Sociology in Our Times: The Essentials 11Th Edition by Diana Kendall (Ebook PDF

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Sociology
In Our Times
the essentials 11E
Diana Kendall
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
Tönnies: Gemeinschaft and Gesellschaft 110 CHAPTER REVIEW 122
Social Structure and Homelessness 110 Key Terms 123
Social Interaction: The Microlevel Perspective 111 Questions for Critical Thinking 123
Social Interaction and Meaning 111 Answers to Sociology Quiz 124
The Social Construction of Reality 113
Ethnomethodology 114 Features
Dramaturgical Analysis 114 ■ Sociology & Everyday Life: Twenty-five Years
The Sociology of Emotions 116 of Dumpster Diving for Dinner 96
Nonverbal Communication 118 ■ Sociology & Social Policy: What’s Going on in
Looking Ahead: Social Change, Social Structure, “Paradise”?—Homeless Rights Versus Public Space 112
and Interaction in the Future 121 ■ You Can Make a Difference: Offering a Helping Hand
to Homeless People 120
5 Groups and Organizations 126
Social Groups 128 Socially Sustainable

Groups, Aggregates, and Categories 129 Organizations 146
Types of Groups 130 Globalization,
The Purpose of Groups: Multiple Perspectives 132 Technology,
Group Characteristics and Dynamics 132 and “Smart
Group Size 132 Working” 147
Group Leadership 133 CHAPTER REVIEW 149
Group Conformity 134 Key Terms 150
Groupthink 137 Questions for Critical Thinking 150
Formal Organizations in Global Perspective 138 Answers to Sociology Quiz 151
Types of Formal Organizations 138
Features
Bureaucracies 140
Problems of Bureaucracies 142 ■ Sociology & Everyday Life: Social Media
Bureaucracy and Oligarchy 143 and the Classroom 128
■ Sociology & Social Policy: Technological and Social
Alternative Forms of Organization 145
Humanizing Bureaucracy 145 Change in the Workplace: BYOD? 144
Organizational Structure in Japan, ■ You Can Make a Difference: Can Facebook, Twitter,
Russia, and India 145 and Other Social Media Make You a Better, More Helpful
Person? 147
Looking Ahead: Social Change and Organizations
in the Future 146
6 Deviance and Crime 152
What Is Deviance? 154 Approaches Focusing

Who Defines Deviance? 156 on the Interaction
What Is Social Control? 157 of Race, Class, and
Functionalist Perspectives on Deviance 157 Gender 162
What Causes Deviance, and Why Is It Functional Symbolic Interactionist Perspectives on Deviance 163
for Society? 157 Differential Association Theory and Differential
Strain Theory: Goals and Means to Achieve Them 158 Reinforcement Theory 163
Opportunity Theory: Access to Illegitimate Rational Choice Theory 163
Opportunities 159 Control Theory: Social Bonding 164
Conflict Perspectives on Deviance 160 Labeling Theory 164
Deviance and Power Relations 161 Postmodernist Perspectives on Deviance 166
Deviance and Capitalism 161 Crime Classifications and Statistics 167
Feminist Approaches 161 How the Law Classifies Crime 167
Contents ■ vii
Other Crime Categories 168 CHAPTER REVIEW 185
Crime Statistics 172 Key Terms 186
Terrorism and Crime 173 Questions for Critical Thinking 187
Street Crimes and Criminals 174 Answers to Sociology Quiz 187
Crime Victims 176
The Criminal Justice System 177 Features
The Police 177 ■ Sociology & Everyday Life: The Carnage
The Courts 178 Continues 154
Punishment and Corrections 180 ■ Sociology in Global Perspective: A Wider Perspective
The Death Penalty 181 on Gangs: Look and Listen Around the World! 160
Looking Ahead: Deviance and Crime in the Future 182 ■ Sociology & Social Policy: The Long War Over Gun
The Future of Transnational Crime and the Global Control 183
Criminal Economy 184
PART 3 Social Inequality
Class and Stratification

7 in the United States 188
What Is Social Stratification? 191 Solving the Poverty
Systems of Stratification 192 Problem 212
Slavery 192 Sociological Explanations
The Caste System 193 of Social Inequality
The Class System 195 in the United States 213
Classical Perspectives on Social Class 195 Functionalist Perspectives 213
Karl Marx: Relationship to the Means Conflict Perspectives 213
of Production 195 Symbolic Interactionist Perspectives 214
Max Weber: Wealth, Prestige, and Power 196 Looking Ahead: U.S. Stratification in the Future 215
Contemporary Sociological Models of the U.S. Class CHAPTER REVIEW 217
Structure 198 Key Terms 218
The Weberian Model of the U.S. Class Structure 198 Questions for Critical Thinking 218
The Marxian Model of the U.S. Class Structure 201 Answers to Sociology Quiz 219
Inequality in the United States 204
Distribution of Income and Wealth 204 Features
Consequences of Inequality 207 ■ Sociology & Everyday Life: The Power of Class 190
■ Sociology in Global Perspective: A Day in Your Life:
Poverty in the United States 209
Who Are the Poor? 210 How Are You Touched by Modern Slavery? 194
Economic and Structural Sources of Poverty 211 ■ You Can Make a Difference: Students Helping Others
Through Campus Kitchen 216
8 Global Stratification 220
Wealth and Poverty in Global Perspective 222 Classification of Economies

Problems in Studying Global Inequality 223 by Income 225
The “Three Worlds” Approach 223 Low-Income
The Levels of Development Approach 224 Economies 225
Middle-Income
Economies 226
viii ■ Contents
High-Income Economies 226 The New International Division of Labor Theory 238
Measuring Global Wealth and Poverty 227 Looking Ahead: Global Inequality in the Future 239
Absolute, Relative, and Subjective Poverty 227 CHAPTER REVIEW 241
The Gini Coefficient and Global Quality-of-Life Key Terms 242
Issues 227
Questions for Critical Thinking 242
Global Poverty and Human Development Issues 228 Answers to Sociology Quiz 243
Life Expectancy 229
Health 229 Features
Education and Literacy 231 ■ Sociology & Everyday Life: Leaving the Snare
A Multidimensional Measure of Poverty 232 of Poverty 222
Persistent Gaps in Human Development 233 ■ Sociology & Social Policy: Fighting Poverty Through
Theories of Global Inequality 234 Global Goals for Sustainable Development 230
Development and Modernization Theory 234 ■ You Can Make a Difference: Global Networking
Dependency Theory 235 to Reduce World Hunger and Poverty 240
World Systems Theory 236
9 Race and Ethnicity 244
Race and Ethnicity 247 Latinos/as (Hispanic

Comparing Race and Ethnicity 248 Americans) 271
The Social Significance of Race and Ethnicity 249 Middle Eastern
Racial Classifications and the Meaning of Race 249 Americans 273
Dominant and Subordinate Groups 250 Looking Ahead: The
Prejudice 250 Future of Global Racial and Ethnic Inequality 275
Stereotypes 250 Worldwide Racial and Ethnic Struggles 275
Racism 252 Growing Racial and Ethnic Diversity
Theories of Prejudice 253 in the United States 275
Sociological Perspectives on Race and Ethnic CHAPTER REVIEW 277
Relations 256 Key Terms 278
Symbolic Interactionist Perspectives 256 Questions for Critical Thinking 278
Functionalist Perspectives 257 Answers to Sociology Quiz 279
Conflict Perspectives 258
An Alternative Perspective: Critical Race Theory 260 Features
Racial and Ethnic Groups in the United States 261 ■ Sociology & Everyday Life: Race and Moral Imagination:
Native Americans and Alaska Natives 261 From Selma to Ferguson and Back 246
White Anglo-Saxon Protestants (British ■ Sociology & Social Policy: Racist Hate Speech
Americans) 263 on Campus Versus the First Amendment Right
African Americans 264 to Freedom of Speech 252
White Ethnic Americans 267 ■ You Can Make a Difference: Working for Racial
Asian Americans 268 and Gender Harmony on College Campuses 276
10 Sex, Gender, and Sexuality 280
Sex: The Biological Dimension 284 Gender Stratification

Intersex and Transgender Persons 284 in Historical and
Sexual Orientation 286 Contemporary
Discrimination Based on Sexual Orientation 287 Perspective 292
Gender: The Cultural Dimension 289 Hunting and Gathering
The Social Significance of Gender 290 Societies 292
Sexism 292 Horticultural and Pastoral Societies 293
Agrarian Societies 293
Contents ■ ix
Industrial Societies 293 Conflict Perspectives 306
Postindustrial Societies 294 Feminist Perspectives 307
Gender and Socialization 295 Looking Ahead: Gender Issues in the Future 311
Parents and Gender Socialization 295 CHAPTER REVIEW 312
Peers and Gender Socialization 296 Key Terms 313
Teachers, Schools, and Gender Socialization 297 Questions for Critical Thinking 313
Sports and Gender Socialization 298
Answers to Sociology Quiz 313
Mass Media and Gender Socialization 299
Adult Gender Socialization 299 Features
Contemporary Gender Inequality 300 ■ Sociology & Everyday Life: When Gender, Sexual
Gendered Division of Paid Work Orientation, and Weight Bias Collide 282
in the United States 300 ■ You Can Make a Difference: “Love Your Body”: Women’s
Pay Equity (Comparable Worth) 302 Activism on Campus and in the Community 308
Paid Work and Family Work 304 ■ Sociology in Global Perspective: Women’s Body Size
Perspectives on Gender Stratification 305 and the Globalization of “Fat Stigma” 309
Functionalist and Neoclassical
Economic Perspectives 305
PART 4 Social Institutions
11 Families and Intimate

Relationships 316
Families in Global Perspective 318 Single-Parent
Family Structure and Characteristics 320 Households 336
Marriage Patterns 322 Two-Parent
Patterns of Descent and Inheritance 322 Households 336
Power and Authority in Families 323 Remaining Single 337
Residential Patterns 323 Transitions and Problems in Families 337
Theoretical Perspectives on Family 324 Family Violence 338
Functionalist Perspectives 324 Children in Foster Care 338
Conflict and Feminist Perspectives 324 Divorce 339
Symbolic Interactionist Perspectives 325 Remarriage 339
Postmodernist Perspectives 325 Looking Ahead: Family Issues in the Future 342
Developing Intimate Relationships and Establishing CHAPTER REVIEW 342
Families 326 Key Terms 344
Love and Intimacy 326 Questions for Critical Thinking 344
Cohabitation and Domestic Partnerships 328
Marriage 329
Same-Sex Marriages 329 Features
Housework and Child-Care Responsibilities 331 ■ Sociology & Everyday Life: Diverse Family Landscapes
Child-Related Family Issues and Parenting 332 in the Twenty-first Century 318
Deciding to Have Children 332 ■ Sociology in Global Perspective: Wombs-for-Rent:
Adoption 334 Commercial Surrogacy in India 333
Teenage Childbearing 334
x ■ Contents
12 Education and Religion 346
An Overview of Education and Religion 348 Conflict Perspectives

