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Population Growth and Poverty 229
The Poorest of the Poor: Women and Children 230
EXPLAINING GLOBAL STRATIFICATION 232
Modernization Theory: A Functionalist Approach 232
Sociological Focus 9.1 Globalization and a “World on
Fire” 233
Conflict Approaches to Global Inequality 235
Interactionism and Global Stratification 237
Feminism and Global Inequality 238
TRANSNATIONAL CORPORATIONS: THE MAKING OF
NEW “HAVES” AND “HAVE-NOTS” 238
Corporations and the New Global Assembly Line 238
Media, Corporations, and Inequality 239
Sociological Focus 9.2 Poverty and the
Internet: Efforts to Narrow the Digital Divide 241
Corporations, Diversity, and a World on the Move 242
LOOKING TO THE FUTURE 243
SUMMARY | KEY TERMS | OUTCOME
ASSESSMENT 246
CHAPTER 10 Race and Ethnicity 247
UNDERSTANDING RACE AND ETHNICITY IN A
GLOBAL SOCIETY 248
Race 249
Sociological Focus 10.1 Life on the Color Line 250
Ethnicity 251
Minority Groups 252
PREJUDICE 253
Racism 253
Approaches to Prejudice 254
Discrimination 254
Types of Discrimination 255
Contemporary Discrimination in the United States 255
Affirmative Action 260
Race and Ethnicity, Media, and Technology 261
DOMINANT–MINORITY GROUP RELATIONS 264
Cultural Pluralism 264
Assimilation 264
Segregation 264
Genocide 265
Race and Ethnic Diversity in the United States 266
White Anglo-Saxon Protestants 266
American Indians and Native Alaskans 266
Latinos 267
African Americans 268
Asian Americans 269
Euro-American Ethnics 269
PERSPECTIVES ON RACE AND ETHNICITY 270
A Functionalist Approach 270
The Conflict Perspective 271
Symbolic Interactionism 271
A Feminist View 272
LOOKING TO THE FUTURE 273
Sociological Focus 10.2 Beyond “Black” and
“White”? 275
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Contents / vii
SUMMARY | KEY TERMS | OUTCOME
ASSESSMENT 276
CHAPTER 11 Sex and Gender 278
SEX AND GENDER IN A GLOBAL SOCIETY 279
Sex: Biological Differentiation 280
Gender: Social and Cultural Differentiation 281
Sociological Focus 11.1 The Social Costs of Violating
Gender Norms 282
EXPLAINING GENDER DIFFERENCES 283
Socialization and Gender Identity: An Interactionist
Approach 283
Gender Complementarity: The Functionalist View 286
Gender Stratification: A Conflict Perspective 287
Standpoint Theory: A Feminist View 287
SEXISM: INEQUALITY BASED ON SEX AND
GENDER 288
In the Family 288
In Religion 290
In Education 290
In the Workplace 293
In Sports 297
In Politics and Government 298
In the Military 300
In the Media 301
Sociological Focus 11.2 Gender Socialization in
the Media: Over Half a Century of Patriarchal
Television 303
FEMINISM: THE STRUGGLE FOR GENDER
EQUALITY 306
Feminist Movements in the United States 306
Global Feminism 307
Resistance to Feminism 308
SEXUAL ORIENTATION AND DIVERSITY 309
LOOKING TO THE FUTURE 311
SUMMARY | KEY TERMS | OUTCOME
ASSESSMENT 312
CHAPTER 12 Age and the Elderly 313
GERONTOLOGY: THE STUDY OF AGING 314
Population Aging and the “Graying”
of the Globe 315
Bodily “Wear and Tear”: Biological and Physiological
Aging 318
From “Midlife Crisis” to “Senior Citizen”:
Psychological Aging 319
Sociological Focus 12.1 The Fountain of Age: Rede-
fining the Meaning of Growing Old 319
“Act Your Age”: The Social Dimensions of Aging 321
AGING AND DIVERSITY: A GLOBAL
PERSPECTIVE 323
Growing Old in Traditional Preindustrial Societies 324
The Elderly in Industrial Societies 325
Aging in Contemporary Postindustrial Societies 325
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GROWING OLD IN AMERICAN SOCIETY 326 Domestic Violence 365

Ageism 326 Balancing Family and Work 366
Mass-Media Stereotypes 327 Sociological Focus 13.2 Parental Discipline? Or Family
Retirement, Fixed Incomes, and Poverty 328 Violence? 366
Social Isolation 329 LOOKING TO THE FUTURE 368
Elder Abuse 330
Health Maintenance 331 SUMMARY | KEY TERMS | OUTCOME
Death and Dying 332 ASSESSMENT 370
Sociological Focus 12.2 The Euthanasia Debate:
Merciful Death? Or Murder? 332 CHAPTER 14 Education 371
SOCIOLOGICAL EXPLANATIONS OF THE AGING EDUCATION IN A GLOBAL SOCIETY 372
PROCESS 334 A Proper British Education 372
Social Disengagement Theory: A Functionalist Kanri Kyoiku in Japan 374
Perspective 334 Education in the United States 376
Symbolic Interactionism: Activity Theory of Aging 335
An Aged Subculture: The Conflict Approach 335 THE ROLE OF EDUCATION: A FUNCTIONALIST
Intersectionality of Age and Gender: A Feminist PERSPECTIVE 377
Cultural Transmission 377
Perspective 336
Anticipatory Socialization 378
Exchange Theory: Combining Perspectives on
Social and Cultural Integration 379
Aging 337
Sociological Focus 14.1 Learning the Student
LOOKING TO THE FUTURE 338 Role: Kindergarten as Academic Boot Camp 379
SUMMARY | KEY TERMS | OUTCOME Innovation and Cultural Change 381
ASSESSMENT 341 Latent Functions of Education 382
EDUCATION AND SOCIAL STRATIFICATION:
CONFLICT AND FEMINIST PERSPECTIVES 382
PART 4 SOCIAL INSTITUTIONS Unequal Access to Schooling and Educational
Inequality 383
CHAPTER 13 Families 344 Educational Credentials: Schools as a Screening
Device 385
WHAT IS A FAMILY? 345 Education and Occupational Opportunities
FAMILY DIVERSITY: A GLOBAL PORTRAIT 346 in the United States 387
Descent Patterns 347 EDUCATION AND EVERYDAY LIFE: AN
Family Patterns 347 INTERACTIONIST VIEW 387
Dating and Mate Selection, Marriage, and Divorce Socialization: Personal and Social Development 388
Patterns 348 Labeling Students: The Self-Fulfilling Prophecy 388
Residence and Authority Patterns 350 Student–Teacher Interaction 389
SOCIOLOGICAL APPROACHES TO THE FAMILY 350 Schools as Bureaucracy: Dehumanization of
Functionalism and the Family 351 Education 389
The Family from the Conflict and Feminist CONTEMPORARY TRENDS IN AMERICAN
Perspectives 351 EDUCATION 390
Social Exchange and Symbolic Interaction 352 Preschool and Early Childhood Education 391
U.S. FAMILIES: IN THE LIFE COURSE 352 Standardized Testing 391
Dating and Mate Selection 353 Year-Round Education 392
Sociological Focus 13.1 Love on the Internet 353 Charter Schools and School Vouchers 392
Cohabitation: A New Dating and Mate-Selection Homeschooling 393
Stage? 355 Diversity, Multicultural Education,
Singlehood 355 and Globalization 394
Marriage and Divorce Rates 356 Expanding Role of Community Colleges 395
Families in the Middle and Later Stages of Life 357 Challenges for Education 396
U.S. FAMILIES: A PORTRAIT OF SOCIAL Sociological Focus 14.2 School Violence and School
DIVERSITY 358 Safety 398
Mass Media, Computers, and technology 400
Families of Myth and History 358
Media Families: Compounding the Myths? 359 LOOKING TO THE FUTURE 403
Families in the United States: The Reality 360 SUMMARY | KEY TERMS | OUTCOME
FAMILY TRANSITIONS AND FAMILY PROBLEMS 365 ASSESSMENT 405

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 Contents / ix

CHAPTER 15 Religion 407 Sociological Focus 16.1 Campaigning Online:

