together with practical skills that use diverse
data in different media to help students think critically. Throughout the book
we provide active learning exercises connected to the paired concepts, affording
students the opportunity to practice the habits of mind and concrete skills re-
quired to find good information. At the end of each chapter, we offer additional
exercises for students to practice their data and media skills. In the ebook, we
provide a set of Data+Media Literacy exercises where students further practice
these skills and assess their own learning in a low-stakes environment. Instruc-
tors could also use these exercises as jumping-off points for class discussions or
group activities.

Teaching with Living Sociologically

Living Sociologically combines what is useful from our experiences at a variety
of institutions. We distill usable, high-quality, reliable teaching and learning
resources for instructors and students alike. Our approach is designed for
 PR EFACE xix

multiple settings: flexible enough that instructors facing different constraints

will find it useful; rich enough that instructors with different interests can rely
on it for detailed support when teaching the wider field; and inviting enough
that students can follow exercises on their own if they desire.
Living Sociologically moves toward a new narrative for the Introduction to
Sociology course that takes the best of new innovations in pedagogy and up-
dates the standard formula. We include enough recognizable content to align
with standard learning objectives, while offering new features that distinguish
our book from other introductory sociology texts:
• a narrative that explains the changes that have taken place in sociological
theory since the 1960s;
• an extended analysis of culture that considers new approaches in cultural
sociology, including work on codes, narratives, mass media, social net-
works, and the public sphere;
• an extended focus on the range of research techniques contemporary so-
ciologists use, including observation/ethnography, interpretive methods
(textual analysis and cultural analysis), open-ended interviewing, survey
research, historical-comparative methods, and experimental methods;
• a commitment to drawing connections between sociological subfields and
anchoring them in particular real-world social processes; and
• an active learning approach that offers tools to students and instructors
to succeed in their work.

A Contemporary, Applied, and Inclusive Introduction

The traditional model of three major theoretical perspectives followed by many
introductory sociology textbooks relies very heavily on the Anglo-European
history of sociology to describe the field. This is an important story, but we be-
lieve it needs to be placed in critical historical context. Today, most sociologists
are also interested in “theories of the middle range” that are concerned with
understanding concrete social practices, specific social contexts, and particular
social outcomes.
Our aim is to present the foundational curriculum in sociology to all of the
students in our increasingly diverse classrooms. We introduce the history and
core ideas of the classical canon, we present extended criticisms of the canon,
and we place these critiques in the context of broader currents in the academic
field.
Last, as instructors who teach Introduction to Sociology every semester
know, a unified social science does not exist. Moreover, there are important
intersections between sociology, anthropology, economics, geography, psychol-
ogy, history, literary studies, gender studies, and ethnic studies, and students
are trying to figure them out. We believe the foundational curriculum in so-
ciology should help students navigate these boundaries between fields, and to
distinguish sociology from its closest colleagues and competitors. Living Socio-
logically contextualizes sociology within the story of the emergence of the social
sciences and by identifying similarities and differences between social science
disciplines. This interdisciplinary sensibility is woven through the text as we
point to connections to other academic projects as well as applied settings for
sociological research.
xx PR EFACE