Sociological Perspectives on Education 349 on Religion 368
Functionalist Perspectives on Education 350 Symbolic Interactionist
Conflict Perspectives on Education 351 Perspectives
Symbolic Interactionist Perspectives on Religion 370
on Education 355 Rational Choice Perspectives on Religion 371
Postmodernist Perspectives 355 Types of Religious Organizations 373
Problems in Elementary and Secondary Schools 356 Ecclesia 373
Unequal Funding of Public Schools 356 Churches, Denominations, and Sects 373
School Dropouts 357 Cults (New Religious Movements) 374
Racial Segregation and Resegregation 358 Trends in Religion in the United States 375
Competition for Public Schools 359 The Secularization Debate 375
School Safety and Violence at All Levels 360 The Rise of Religious Fundamentalism 376
Opportunities and Challenges in Colleges Looking Ahead: Education and Religion
and Universities 361 in the Future 376
Community Colleges 361 CHAPTER REVIEW 379
Four-Year Colleges and Universities 362 Key Terms 380
The High Cost of a College Education 362 Questions for Critical Thinking 380
Racial and Ethnic Differences in Enrollment 363 Answers to Sociology Quiz 381
Religion in Historical Perspective 364
Features
Religion and the Meaning of Life 364
Religion and Scientific Explanations 367 ■ Sociology & Everyday Life: An Ongoing Debate 348
■ Sociology & Social Policy: Prayer on the Public School
Sociological Perspectives on Religion 367
Functionalist Perspectives on Religion 367 Football Field: The Issue of Separation of Church
and State 368
13 Politics and the Economy

in Global Perspective 382
Politics, Power, and Authority 385 Capitalism 401
Power and Authority 386 Socialism 405
Ideal Types of Authority 386 Mixed Economies 405
Political Systems in Global Perspective 388 Work in the Contemporary
Monarchy 388 United States 407
Authoritarianism 389 Professions 407
Totalitarianism 389 Other Occupations 408
Democracy 390 Contingent Work 408
Perspectives on Power and Political Systems 390 The Underground (Informal) Economy 408
Functionalist Perspectives: The Pluralist Model 390 Unemployment 410
Conflict Perspectives: Elite Models 393 Labor Unions and Worker Activism 411
Employment Opportunities
The U.S. Political System 394 for Persons with a Disability 411
Political Parties and Elections 394
Discontent with the Current Political Looking Ahead: Politics and the Global Economy
System and Parties 394 in the Future 412
Political Participation and Voter Apathy 396 CHAPTER REVIEW 414
Governmental Bureaucracy 398 Key Terms 415
Economic Systems in Global Perspective 400 Questions for Critical Thinking 416
Preindustrial, Industrial, Answers to Sociology Quiz 416
and Postindustrial Economies 400
Contents ■ xi
Features ■ Sociology in Global Perspective: Lopsided Job Market
■ Sociology & Everyday Life: Thanking the Media for Their in China: A Mismatch Between Workers and Jobs 406
Role in Politics and the Economy in a Free Society 384 ■ You Can Make a Difference: Keeping an Eye
on the Media 412
14 Health, Health Care,

and Disability 418
Health in Global Perspective 421 A Postmodernist
Health in the United States 424 Perspective:
Social Epidemiology 424 The Clinical
Health Effects of Disasters 426 Gaze 446
Lifestyle Factors 428 Mental Disorders 447
Health Care in the United States 433 The Treatment of Mental Illness 447
The Rise of Scientific Medicine Disability 449
and Professionalism 433 Sociological Perspectives on Disability 450
Medicine Today 434
Looking Ahead: Health Care in the Future 451
Paying for Medical Care in the United States 435
Paying for Medical Care in Other Nations 439 CHAPTER REVIEW 452
Social Implications of Advanced Key Terms 454
Medical Technology 441 Questions for Critical Thinking 454
Holistic Medicine and Alternative Medicine 442 Answers to Sociology Quiz 454
Sociological Perspectives on Health and Medicine 443 Features
A Functionalist Perspective: The Sick Role 443
■ Sociology & Everyday Life: Medicine as a Social
A Conflict Perspective: Inequalities in Health
Institution 420
and Health Care 444
A Symbolic Interactionist Perspective: The Social ■ Sociology in Global Perspective: Medical Crises in the
Construction of Illness 445 Aftermath of Disasters: From Oklahoma to Nepal 426
PART 5 Social Dynamics and Social Change
15 Population and Urbanization 456
Demography: The Study of Population 458 Industrial Cities 470

Fertility 460 Postindustrial
Mortality 460 Cities 471
Migration 461 Perspectives on
Population Composition 464 Urbanization and the
Population Growth in Global Context 464 Growth of Cities 471
The Malthusian Perspective 464 Functionalist Perspectives: Ecological Models 472
The Marxist Perspective 467 Conflict Perspectives: Political Economy Models 474
The Neo-Malthusian Perspective 467 Symbolic Interactionist Perspectives: The Experience
Demographic Transition Theory 467 of City Life 475
Other Perspectives on Population Change 468 Problems in Global Cities 477
A Brief Glimpse at International Migration Theories 468 Urban Problems in the United States 479
Urbanization in Global Perspective 469 Divided Interests: Cities and Suburbs 480
Emergence and Evolution of the City 470 The Continuing Fiscal Crises of the Cities 481
Preindustrial Cities 470
xii ■ Contents
Rural Community Issues in the United States 481 Features
Looking Ahead: Population and Urbanization ■ Sociology & Everyday Life: The Immigration
in the Future 483 Debate 458
CHAPTER REVIEW 484 ■ Sociology in Global Perspective: Problems That
Key Terms 485 People Like to Ignore: Global Diaspora and the Migrant
Questions for Critical Thinking 485
Crisis 466
16 Collective Behavior, Social

Movements, and Social Change 488
Collective Behavior 491 Population and
Conditions for Collective Behavior 492 Change 509
Dynamics of Collective Behavior 493 Technology and
Distinctions Regarding Collective Behavior 493 Change 509
Types of Crowd Behavior 493 Social Institutions and
Explanations of Crowd Behavior 495 Change 510
Mass Behavior 496 A Few Final Thoughts 511
Social Movements 499 CHAPTER REVIEW 511
Types of Social Movements 500 Key Terms 512
Stages in Social Movements 501 Questions for Critical Thinking 513
Social Movement Theories 502 Answers to Sociology Quiz 513
Relative Deprivation Theory 502
Features
Value-Added Theory 502
Resource Mobilization Theory 503 ■ Sociology & Everyday Life: Collective Behavior
Social Constructionist Theory: Frame Analysis 503 and Environmental Issues 490
Political Opportunity Theory 505 ■ Sociology in Global Perspective: Old Environmental
New Social Movement Theory 506 Pollution with New Social Pressures in China 504
Looking Ahead: Social Change in the Future 507
The Physical Environment and Change 508
Glossary 515
References 523
Name Index 539
Subject Index 545
Contents ■ xiii
FEATURES
Sociology & Everyday Life
The Sociology of Suicide Trends Today 4

Spreading Culture Through Food Trucks? 38
Class Attendance in Higher Education 66
Twenty-five Years of Dumpster Diving for Dinner 96
Social Media and the Classroom 128
The Carnage Continues 154
The Power of Class 190
Leaving the Snare of Poverty 222
Race and Moral Imagination: From Selma to Ferguson and Back 246
When Gender, Sexual Orientation, and Weight Bias Collide 282
Diverse Family Landscapes in the Twenty-first Century 318
An Ongoing Debate 348
Thanking the Media for Their Role in Politics and the Economy in a Free Society 384
Medicine as a Social Institution 420
The Immigration Debate 458
Collective Behavior and Environmental Issues 490
Sociology in Global Perspective
Durkheim’s Classical Study of Suicide Applied to Twenty-First-Century

Young People in India 7
What Do Cultural Norms Say About Drinking Behavior? 49
Open Doors: Study Abroad and Global Socialization 84
A Wider Perspective on Gangs: Look and Listen Around the World! 160
A Day in Your Life: How Are You Touched by Modern Slavery? 194
Women’s Body Size and the Globalization of “Fat Stigma” 309
Wombs-for-Rent: Commercial Surrogacy in India 333
Lopsided Job Market in China: A Mismatch Between Workers and Jobs 406
Medical Crises in the Aftermath of Disasters: From Oklahoma to Nepal 426
Problems That People Like to Ignore: Global Diaspora and the Migrant Crisis 466
Old Environmental Pollution with New Social Pressures in China 504
xv
Sociology & Social Policy
Establishing Policies to Help Prevent Military Suicides 25

What’s Going on in “Paradise”?—Homeless Rights Versus Public Space 112
Technological and Social Change in the Workplace: BYOD? 144
The Long War Over Gun Control 183
Fighting Poverty Through Global Goals for Sustainable Development 230
Racist Hate Speech on Campus Versus the First Amendment Right
to Freedom of Speech 252
Prayer on the Public School Football Field: The Issue of Separation of Church
and State 368
You Can Make a Difference
Schools as Laboratories for Getting Along: Having Lunch Together 61