Running for Office in Cyberspace 441
DEFINING RELIGION 408
The Sacred and the Profane 409 GLOBALIZATION AND POLITICAL SYSTEMS 442
Religious Symbols, Beliefs, and Rituals 409 Authoritarian Systems 442
Sociological Focus 15.1 Sociological Thinking and Democratic Systems 443
Extraordinary Phenomena 410 DEMOCRACY: AMERICAN STYLE 445
The Difference between Religion and Magic 411 Political Participation and the American Voter 446
Religion and Ultimate Meaning 411 Interest Groups 448
GLOBAL RELIGIOUS DIVERSITY 411 Political Parties 449
Animatism 411 SOCIOLOGICAL APPROACHES TO POLITICS AND
Animism 412 GOVERNMENT 450
Theism 412 The Functionalist Approach 450
Ethical Religions 413 Conflict Approaches 451
THE SOCIAL ORGANIZATION OF RELIGION 414 The Symbolic Interactionist Perspective 452
Ecclesia 414 Feminist Views on Government and Power 452
Denomination or Church 414 WAR, NUCLEAR WAR, AND SOCIETY 453
Sect 415 Perspectives on War 453
New Religious Movement 415 The Development of War 454
SOCIOLOGICAL PERSPECTIVES ON RELIGION 416 The Military-Industrial Complex 456
Religion and Functionalism 416 Technology and “Infowar” 456
Religion from the Conflict Perspective 417 Nuclear War and Society 457
Religion, Interactionism, and Social Change 418 Sociological Focus 16.2 Cyberterrorism and Cyber-
Religion and Feminism 419 wars: The Future of War? 458
RELIGIOUS MOVEMENTS IN FOCUS 420 PEACE ORGANIZATIONS AND PEACE
Early Revivals and Religious Movements 421 MOVEMENTS 460
The Holiness and Pentecostal Movements 421 The United Nations and the Search for Peace 461
Evangelical and Fundamentalist Movements 422 Peace Movements 461
Sociological Focus 15.2 End of the World Movements LOOKING TO THE FUTURE 462
and Social Change 423 SUMMARY | KEY TERMS | OUTCOME
Religious Movements in a Global Context 424 ASSESSMENT 463
Religious Movements in a “New Age” 425
RELIGION, MEDIA, AND TECHNOLOGY 426 CHAPTER 17 The Economy and Work 465
Evangelical Media 426 SOCIOLOGY AND THE STUDY OF THE
Mass Media, Religion, and Religious Messages 427 ECONOMY 466
Technology and Religion 428 Production 466
RELIGIOUS DIVERSITY IN THE UNITED STATES 429 Distribution of Goods and Services 467
Social Correlates of Religion 431 Consumption 467
Religion and Race: African American Religious The Economic System 467
Organizations 431 THE GLOBAL ECONOMY 467
LOOKING TO THE FUTURE 432 Capitalism 468
SUMMARY | KEY TERMS | OUTCOME Socialism 469
ASSESSMENT 434 Mixed Economies 469
Transnational Corporations and the Global
CHAPTER 16 Government, Politics, and War 435 Economy 470

POWER, POLITICS, AND AUTHORITY 436 THE AMERICAN ECONOMY AND WORK 471
Traditional Authority 437 From an Agrarian to an Industrial Economy 471
Legal-Rational Authority 437 Advertising and the Media 472
Charismatic Authority 437 Postindustrialism and Service Work 474
Expertise 438 Blue-Collar, White-Collar, and Pink-Collar
Occupations 475
POLITICS AND INFLUENCE 438 Primary and Secondary Labor Markets and the Rise of
Propaganda, Censorship, and Ideology 438 Professions 476
Politics, Influence, and the Media 438 Self-Employment 477
TECHNOLOGY, INFLUENCE, AND CONTEMPORARY Sociological Focus 17.1 Handling the Stigma of
POLITICS 440 Handling the Dead 477

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 x \ Contents
Unemployment and Underemployment 478
America’s Hidden Economy 480
WORK AS A SOCIAL PHENOMENON 481
Work as a Social Role 481
Work and the Social Structure 482
Sociological Focus 17.2 Working on an Assembly
Line 484
Work and Identity 485
Worker Satisfaction 486
TAKING A CLOSER LOOK AT THE ECONOMY AND
WORK 487
A Functionalist View 487
The Conflict Perspective 487
An Interactionist Approach 488
A Feminist Viewpoint 488
LOOKING TO THE FUTURE 488
SUMMARY | KEY TERMS | OUTCOME
ASSESSMENT 491
CHAPTER 18 Health and Medicine 493
HEALTH AND SICKNESS: A GLOBAL VIEW 494
Health and Sickness in Poor Nations 494
Health and Sickness in Wealthy Nations 495
HEALTH AND SICKNESS IN THE UNITED STATES
Epidemiology: The Social Dimensions of Health 497
Social Attitudes toward Health and Illness 499
Disease and Stigma: AIDS and Ebola 500
Health, Disability, and Social Identity 502
Sociological Focus 18.1 New Diseases, Social Panic,
and Cultural Change 503
MEDICINE AND HEALTH CARE: A CROSS-CULTURAL
VIEW 504
Japan: Scientific Medicine and Kanpo 504
Sweden and Norway: Prenatal to Postmortem Health
Care 505
Great Britain: Socialized Medicine in a Capitalist
Society 506
MEDICINE AND HEALTH CARE IN THE UNITED
STATES 506
The Development of Modern Medicine 507
Sociological Focus 18.2 Medical Technology and Ethi-
cal Issues 508
The Age of Specialization 508
Media, Technology, and the Medicalization of American
Society 510
The Health-Care Crisis: A Functionalist Viewpoint 513
The Health-Care Crisis from the Conflict
Perspective 514
The Health-Care Crisis from a Feminist Perspective 516
Is There a Health-Care Crisis? An Interactionist
Approach 516
Integrative Medicine and Alternatives to Conventional
Health Care 517
LOOKING TO THE FUTURE 518
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SUMMARY | KEY TERMS | OUTCOME
ASSESSMENT 519
PART 5 SOCIAL CHANGE
CHAPTER 19 Population, Urbanization, and
Ecology 522
DEMOGRAPHY AND GLOBAL POPULATION 523
Fertility, Mortality, and Migration 523
Population Composition and Density 524
POPULATION GROWTH 525
Growth Rates and Doubling Time 525
Malthusian Theory 526
The Population Bomb: Malthusian Theory Revived 526
The Theory of Demographic Transition 527
Population Growth in the United States 528
THE GROWTH OF CITIES AND URBANIZATION 530
The Rise of Cities 530
Urbanization 530
Sociological Focus 19.1 The Pursuit of Loneliness:
The Fallacy of “Escaping It All” 531
The Metropolis, the Megalopolis, and the Suburbs 532
Problems in American Cities and Suburbs 533
496 URBAN SOCIOLOGY AND HUMAN ECOLOGY 535
Sociological Focus 19.2 The Suburban-
ization of America: Progress? Or Social
Decline? 535
Toennies’ Gemeinschaft and Gesellschaft 536
Durkheim’s Mechanical and Organic Solidarity 536
Redfield’s Folk and Urban Societies 536
The Chicago School and Ecological Studies 537
The Concentric Zone Model 537
The Sector Model 538
The Multiple-Nuclei Model 538
HUMAN ECOLOGY AND THE ENVIRONMENT 539
Overpopulation 539
Depletion of Natural Resources 539
Pollution: Water, Air, and Land 540
The Media, Technology, and Environmental
Concerns 543
SOCIOLOGICAL ANALYSES OF POPULATION,
URBANIZATION, AND THE ENVIRONMENT 545
A Functionalist Approach 545
The Conflict Perspective 545
Symbolic Interaction 545
A Feminist View 546
LOOKING TO THE FUTURE 546
SUMMARY | KEY TERMS | OUTCOME
ASSESSMENT 548
CHAPTER 20 Social Change, Collective Behavior, and
the Future 550
WHAT IS SOCIAL CHANGE? 552
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 Contents / xi

Macro-change 552 Sociological Focus 20.2 The Anti–Death Penalty

Micro-change 552 Movement 568
Sociological Focus 20.1 Technology and a Surveillance Factors Related to Movement Success 569
Society? 553 Social Movements and Change 570
SOCIOLOGICAL APPROACHES TO SOCIAL LOOKING TO THE FUTURE 570
CHANGE 555 Media Visions of the Future 570
Functionalist Theories 555 Technology and the Future 572
Conflict Approaches 556 Social Trends: The Next 25 Years 573
Cyclical Approaches 557 SUMMARY | KEY TERMS | OUTCOME
Interactionist, Feminist, and Other Contemporary ASSESSMENT 574
Perspectives on Change 558
COLLECTIVE BEHAVIOR 559
Interpreting Collective Behavior 560
Crowds, Masses, and Collective Behavior 561 Glossary 577
Bibliography 586
SOCIAL MOVEMENTS 565
Perspectives on Social Movements 565 Credits 616
Social Movement Organizations 566 Name Index 618
The Life Course of Social Movements 567 Subject Index 621