Chapter Structure
Every chapter of Living Sociologically has a specific focus and contains the fol-
lowing elements:
• An opening vignette that begins the chapter. In Chapter 1, “What Is
­Sociology?” we open with the decision by San Francisco 49ers quarterback
Colin Kaepernick to sit during the national anthem and ask how a socio-
logical perspective can help us understand it. This is used as a foundation
to ask questions about sports, national pride, race, media, and celebrity. It
also helps us introduce the five paired concepts. Similarly, in Chapter 13,
“Politics, Media, and Social Movements,” the vignette’s examination of
the role of the media in the extraordinarily charged US presidential elec-
tion of 2016 foreshadows the even greater conflicts and confusions of the
2020 political season. This is used as a foundation to discuss other social
movements and the institutional landscape of global and national power
today. We explicitly link the case to the five paired concepts that organize
the narrative of the textbook.
• Two or three examples of contemporary research, anchored in the
discussion of a specific empirical focus. For example, in Chapter 1, “What
Is Sociology?” we consider examples of the sociological imagination in
published research and discuss classic works by Peter H. Rossi on home-
lessness and by William Julius Wilson on race and class in the inner city.
In Chapter 8, “Race, Ethnicity, and Multiculturalism,” we consider E.
Digby Baltzell’s The Protestant Establishment on the institutionalization
of the WASP establishment, Noel Ignatiev’s book How the Irish Became
White, and Christina Mora’s Making Hispanics.
• Box features that exemplify the five paired concepts. In Chapter 2,
“American Sociology: Theories and Contexts,” we discuss “Global and
Local” by recovering the importance of immigrant sociologists to the de-
velopment of the field in the United States. In Chapter 4, “Culture,” we
examine “Inequality and Privilege” through the lens of taxpayer support
for cultural institutions. In Chapter 7, “Inequality, Mobility, and Social
Change,” we describe the development of Social Security to understand
“Structure and Contingency.” In Chapter 9, “Gender, Sexuality, and the
Body,” we discuss “Power and Resistance” in the context of the Stonewall
Uprising and LGBTQ activism. And in Chapter 13, “Politics, Media, and
Social Movements,” the role of push polling in sowing division is high-
lighted as an example of “Solidarity and Conflict.”
• Career boxes in each chapter encourage students to explore the rele-
vance of sociological study to many different career fields.
• Methods and Interpretation boxes provide an opportunity to ap-
proach sociological questions with the critical thinking and research skill
set and tools of a sociologist.
• Case studies at the end of each chapter apply the five paired concepts as
analytical tools to understand a cultural, political, or social phenomenon
relevant to the chapter’s key themes. For example, in Chapter 4, “Culture,”
we analyze the social ritual of standing for the national anthem at sports
events in the United States through all five of the paired concepts. In
Chapter 12, “Health, Illness, and Medicine,” we discuss the rise of commer-
cial genetic testing as it influences understanding of health. In each case,
 PR EFACE xxi

the paired concepts encourage students to use their sociological imagina-

tions to engage with complexity and contradiction.
• Review sections at the end of each chapter revisit the chapter’s learning
goals and provide lists of key terms, review questions, further readings,
and suggestions for further exploration.
• Practical Activities at the end of chapters encourage students to use
their sociological imagination, develop their media and data literacy, and
discuss compelling questions and issues.

Teaching and Learning Support

Oxford University Press offers instructors and students a comprehensive teach-
ing and learning package of support materials for adopters of Living Sociologi-
cally: Concepts and Connections.

Ancillary Resource Center

The Ancillary Resource Center (ARC) at www.oup.com/he/Jacobs-Townsley1e
is a convenient destination for all teaching and learning resources that accom-
pany this book. Accessed online through individual user accounts, the ARC pro-
vides instructors with up-to-date ancillaries while guaranteeing the security of
grade-significant resources. In addition, it allows OUP to keep users informed
when new content becomes available. The ARC for Living Sociologically: Concepts
and Connections contains a variety of materials to aid in teaching:
• Instructor’s Manual—A robust and innovative Instructor’s Resource
Manual that includes chapter summaries, chapter outlines, lecture sug-
gestions, in-class activities and project assignments, discussion ques-
tions, and web resources, as well as tips for organizing and facilitating
class discussions and cultivating engagement in the classroom
• Test Bank—Available in Word format and formats compatible with all
major learning management systems, the test bank includes nearly 1,000
multiple-choice questions, as well as essay questions.
• PowerPoint-Based Lecture Slides.
• Pop Culture Guide—A valuable guide to media (movies, TV shows,
podcasts) that can be used to demonstrate sociological ideas or concepts,
organized by chapter. These come from multiple sources and include sug-
gestions for clips as well as full-length features. Each suggested clip in-
cludes the concept being represented, the time stamp (if relevant), as well
as the streaming service where the media can be accessed.