What Stresses Out College Students and What to Do About It? 89
Offering a Helping Hand to Homeless People 120
Can Facebook, Twitter, and Other Social Media Make You a Better, More Helpful
Person? 147
Students Helping Others Through Campus Kitchen 216
Global Networking to Reduce World Hunger and Poverty 240
Working for Racial and Gender Harmony on College Campuses 276
“Love Your Body”: Women’s Activism on Campus and in the Community 308
Keeping an Eye on the Media 412
xvi ■ Features
PREFACE
Welcome to the eleventh edition of Sociology in Our Times: As with previous editions, the eleventh edition of
The Essentials! This best-selling text has been extensively Sociology in Our Times: The Essentials highlights the rel-
used for more than two decades in college and university evance of sociology to help students connect with the
classrooms across the United States, Canada, and other subject and the full spectrum of topics and issues that it
nations. However, Sociology in Our Times: The Essentials encompasses. It achieves this connection by providing
continues to live up to its name, remaining highly current a meaningful, concrete context within which to learn.
and relevant to today’s students and professors and re- Specifically, it presents the stories—the lived experiences—
flecting the latest available data and new insights on what of real individuals and the social issues they face while
is going on in our nation and world from a sociological discussing a diverse array of classical and contemporary
perspective. theories and examining interesting and relevant research.
The eleventh edition focuses on social change and ways The first-person commentaries that begin each chapter in
in which media, particularly social media, and various “Sociology & Everyday Life” show students how sociology
other forms of technology inevitably bring about new ways can help them understand the important questions and
of living, interacting with others, or doing some activity or social issues that not only these other individuals face but
task. For example, the cover of the eleventh edition por- that they themselves may face as well.
trays a 250-acre nature park called Gardens by the Bay, cre- Sociology in Our Times: The Essentials includes the best
ated from reclaimed land located in the heart of Singapore. work of classical and established contemporary sociolo-
Designed to raise the quality of life by enhancing greenery gists, and it weaves an inclusive treatment of all people—
and flora in the city and creating an urban outdoor recre- across lines of race/ethnicity, class, gender, age, ability/
ation space, the park is also fitted with environmental tech- disability, and other social attributes—into the examina-
nologies to harness solar energy, while the world’s largest tion of sociology in all chapters. It does not water down
glasshouse is designed to collect rainwater for use in irriga- the treatment of sociology for students! Sociology in Our
tion and fountain displays. Times: The Essentials provides students with the most rel-
Like previous editions, the eleventh edition highlights evant information about sociological thinking and helps
topics ranging from popular culture icons and social net- them to consider contemporary social issues through the
working to far-more-serious issues of our times, such as the lens of diversity. While guiding students to appreciate how
social effects of massive natural and human disasters, gun sociology can help them better understand the world, this
violence, political unrest, terrorism, war, and the individ- text also encourages them to see themselves as members
ual and social consequences of problems such as growing of their communities and shows them what can be done in
inequality between the wealthiest and the poorest people responding to social issues. As a result, students learn how
and nations, persistent unemployment, migration con- sociology is not only a collection of concepts and theories
cerns worldwide, and other persistent issues and problems. but also a field that can make a difference in their lives,
The second decade of the twenty-first century offers their communities, and the world at large.
unprecedented challenges and opportunities for each
of us as individuals and for our larger society and world.
In the United States, we can no longer take for granted What’s New to the Eleventh Edition?
the peace and economic prosperity that many—but far
from all—people were able to enjoy in previous decades. The eleventh edition builds on the best of previous edi-
However, even as some things change, others remain the tions but places more emphasis on social change and so-
same, and among the things that have not changed are the cial problems, while offering new insights, learning tools,
significance of education and the profound importance of and opportunities to apply the content of each chapter
understanding how and why people act the way they do. to relevant sociological issues and major concerns of the
It is also important to analyze how societies grapple with twenty-first century. As it is my goal to make each edition
issues such as economic hardship and the threat of terror- better than the previous one, I have revised all the chapters
ist attacks and war, and to gain a better understanding of to reflect the latest in sociological theory and research, and
why many of us seek stability in our social institutions— have updated examples throughout. Additionally, all statis-
including family, religion, education, government, and tics, such as data relating to crime, demographics, health,
media—even if we believe that some of these institutions and the economy, are the latest available at the time of this
might benefit from certain changes. writing.
xvii
To make the text easier to read and to study for exams, I CHAPTER 2: Culture
have removed the “Sociology Works!” and “Media Framing” ■ Revised and updated opening lived experience about
boxes and have incorporated some of the most important the relationship between food and cultural diversity
information into the text itself. In addition, the feature ■ Deleted “Census Profiles”
titled “Sociology and Social Policy” has been given more ■ Updated Figure 2.11: “Heterogeneity of U.S. Society”
emphasis in this edition because of its relevance to cur- using data on religious affiliation, household income,
rent events. This box focuses on important social issues and racial and ethnic distribution available from the
(such as the high rate of suicide in the military, the right of U.S. Census Bureau
homeless people to occupy public spaces, and the extent ■ Updated examples in “Popular Culture” to relate better
to which employers should be able to spy on employees) to to contemporary students
provide a systematic examination of how social policy and ■ Deleted “Sociology in Media” and expanded section on
law may bring about social change or impede it. Numerous culture in the future
new topics have also been added in “Sociology in Global ■ Deleted “Sociology Works!” and moved some of its
Perspective,” such as “Problems That People Like to Ignore: information into “You Can Make a Difference”: “Schools
Global Diaspora and the Migrant Crisis” in Chapter 15, as Laboratories for Getting Along”
“Population and Urbanization.”
To assist your students in learning about sociology CHAPTER 3: Socialization
and reflecting their knowledge on tests, I have continued ■ Added new opening lived experience on class atten-
to revise the learning objectives at the beginning of each dance in higher education
chapter, provide integrated learning objective (LO) icons ■ Updated and redesigned Figure 3.4: “Types of Maltreat-
throughout the chapter, and offer students a study guide at ment Among Children Under Age 18”
the end of each chapter. The learning objectives have been ■ Deleted “Sociology Works!”
carefully conceived to help the reader focus on the most ■ Deleted “Sociology and Media”
crucial concepts of the chapter. ■ Revised and updated “Sociology in Global Perspective”:
“Open Doors: Study Abroad and Global Socialization”
■ Added new discussion on effects of social isolation and
Changes by Chapter loneliness, particularly among older adults
■ Added new final section—“Looking Ahead: Socializa-
CHAPTER 1: The Sociological Perspective tion, Social Change, and Your Future”—which discusses
and Research Process the different experiences of digital natives and digital
■ Updated chapter-opening lived experience to show immigrants and how this distinction affects the social-
continued linkages among social media, bullying, and ization process, particularly in higher education
suicide regarding young people in the United States
■ Updated “Sociology & Everyday Life” quiz: “How Much CHAPTER 4: Social Structure and Interaction
Do You Know About Suicide?” in Everyday Life
■ Added new Figure 1.3: “Using Our Global Sociological ■ Updated opening lived experience to include newer ex-
Imagination to Understand Suicide” ample of the ethics of dumpster diving for people who
■ Added discussion of the contemporary relevance of are not poor or homeless
Auguste Comte’s focus on science in terms of this em- ■ Updated Figure 4.4: “Causes of Family Homelessness in
phasis relating to sociology being a STEM discipline 25 Cities”
■ Revised and updated “Understanding Statistical Data ■ Deleted “Homelessness in the Media”
Presentations” to provide the latest available data for ■ Revised data in “Who Are the Homeless?”
students ■ Deleted “Census Profiles”
■ Updated Table 1.1, “Rates (per 100,000 U.S. Population) ■ Revised and updated “Sociology and Social Policy,”
for Homicide, Suicide, and Firearm-Related Deaths of adding new subtitle: “What’s Going on in ‘Paradise’?—
Youths Ages 15–19, by Gender, 2014” Homeless Rights Versus Public Space”
■ Revised and updated “Sociology and Social Policy”: ■ Deleted “Sociology Works!”
“Establishing Policies to Help Prevent Military Suicides” ■ Added new “You Can Make a Difference”: “Offering a
■ Updated Figure 1.14: “National Suicide Statistics at a Helping Hand to Homeless People”
Glance”
■ Deleted “Sociology Works!” and incorporated its CHAPTER 5: Groups and Organizations
contents into “Sociology in Global Perspective” to ■ Deleted “Community in the Media” and moved some of
emphasize the relevance of Durkheim’s theory in the information into the text
contemporary India ■ Deleted “Sociology Works!” and moved some of the
■ Deleted “Census Profiles” information into the discussion of ingroups and
■ Deleted “Sociology in the Media” outgroups
xviii ■ PreFaCe
■ Substantially revised and updated “Sociology and CHAPTER 8: Global Stratification
Social Policy,” changing the subtitle to “Technological ■ Revised and updated information in the “Sociology &
and Social Change in the Workplace: BYOD?” Everyday Life” quiz: “How Much Do You Know About
■ Renamed and updated final section: “Looking Ahead: Global Wealth and Poverty?”
Social Change and Organizations in the Future” ■ Replaced Figure 8.1 with “Wealth and Population by
■ Added new “You Can Make a Difference”: “Can Face- Region, 2015”
book, Twitter, and Other Social Media Make You a Bet- ■ Updated “Classification of Economies by Income”
ter, More Helpful Person?” ■ Revised Figure 8.3 (map of “High-, Middle-, and Low-
Income Economies in Global Perspective”)
CHAPTER 6: Deviance and Crime
■ Deleted “Framing Child Labor Issues in the Media”
■ Added new opening lived experience about President ■ Revised and updated “Global Poverty and Human
Obama’s exasperation with the lack of gun control in Development Issues” section
light of the San Bernardino, California, mass shooting ■ Updated Figure 8.6: “Indicators of Human
and all the other shootings that have recently occurred Development”
■ Deleted “Sociology Works!” and moved some of the ■ Revised and updated “Sociology and Social Policy” to
content into discussion about deviance include new United Nations goals for 2016–2030
■ Updated discussion and examples, where possible, ■ Updated information on maquiladora plants
throughout crime theories section ■ Deleted “Sociology Works!” and incorporated some of
■ Updated crime statistics throughout chapter the information into the main body of the text
■ Revised and updated all figures pertaining to crime ■ Added new “You Can Make a Difference”: “Global Net-
statistics working to Reduce World Hunger and Poverty”
■ Deleted “Framing Violent Crime in the Media” ■ Revised and updated “Looking Ahead: Global Inequal-
■ Updated discussion about terrorism and crime to ity in the Future”
include recent violence in France and Dallas, Texas
■ Updated statistics on the U.S. criminal justice system CHAPTER 9: Race and Ethnicity
■ Added new “Sociology in Global Perspective”: “A Wider
■ Added new opening lived experience about Selma,
Perspective on Gangs: Look and Listen Around the Alabama, fifty years after the civil rights march and
World!” to include newer research and global examples about recent problems in Ferguson, Missouri, involv-
■ Updated “Sociology and Social Policy,” now subtitled
ing racism and abusive policing directed at African
“The Long War Over Gun Control” Americans
■ Revised and expanded section on Internet crime
■ Updated data in the “Sociology & Everyday Life” quiz:
“How Much Do You Know About Race, Ethnicity, and
CHAPTER 7: Class and Stratification
Sports?”
in the United States
■ Updated data and other information on all racial and
■ Updated statistics on income, poverty, health insur- ethnic categories
ance, and other issues pertaining to inequality through- ■ Added new “Sociology and Social Policy”: “Racist Hate
out the chapter. Speech on Campus Versus First Amendment Right to
■ Updated models and figures of the U.S. class structure Freedom of Speech”
■ Revised Figure 7.12: “Distribution of Pretax Income in ■ Deleted “Census Profiles”
the United States, 2014” ■ Deleted “Sociology in Global Perspective”
■ Revised Figure 7.13: “Mean Household Income in the ■ Deleted “Sociology Works!”
United States” ■ Deleted “Sociology in the Media”
■ Revised Figure 7.15: “Racial Divide in Net Worth, 2013” ■ Added new information on Cuban Americans regarding
■ Revised Figure 7.16: “Rate of Uninsurance by Household changing relations with the United States
Income, 2014” ■ Updated information on Middle Eastern Americans in
■ Deleted map: “Percentage of People in Poverty in the light of recent terrorist attacks
Past 12 Months by State” ■ Changed final section to “Looking Ahead: The Future of
■ Revised Figure 7.18: “U.S. Poverty Rates by Age, Global Racial and Ethnic Inequality”
1959–2014”
■ Deleted “Sociology Works!” CHAPTER 10: Sex, Gender, and Sexuality
■ Added new Figure 7.19: “Poverty Rates by Age and Sex,
■ Added new “Sociology & Everyday Life” opening lived
2014” experience on gender, sexual orientation, and weight
■ Added “You Can Make a Difference”: “Students Helping
issues
Others Through Campus Kitchen” ■ Added new “Sociology & Everyday Life” quiz: “How
■ Expanded and renamed final section: “Looking Ahead:
Much Do You Know About Gender, Sexual Orientation,
U.S. Stratification in the Future” and Weight Bias?”