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 PREFACE
There is a growing consensus on campuses and in society
that many traditional approaches to understanding our
social world are no longer very useful. Changing times
require new emphases in textbooks. In this eighth edition
of Society in Focus, we welcome a new co-author to the
book. Mica Thompson, a female 30 years younger than the
two original authors, is an experienced teacher of intro-
duction to sociology and trained in feminist sociological
theory, bringing a fresh new perspective as well as a wide
array of different life experiences to this edition of Society
in Focus.
As in previous editions, we emphasize how society and
social forces affect everything from globalization and inter-
national policies to day-to-day activities in our personal
lives. This makes the subject matter of this book seemingly
familiar and ordinary. Beware, however. Sociologist Peter
Berger’s admonition, “The first wisdom of sociology is
this—things are not what they seem,” serves as a challenge
to our teaching and provides special inspiration and the
overriding principle for this book. Prepare to be surprised,
and sometimes even shocked, to discover how many of
the taken-for-granted assumptions you may have about
your social world may be shattered. The questioning of
“common-sense notions” and the “official interpretation”
of issues and events is at the heart of the sociological enter-
prise, and we emphasize this in the opening vignettes to
each chapter as well as throughout the entire text. Society
in Focus shows students that sociological thinking is much
more than an ivory-tower enterprise. Because sociology is
about all of us, and our daily lives, it is an eminently prac-
tical and useful discipline for understanding our social
world.
The authors’ diverse research interests and experiences
illustrate the fact that, for sociologists, the entire world is
a laboratory. Individually and collaboratively, our research
projects include field studies of the Fulani in West Africa,
American cowboys, African American settlements, ethnic
communities, kindergarten classrooms, modern Ameri-
can motorcycling, and the Old Order Amish in Oklahoma
and Kansas. Individually, we have also worked in a beef
slaughtering plant, interviewed topless dancers and morti-
cians, taught kindergarten and first grade, and even played
Santa Claus and the Easter Bunny at suburban shopping
malls. Over 60 years of combined experience in teach-
ing introduction to sociology courses has taught us what
“works” and what does not work in class.
In this edition, we go beyond the mere questioning of
issues to take a closer look at the social world in which we
live. We provide an integrated approach that uses socio-
logical thinking to help students analyze and understand
every chapter component, from the opening vignette,
Thompson_9781442255975.indb 12
which is the chapter focus, to theoretical perspectives,
boxed material (Sociological Focus), and even the pho-
tographs, maps, and cartoons. To focus increased atten-
tion on sociological thinking and research methods, we
have chosen four key themes that experience, reviewers,
teachers, and students have told us are of greatest interest
and most useful for understanding sociology: Media and
Technology, Globalization, Cultural Diversity, and Trends
for the Future.
THEMES
Media and Technology
In earlier editions of Society in Focus, we pioneered a
critical analysis of mass media—especially television—to
help students grapple with and better understand com-
plex sociological concepts and methods. Today, technol-
ogy is changing so rapidly, and various forms of social
media have become so widespread and influential, that we
analyze their impact on society and our everyday lives in
every single chapter.
In this edition, we continue and expand our critical
analysis of media and technology. In chapter 1, for exam-
ple, we introduce all forms of media and technology,
and we then include a section on their powerful social
influence in every chapter of the book. We explore issues
such as how social media are redefining social inter-
action (chapter 5), the possible link between television
violence and aggression in children (see chapter 7), and
over half a century of patriarchal portrayals of women in
television (see chapter 11). We look at online dating in
chapter 13, how technology is revolutionizing education
(chapter 14), and the powerful influence of video and
other surveillance technologies as tools of social control
(chapter 7) and as critical contributors to or inhibitors
of social movements and social change (chapter 20).
Whether these various forms of media use technology to
collect, interpret, and disseminate information or misin-
formation, or merely provide entertainment, they shape
and give meaning to the world in which we live. Virtually
all sociologists today recognize student interest in this
area as well as the potency of the media and social media,
which broadcast standard as well as highly individualized
messages to widespread and/or specialized audiences in
shaping, defining, and influencing our social world. Most
introductory textbooks have followed our lead, including
a chapter or at least some examples that acknowledge the
importance of media and technology, but we remain pio-
neers in incorporating and applying this theme in every
chapter.
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Moreover, for many people, the problem with media
and technology is no longer in finding information but in
dealing with “information overload” and in developing the
necessary critical thinking skills to make sense of diverse
perspectives. For example, we look at differential access to
and use of the Internet by various social classes (chapter 8)
and racial and ethnic groups (chapter 10). We ask whether
new technologies may be the solution or merely part of the
problem in our educational system today and in the future
(chapter 14). In chapter 16, we explore political campaign-
ing online and running for office in cyberspace. We also
look at the blending of what some call the “old media”
(radio, television, magazines, newspapers, and books) with
the “new media” (smart phones, computers, the Internet,
and others). For example, today, all the major television
networks as well as major newspapers and magazines can
be accessed 24 hours a day around the world through the
World Wide Web. Students interact through cyberspace,
network on Facebook and other sites, and may very well
date or meet their spouses online. We believe that any
introductory sociology book that fails to acknowledge and
critically examine all forms of the media and technology is
ignoring perhaps two of the most powerful and influential
social forces in contemporary life.
Globalization
In the past few decades, modern technology and economic
development have facilitated the flow of people, goods,
ideas, and money across old national boundaries and from
one end of the earth to the other. This process of globaliza-
tion has altered social relations and societies everywhere.
Today, people reside and work in geographic locations far
removed from where they were born. The annual migra-
tion of more than one million immigrants into the United
States—and a population shift from the rust belt to the
Sunbelt—has altered America’s social landscape. Recent
worldwide financial and economic developments illus-
trate how today’s complex global economy has blurred not
only the lines that once distinguished one major corpo-
ration from another, but also the political and economic
boundaries that once separated nations. We explore these
important developments in chapter 9, “Global Stratifica-
tion,” in chapter 16, “Government, Politics, and War,” and
in chapter 17, “The Economy and Work,” to name but a
few examples. In addition, we weave comparative material
from the diverse cultures of the world into every chapter
to demonstrate how globalization has made all of our lives
increasingly complex and interdependent. The authors’
experiences in having traveled throughout the United
States, Europe, Asia, and parts of Africa contribute exam-
ples throughout the text to help explain globalization and
cultural diversity.
Cultural Diversity
In an effort to acknowledge and affirm the rich tapestry of
human culture and achievement, in this edition of Society
in Focus, we expand the emphasis on social and cultural
Thompson_9781442255975.indb 13
Preface / xiii
diversity. Reflecting fundamental changes in the social
composition of American cities and most other major
cities of the world, we have expanded our coverage of
race, ethnicity, gender, sexual orientation, and many other
forms of cultural diversity. At the same time, we illuminate
social inequality and what it means to be at the margins or
even outside of the cultural mainstream in various parts of
the world. We have expanded the application of feminist
theory in every chapter to recognize the importance of
gender diversity and the contributions of that theoretical
perspective in sociology.
Here are just a few of the diversity issues that we ask
you to examine in various chapters. Chapter 4 looks at the
different experiences of women and men in Marine Corps
boot camp. Chapter 7 differentiates between diversity and
deviance and illustrates how entire categories of people
are sometimes labeled and treated as deviants and thus
become victims of prejudice, discrimination, and even
hate crimes simply because of their differences. Chapter
10 raises the question: given increasing rates of interra-
cial marriages, should the current U.S. racial classification
system be changed to include new biracial and multiracial
categories? In chapter 13, you are asked to take positions
for and against the long-standing tradition of spanking
children, and the classic sociological analogy of kindergar-
ten as academic “boot camp” is challenged from a feminist
perspective.
Looking to the Future
Our final theme is called “Looking to the Future.” While
predicting the future is a risky venture, we are convinced
that using critical thinking and sociological perspectives
to understand today can improve the accuracy of any-
one’s forecasts for tomorrow. We pioneered this popular
feature in our first edition, and we continue to provide
cutting-edge and comprehensive sociological projections
of the future in each chapter. This section also has another
goal: it is designed to increase student awareness of the
importance of collective action, as well as the ability of
ordinary people to alter public policy and improve society.
In chapter 1, for example, we look at the future of sociol-
ogy and what important issues are likely to dominate the
discipline. We show how the future of sociology, and the
future of society itself, are tied to a better understanding of
the impact of technology, globalization, and cultural diver-
sity. It is fitting that the book ends with chapter 20, “Social
Change, Collective Behavior, and the Future.”
PLAN OF THE BOOK
Society in Focus is designed to help students think clearly
and critically about sociological issues, concepts, and
methods. Questioning is at the heart of this approach, and
as students read this book, they are encouraged to become
part of the sociological enterprise—rather than remain
passive observers. Every element of the text is designed
to challenge students to evaluate social issues and, guided
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 xiv \ Preface
by the sociological imagination, to clearly formulate their
own positions. By asking questions that demand socio-
logical and creative thought, we want to remind students
that their conclusions and decisions, as well as their non-
decisions and inaction, may have important social conse-
quences. The following features have been chosen to help
students achieve these goals.
Organization
Society in Focus is divided into five parts. In part I, “The
Sociological Perspective,” chapter 1, “Discovering Sociol-
ogy,” introduces sociology and the history of the discipline.
Chapter 2, “Doing Sociology,” describes the methods and
theories of sociological research.
Part II, “The Social Framework,” discusses the influ-
ence of “Society and Culture” (chapter 3), “Socialization”
(chapter 4), “Social Interaction in Everyday Life” (chapter
5), and “Social Groups, Organizations, and Bureaucracies”
(chapter 6) on individual and social behavior.
Part III, “Social Differentiation and Inequality,” details
how people are treated differentially in society. This sec-
tion includes “Deviance and Conformity” (chapter 7) and
the extent to which behavior is sanctioned according to
whether people conform to or deviate from established
norms. Chapter 8, “Social Stratification and the U.S. Class
System,” discusses class inequality in the United States; and
chapter 9, “Global Stratification,” examines stratification
on a global scale. Chapter 10, “Race and Ethnicity,” chapter
11, “Sex and Gender,” and chapter 12, “Age and the Elderly,”
explore how people are treated (and regarded) differently
because of their socially defined physical attributes.
In part IV, “Social Institutions,” we discuss major social
institutions and their vital roles in the social order. The
traditional institutions discussed are “Families” (chapter
13), “Education” (chapter 14), “Religion” (chapter 15),
“Government, Politics, and War” (chapter 16), and “The
Economy and Work” (chapter 17). Chapter 18, “Health
and Medicine,” looks at medicine and health care in con-
temporary society.
Part V, “Social Change,” contains two chapters. Chapter
19 explores issues related to “Population, Urbanization,
and Ecology,” and chapter 20, “Social Change, Collective
Behavior, and the Future,” looks at collective behavior,
social movements, social change, and the future.
Special Features
Opening Vignettes Each chapter opens with an inter-
esting case study, anecdote, or other example to capture
the reader’s interest and introduce the chapter topic. The
material is also meant to stimulate sociological thinking
by raising a variety of important social issues and ques-
tions. Opening vignettes illustrate our theme that things
are not necessarily what they seem and introduce students
to important concepts that follow, as well as setting the
tone for the entire chapter. For example, chapter 5, “Social
Interaction in Everyday Life,” begins with a vignette about
surfing the Net and interaction in cyberspace between
Thompson_9781442255975.indb 14
millions of people worldwide. This vignette explores the
power of social media in society. More importantly, it
shows how easily people can be deceived while interact-
ing through cyberspace, and it raises questions that are at
the very heart of the sociological enterprise. For example,
is a person alone at a computer who anonymously chats
online with others participating in “social interaction,”
as sociologists have traditionally defined the term? Who
has, and who should have, access to these media—which
raises fundamental questions of power, freedom, and
equality?
Theoretical Perspectives To enhance sociological
thinking, we include a comprehensive examination of four
major perspectives in sociology: interactionism, function-
alism, conflict, and feminist theory. In addition, throughout
the book, we present new paradigms, conflicting research
findings, and controversial approaches. This encourages
students to look beneath the surface of complex issues and
recognize how the various perspectives alter both socio-
logical questions and answers. In this edition, we list our
theoretical coverage in the Detailed Contents, as well as in
each chapter outline. More importantly, with many more
examples from contemporary social theorists, we provide
new, cutting-edge models and approaches that are both in-
teresting and accessible to students.
Sociological Focus: Controversial and Thought-
Provoking Boxes We have revised boxes from previ-
ous editions and added new boxes to this edition that en-
courage students to take a closer look at society and se-
lected social issues. In each chapter, there are Sociological
Focus boxes that challenge students to focus on major so-
ciological concepts or examine contemporary social issues,
such as euthanasia, the impact of technology, and capital
punishment. These boxes ask students to peer beneath
the surface of common-sense and official views and use
their sociological skills to decipher and analyze the issue
in question.
Photographs, Maps, Tables, Figures, and
Cartoons Full-color illustrations, tables, figures, pho-
tographs, maps, and cartoons have been selected to cap-
ture interest while visually underscoring major sociolog-
ical concepts and ideas. Also, we do more than simply
present these visual materials as if they offered obvious
conclusions. Instead, we provide questions for students
to analyze and critique. For example, in chapter 8, we
show a map of slavery around the world today and ask
students, many of whom think slavery no longer exists,
what this map tells us about social stratification and in-
equality. In chapter 18, a map illustrates infant mortality
rates around the globe, indicating that the United States
is not among the nations with the lowest rates, and asks
the provocative question: “What don’t infant mortality
rates reveal about a country’s living standard?” Similar
thought-provoking questions accompany many visuals in
each chapter.
14-03-2016 16:16:25