Digital Learning Tools

Living Sociologically: Concepts and Connections comes with exciting digital learn-
ing tools to ensure your students get the most out of your course:
• In the News is a resource for both instructors and students that provides cur-
rent news articles on a weekly basis, along with low-stakes assessments that
ensure student engagement and encourage students to connect the article
to what they are learning in their course. These articles are selected specif-
ically to relate to a particular sociological idea or concept, and are designed
to demonstrate to students the sociological relevance of everyday events.
xxii PR EFACE

• Media+Data Literacy Exercises, developed by Ron Jacobs and Eleanor

Townsley, are innovative, interactive exercises that help students build
their data and media skills and assess their learning in a low-stakes en-
vironment. These exercises push students to critically analyze photos,
charts, and graphs in an effort to highlight how easily information can be
manipulated or misinterpreted. They can be assigned to students, or used
as jumping-off points for class discussions or group activities.
Access to these tools is provided free to students with purchase of a new print or
electronic textbook, through an access code or directly within the ebook. These
and additional study tools are available at www.oup.com/he/Jacobs-Townsley1e,
through links embedded directly in the enhanced ebook, via LMS integration,
and in Dashboard. Additional tools are described below:
• Enhanced ebook: The enhanced ebook provides students with a versa-
tile, accessible, online version of the textbook, with the In the News and
Media+Data Literacy Exercises integrated on the appropriate pages though
clickable icons that connect to each feature. Every new copy of the print
text comes with an access code, which can be used to redeem Dashboard,
premium ARC resources, or directly in your LMS, and the enhanced
ebook will be available in all of these locations. (Please note: Students
should check with their instructor before redeeming their code to deter-
mine if their instructor is using Dashboard or an LMS integration. If nei-
ther is being used, students can redeem directly on ARC.)
• Online Study Tools: Additional online tools are available at www.oup.
com/he/Jacobs-Townsley1e for student use. For each chapter, these in-
clude interactive flashcards, a glossary, learning goals, and web links.
• Digital Learning Tools: Delivery Options
• Learning Management System Integration: OUP offers the ability to in-
tegrate OUP content directly into currently supported versions of Canvas,
D2L, or Blackboard. This integration brings all of the content listed here
directly into your LMS, and quiz grades will report to your LMS’s grade-
book. Contact your local rep or visit oup-arc.com/integration for more
information.
• Dashboard delivers engaging learning tools within an easy-to-use
cloud-based courseware platform. Prebuilt courses in Dashboard pro-
vide a learning experience that instructors can use off the shelf or
customize to fit their course. A built-in gradebook allows instructors
to quickly and easily monitor how the course as a whole and individual
students are performing. Visit www.oup.com/dashboard or contact
your Oxford University Press representative to learn more.