PreFaCe ■ xix
■ Revised and updated discussion of LGBTQ issues, ■ Updated “Sociology and Social Policy” box to reflect
including changes to the “Intersex and Transgender Per- increasing complications relating to church–state
sons” section and new material on the North Carolina separation issues
“bathroom law” relating to transgender persons ■ Deleted “Top 24 U.S. Denominations That Self-Identify
■ Deleted “Sociology Works!” as Christian”
■ Deleted “Census Profiles” ■ Updated Figure 12.19: “U.S. Religious Traditions’ Membership”
■ Updated section on gender and socialization ■ Revised and updated “Looking Ahead: Education and
■ Expanded discussion of mass media and gender social- Religion in the Future”
ization to include more on social media
■ Deleted “Framing Gender in the Media” CHAPTER 13: Politics and the Economy
■ Revised and updated “Contemporary Gender Inequal- in Global Perspective
ity,” particularly “Gendered Division of Paid Work in the ■ Added new opening lived experience with President
United States” Obama addressing journalists and explaining the im-
■ Updated Figure 10.11: “The Wage Gap, 2015” portance of the media in a free society
■ Updated Figure 10.12: “Women’s Wages as a Percentage ■ Deleted “Sociology Works!”
of Men’s in Each Racial–Ethnic Category” ■ Revised and updated discussion of the U.S. political
■ Updated map shown in Figure 10.13: “Women’s Earn- process and political parties
ings as a Percentage of Men’s Earnings by State, the ■ Updated “Discontent with the Current Political System
District of Columbia, and Puerto Rico, 2014” and Parties” to include the primaries in the 2016 presi-
■ Added new “Sociology in Global Perspective”: “Women’s dential race
Body Size and the Globalization of ‘Fat Stigma’ ” ■ Deleted discussion of the Tea Party and the Green Party
■ Added new “You Can Make a Difference”: “ ‘Love Your Body’: to focus instead on current disagreements within the
Women’s Activism on Campus and in the Community” Republican and Democratic parties
■ Revised and updated Figure 13.10: “The ‘Typical’ Fed-
CHAPTER 11: Families and Intimate Relationships eral Civilian Employee”
■ Revised chapter opening lived experience and updated ■ Deleted “Census Profiles”
the “Sociology & Everyday Life” quiz ■ Updated Table 13.1: “Revenues of the World’s 20 Largest
■ Revised statistics on families throughout chapter Public and Private Corporations (2014)”
■ Added new section: “The Contemporary Family— ■ Updated Table 13.2: “The Music Industry’s Big Three”
Family Diversity in the Twenty-first Century” ■ Updated Figure 13.13: “The General Motors Board of
■ Deleted “Census Profiles” Directors”
■ Updated data on cohabitation and domestic ■ Added new “Sociology in Global Perspective”:
partnerships “Lopsided Job Market in China: A Mismatch
■ Deleted “Sociology Works!” Between Workers and Jobs”
■ Updated “Sociology in Global Perspective”: ■ Revised and updated discussion of unemployment with
“Wombs-for-Rent: Commercial Surrogacy in India” latest available data
■ Revised Figure 11.10: “U.S. Birth Rates per 1,000 ■ Updated information on labor unions and worker activism
Females Ages 15–19, by Race/Ethnicity, 1990–2014” ■ Added new “You Can Make a Difference”: “Keeping an
■ Deleted “Teen Pregnancy in the Media” Eye on the Media”
■ Revised “Looking Ahead: Family Issues in the Future” ■ Revised “Looking Ahead: Politics and the Global
Economy in the Future”
CHAPTER 12: Education and Religion
■ Updated statistics for education and religion through- CHAPTER 14: Health, Health Care, and Disability
out the chapter ■ Updated information and statistics on illness and
■ Deleted “Sociology Works!” health care throughout chapter
■ Added “Postmodern Theory” in education section ■ Deleted “Health Issues in the Media”
■ Updated Figure 12.7: “Percentage Distribution of Total ■ Updated discussion on medicinal and recreational use
Public Elementary–Secondary School System Revenue, of marijuana and changes in state laws pertaining to
2014–2015” illegal drug use
■ Revised and updated Figure 12.8: “Status Dropout Rates ■ Updated Figure 14.8: “Chlamydia—Rates by Age and
for 16- to 24-Year-Olds, by Race/Ethnicity, Gender, and Sex, United States, 2014”
Region” ■ Updated Figure 14.9: “Prevalence of Self-Reported Adult
■ Updated discussion of school safety and violence Obesity in the United States, 2014”
■ Deleted “Census Profiles” and incorporated “Educa- ■ Revised and updated information on the Affordable
tional Achievement of Persons Ages 25 and Over” into Care Act and its implementation
the text ■ Updated statistics on private health insurance
xx ■ PreFaCe
■ Redesigned and updated Figure 14.13: “Uninsured research. This chapter provides a thorough description of
Children Under 19 Years of Age by Household Income, both quantitative and qualitative methods of sociological
Poverty Status, Age, Race, Race and Hispanic Origin, research, and shows how these approaches have been used
and Nativity, 2014” from the era of Emile Durkheim to the present to study
■ Deleted “Sociology Works!” social concerns such as suicide. In Chapter 2 culture is
■ Revised discussion on mental disorders and mental spotlighted as either a stabilizing force or a force that can
illness, and renamed section generate discord, conflict, and even violence in societies.
■ Deleted “Census Profiles” Cultural diversity is discussed as a contemporary issue, and
■ Updated “Looking Ahead: Health Care in the Future” unique coverage is given to popular culture and leisure and
to divergent perspectives on popular culture. Chapter 3
CHAPTER 15: Population and Urbanization looks at the positive and negative aspects of socialization,
■ Revised Figure 15.1: “Growth in the World’s Population, including a lived experience of learning the socialization
2015” cues of medical school. This chapter presents an innova-
■ Updated statistics on fertility, mortality, and migration tive analysis of gender and racial–ethnic socialization, and
■ Deleted “Sociology in the Media” issues associated with recent immigration.
■ Added new “Sociology in Global Perspective”: “Prob- Part 2 examines social groups and social control.
lems That People Like to Ignore: Global Diaspora and Chapter 4 applies the sociological imagination to an exam-
the Migrant Crisis” ination of society, social structure, and social interaction,
■ Deleted “Sociology Works!” using homelessness as a sustained example of the dynamic
■ Updated Figure 15.14: “The World’s Fifteen Largest interplay of structure and interaction in society. Unique to
Agglomerations” this chapter are discussions of the sociology of emotions
■ Revised and updated “Looking Ahead: Population and and of personal space as viewed through the lenses of race,
Urbanization in the Future” class, gender, and age.
Chapter 5 analyzes groups and organizations, including
CHAPTER 16: Collective Behavior, Social innovative forms of social organization and ways in which
Movements, and Social Change organizational structures may differentially affect people
■ Added new opening lived experience that focuses on based on race, class, gender, and age. Chapter 6 examines how
divestment demands by college students and others as deviance and crime emerge in societies, using diverse theo-
a way to deal with environmental issues retical approaches to describe the nature of deviance, crime,
■ Revised Table 16.1: “Top 15 Policy Priorities of the U.S. and the criminal justice system. Key issues are dramatized for
Public, 2015” students through an analysis of recent mass shootings and the
■ Revised discussion of revolutionary movements to consequences of violence on individuals and society.
include more on movements based on international Part 3 focuses on social differences and social inequal-
terrorist groups such as ISIS (ISIL) ity, looking at issues of class, race/ethnicity, and sex/gen-
■ Deleted “Sociology Works!” der, while also touching on issues relating to social inequal-
■ Revised and updated “Looking Ahead: Social Change in ity based on age. Chapter 7 focuses on class and stratifica-
the Future” tion in the United States, analyzing the causes and conse-
quences of inequality and poverty, including a discussion
of the ideology and accessibility of the American Dream.
Overview of the Text’s Contents Chapter 8 addresses the issue of global stratification and
examines differences in wealth and poverty in rich and
Sociology in Our Times: The Essentials, eleventh edition, poor nations around the world. Explanations for these dif-
contains sixteen high-interest, up-to-date, clearly orga- ferences are discussed.
nized chapters to introduce students to the best of socio- The focus of Chapter 9 is race and ethnicity, includ-
logical thinking. The length of the text makes full coverage ing an illustration of the historical relationship (or lack of
of the book possible in the time typically allocated to the it) between sports and upward mobility by persons from
introductory course so that all students are purchasing a diverse racial–ethnic groups. A thorough analysis of preju-
book that their instructors will have the time and desire to dice, discrimination, theoretical perspectives, and the expe-
cover in its entirety. riences of diverse racial and ethnic groups is presented,
Sociology in Our Times: The Essentials is divided into five along with global racial and ethnic issues. Chapter 10
parts. examines sex, gender, and sexuality, with special emphasis
Part 1 establishes the foundation for studying society on gender stratification in historical perspective. Linkages
and social life. Chapter 1 introduces students to the socio- between gender socialization and contemporary gender
logical imagination and traces the development of sociolog- inequality are described and illustrated by lived experi-
ical thinking. The chapter sets forth the major theoretical ences and perspectives on body image.
perspectives used by sociologists in analyzing compelling Part 4 offers a systematic discussion of social institu-
social issues and shows students how sociologists conduct tions, building students’ awareness of the importance of
PreFaCe ■ xxi
these foundational elements of society and showing how Unparalleled Coverage of and Attention
a problem in one often has a significant influence on oth- to Diversity
ers. Families and intimate relationships are explored in
Chapter 11, which includes both U.S. and global perspec- From its first edition, I have striven to integrate diversity
tives on family relationships, a view of families throughout in numerous ways throughout this book. The individu-
the life course, and a discussion of diversity in contempo- als portrayed and discussed in each chapter accurately
rary U.S. families. Education and religion are presented in mirror the diversity in society itself. As a result, this text
Chapter 12, which highlights important sociological theo- speaks to a wide variety of students and captures their in-
ries pertaining to these social institutions and integrates terest by taking into account their concerns and perspec-
the theme of the influence of religion on education and tives. Moreover, the research used includes the best work
life. In the process, the chapter highlights issues of race, of classical and established contemporary sociologists—
class, and gender inequalities in current U.S. education. including many white women and people of color—and
The chapter also provides a thorough discussion of religion it weaves an inclusive treatment of all people into the ex-
in global perspective, including a survey of world religions amination of sociology in all chapters. Therefore, this text
and an analysis of how religious beliefs affect other aspects helps students consider the significance of the interlocking
of social life. Current trends in U.S. religion are explored, nature of individuals’ class, race, and gender (and, increas-
including various sociological explanations of why people ingly, age) in all aspects of social life.
look to religion to find purpose and meaning in life.
Chapter 13 discusses the intertwining nature of politics, Personal Narratives That Highlight Issues
economy, and media in global perspective, highlighting the
international context in which contemporary political and
and Serve as Chapter-Length Examples
economic systems operate. The chapter emphasizes the Authentic first-person commentaries appear in the
part that social media are increasingly playing in politics “Sociology & Everyday Life” features that open each chap-
and the economy throughout the world. ter and personalize the issue that unifies the chapter’s
Chapter 14 analyzes health, health care, and disability coverage. These lived experiences provide opportunities
from both U.S. and global perspectives. Among the topics for students to examine social life beyond their own expe-
included are social epidemiology, lifestyle factors influenc- riences and for instructors to systematically incorporate
ing health and illness, health care organization in the United into lectures and discussions an array of interesting and
States and other nations, social implications of advanced relevant topics that help demonstrate to students the value
medical technology, and holistic and alternative medicine. of applying sociology to their everyday lives. New topics
This chapter is unique in that it contains a thorough dis- include “Class Attendance in Higher Education,” “When
cussion of the sociological perspectives on disability and of Gender, Sexual Orientation, and Weight Bias Collide,” and
social inequalities based on disability. The Affordable Care “Collective Behavior and Environmental Issues.”
Act and its ramifications are explored in detail.
Part 5 surveys social dynamics and social change. Focus on the Relationship Between
Chapter 15 examines population and urbanization, look-
ing at demography, global population change, and the pro-
Sociology and Everyday Life
cess and consequences of urbanization. Special attention Each chapter has a brief quiz in the opening “Sociology &
is given to race- and class-based segregation in urban areas Everyday Life” feature that relates the sociological perspec-
and the crisis in health care in central cities. Chapter 16 tive to the pressing social issues presented in the vignette.
concludes the text with an innovative analysis of collective (Answers are provided at the end of the chapter.)
behavior, social movements, and social change. The need
for persistence in social movements, such as the continuing
Emphasis on the Importance
work of environmental activists over the past sixty years, is
used as an example to help students grasp the importance of a Global Perspective
of collective behavior and social movements in producing The global implications of all topics are examined
social change. throughout each chapter and in the “Sociology in Global
Perspective” features, which highlight our interconnected
world and reveal how the sociological imagination extends
Distinctive, Classroom-Tested Features beyond national borders.
The following special features are specifically designed to