Pedagogical Features There are additional aids to re-
inforce and expand student learning.
• Each chapter begins with a list of Student Learn-
ing Outcomes and ends with questions that provide
Outcomes Assessment.
• Every Sociological Focus box includes a section
called Taking a Closer Look that promotes critical
thinking and can serve as excellent prompts for in-
class or online discussions.
• A summary that highlights the most important
material for reflection and review is provided at the
end of each chapter. Further, it helps boost sociolog-
ical thinking skills by providing a thumbnail sketch
of the most important components with their logical
connections within each chapter.
• Key terms and concepts are boldfaced and defined
within the text at first mention and are listed at the
end of each chapter with cross-reference page num-
bers. Key terms and their definitions are also posi-
tioned in the margin, generally at the bottom of the
page or page spread at their point of usage.
• A comprehensive glossary and complete bibliogra-
phy are included at the end of the book.
• Separate subject and name indexes are included at
the end of the book.
ANCILLARIES
This book is accompanied by a learning package designed
to enhance the experience of both instructors and students.
• Instructor’s Manual. For each chapter in the text,
this valuable resource provides a chapter summary,
student learning objectives, key terms with defini-
tions, lecture outline, discussion questions, and web
resources. The Instructor’s Manual is available to
adopters for download on the text’s catalog page at
www.rowman.com.
• Test Bank. The Test Bank includes multiple choice
questions marked with difficulty and skill levels
and referenced by section. The true–false, fill-in-
the-blank, matching, and essay questions are all ref-
erenced by section. The Test Bank is available to
adopters for download on the text’s catalog page at
www.rowman.com.
• PowerPoint® Presentation. The PowerPoint slides
provide lecture outlines as well as the tables, maps,
and figures from the text. The PowerPoint presen-
tation is available to adopters for download on the
text’s catalog page at www.rowman.com.
• Enhanced eText. The Enhanced eText allows stu-
dents to access their textbook anytime and anywhere
they want. The eText for Society in Focus: An Intro-
duction to Sociology, Eighth Edition, features direct
links to flash cards, self-quizzes, and additional
activities designed to enhance the concepts in each
chapter. From the eText, click on the “Practice and
Thompson_9781442255975.indb 15
Preface / xv
Review Online” link at the end of every chapter. The
Interactive eText can be purchased at www.rowman.
com or any other retailer of online texts.
• Companion Website. Accompanying the text is an
open-access Companion Website designed to rein-
force the main topics. For each chapter, flash cards,
self-quizzes, and additional activities help students
master the information they learn in the classroom.
Students can access the Companion Website from
their computer or mobile device on the text’s catalog
page at www.textbook.rowman.com/thompson.
• Learning Management System (LMS) Cartridge.
Available for most learning management systems,
this cartridge contains the test questions and Com-
panion Website material that accompany Society
in Focus: An Introduction to Sociology, Eighth Edi-
tion. This cartridge allows better integration of the
materials with your course and makes it easy for
student test results and graded assignments to flow
into instructor gradebooks. The LMS Cartridge is
available to adopters for download on the text’s cata-
log page at www.rowman.com.
• Respondus 4.0. Our test bank is most flexibly used
in Respondus, a test-authoring software available
in two forms. Check with your university to see if
you have a site license to the full program, Respon-
dus 3.5, which offers the option to upload your tests
to the most popular course management systems,
including Blackboard. If you don’t have a Respondus
license or do not care about having your tests in a
course management system, you can use our test
bank file in Respondus LE. The LE program is free
and can be used to automate the process of creat-
ing tests in print format. Visit the Respondus Test
Bank Network to download the test bank for either
Respondus 3.5 or Respondus LE. Click here: http://
www.respondus.com/products/testbank/search.php
to submit your request.
• Respondus StudyMate. Respondus StudyMate helps
students master the basics of course material through
learning activities, self-assessments, and games. A
dozen activities—such as flash cards, crosswords,
and quizzes—engage students with course content
in an individualized way. Students can access Study-
Mate activities using computers, smart phones, and
tablets. StudyMate also integrates seamlessly with
the most popular learning management systems.
ACKNOWLEDGMENTS
Society in Focus: An Introduction to Sociology, Eighth
Edition, has benefited from the wisdom and friendship
of many people. We are grateful to Harriet Prentiss for
signing the original book, and to the late Alan McClare
for his help on the first three editions. Special gratitude
is expressed to Dr. Jimmy Taylor, a former student of one
of the authors, now a prominent sociologist and author
14-03-2016 16:16:25
 xvi \ Preface
in his own right, who introduced the authors to Nancy
Roberts at Rowman & Littlefield, launching a new part-
nership and making this eighth edition of Society in Focus
special.
We want to thank our colleagues from across the
country who reviewed the manuscript and who gener-
ously shared their time and wisdom gained through many
years of teaching sociology. For this eighth edition, we are
deeply grateful to those who reviewed the manuscript and
provided helpful input:
Alison Allen-Hall, Becker College (MA); Cari
Beecham-Bautista, College of DuPage (IL); Kurt Borchard,
University of Nebraska, Kearney; Anthony D. Greene,
College of Charleston; Ande Kidanemariam, Northeastern
State University (OK); Myriam Levy, Los Angeles Mission
College; Sadie Pendaz, Normandale Community College
(MN); Mark Szymcik, Becker College (MA).
For their help on previous editions, we would like to
thank Bonnie Ach, Chapman University (CA); William
Arnold, University of Kansas, Lawrence; George E. Arquitt,
Oklahoma State University; Roger Barnes, University of
the Incarnate Word (TX); Diane Barthel, State University
of New York, Stony Brook; William Beaver, Robert Morris
College; Adriana Leela Bohm, Delaware County Commu-
nity College (PA); Marshall Botkin, Frederick Commu-
nity College; Janet Boyce, Idaho State University; Suzanne
Brandon, College of St. Catherine (MN); Cliff Brown,
University of New Hampshire, Durham; Alyce Bunting,
Texarkana College; William D. Camp, Luzerne County
Community College (PA); Karen Conner, Drake Univer-
sity (IA); Dr. Denise Dalaimo, Mt. San Jacinto College;
Betty J. Daughenbaugh, Wor-Wic Community College
(MD); Raymond DeVries, St. Olaf College (MN); Susan
Dobyns, Pima Community College (AZ); Lois Easterday,
Onondaga Community College (NY); Susan Farrell, City
University of New York Kingsborough Community Col-
lege; Charles Faupel, Auburn University; Barbara Feldman,
Seton Hall University (NJ); Jan Fiola, Moorhead State Uni-
versity (MN); Robin Franck, Southwestern College (CA);
Pamela Gaiter, Collin County Community College (TX);
Carol Gardner, Indiana University-Purdue University,
Indianapolis; Risa Lynn Garelick, Coconino Community
College (AZ); Michael Goslin, Tallahassee Community
Thompson_9781442255975.indb 16
College (FL); Debbie Hanna, Lander University; Roxanna
Harlow, Indiana University, Bloomington; Emily Ignacio,
University of Illinois, Urbana; Edmond C. Johnson, Bar-
ton County Community College (KS); Miho Kawai, SUNY
Ulster County Community College; Joseph A. Kortaba,
University of Houston (TX); Larry Lance, University of
North Carolina, Charlotte; Diana Larkin, South Puget
Sound Community College (WA); Richard Leveroni,
Schenectady Community College (NY); Diane E. Levy,
University of North Carolina, Wilmington; Sandra Lopez,
Trident Technical College; Kim MacInnis, Bridgewater
State College (MA); Rick Malloy, St. Joseph University
(PA); Marcella Mazzarelli, Massachusetts Bay Commu-
nity College; Kristy McNamara, Furman University (SC);
Michael Miller, University of Texas, San Antonio; Richard
Miller, Missouri Southern State College; Edward V. Morse,
Tulane University (LA); Craig J. Nauman, Madison Area
Technical College (WI); Ronald Penton, Sr., Gulf Coast
Community College (FL); Anne Peterson, Columbus State
College (OH); Howard Robboy, The College of New Jer-
sey; Helen Rosenberg, University of Wisconsin, Parkside;
Rudy Sanfilippo, Canada College (CA); Tahmoores Sarraf,
Idaho State University; Caroline Schacht, East Carolina
University; Jennifer Crew Solomon, Winthrop University
(SC); Terrence Stewart, Mott Community College (MI);
Brenda Still, College of Charleston; Marcella Thompson,
University of Arkansas; Charles Tolbert, Louisiana State
University, Baton Rouge; Robert Tournier, College of
Charleston (SC); Lisa Troyer, University of Iowa; Steven
L. Vassar, Mankato State University (MN); Mel Wallace,
McHenry County College (IL); Keith H. Whitworth, Texas
Christian University; Dwight Wood, Marshall University;
Robert Wood, Rutgers University, Camden (NJ); Diane
Zablotsky, University of North Carolina, Charlotte; and
Anthony W. Zumpetta, West Chester University.
Finally, we give special thanks to our family members
and loved ones who have consistently provided the love,
patience, understanding, and sacrifice that made it possi-
ble for us to complete a work of this magnitude.
William E. Thompson
Joseph V. Hickey
Mica L. Thompson
14-03-2016 16:16:25
 ABOUT THE AUTHORS