Format Choices
Oxford University Press offers cost-saving alternatives to meet the needs of all
students. This text is offered in a loose-leaf format at a 30% discount off the list
price of the text; and in an ebook format, through Redshelf, for a 50% discount.
You can also customize our textbooks to create the course material you want for
your class. For more information, please contact your Oxford University Press
representative, call 800.280.0280, or visit us online at www.oup.com/he.
Another Random Scribd Document
with Unrelated Content
 74 Helena: Robot Helena. Alquist: Robot? Turn round!
What, are you embarrassed? (takes her by shoulder) Let me see
you, Robot Helena. Primus: But sir, please leave her alone! Alquist:
What's this, you want to protect her?... Go outside girl. (Helena runs
out) Primus: We didn't know you were asleep in here, sir. Alquist:
When was she made? Primus: Two years ago. Alquist: By Doctor
Gall? Primus: Yes, the same as me. Alquist: Well Primus, er, I've... er
I've got some experiments to do on Gall's robots. All future progress
depends on it, do you see? Primus: Yes. Alquist: Good, so take that
girl into the dissection room, I'm going to dissect her. Primus:
Helena? Alquist: Well of course Helena, that's what I just said. Now
go and get everything ready... . Well go on then! Or should I call in
somebody else to get things ready? Primus: (picks up large stick) If
you move an inch I will smash your head in ! Alquist: Alright then,
smash my head in. And what will the robots do then? Primus:
(throws himself down on knees) Please sir, take me in her place! I
was made in just the same way as she was, from the same materials
on the same day! Take my life, sir! (bares his chest) Cut here, here!
Alquist: No, it's Helena I want to dissect. Get on with it. Primus:
Take me instead of her; cut into this chest of mine, I won't even cry
out, I wont' even sigh! Take my life, a hundred times, take my...
Alquist: Steady on there, lad. Don't go on so much. How come you
don't want to live? Primus: Not without her, no. I don't want to live
without her, sir. You can't kill Helena! What difference does it make
to you to take my life instead? Alquist: (touches his head gently)
Hm, I don't know... listen, lad, you think about it. It's hard to die.
And, you know, it's better to live.
 75 Primus: (standing) Don't be afraid, sir, just cut. I'm
stronger than she is. Alquist: (rings) Oh Primus, it's so long since I
was young! Don't worry - nothing's going to happen to Helena.
Primus: (re-covers chest) I'm on my way, sir. Alquist: Wait. (enter
Helena) Alquist: Come here, girl, let me look at you. So you are
Helena, (strokes her hair) Don't be frightened, don't run away. Do
you remember Mrs. Domin? Oh Helena, she had very lovely hair! No,
no, you don't want to look at me. So, is the dissection room ready
now? Helena: Yes sir. Alquist: Good, and you will be my assistant. I'll
be dissecting Primus. Helena: (screams) Primus? Alquist: Well yes,
yes, it has to be him, you see. I did want... really... yes it was you I
was going to dissect, but Primus offered himself in your place.
Helena: (covers her face) Primus? Alquist: Well yes, of course, what
does it matter? So child, you're capable of crying! Tell me, what's so
important about Primus? Primus: Don't make her suffer, sir! Alquist:
It's alright Primus, it's alright. No what are all these tears for, eh? It
just means Primus won't be here any more. You'll have forgotten
about him in a week's time. Go on now, and be glad you're still alive.
Helena: (quietly) I will go. Alquist: Where will you go? Helena: You
can dissect me. Alquist: You? You're beautiful, Helena. That would
be such a shame. Helena: I'm going in there. (Primus stands in her
way) Let me go, Primus! Let me go in there. Primus: No you can't go
in there, Helena. Please get away from here, you shouldn't be here
at all! Helena: Primus, if you go in there I'll jump out the window, I'll
jump out the window! Primus: (holding on to her) I won't let go of
you (to Alquist) You're not going to kill anyone, old man! Alquist:
Why not? Primus: Because... because... we belong to each other.
 76 Alquist: You're quite right (opens door, centre) It's
alright. Go, now. Primus: Go where? Alquist: (whisper) Wherever
you like. Helena, take him away, (pushes her out) Go on your way,
Adam. Go on your way, Eve. You will be his wife. You, Primus, will be
her husband. (closes door behind them) Alquist: (alone) Blessed
day! (tiptoes across to bench and pours test-tubes out on floor) The
blessed sixth day! (sits at desk, throws books on floor; then opens
Bible and reads) "So God created man in his own image, in the
image of God created he him; male and female created he them.
And God blessed them, and God said unto them, Be fruitful, and
multiply, and replenish the earth, and subdue it: and have dominion
over the fish of the sea, and over the fowl of the air, and over every
living thing that moveth upon the earth, (stands) And God saw every
thing that he had made, and, behold, it was very good. And the
evening and the morning were the sixth day." (goes to centre of
room) The sixth day. The day of Grace, (falls to knees) Lord, now
lettest Thou Thy servant depart in peace... your most worthless
servant, Alquist. Rossum, Fabry, Gall, great inventors, but what was
the greatness of your inventions compared to that girl, that boy,
compared to that first couple that invented love, tears, a lover's
smile, the love between man and woman? Nature, life will not
disappear from you! My friends, Helena, life will not perish! Life
begins anew, it begins naked and small and comes from love; it
takes root in the desert and all that we have done and built, all our
cities and factories, all our great art, all our thoughts and all our
philosophies, all this will not pass away. It's only we that have
passed away. Our buildings and machines will fall to ruin, the
systems and the names of the great will fall like leaves, but you,
love, you flourish in the ruins sow the seeds of life in the wind. Lord,
now lettest Thou Thy servant depart in peace, for mine eyes... for
mine eyes have seen Thy salvation... seen salvation through love
and life will not perish! (standing) Will not perish! (stretches out
hands) Will not perish! CURTAIN This web edition published by:
eBooks @ Adelaide The University of Adelaide Library University of
Adelaide South Australia 5005 2 RTEXT A free ebook from
http://manybooks.net/
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