demonstrate the relevance of sociology in our lives, as well
Emphasis on Social and Global Change
as to support students’ learning. As the preceding over- The eleventh edition also strives to relate the importance
view of the book’s contents shows, these features appear of social and global change in its many forms and how this
throughout the text, some in every chapter and others in change affects not only our everyday lives but also our com-
selected chapters. munities and the entire nation and world.
xxii ■ PreFaCe
Applying the Sociological Imagination sociology course. Instructors personalize the experience
to Social Policy by customizing the presentation of these learning tools
to their students, even seamlessly introducing their own
The “Sociology and Social Policy” features in selected chap- content into the Learning Path via apps that integrate into
ters help students understand the connection between law the MindTap platform. Learn more at www.cengage.com
and social policy issues in society. /mindtap.
MindTap for Kendall’s Sociology in Our Times: The
Focus on Making a Difference Essentials, eleventh edition, is easy to use and saves instruc-
tors time by allowing them to do the following:
Designed to help students learn how to become involved
in their communities, the “You Can Make a Difference” ■ Seamlessly deliver appropriate content and technol-
features look at ways in which students can address, on ogy assets from a number of providers to students, as
a personal level, social issues and problems raised by the needed.
chapter themes. ■ Break course content down into movable objects to
promote personalization, encourage interactivity, and
Effective Study Aids ensure student engagement.
■ Customize the course—from tools to text—and make
In addition to basic reading and study aids such as learning adjustments “on the fly,” making it possible to inter-
objectives, key terms, and a running glossary, Sociology in twine breaking news into your lessons and incorporate
Our Times includes the following pedagogical aids to aid today’s teachable moments.
students’ mastery of the course’s content: ■ Bring interactivity into learning through the integration
of multimedia assets (apps from Cengage Learning and
■ Concept Quick Review. These tables categorize and
other providers) and numerous in-context exercises
contrast the major theories or perspectives on the spe-
and supplements: Student engagement will increase,
cific topics presented in a chapter.
leading to better outcomes.
■ Questions for Critical Thinking. Each chapter con-
■ Track students’ use, activities, and comprehension in
cludes with a set of questions to encourage students
real time, which provides opportunities for early inter-
to reflect on important issues, to develop their own
vention to influence progress and outcomes. Grades are
critical-thinking skills, and to highlight how ideas pre-
visible and archived so students and instructors always
sented in one chapter often build on those developed
have access to current standings in the class.
previously.
■ Assess knowledge throughout each section: after read-
■ Feature-Concluding Reflect & Analyze Questions.
ings and in activities, homework, and quizzes.
From activating prior knowledge related to concepts
■ Automatically grade homework and quizzes.
and themes to highlighting main ideas and reinforcing
diverse perspectives, this text’s questions encourage CourseReader for Sociology CourseReader for Sociology
students to reflect on issues and to analyze content allows you to create a fully customized online reader in
rather than to simply memorize and recall course minutes. You can access a rich collection of thousands of
content. primary and secondary sources, readings, and audio and
■ End-of-Chapter Summaries in Question-and- video selections from multiple disciplines. Each selec-
Answer Format. Chapter summaries provide a built-in tion includes a descriptive introduction that puts it into
review for students by reexamining material covered context, and every selection is further supported by both
in the chapter in an easy-to-read question-and-answer critical-thinking and multiple-choice questions designed
format to review, highlight, and reinforce the most im- to reinforce key points. This easy-to-use solution allows
portant concepts and issues discussed in each chapter. you to select exactly the content you need for your courses,
and it is loaded with convenient pedagogical features, such
as highlighting, printing, note taking, and downloadable
Comprehensive Supplements Package MP3 audio files for each reading. You have the freedom to
assign and customize individualized content at an afford-
Products for Blended and Online Courses able price. CourseReader is the perfect complement to any
class.
MindTap™: The Personal Learning Experience MindTap
Sociology for Kendall’s Sociology in Our Times: The
Resources for Customizing Your Textbook
Essentials, eleventh edition, from Cengage Learning, rep-
resents a new approach to a highly personalized, online Cengage Learning is pleased to offer three modules that help
learning platform. A fully online learning solution, MindTap you tailor Sociology in Our Times: The Essentials, eleventh edi-
combines all of a student’s learning tools—readings, multi- tion, to your course. In addition, you can choose to add your
media, activities, and assessments—into a “Learning own materials or reorganize the table of contents. Work with
Path” that guides the student through the introduction to your local Cengage Learning consultant to find out more.
PreFaCe ■ xxiii
Careers in Sociology Module Written by leading true/false questions for each chapter of the text, along with
author Joan Ferrante, Northern Kentucky University, the an answer key and text references for each question. Each
Careers in Sociology module offers the most extensive and multiple-choice item has the question type (fact, concept,
useful information on careers that is available. This mod- or application) indicated. Also included are short-answer
ule provides six career tracks, each of which has a “featured and essay questions for each chapter. The author of the Test
employer,” a job description, and a letter of recommenda- Bank has also keyed each test question to its related learn-
tion (written by a professor for a sociology student) or ap- ing objective for the chapter.
plication (written by a sociology student). The module also
includes résumé-building tips on how to make the most out Online PowerPoint® Slides Helping you make your lec-
of being a sociology major and offers specific course sug- tures more engaging while effectively reaching your more
gestions along with the transferable skills gained by taking visually oriented students, these Microsoft® PowerPoint®
these courses. As part of Cengage Learning’s Add-a-Module slides outline the chapters of the main text in classroom-
Program, Careers in Sociology can be purchased separately, ready presentations that include tables, selected figures,
bundled, or customized with any of our introductory texts. image-based “Consider This” questions, and a “Quick Quiz.”
The PowerPoint slides are updated to reflect the content
Sociology of Sports Module The Sociology of Sports and organization of the new edition of the text.
module, authored by Jerry M. Lewis, Kent State University,
examines why sociologists are interested in sports, mass The Sociology Video Library Volumes I–IV These
media and sports, popular culture and sports (including DVDs drive home the relevance of course topics through
feature-length films on sports), sports and religion, drugs short, provocative clips of current and historical events.
and sports, and violence and sports. As part of Cengage Perfect for enriching lectures and engaging students in
Learning’s Add-a-Module Program, Sociology of Sports can discussion, many of the segments on these volumes have
be purchased separately, bundled, or customized with any been gathered from BBC Motion Gallery. Ask your Cengage
of our introductory texts. Learning representative for a list of contents.
Rural Sociology Module The Rural Sociology mod- AIDS in Africa Expand your students’ global perspec-
ule, authored by Carol A. Jenkins, Glendale Community tive on HIV/AIDS with this award-winning documentary
College–Arizona, presents the realities of life in rural series on DVD, which focuses on controlling HIV/AIDS in
America. Many people imagine a rural America character- southern Africa. Films focus on caregivers in the faith com-
ized by farming, similar cultures, and close-knit communi- munity; how young people share messages of hope through
ties. However, rural Americans and rural communities are song and dance; the relationship of HIV/AIDS to gender,
extremely diverse—demographically, culturally, socially, poverty, stigma, education, and justice; and the story of two
economically, and environmentally. The module presents HIV-positive women helping others.
these characteristics of rural life in a comprehensive and
Cengage Learning Testing Powered by Cognero
accessible format for introductory sociology students. As
This is a flexible online system that allows you to do the
part of Cengage Learning’s Add-a-Module program, Rural
following:
Sociology can be purchased separately, bundled, or custom-
ized with any of our introductory sociology texts. ■ Import, edit, and manipulate test bank content from
the Sociology in Our Times: The Essentials test bank or
Teaching Aids for Instructors elsewhere, including your own favorite test questions
■ Create multiple test versions in an instant
A broad array of teaching aids is available to make course ■ Deliver tests from your LMS, your classroom, or wher-
planning faster and easier, giving you more time to focus on ever you want
your students. All of these resources can be accessed with a
single account. Go to login.cengage.com to log in.
Online Instructor’s Resource Manual This text’s On- Acknowledgments