The cooperative writing efforts of William Thompson and Joseph Hickey began
almost four decades ago, when they decided to explore the mall Easter Bunny and
Santa Claus as well as other “taken-for-granted” roles, social settings, and everyday
social interactions. Although Joe Hickey is now fully retired, this new edition still
reflects his many contributions to previous editions and remains a collaborative
work. Mica Thompson joined the research team more recently, helping to interview
motorcyclists and providing an important younger and feminist perspective on all
of the research topics.

WILLIAM E. THOMPSON was born and raised in Tulsa, Oklahoma, and was the
first member of his family to receive a high school diploma. He received his bach-
elor’s degree from Northeastern State University, a master’s degree from Missouri
State University, and a PhD from Oklahoma State University. Professor Thomp-
son has authored and coauthored more than forty articles in professional journals,
including several reprinted in sociology textbooks and readers. He has coauthored
a textbook on juvenile delinquency, which is going into its tenth edition, and a text-
book entitled Deviants and Deviance: A Sociological Approach, and he has coedited
an anthology on juvenile delinquency. Thompson also is the author of The Glass
House, a nonfiction account of his mother’s two-year battle with cancer and the les-
sons about life and living learned from her death and dying, and in 2012, authored
Hogs, Blogs, Leathers, and Lattes: The Sociology of Modern American Motorcycling.
For fun and relaxation, Thompson plays the drums and rides motorcycles.

JOSEPH V. HICKEY received his bachelor’s and master’s degrees from George
Washington University and his PhD in cultural anthropology from the University
of New Mexico. A native New Yorker and Midwest transplant, Professor Hickey
has won both writing and film awards. He has authored and coauthored two dozen
articles and has written and produced numerous videotapes on such diverse sub-
jects as popular culture, racial and ethnic communities, and cross-cultural studies.
Joseph Hickey is professor emeritus in the Department of Sociology–Anthropology
at Emporia State University in Emporia, Kansas, where for more than two decades he
taught introductory courses in sociology and cultural anthropology to undergradu-
ates. Today, he is retired and lives on a farm in Tennessee.

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 xviii \ About the Authors

MICA L. THOMPSON earned her bachelor’s degree from Oklahoma State University
and her master’s degree in sociology from Texas A&M University–Commerce. She has
more than twelve years of public school teaching experience and teaches introduction
to sociology at the university level. Her research interests include qualitative methods,
feminist theory, education, and popular culture. In addition to having collaborated on
articles published in professional journals, Mica has made significant contributions to
previous editions of Society in Focus. In her spare time, Mica teaches arts and crafts as
a volunteer at a center for HIV patients, and enjoys art, fitness classes, and spending
time with her “best friend,” her nephew.

Thompson_9781442255975.indb 18 14-03-2016 16:16:31

 SOCIOLOGICAL
PERSPECTIVE

01 02 03 04 05
PART

PART

PART

PART

PART

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 01
CHAPTER
Discovering Sociology
The first wisdom of sociology is
this—things are not what they
seem.
—Peter Berger, Invitation to Sociology
LEARNING OUTCOMES
01 Define sociology as well as com-
pare and contrast it with other
major social sciences.
02 Define globalization and give
examples of its sociological
importance.
03 Define critical thinking and its
importance in developing a
sociological imagination.
04 Trace the historical development of
sociology.
05 Define and give examples of the
major theoretical perspectives in
sociology.
Thompson_9781442255975.indb 2
The series’ name comes from George Orwell’s classic novel 1984.
Complete strangers called houseguests are moved into a residence
under continuous surveillance and isolated from everything for the
entire competition. They compete in weekly competitions for com-
fortable beds, warm showers, and good food, and vote on evictions
to determine who will win the show. They must work together to
build alliances not only in order to ensure they will not be voted out,
but also to keep their sanity in the confines of the isolated house-
hold. Cooperation is paramount. Teamwork is essential. Because,
although this is a competition where only one contestant can win
the $500,000 prize, this game cannot be won alone. And one more
thing: one of the players is voted on to be dubbed “America’s
Player” and is expected to act out viewers’ wishes based on social
media surveys.
The so-called reality television show Big Brother has enjoyed
several successful seasons as one of the most popular and high-
est-rated programs around the world. Viewers vicariously compete
in challenges, vote on what contestants eat, tweet comments at
the show’s host, and even watch the unaired, unedited live feed.
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 CHAPTER 1 • Discovering Sociology / 3

Contestants range from 20-something bikini-clad college coeds and bare-

chested personal fitness trainers to 50-something grandmothers, ex-profes- SOCIOLOGY
The systematic and
sional football players, and janitors. Each season has pitted young against
scientific study of human
old, blacks against whites and other racial/ethnic groups, men against women, behavior, social groups, and
blue-collar workers against professionals, devout Christians against atheists, society.
and gays against homophobes. Due to the diversity of the cast, often very
unlikely alliances and friendships form.
Every season there is a loud, egotistical male who comes into the house
and begins “playing” the game right away. He is often one of the first to be
evicted from the Big Brother house. Typically, there is a male alliance formed
of the “fittest,” lasting for several weeks before ultimately imploding. They
come up with monikers such as “The Bomb Squad,” “The Brigade,” or “The
Quack Pack.” These alliances seem to have a clear advantage over weaker, less
physically gifted contestants with smaller or no alliances. Yet, both contestants
and viewers soon realize things are not what they seem (Berger, 1963); survival
skills involve far more than youth, vigor, and physical fitness. Social skills are of
utmost importance. This is evident in the “floaters” who win no competitions,
but develop a social game that keeps them under the radar and out of the hot
seat. There are also houseguests dubbed “villains” who manage to do well
despite their antisocial and often offensive behaviors. In the end, there will
be a winner who shows physical prowess in addition to his/her dynamic social
game. Past winners have included the most obnoxious and hated villains (Evil
Dick from season 8 and Mike Boogie from season 7), an undercover cop and
one of the most popular, well-liked houseguests (Derek from season 16), and a
whiny Las Vegas cocktail waitress (Rachel from season 12). Although elements
of each season are highly predictable, the final houseguest to remain is often
a surprise to both houseguests and viewers. With the addition of social media,
“America’s Player,” and voting throughout the season, members of society
exert a huge influence over a house that is seemingly filled with inhabitants
completely cut off from society.

WHAT IS SOCIOLOGY?
Sociology is the systematic and scientific study of human behavior, social groups, and
society. Sociologists examine structural and institutional forces that shape our everyday
lives, behaviors, and social values and look at how we help create those social struc-
tures and institutions. Table 1.1 compares and contrasts sociology with other social

TABLE 1.1 Sociology and Other Social and Behavioral Sciences and Related Disciplines

All social and behavioral sciences focus on the behavior of people and attempt to explain, at least to some extent, what they
do, how they do it, and why they do it. Yet each discipline has a different emphasis and primary focus that sets it apart from the
others.
Sociology Studies human behavior with emphasis on social structure, social groups, interaction, and society.
Psychology Studies human behavior with emphasis on individuals, personality, and biology.
Anthropology (Cultural) Studies past human behavior with emphasis on past cultures and preindustrial societies.
History Studies human behavior with emphasis on people and events of the past.
Economics Studies human behavior with emphasis on the economy and the exchange of goods and services.
Political Science Studies human behavior with emphasis on political institutions, government, power, and authority.
Criminal Justice An applied field that uses sociological and criminological theories to explain the creation, causation,
and control of crime. Focuses on criminal procedures, law enforcement, and corrections.
Social Work An applied field that uses sociological and psychological theories to explain social problems and to
operate agencies designed to alleviate some of the consequences of these problems.

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 4 \ PART 1 • Sociological Perspective
SOCIOLOGICAL
IMAGINATION
Quality of mind that provides
an understanding of
ourselves within the context
of the larger society.
Rosa Parks made history in 1955
when she violated an Alabama law
by refusing to give up her seat to a
white person and move to the back
of the bus.
HOW does this solitary act illustrate
C. Wright Mills’ contention that a
sociological imagination requires
the understanding of the link
between history and biography?
Thompson_9781442255975.indb 4
and behavioral sciences and related disciplines. Sociology is an academic discipline,
but this does not mean that it is simply “a thing to be studied. . . . Sociology is, first of
all, a thing lived” (Lemert, 2011:xv). Perhaps sociologist Peter Berger (1963:4) said it
best when he wrote, “Sociology is not a practice but an attempt to understand.” This
requires that sociologists look at everyday events a little differently from the way most
people do. The goal of this book is to help you better understand the world in which
you live and your place in it by helping you to develop your sociological imagination
and to learn to think sociologically.
Do you sometimes enjoy the peace and solitude of being alone? At other times
do you like being with other people, celebrating your achievements or sharing
your concerns? If you are like most people, the answer to both questions is prob-
ably “Yes.” While all of us enjoy some time alone, we also need and actively seek
the company and security of other people. We congregate to establish families,
groups, tribes, communities, nations, and many other organizations, some of which
transcend national boundaries. This social imperative sets us apart from other ani-
mals, and, though it is survival related, it transcends mere biological or instinctive
drives to cluster for survival. As we form collectivities we make both conscious
and unconscious choices to sacrifice some of our individual freedoms, but at the
same time we derive many social benefits from the process. This interdependence
between society and the individual is the primary focus of sociology, and under-
standing it requires the development of a sociological imagination—a quality
of mind that provides an understanding of ourselves within the context of the larger
society (Mills, 1959).
The Sociological Imagination
By using our sociological imaginations, we can better see the relationship between
ourselves and the society in which we live. Sociologist C. Wright Mills (1959) con-
tended that this requires that we grasp the connection between history (events that
have shaped an entire society’s values and beliefs) and biography (an individual’s life
experiences within a particular society). This important link is often overlooked, but
it is essential for sociological understanding, because it places individual behavior in
a larger social context. It reminds us
that we, as individuals, are to some
extent products of the particular soci-
ety and historical period in which we
live, but also acknowledges that we
are history makers, who help produce
and change society by our actions. We
can only guess what would have hap-
pened to the Civil Rights movement
of the 1960s if the late Rosa Parks had
given up her seat to the white man
and moved to the back of the bus in
Montgomery, Alabama, in 1955; or
what might have transpired if she had
refused to do so 30 years earlier, in
the 1920s. Sociology teaches us that
everything, from the most heroic and
spectacular actions to the most mun-
dane and taken-for-granted features
of our existence, reflects the dynamic
interplay between the individual and
society.
Personal Troubles versus Social
Issues A sociological imagina-
tion allows us to see the important
14-03-2016 16:16:34
 CHAPTER 1 • Discovering Sociology / 5

relationship between personal troubles, which affect an individual (e.g., being an alco-
holic), and social issues, which reflect a problem for the entire society (e.g., alcoholism)
(Mills, 1959). This distinction is a critical component of sociology, because it enables
us to see the general in the particular (Berger, 1963). Sociologists study patterns of
behavior in order to draw general conclusions about a social issue that transcend the
effect of the problem or issue on any particular individual. For example, while alco-
holism may have devastating consequences for the alcoholic and his or her immediate
family, sociology focuses on the larger problem of alcoholism and its impact on society.
This broader sociological focus may include cross-cultural values and attitudes toward
alcohol consumption, alcohol use and abuse on college campuses, drinking and driv-
ing, the differences and similarities between alcoholism and other forms of drug abuse,
and other sociological issues. This is not to say that sociologists are unconcerned about
individuals and their lives, but sociology’s emphasis is on the way individuals relate
to others, people’s positions in society, and the interdependence between society and
individuals.

Making Generalizations while Avoiding Stereotypes As noted in the example

of alcoholism, one goal of sociologists is to identify and understand general patterns of
social behavior by studying the actions of specific individuals and groups. As a result
of sociological studies, we know that nationality, race, age, gender, sexual orienta-
tion, political preference, religion, and a host of other social factors greatly affect our
viewpoints and actions. For example, as we discuss in chapter 16, African Americans,
women, the elderly, and labor union members are more likely to vote for Democrats
than Republicans in national elections. In making generalizations, however, we must
be careful not to fall prey to overgeneralizations and inaccurate stereotypes (over-
simplified ideas about a group) that can seriously distort our thinking and cloud our
understanding. Consider some of the ways we think about and act toward people
based on their race, age, sex, social class, and other characteristics, and how these
thoughts and actions can be potentially damaging and even dangerous. Many of our
stereotypes come from the mass media, especially television. Throughout this book,
we illustrate how to examine the media more critically from a sociological perspective.
Stereotypes also come from our myopic view of the world. The sociological imagina-
tion and locating individuals in a larger social context require us to understand that
we live in a global society.

Understanding Life in a Global Society

One of the most significant social consequences of the twentieth century was the
transformation of a world of separate nation-states with unique histories, cultures,
and social experiences into a massive global village. In the sixteenth century, the
Portuguese navigator Ferdinand Magellan led a Spanish expedition that was the first
to circumnavigate the globe. The treacherous journey took approximately three years.
Today, ships can make the same journey in less than a week and airplanes in less than
24 hours; communication satellites orbit the earth in less than two hours and send
electronic signals around the world in seconds.
The world has changed, and understanding the nature of these changes is essential
for developing a sociological understanding of our lives and the world around us.
Nowhere is that change more apparent and powerful than in our ability to communi-
cate information, transport people, and move huge sums of capital around the globe GLOBALIZATION
quickly. Globalization refers to the interconnectedness among people around the world. The interconnectedness
It is a “process whereby goods, information, people, money, communication, fashion among people around the
(and other forms of culture) move across national boundaries” (Eitzen and Baca Zinn, world; the process whereby
2009:1). Technological advances in communication, transportation, importation, and goods, information, people,
exportation have rendered the ideology and policies of social isolationism not only money, communication,
ridiculous, but also impossible. As one sociologist noted, globalization changes every- fashion (and other forms of
culture) move across national
thing: “some social things may be reshaped or threatened . . . they can’t any longer be
boundaries.
taken for granted” (Lemert, 2008:181).