line Instructor’s Resource Manual is designed to maximize
the effectiveness of your course preparation. Beginning Sociology in Our Times: The Essentials, eleventh edition,
with a list of “What’s New in Each Chapter” and the Key would not have been possible without the insightful cri-
Terms, it offers chapter outlines correlated to student tiques of these colleagues, who have reviewed some or all
learning objectives, creative lecture and teaching ideas, an of this text and its supplements or responded to a detailed
extensive chapter outline with learning objectives correlat- survey. I extend my profound thanks to each one for engag-
ed to headings, student active learning activities, Internet ing with me in the revision process.
activities, and video suggestions. Glenn Audrey, Hinds Community College
Cari Beecher, College of Du Page
Online Test Bank The eleventh edition’s test bank con- Margaret Choka, Pellissippi State Community College
sists of revised and updated multiple-choice questions and Rohan de Silva, Milwaukee Area Technical College
xxiv ■ PreFaCe
Another random document with
no related content on Scribd:
The resolutions of 1798 will be found in the book devoted to
political platforms. So highly were these esteemed by the
Republicans of that day, and by the interests whose support they so
shrewdly invited, that they more than counterbalanced the
popularity acquired by the Federals in their resistance to France, and
by 1800 they caused a rupture in the Cabinet of Adams.
In the Presidential election of 1800 John Adams was the nominee
for President and C. C. Pinckney for Vice-President. A
“Congressional Convention” of Republicans, held in Philadelphia,
nominated Thomas Jefferson and Aaron Burr as candidates for these
offices. On the election which followed the Republicans chose 73
electors and the Federalists 65. Each elector voted for two persons,
and the Republicans so voted that they unwisely gave Jefferson and
Burr each 73 votes. Neither being highest, it was not legally
determined which should be President or Vice-President, and the
election had to go to the House. The Federalists threw 65 votes to
Adams and 64 to Pinckney. The Republicans could have done the
same, but Burr’s intrigue and ambition prevented this, and the result
was a protracted contest in the House, and one which put the
country in great peril, but which plainly pointed out some of the
imperfections of the electoral features of the Constitution. The
Federalists proposed to confess the inability of the House to agree
through the vote by States, but to this proposition the Republicans
threatened armed resistance. The Federalists next attempted a
combination with the friends of Aaron Burr, but this specimen of
bargaining to deprive a nominee of the place to which it was the plain
intention of his party to elect him, really contributed to Jefferson’s
popularity, if not in that Congress, certainly before the people. He
was elected on the 36th ballot.
The bitterness of this strife, and the dangers which similar ones
threatened, led to an abandonment of the system of each Elector
voting for two, the highest to be President, the next highest Vice-
President, and an amendment was offered to the Constitution, and
fully ratified by September 25, 1804, requiring the electors to ballot
separately for President and Vice-President.
Jefferson was the first candidate nominated by a Congressional
caucus. It convened in 1800 at Philadelphia, and nominated
Jefferson for President and Burr for Vice-President. Adams and
Pinckney were not nominated, but ran and were accepted as natural
leaders of their party, just as Washington and Adams were before
them.
Downfall of the Federal Party.
This contest broke the power of the Federal party. It had before
relied upon the rare sagacity and ability of its leaders, but the contest
in the House developed such attempts at intrigue as disgusted many
and caused all to quarrel, Hamilton having early showed his dislike
to Adams. As a party the Federal had been peculiarly brave at times
when high bravery was needed. It had framed the Federal
Government and stood by the powers given it until they were too
firmly planted for even newer and triumphant partisans to recklessly
trifle with. It stood for non-interference with foreign nations against
the eloquence of adventurers, the mad impulses of mobs, the
generosity of new-born freemen, the harangues of demagogues, and
best of all against those who sought to fan these popular breezes to
their own comfort, It provided for the payment of the debt, had the
courage to raise revenues both from internal and external sources,
and to increase expenditures, as the growth of the country
demanded. Though it passed out of power in a cloud of intrigue and
in a vain grasp at the “flesh-pots,” it yet had a glorious history, and
one which none untinctured with the better prejudices of that day,
can avoid admiring.
The defeat of Adams was not unexpected by him, yet it was greatly
regretted by his friends, for he was justly regarded as second to no
other civilian in the establishment of the liberties of the colonies. He
was eloquent to a rare degree, possessed natural eloquence, and
made the most famous speech in advocacy of the Declaration.
Though the proceedings of the Revolutionary Congress were secret,
and what was said never printed, yet Webster gives his version of the
noted speech of Adams, and we reproduce it in Book III. of this
volume as one of the great speeches of noted American orators.
Mr. Jefferson was inaugurated the third President, in the new
capitol at Washington, on the 4th of March, 1801, and Vice-President
Burr took his seat in the Senate the same day. Though Burr distinctly
disavowed any participancy in the House contest, he was distrusted
by Jefferson’s warm friends, and jealousies rapidly cropped out.
Jefferson endeavored through his inaugural to smooth factious and
party asperities, and so well were his words chosen that the
Federalists indulged, the hope that they would not be removed from
office because of their political views.
Early in June, however, the first question of civil service was
raised. Mr. Jefferson then removed Elizur Goodrich, a Federalist,
from the Collectorship of New Haven, and appointed Samuel Bishop,
a Republican, to the place. The citizens remonstrated, saying that
Goodrich was prompt, reliable and able, and showed that his
successor was 78 years old, and too infirm for the duties of the office.
To these remonstrances Mr. Jefferson, under date of July 12th,
replied in language which did not then, as he did later on, plainly
assert the right of every administration to have its friends in office.
We quote the following:
“Declarations by myself, in favor of political tolerance,
exhortations to harmony and affection in social intercourse, and
respect for the equal rights of the minority, have, on certain
occasions, been quoted and misconstrued into assurances that the
tenure of office was not to be disturbed. But could candor apply such
a construction? When it is considered that, during the late
administration, those who were not of a particular sect of politics
were excluded from all office; when, by a steady pursuit of this
measure, nearly the whole offices of the United States were
monopolized by that sect; when the public sentiment at length
declared itself, and burst open the doors of honor and confidence to
those whose opinions they approved; was it to be imagined that this
monopoly of office was to be continued in the hands of the minority?
Does it violate their equal rights to assert some rights in the majority
also? Is it political intolerance to claim a proportionate share in the
direction of the public affairs? If a due participation of office is a
matter of right, how are vacancies to be obtained? Those by death are
few, by resignation none. Can any other mode than that of removal
be proposed? This is a painful office; but it is made my duty, and I
meet it as such. I proceed in the operation with deliberation and
inquiry, that it may injure the best men least, and effect the purposes
of justice and public utility with the least private distress, that it may
be thrown as much as possible on delinquency, on oppression, on
intolerance, on ante-revolutionary adherence to our enemies.
“I lament sincerely that unessential differences of opinion should
ever have been deemed sufficient to interdict half the society from
the rights and the blessings of self-government, to proscribe them as
unworthy of every trust. It would have been to me a circumstance of
great relief, had I found a moderate participation of office in the
hands of the majority. I would gladly have left to time and accident to
raise them to their just share. But their total exclusion calls for
prompter corrections. I shall correct the procedure; but that done,
return with joy to that state of things when the only questions
concerning a candidate shall be: Is he honest? Is he capable? Is he
faithful to the constitution?”
Mr. Adams had made few removals, and none because of the
political views held by the incumbents, nearly all of whom had been
appointed by Washington and continued through good behavior. At
the date of the appointment of most of them, Jefferson’s Republican
party had no existence; so that the reasons given in the quotation do
not comport with the facts. Washington’s rule was integrity and
capacity, for he could have no regard for politics where political lines
had been obliterated in his own selection. Doubtless these office-
holders were human, and adhered with warmth to the
administration which they served, and this fact, and this alone, must
have angered the Republicans and furnished them with arguments
for a change.
Mr. Jefferson’s position, however, made his later conduct natural.
He was the acknowledged leader of his party, its founder indeed, and
that party had carried him into power. He desired to keep it intact, to
strengthen its lines with whatever patronage he had at his disposal,
and he evidently regarded the cause of Adams in not rewarding his
friends as a mistake. It was, therefore, Jefferson, and not Jackson,
who was the author of the theory that “to the victors belong the
spoils.” Jackson gave it a sharp and perfectly defined shape by the
use of these words, but the spirit and principle were conceived by
Jefferson, who throughout his life showed far greater originality in
politics than any of the early patriots. It was his acute sense of just
what was right for a growing political party to do, which led him to
turn the thoughts of his followers into new and popular directions.
Seeing that they were at grave disadvantage when opposing the
attitude of the government in its policy with foreign nations;
realizing that the work of the Federalists in strengthening the power
of the new government, in providing revenues and ways and means
for the payment of the debt, were good, he changed the character of
the opposition by selecting only notoriously arbitrary measures for
assault—and changed it even more radically than this. He early saw
that simple opposition was not progress, and that it was both wise
and popular to be progressive, and in all his later political papers he
sought to make his party the party favoring personal freedom, the
one of liberal ideas, the one which, instead of shirking, should
anticipate every change calculated to enlarge the liberties and the
opportunities of citizens. These things were not inconsistent with his
strong views in favor of local self-government; indeed, in many
particulars they seemed to support that theory, and by the union of
the two ideas he shrewdly arrayed political enthusiasm by the side of
political interest. Political sagacity more profound than this it is
difficult to imagine. It has not since been equalled in the history of
our land, nor do we believe in the history of any other.
After the New Haven episode, so jealous was Jefferson of his good
name, that while he confided all new appointments to the hands of
his political friends, he made few removals, and these for apparent
cause. The mere statement of his position had proved an invitation to
the Federalists in office to join his earlier friends in the support of his
administration. Many of them did it, so many that the clamorings of
truer friends could not be hushed. With a view to create a new
excuse, Jefferson declared that all appointments made by Adams
after February 14th, when the House began its ballotings for
President, were void, these appointments belonging of right to him,
and from this act of Adams we date the political legacies which some
of our Presidents have since handed down to their successors. One of
the magistrates whose commission had been made out under Adams,
sought to compel Jefferson to sign it by a writ of mandamus before
the Supreme Court, but a “profound investigation of constitutional
law” induced the court not to grant the motion. All commissions
signed by Adams after the date named were suppressed.
Jefferson’s apparent bitterness against the Federalists is mainly
traceable to the contest in the House, and his belief that at one time
they sought a coalition with Burr. This coalition he regarded as a
violation of the understanding when he was nominated, and a
supposed effort to appoint a provisional office he regarded as an
usurpation in fact. In a letter to James Monroe, dated February 15th,
speaking of this contest, he says:
“Four days of balloting have produced not a single change of a
vote. Yet it is confidently believed that to-morrow there is to be a
coalition. I know of no foundation for this belief. If they could have
been permitted to pass a law for putting the government in the hands
of an officer, they would certainly have prevented an election. But we
thought it best to declare openly and firmly, one and all, that the day
such an act passed, the Middle States would arm, and that no such
usurpation, even for a single day, should be submitted to.”
It is but fair to say that the Federalists denied all such intentions,
and that James A. Bayard, of Delaware, April 3, 1806, made formal
oath to this denial. In this he says that three States, representing
Federalist votes, offered to withdraw their opposition if John
Nicholas, of Virginia, and the personal friend of Jefferson, would
secure pledges that the public credit should be supported, the navy
maintained, and that subordinate public officers, employed only in
the execution of details, established by law, should not be removed
from office on the ground of their public character, nor without
complaint against their conduct. The Federalists then went so far as
to admit that officers of “high discretion and confidence,” such as
members of the cabinet and foreign ministers, should be known
friends of the administration. This proposition goes to show that
there is nothing very new in what are called our modern politics; that
the elder Bayard, as early as 1800, made a formal proposal to
bargain. Mr. Nicholas offered his assurance that these things would
prove acceptable to and govern the conduct of Jefferson’s
administration, but he declined to consult with Jefferson on the
points. General Smith subsequently engaged to do it, and Jefferson
replied that the points given corresponded with his views and
intentions, and that Mr. Bayard and his friends might confide in him
accordingly. The opposition of Vermont, Maryland and Delaware
was then immediately withdrawn, and Mr. Jefferson was made
President. Gen’l Smith, twelve days later, made an affidavit which
substantially confirmed that of Bayard. Latimer, the collector of the
port of Philadelphia, and M’Lane, collector of Wilmington, (Bayard’s
special friend) were retained in office. He had cited these two as
examples of his opposition to any change, and Jefferson seemed to
regard the pledges as not sacred beyond the parties actually named
in Bayard’s negotiations with Gen’l Smith.
This misunderstanding or misconstruction of what in these days
would be plainly called a bargain, led to considerable political
criticism, and Jefferson felt it necessary to defend his cause. This he
did in letters to friends which both then and since found their way
into the public prints. One of these letters, written to Col. Monroe,
March 7th, shows in every word and line the natural politician. In
this he says:
“Some (removals) I know must be made. They must be as few as
possible, done gradually, and bottomed on some malversation or
inherent disqualification. Where we shall draw the line between all
and none, is not yet settled, and will not be till we get our
administration together; and perhaps even then we shall proceed ā
talons, balancing our measures according to the impression we
perceive them to make. This may give you a general view of our
plan.”
A little later on, March 28, he wrote to Elbridge Gerry:
“Officers who have been guilty of gross abuses of office, such as
marshals packing juries, etc., I shall now remove, as my predecessor
ought in justice to have done. The instances will be few, and
governed by strict rule, not party passion. The right of opinion shall
suffer no invasion from me.”
Jefferson evidently tired of this subject, and gradually modified his
views, as shown in his letter to Levi Lincoln, July 11, wherein he says:
“I am satisfied that the heaping of abuse on me personally, has
been with the design and the hope of provoking me to make a general
sweep of all Federalists out of office. But as I have carried no passion
into the execution of this disagreeable duty, I shall suffer none to be
excited. The clamor which has been raised will not provoke me to
remove one more, nor deter me from removing one less, than if not a
word had been said on the subject. In the course of the summer, all
which is necessary will be done; and we may hope that, this cause of
offence being at an end, the measures we shall pursue and propose
for the amelioration of the public affairs, will be so confessedly
salutary as to unite all men not monarchists in principle.” In the
same letter he warmly berates the monarchical federalists, saying,
“they are incurables, to be taken care of in a madhouse if necessary,
and on motives of charity.”
The seventh Congress assembled. Political parties were at first
nearly equally divided in the Senate, but eventually there was a
majority for the administration. Jefferson then discontinued the
custom established by Washington of delivering in person his
message to Congress. The change was greatly for the better, as it
afforded relief from the requirement of immediate answers on the
subjects contained in the message. It has ever since been followed.
The seventh session of Congress, pursuant to the recommendation
of President Jefferson, established a uniform system of
naturalization, and so modified the law as to make the required
residence of aliens five years, instead of fourteen, as in the act of
1798, and to permit a declaration of intention to become a citizen at
the expiration of three years. By his recommendation also was
established the first sinking fund for the redemption of the public
debt. It required the setting apart annually for this purpose the sum
of seven millions and three hundred thousand dollars. Other
measures, more partisan in their character, were proposed, but
Congress showed an aversion to undoing what had been wisely done.
A favorite law of the Federalists establishing circuit courts alone was
repealed, and this only after a sharp debate, and a close vote. The
provisional army had been disbanded by a law of the previous
Congress. A proposition to abolish the naval department was
defeated, as was that to discontinue the mint establishment.
At this session the first law in relation to the slave trade was
passed. It was to prevent the importation of negroes, mulattoes and
other persons of color into any port of the United States within a
state which had prohibited by law the admission of any such person.
The penalty was one thousand dollars and the forfeiture of the vessel.
The slave trade was not then prohibited by the constitution, nor was
the subject then generally agitated, though it had been as early as
1793, when, as previously stated, an exciting sectional debate
followed the presentation of a petition from Pennsylvania to abolish
the slave trade.
Probably the most important occurrence under the first
administration of Jefferson was that relating to the purchase and
admission of Louisiana. There had been apprehensions of a war with
Spain, and with a view to be ready Congress had passed an act
authorizing the President to call upon the executives of such of the
states as he might deem expedient, for detachments of militia not
exceeding eighty thousand, or to accept the services of volunteers for
a term of twelve months. The disagreement arose over the
southwestern boundary line and the right of navigating the
Mississippi. Our government learned in the spring of 1802, that
Spain had by a secret treaty made in October, 1800, actually ceded
Louisiana to France. Our government had in 1795 made a treaty with
Spain which gave us the right of deposit at New Orleans for three
years, but in October, 1802, the Spanish authorities gave notice by
proclamation that this right was withdrawn. Excitement followed all
along the valley of the Mississippi, and it was increased by the belief
that the withdrawal of the privilege was made at the suggestion of
France, though Spain still retained the territory, as the formalities of
ceding it had not been gone through with. Jefferson promptly took
the ground that if France took possession of New Orleans, the United
States would immediately become allies of England, but suggested to
Minister Livingston at Paris that France might be induced to cede the
island of New Orleans and the Floridas to the United States. It was
his belief, though a mistaken one, that France had also acquired the
Floridas. Louisiana then comprised much of the territory west of the
Mississippi and south of the Missouri.
The Federalists in Congress seized upon this question as one upon
which they could make an aggressive war against Jefferson’s
administration, and resolutions were introduced asking information
on the subject. Jefferson, however, wisely avoided all entangling
suggestions, and sent Monroe to aid Livingston in effecting a
purchase. The treaty was formed in April, 1803, and submitted by
Jefferson to the Senate in October following. The Republicans rallied
in favor of this scheme of annexation, and claimed that it was a
constitutional right in the government to acquire territory—a
doctrine widely at variance with their previous position, but
occasions are rare where parties quarrel with their administrations
on pivotal measures. There was also some latitude here for
endorsement, as the direct question of territorial acquisition had not
before been presented, but only hypothetically stated in the
constitutional disputations then in great fashion. Jefferson would not
go so far as to say that the constitution warranted the acquisition to
foreign territory, but the scheme was nevertheless his, and he stood
in with his friends in the political battle which followed.
The Federalists claimed that we had no power to acquire territory,
and that the acquirement of Louisiana would give the South a
preponderance which would “continue for all time (poor prophets
they!), since southern would be more rapid than northern
development;” that states created west of the Mississippi would
injure the commerce of New England, and they even went so far as to
say that the “admission of the Western World into the Union would
compel the Eastern States to establish an eastern empire.” Doubts
were also raised as to the right of Louisianians, when admitted to
citizenship under our laws, as their lineage, language and religion
were different from our own. Its inhabitants were French and
descendants of French, with some Spanish creoles, Americans,
English and Germans—in all about 90,000, including 40,000 slaves.
There were many Indians of course, in a territory then exceeding a
million of square miles—a territory which, in the language of First
Consul Napoleon, “strengthens forever the power of the United
States, and which will give to England a maritime rival that will
sooner or later humble her pride”—a military view of the change fully
justified by subsequent history. Napoleon sold because of needed
preparations for war with England, and while he had previously
expressed a willingness to take fifty million francs for it, he got sixty
through the shrewd diplomacy of his ministers, who hid for the time
their fear of the capture of the port of New Orleans by the English
navy.
Little chance was afforded the Federalists for adverse criticism in