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 6 \ PART 1 • Sociological Perspective
Understanding the impact of
globalization is a critical component
of sociological thinking.
HOW do the opening and closing
ceremonies of the Olympics
illustrate globalization?
CONVERGENCE
HYPOTHESIS
Assuming that globalization
is causing different cultures
to continually become more
alike.
Thompson_9781442255975.indb 6
Look around you. Two of
the most popular brands of
Japanese automobiles, Toyota
and Honda, are manufactured
in Ohio and Kentucky, while
many General Motors cars are
made from parts manufac-
tured in Mexico and Canada.
The best-selling American
athletic shoes, Nike, are head-
quartered in Oregon but made
in China and Indonesia. Ree-
bok shoes bear the symbol of
the British flag but are man-
ufactured in China and Indo-
nesia. Designer clothes with
European labels are made in
Central and South America, as
are some of the least expensive
brands sold under American
labels in huge discount stores in the United States.
The recognition that we live in a global society is an integral part of thinking socio-
logically and developing our sociological imaginations—that is, understanding our-
selves in a larger social context. Throughout this book, we focus on the global aspects
of the issue under study and draw on a wealth of studies and examples from around
the world. Global awareness also helps us to question cultural misconceptions and
media stereotypes about people who live in countries with cultures very different from
our own. It accentuates diversity and helps us challenge views that our particular way
of doing things is the only way, or even the best way, of doing them. Although some
social scientists support the convergence hypothesis, assuming that globalization
is causing different cultures to continually become more alike, others emphasize that we
must recognize that among cultures, and even within cultures, there remains a great
deal of diversity (Domosh et al., 2011).
Recognizing Diversity
Imagine a world where everybody is exactly the same: everyone looks alike, acts alike,
talks alike, and thinks alike. What a simple and uninteresting world it would be. While
it may sometimes be comforting to be around people with similar backgrounds and
interests, the world is far more complex than that. We live in a world where variety
is indeed the “spice of life.” Globalization has increased mobility, providing in many
places a social mosaic of people from different racial and ethnic backgrounds, nation-
alities, religions, and cultures.
How does this diversity affect you and me? It requires that we look at ourselves and
the world in which we live a bit differently. Sociological research indicates that while
most Americans acknowledge the importance of diversity, their popular conceptions
of it are ambiguous, and reflect “political correctness” more than understanding (Bell
and Hartmann, 2007). We must realize that complex social issues cannot be viewed
in simple terms of right or wrong, black or white, and good or evil, but require that
we understand and consider other values, points of view, and ways of life that may be
dramatically different from our own. Just as sociology makes generalizations about
how common powerful social forces act on all of us, it also recognizes the importance
of diversity for understanding social interaction and human society. Throughout this
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Title: Perttunen kiinni!

1-näytöksinen ilveily

Author: Sakari Ruotsalo

Release date: December 2, 2023 [eBook #72284]

Language: Finnish

Original publication: Jyväskylä: K. J. Gummerus Oy, 1925

Credits: Tapio Riikonen

*** START OF THE PROJECT GUTENBERG EBOOK PERTTUNEN

KIINNI! ***
PERTTUNEN KIINNI!

1-näytöksinen ilveily

Kirj.

S. A. RUOTSALO

Jyväskylässä, K. J. Gummerus Oy, 1925.

HENKILÖT:

SOINISKA, Amerikan leski.

SELMA, hänen tyttärensä.
PERTTUNEN, aikanaan kuulu suurrosvo.
ERVINKI, maallikkosaarnaaja.
ALAPEREEN AUKUSTA, elähtänyt neiti, matkustajakodin pitäjä.
3 vahtimiestä.

HUONE:

Tupa, jossa on leivinuuni keskellä peräseinää; uunin etupuolessa

hella. Huone on seinällä jaettu kahtia: isompi oikea puoli on keittiö,
vasempi kamari, johon tuo ovi hellan edestä. Keittiön oikeassa
seinässä ulko-ovi liki yleisöä, sen vieressä sänky vuoteineen;
peräseinässä ikkuna verhoineen ja sen alla kaappipöytä
tavaroineen. Kamarin peräseinässä ikkuna verhoineen ja alla olevine
pöytineen; vasemmalla piironki peileineen, oikealla sänkysohva
vuoteineen. Tuoleja siellä täällä ja meriltä tuotuja tauluja ja koruja.
Kamarin lattiassa kynnyksen alla avattava luukku, josta mennään
kellariin. On syyskuun iltapuhde; tuli hellassa, ei lampussa.
 SELMA (hellan edessä pyyhkii juuri valmistunutta kahvipannua ja
laulaa)

Jo lienet kuullut, veikkonen,

Tuon mainittavan Perttusen?
Hän oli aina hurja mies
Ja metsäpolut tarkoin ties!

Ei työhön ollut tottunut,

Vaan varastamaan oppinut;
Siihen vain taipui luontonsa —
Ja harjautui jo lapsena.

PERTTUNEN (on ilmestynyt ovelle ja kuunnellut)

Mistäs se Selmakin on tuon uuden arkkiveisun oppinut?

SELMA

Kas! Eera Manninen Kalajoelta! (kättelee) Tervetuloa! Istumaan!

PERTTUNEN (ympärilleen pälyillen)

Oletko yksin kotona?

SELMA

Olen. Äiti on vieraansa kanssa hihhulien seuroissa. Mutta mikäs

suden saareen saatti, minkä sinutkin meille, ja miten sinä mökkimme
löysit, vaikket ennen olekaan sisälle poikennut?

PERTTUNEN
 Vaikeatapa tänne olikin osata, kun vastaantulijat lensivät kuin
hullut sen suuren varkaan perässä, josta juuri lauloit, eivätkä
joutaneet neuvomaan. (Istuu keinutuolissa.)

SELMA

Muistatkos vielä, miten tutustuimme? (Panee kuppeja ja pannun

tarjottimelle.)

PERTTUNEN

Muistanpa tietenkin. Sinä olit menossa tuohon naapurikylään

laulamaan Sivistysseurain kuvaelmassa. Kun tulin vastaan,
virvoittelit sinä maantielle tuupertunutta ukkoa. Minä autoin sinua, ja
meistä tuli heti ystävät, avomielisiä kun ollaan. Vai pidätkö minua
vielä ystävänäsi?

SELMA (on nostanut tuolin P:n viereen hellan suun eteen ja istuu
vastatessaan)

Totta kai! Sinä olet minusta nuoren maamiehen perikuva harmaine

nuttuinesi ja pieksusaappainesi, pestyine poskinesi ja kammattuine
hiuksinesi olet minun miesihanteeni (silittelee P:n poskea). Mutta
kauan sinä olet ollut poissa näkyvistäni. Missä?

PERTTUNEN

Kotona Kalajoella. Heinänteko ja elonkorjuu pidättävät

isäntämiestä. (kaivaa taskuaan) Minä olen tuonut sinulle muistoksi
tämän äitivainajani kellon perineen. (Ylös.) Huolitkos? (Pistää tytön
kaulaan.)
SELMA

Kiitos, kiitos! Tämä on kuin äidiltäni varastettu kello, mutta siinä ei

ollut periä. Isäntämiesten lahjat ovat suuria. (Selman epäluulo on
herännyt, ovelle koputetaan.)

PERTTUNEN (säikähtäen)

Joko äitisi tulee?

SELMA

Jaa! Manninenpa taisi panna porstuan oven lukkoon? Mutta ei se

äiti vielä ole, sillä hänellä on avain. Vieras se on. Manninen istuu
tuolla kamarissa ja juo kahvia. (Vie pannun tarjottimella ynnä kupit
kamarin pöydälle ja käskee Perttusen istumaan ja juomaan.) Juopas
nyt! Minä tulen pian. (Menee, avaa porstuan oven, josta Alapereen
Aukusta tulee.)

AUKUSTA

Iltaa!

SELMA

Iltaa! Tapasitteko äitiä?

AUKUSTA

Tapasin. Hän käski sanoa, ettei sinun tarvitse varata kahvia eikä
ruokaa. Soiniska syö saarnamiehineen siellä.

SELMA
 Jokos seurat sitten loppuivat näin aikaisin?

AUKUSTA

Vasta ovat puhuneet Pere, Penttilä ja Soiniskan pappi, vielä

puhuvat Rahikka, Rasi, Runtti ja Rappi, niinkuin pojat veisaavat.
Mutta minä luulen, ettei äitisi ole loppuun asti, kun Pennaska on
aamupäivällä leiponut ja seuratupa on kuuma kuin pätsi. Voi Antti ja
Taavetti, kuinka kauheasti ne pääuskovaiset olivat riemussa!
Nenolaiskakin konttasi neulansilmän läpi. Arvaapas, miten se kävi.

SELMA

En arvaa.

AUKUSTA

Hän ryömi tuolinjalkojen välitse, se lihava tyllerö. Kun tuolilla

sylitysten istuvat pojat eivät liikahtaneet, tarttui eukko kiinni. Lopulta
hän rupesi nipistelemään poikia, ja pojat kiljumaan. Lysti sitä oli
suruttoman katsella. Mutta kun meidän vieraskodissamme on
kortteeria muiden muassa se konsulin vararouva kaupungista, se
Noppa-Katti hyväkäs, täytyi siksikin lähteä jo, sillä se pakana on
pitkäkynsinen. (Tekee lähtöä, panee huivin päähänsä, saalin
hartioille lattialta.) Kuule. Tiedätkö, mitä tuo ulkoa kuuluva huuto on?

SELMA

Siellä kuuluu ajettavan Perttusta takaa.

AUKUSTA
 Niin, sitä suurta voroa. Ihmiset juoksevat pitkin kujia ja lääviä. Hän
on viime yönä kierrellyt kirkonkylällä ja ammuskellut nimismiehen
akkunoita. Aamulla hän kuuluu Punaisesta mökistä vaimonpuolen
puvussa tulleen tännepäin. (Kaivaa povestaan kuvan) Tässä on
hänen kuvansa, että tietäisit juosta pakoon, jos eteesi sattuu.
Leikkasin tämän Oulun lehdestä. Hän on sievä mies. Branderin
mamselli sanoikin: »Minä ottaisin tuon miehekseni, jos ei häntä
odottaisi ikuinen kakola».