Congress, for the purchase proved so popular that the people greatly
increased the majority in both branches of the eighth Congress, and
Jefferson called it together earlier for the purpose of ratification. The
Senate ratified the treaty on the 20th of October, 1803, by a vote of
24 to 7, while the House adopted a resolution for carrying the treaty
into effect by a vote of 90 to 25. Eleven million dollars of the
purchase money was appropriated, the remaining four millions being
reserved for the indemnity of American citizens who had sustained
losses by French assaults upon our commerce—from which fact
subsequently came what is known as the French Spoliation Bill.
Impeachment trials were first attempted before the eighth

Congress in 1803. Judge Pickering, of the district court of the United
States for New Hampshire, was impeached for occasional
drunkenness, and dismissed from office. Judge Chase of the U. S.
Supreme Court, and Judge Peters of the district court of
Pennsylvania, both Federalists, were charged by articles proposed in
the House with illegal and arbitrary conduct in the trial of parties
charged with political offenses. The Federalists took alarm at these
proceedings, and so vehement were their charges against the
Republicans of a desire to destroy the judiciary that their
impeachments were finally abandoned.
The Republicans closed their first national administration with
high prestige. They had met several congressional reverses on
questions where defeat proved good fortune, for the Federalists kept
a watchful defence, and were not always wrong. The latter suffered
numerically, and many of their best leaders had fallen in the
congressional contest of 1800 and 1802, while the Republicans
maintained their own additions in talent and number.
In 1804, the candidates of both parties were nominated by
congressional caucuses. Jefferson and Clinton were the Republican
nominees; Charles C. Pinckney and Rufus King, the nominees of the
Federalists, but they only received 14 out of 176 electoral votes.
The struggle of Napoleon in Europe with the allied powers now
gave Jefferson an opportunity to inaugurate a foreign policy.
England had forbidden all trade with the French and their allies, and
France had in return forbidden all commerce with England and her
colonies. Both of these decrees violated our neutral rights, and were
calculated to destroy our commerce, which by this time had become
quite imposing.
Congress acted promptly, and on the 21st of December passed
what is known as the Embargo Act, under the inspiration of the
Republican party, which claimed that the only choice of the people
lay between the embargo and war, and that there was no other way to
obtain redress from England and France. But the promised effects of
the measure were not realized, and so soon as any dissatisfaction was
manifested by the people, the Federalists made the question a
political issue. They declared it unconstitutional because it was not
limited as to time; that it helped England as against France (a
cunning assertion in view of the early love of the Republicans for the
cause of the French), and that it laid violent hands on our home
commerce and industries. Political agitation increased the
discontent, and public opinion at one time turned so strongly against
the law that it was openly resisted on the eastern coast, and treated
with almost as open contempt on the Canadian border. The bill had
passed the House by 87 to 35, the Senate by 19 to 9. In January,
1809, the then closing administration of Jefferson had to change
front on the question, and the law was repealed on the 18th of
March. The Republicans when they changed, went all the way over,
and advocated full protection by the use of a navy, of all our rights on
the high seas. If the Federals could have recalled their old leaders, or
retained even a considerable portion of their power, the opportunity
presented by the embargo issue could have brought them back to full
political power, but lacking these leaders, the opportunity passed.
Democrats and Federals.
During the ninth Congress, which assembled on the second of

December, 1805, the Republicans dropped their name and accepted
that of “Democrats.” In all their earlier strifes they had been charged
by their opponents with desiring to run to the extremes of the
democratic or “mob rule,” and fear of too general a belief in the truth
of the charge led them to denials and rejection of a name which the
father of their party had ever shown a fondness for. The earlier
dangers which had threatened their organization, and the
recollection of defeats suffered in their attempts to establish a
government anti-federal and confederate in their composition, had
been greatly modified by later successes, and with a characteristic
cuteness peculiar to Americans they accepted an epithet and sought
to turn it to the best account. In this they imitated the patriots who
accepted the epithets in the British satirical song of “Yankee Doodle,”
and called themselves Yankees. From the ninth Congress the
Jeffersonian Republicans called themselves Democrats, and the word
Republican passed into disuse until later on in the history of our
political parties, the opponents of the Democracy accepted it as a
name which well filled the meaning of their attitude in the politics of
the country.
Mr. Randolph of Roanoke, made the first schism in the Republican
party under Jefferson, when he and three of his friends voted against
the embargo act. He resisted its passage with his usual earnestness,
and all attempts at reconciling him to the measure were unavailing.
Self-willed, strong in argument and sarcasm, it is believed that his
cause made it even more desirable for the Republicans to change
name in the hope of recalling some of the more wayward
“Democrats” who had advocated Jacobin democracy in the years
gone by. The politicians of that day were never short of expedients,
and no man so abounded in them as Jefferson himself.
Randolph improved his opportunities by getting most of the
Virginia members to act with him against the foreign policy of the
administration, but he was careful not to join the Federalists, and
quickly denied any leaning that way. The first fruit of this faction was
to bring forth Monroe as a candidate for President against Madison—
a movement which proved to be quite popular in Virginia, but which
Jefferson flanked by bringing about a reconciliation between Monroe
and Madison. The now usual Congressional caucus followed at
Washington, and although the Virginia Legislature in its caucus
previously held had been unable to decide between Madison and
Monroe, the Congressional body chose Madison by 83 to 11, the
minority being divided between Clinton and Monroe, though the
latter could by that time hardly be considered as a candidate. This
action broke up Randolph’s faction in Virginia, but left so much
bitterness behind it that a large portion attached themselves to the
Federalists. In the election which followed Madison received 122
electoral votes against 47 for C. C. Pinckney, of South Carolina, and 6
for Geo. Clinton of New York.
Before Jefferson’s administration closed he recommended the
passage of an act to prohibit the African slave trade after January 1st,
1808, and it was passed accordingly. He had also rejected the form of
a treaty received from the British minister Erskine, and did this
without the formality of submitting it to the Senate—first, because it
contained no provision on the objectionable practice of impressing
our seamen; second,[2] “because it was accompanied by a note from
the British ministers, by which the British government reserved to
itself the right of releasing itself from the stipulations in favor of
neutral rights, if the United States submitted to the British decree, or
other invasion of those rights by France.” This rejection of the treaty
by Jefferson caused public excitement, and the Federalists sought to
arouse the commercial community against his action, and cited the
fact that his own trusted friends, Monroe and Pinckney had
negotiated it. The President’s party stood by him, and they agreed
that submission to the Senate was immaterial, as its advice could not
bind him. This refusal to consider the treaty was the first step leading
to the war of 1812, for embargoes followed, and Britain openly
claimed the right to search American vessels for her deserting
seamen. In 1807 this question was brought to issue by the desertion
of five British seamen from the Halifax, and their enlistment on the
U. S. frigate Chesapeake. Four separate demands were made for
these men, but all of the commanders, knowing the firm attitude of
Jefferson’s administration against the practice, refused, as did the
Secretary of State refuse a fifth demand on the part of the British
minister. On the 23d of June following, while the Chesapeake was
near the capes of Virginia, Capt. Humphreys of the British ship
Leopard attempted to search her for deserters. Capt. Barron denied
the right of search, but on being fired into, lowered his flag,
Humphreys then took four men from the Chesapeake, three of whom
had previously entered the British service, but were Americans by
birth, and had been formally demanded by Washington. The act was
a direct violation of the international law, for a nation’s ship at sea
like its territory is inviolable. The British government disavowed the
act of its officer and offered apology and reparation, which were
accepted. This event, however, strengthened Jefferson’s rejection of
the Monroe-Pinckney treaty, and quickly stopped adverse political
criticism at home, Foreign affairs remained, however, in a
complicated state, owing to the wars between England and the then
successful Napoleon, but they in no wise shook the firm hold which
Jefferson had upon the people, nor the prestige of his party. He
stands in history as one of the best politicians our land has ever seen,
and then as now no one could successfully draw the line between the
really able politician and the statesman. He was accepted as both.
His administration closed on the 3d of March, 1809, when he
expressed great gratification at being able to retire to private life.
Mr. Madison succeeded at a time when the country, through fears
of foreign aggression and violence, was exceedingly gloomy and
despondent—a feeling not encouraged in the least by the statements
of the Federalists, some of whom then thought political criticism in
hours of danger not unpatriotic. They described our agriculture as
discouraged, our fisheries abandoned, our commerce restrained, our
navy dismantled, our revenues destroyed at a time when war was at
any moment probable with either France, England or Spain.
Madison, representing as he did the same party, from the first
resolved to follow the policy of Jefferson, a fact about which there
was no misunderstanding. He desired to avert war as long as possible
with England, and sought by skilful diplomacy to avert the dangers
presented by both France and England in their attitude with
neutrals. England had declared that a man who was once a subject
always remained a subject, and on this plea based her determination
to impress again into her service all deserters from her navy. France,
because of refusal to accede to claims equally at war with our rights,
had authorized the seizure of all American vessels entering the ports
of France. In May, 1810, when the non-intercourse act had expired,
Madison caused proposals to be made to both belligerents, that if
either would revoke its hostile edict, the non-intercourse act should
be revived and enforced against the other nation. This act had been
passed by the tenth Congress as a substitute for the embargo. France
quickly accepted Madison’s proposal, and received the benefits of the
act, and the direct result was to increase the growing hostility of
England. From this time forward the negotiations had more the
character of a diplomatic contest than an attempt to maintain peace.
Both countries were upon their mettle, and early in 1811, Mr.
Pinckney, the American minister to Great Britain, was recalled, and a
year later a formal declaration of war was made by the United States.
Just prior to this the old issue, made by the Republicans against
Hamilton’s scheme for a National Bank, was revived by the fact that
the charter of the bank ceased on the 4th of March, 1811, and an
attempt was made to re-charter it. A bill for this purpose was
introduced into Congress, but on the 11th of January, 1811, it was
indefinitely postponed in the House, by a vote of 65 to 64, while in
the Senate it was rejected by the casting vote of the Vice-President,
Geo. Clinton, on the 5th of February, 1811—this notwithstanding its
provisions had been framed or approved by Gallatin, the Secretary of
the Treasury. The Federalists were all strong advocates of the
measure, and it was so strong that it divided some of the Democrats
who enjoyed a loose rein in the contest so far as the administration
was concerned, the President not specially caring for political
quarrels at a time when war was threatened with a powerful foreign
nation. The views of the Federalists on this question descended to
the Whigs some years later, and this fact led to the charges that the
Whigs were but Federalists in disguise.
The eleventh Congress continued the large Democratic majority, as
did the twelfth, which met on the 4th of November, 1811, Henry Clay,
then an ardent supporter of the policy of Madison, succeeding to the
House speakership. He had previously served two short sessions in
the U. S. Senate, and had already acquired a high reputation as an
able and fluent debater. He preferred the House, at that period of
life, believing his powers better calculated to win fame in the more
popular representative hall. Calhoun was also in the House at this
time, and already noted for the boldness of his views and their
assertion.
In this Congress jealousies arose against the political power of
Virginia, which had already named three of the four Presidents, each
for two terms, and De Witt Clinton, the well-known Governor of New
York, sought through these jealousies to create a division which
would carry him into the Presidency. His efforts were for a time
warmly seconded by several northern and southern states. A few
months later the Legislature of New York formally opened the ball by
nominating DeWitt Clinton for the Presidency. An address was
issued by his friends, August 17th, 1812, which has since become
known as the Clintonian platform, and his followers were known as
Clintonian Democrats. The address contained the first public protest
against the nomination of Presidential candidates by Congressional
caucuses. There was likewise declared opposition to that “official
regency which prescribed tenets of political faith.” The efforts of
particular states to monopolize the principal offices was denounced,
as was the continuance of public men for long periods in office.
Madison was nominated for a second term by a Congressional
caucus held at Washington, in May, 1812. John Langdon was
nominated for Vice-President, but as he declined on account of age,
Elbridge Gerry of Massachusetts, took his place. In September of the
same year a convention of the opposition, representing eleven states,
was held in the city of New York, which nominated De Witt Clinton,
with Jared Ingersoll for Vice-President. This was the first national
convention, partisan in character, and the Federalists have the credit
of originating and carrying out the idea. The election resulted in the
success of Madison, who received 128 electoral votes to 89 for
Clinton.
Though factious strife had been somewhat rife, less attention was
paid to politics than to the approaching war. There were new
Democratic leaders in the lower House, and none were more
prominent than Clay of Kentucky, Calhoun, Cheves and Lowndes, all
of South Carolina. The policy of Jefferson in reducing the army and
navy was now greatly deplored, and the defenceless condition in
which it left the country was the partial cause, at least a stated cause
of the factious feuds which followed. Madison sought to change this
policy, and he did it at the earnest solicitation of Clay, Calhoun and
Lowndes, who were the recognized leaders of the war party. They
had early determined that Madison should be directly identified with
them, and before his second nomination had won him over to their
more decided views in favor of war with England. He had held back,
hoping that diplomacy might avert a contest, but when once
convinced that war was inevitable and even desirable under the
circumstances, his official utterances were bold and free. In the June
following the caucus which renominated him, he declared in a
message that our flag was continually insulted on the high seas; that
the right of searching American vessels for British seamen was still in
practice, and that thousands of American citizens had in this way
been impressed in service on foreign ships; that peaceful efforts at
adjustment of the difficulties had proved abortive, and that the
British ministry and British emissaries had actually been intriguing
for the dismemberment of the Union.
The act declaring war was approved by the President on the 18th of
June, 1812, and is remarkably short and comprehensive. It was
drawn by the attorney-general of the United States, William
Pinckney, and is in the words following:—
“An act declaring war between the United Kingdom of Great Britain and
Ireland, and the dependencies thereof, and the United States of America and their
territories.
“Be it enacted, &c. That war be, and the same is hereby declared to exist between
the United Kingdom of Great Britain and Ireland, and the dependencies thereof,
and the United States of America, and their territories; and that the President of
the United States is hereby authorized to use the whole land and naval force of the
United States to carry the same into effect, and to issue to private armed vessels of
the United States commissions, or letters of marque and general reprisal, in such
form as he shall think proper, and under the seal of the United States, against the
vessels, goods, and effects, of the government of the United Kingdom of Great
Britain and Ireland and the subjects thereof.”
This was a soul-stirring message, but it did not rally all the people
as it should have done. Political jealousies were very great, and the
frequent defeats of the Federalists, while they tended to greatly
reduce their numbers and weaken their power, seemed to strengthen
their animosity, and they could see nothing good in any act of the
administration. They held, especially in the New England states, that
the war had been declared by a political party simply, and not by the
nation, though nearly all of the Middle, and all of the Southern and
Western States, warmly supported it. Clay estimated that nine-tenths
of the people were in favor of the war, and under the inspiration of
his eloquence and the strong state papers of Madison, they doubtless
were at first. Throughout they felt their political strength, and they
just as heartily returned the bitterness manifested by those of the
Federalists who opposed the war, branding them as enemies of the
republic, and monarchists who preferred the reign of Britain.
Four Federalist representatives in Congress went so far as to issue
an address, opposing the war, the way in which it had been declared,
and denouncing it as unjust. Some of the New England states refused
the order of the President to support it with their militia, and
Massachusetts sent peace memorials to Congress.
A peace party was formed with a view to array the religious
sentiment of the country against the war, and societies with similar
objects were organized by the more radical of the Federalists. To
such an extreme was this opposition carried, that some of the
citizens of New London, Conn., made a practice of giving
information to the enemy, by means of blue lights, of the departure
of American vessels.

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Sociology in Our Times: The Essentials

11th Edition by Diana Kendall (eBook

5 Groups and Organizations 126

Social Groups 128 Socially Sustainable

6 Deviance and Crime 152

What Is Deviance? 154 Approaches Focusing

PART 3 Social Inequality

Class and Stratification

8 Global Stratification 220

Wealth and Poverty in Global Perspective 222 Classification of Economies

9 Race and Ethnicity 244

Race and Ethnicity 247 Latinos/as (Hispanic

10 Sex, Gender, and Sexuality 280

Sex: The Biological Dimension 284 Gender Stratification

PART 4 Social Institutions

11 Families and Intimate

An Overview of Education and Religion 348 Conflict Perspectives

13 Politics and the Economy

14 Health, Health Care,

PART 5 Social Dynamics and Social Change

15 Population and Urbanization 456

Demography: The Study of Population 458 Industrial Cities 470

16 Collective Behavior, Social

Sociology & Everyday Life

The Sociology of Suicide Trends Today 4

Sociology in Global Perspective

Durkheim’s Classical Study of Suicide Applied to Twenty-First-Century

Establishing Policies to Help Prevent Military Suicides 25

You Can Make a Difference

Schools as Laboratories for Getting Along: Having Lunch Together 61

The following special features are specifically designed to

Online Instructor’s Resource Manual This text’s On- Acknowledgments

Little chance was afforded the Federalists for adverse criticism in

Impeachment trials were first attempted before the eighth

During the ninth Congress, which assembled on the second of

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