PERTTUNEN (on Selman ja Aukustan puhellessa avaimillaan

aukonut piirongin laatikot, tukkinut taskuunsa lusikoita ja sormuksia
sanoen samalla):

Tämä on minun työtäni, tähän minä olen jo lapsena tottunut, kuten

veisussa sanotaankin. Varas varastaa morsiameltaankin. (Istuu
kahvia juomaan.)

SELMA (katselee kuvaa, kalpenee)

Hiljaa. (Vetää Aukustan ovelle.) Minä luulen, että juuri tämä mies,
tämä Perttunen, istuu perikamarissa ja juo kahvia. Menkää ja
ilmoittakaa pyytäjille! Minä narraan hänet, koska hän on pettänyt
minut, narraan kellariin muka äitiä piiloon.

AUKUSTA

Vai on siellä joku. (Kovasti.) Ei, nyt minä juoksen kotiin. Hyvästi.
(Menee porstuaan, palaa takaisin.) Kuule! Kun tulet kaupunkiin, niin
soita sieltä uutisia.

SELMA
 Ei sitä viitsi, kun se keskuksen akka kaikki kuuntelee ja kaikki
kertoo koko kylälle.

AUKUSTA

Ei se enää uskalla. Rouva Setälä paransi hänestä sen taudin. Hän

soitti Ouluun ja kertoi salaisuutena muka, että yhtiön johtokunta on
tarjonnut hänen hoidettavakseen kaupungin keskuksen, kun tämä
Mareliuksen Fiinu kaikki kuuntelee ja kertoo. Se auttoi. Fiinulla on
siitä asti ollut pikilappu suulla. Ei. Hyvästi! (Lyö mennessään
porstuan oven kiinni.)

SELMA (yksin)

Oletkos siis todellakin sinä Eera Manninen tuo katala Perttunen!

Ja tämä kello on varastettu tämäkin. Hyi! (Viskaa uunille.) Malta,
malta! Miehet sinä olet aina ja kaikkialla kekuloinut, mutta nainen on
heitä ovelampi. Saatpas kokea. (Menee kamariin, kuuluu kolinaa.)
Nyt äiti tulee ja Ervinki, se meillä asuva saarnamies. Manninen istuu
vain täällä ja juo kahvia, tulen heti. (Menee keittiöön, Perttunen
kuuntelee).

SOINISKA

Terveisiä seuroista! Istu Ervinki ja riisu! Hullu se on tuo Pennaska,

kun korventaa saarnatuvan kuin saunan. Huhui! (Pyyhkii silmiään.)
Ei sinun tarvitse kahvia eikä ruokaa tuoda. Mene maata, tyttö. (Istuu
pöydän päähän, nostaa 2 pikaria ja pullon kaapista.) Tuossa
Ervingillekin vähän sydämen vahvistusta. (Juovat molemmat,
Soiniska riisuu kengät ja hameet.) Juo pullo tyhjäksi, muuten vilustut
hikeiltyäsi hirveästi. Mutta ei sinun tarvitse tästä seuroissa saarnata.
Minulla on tilkka takana alituisen koliikini vuoksi. Pahe sinä maata
tuohon sänkyyn. Minä menen tuonne uunille. (Kiivetessään.) On
täällä tilaa sinullekin. Jos rupeaa vilustamaan täi haluttamaan, niin
kämmi tänne, kuten ennenkin eräillä kerroilla.

ERVINKI

Kyllä, kyllä, jahka Selma nukkuu. (Panee maata.)

SELMA (on kuunnellut oven raosta, Perttuselle)

Uskooko Manninen, että tuo Ervinki rietas tulee tänne

reistailemaan heti, kun äiti nukkuu. Se kiusaa minua.

PERTTUNEN (kattelee)

Mutta pääseekös sieltä varmasti ulos?

SELMA

Vielä häntä kysyy. Pian nyt! (Perttusen laskeuduttua alas Selma

vetää portaat ylös, mutta jättää luukun auki) Ei saa ennen ovea
survoa, kuin äiti nukkuu, minä ilmoitan. (Vähentää vaatteita, vetää
ikkunaverhot kiinni.)

ERVINKI (nousee ylös, riisuu alusvaatteilleen ja hiipii kamariin

kääry kädessä)

Sst! Hiljaa, Selma! Tässä sinulle tuon pienen — — — (Putoo

samassa luukusta kellariin.) Mitä pirun vehkeitä tämä?

SELMA (sulkiessaan luukun)

 Olkaa siellä, mokomat sulhaset, älkääkä huutako, ettei äiti herää.
Minä lähetän vahtimiehet Perttusta kiinni ottamaan. (Kuuluu
kolkutusta ulko-ovelta.) Nyt ne tulevat! (Menee avaamaan)

PERTTUNEN (paiskaa luukun auki, putkahtaa permannolle,

sieppaa Selman vaatteita ylleen, hiipii Selman puhellessa sängyn
päähän piiloon.)

SELMA

Menkää kellarin oven eteen kaikki, minä viskaan kamarin

akkunasta avaimen, se on pöytälaatikossa siellä. (Menee kamariin,
mutta putoo hänkin kellariin.)

PERTTUNEN (huutaa uunille)

Laskekaa portaat kellariin, jotta Selma sulhasineen pääsee pois.

(Juoksee ulos varastettuaan Ervingin puvun.)

SOINISKA

Mitä, mitä tämä melu on? Ja mistä tämä minun varastettu kelloni
on uunille ilmestynyt? (Kuuluu kolkutusta kellarista ja huutoja
ikkunan alta, Soiniska paitasillaan permannolla huutaa akkunasta.)
Mitä siellä elämöidään? Tulkaa sisälle!

ERÄS VAHTIMIES (tulee)

Mihin se sinun tyttölintusi katosi, kun kellarin avainta ei

kuulukaan?

SOINISKA
 Mitä te sitten minun kellarissani tekisitte?

VAHTIMIES.

Sinne on kätketty Perttunen.

SOINISKA

Valehtelet! Minä en ole mikään rosvojen huoltaja. Että uskoisitte,

niin menkää katsomaan. Täältä luukusta sinne pääsette ilman
avainta. (Menevät kamariin.) Tuossa on luukku ja tuossa portaat!
Hakekaa tarkoin! Minä puen päälleni riepuja.

VAHTIMIES (asettaa portaat alas; kun toisetkin ovat tulleet,

huutaa)

Jos siellä joku on, niin ylös ja äkkiä!

SELMA

Putosin pimeässä kellariin, kun Perttunen karkasi luukusta. Äiti,

viskatkaa sängystä hameeni!

SOINISKA

Ei täällä sinun hameitasi näy.

ERVINKI

Anna, Soiniska, takkini ja housuni tuvan tuolilta.

PERTTUNEN (lyö ruudun rikki kamarista, pistää päänsä näkyviin)

 Ei niitä siellä ole. Tuossa on morsiameni vaatteet. (Viskaa kääryn
ikkunasta.) Perttunen herrastelee saarnasaksan puvussa. Hyvästi!
Ottakaa Perttunen kiinni!

15

VAHTIMIEHET (hölmistyneinä hyökkäävät ulos)

Ottakaa Perttunen kiinni! Ottakaa Perttunen kiinni!

SOINISKA (kellarista kömpivälle Ervingille)

Pahuusko sinut sinne viskasi?

ERVINKI

Minä kävelin unissani.

SOINISKA

Unissasi!

ERVINKI

Se oli seuraus sinun sydämenvahvistuksestasi.

SOINISKA (Selmalle)

Entä sinä?
 SELMA (lattialla jo)

Minä läksin viskaamaan avainta tuosta ikkunasta vahtimiehille,

mutta putosinkin kellariin.

SOINISKA

Miksi luukku oli auki?

ERVINKI

Siellä kellarissa oli todella toinen mies. Se kiepsahti kuin orava

olkapäilleni, paiskasi luukun auki ja pakeni, mutta ei auttanutkaan
minua ylös, vaikka lupasi. Olikohan se pahuus se Perttunen?

SELMA

Oli se. Tunsin hänet kuvasta, jonka Alapereen Aukusta antoi.

Kahvittelin häntä kamarissa ja olin olevinani morsian, että Aukusta
ennättäisi hakea vahtimiehiä. Hän se antoi minulle tuon kellon, joka
on äidin kädessä.

SOINISKA

Ja jonka Noppa-Katti varasti minulta.

ERVINKI

Ja Perttunen Noppa-Katilta.

SELMA
 Varas varkaan varasti. Perttunen olikin ovelampi minua. Minä
menen katsomaan, saadaanko se kytketyksi. (Pois.)

SOINISKA

Minä en usko, että Ervinki unissa käveli. Selmaa sinä ahdistit.

Mutta menetitpä vaatteesi! Kutti! Mutta tuon luukun, jota Selman isä
sanoo hentunsilmäksi, kun tahtoo mustasukkaisuudessaan minua
kiusata, minä naulaan huomispäivänä umpeen ja iäksi.
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KIINNI! ***

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