New Society 978-0-17-650183-9

Citation preview

Sixth Edition

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Engagement * Assessment * Success Dtin£ Goffmtui fl922-B2! was Ouiii In ManiwiUe. AlMitA. It« siudlPd sooiuioev and anthnwoKw ns dn unOercfaduate at the UiwersKy of IbronU) and awnoieleo rus hfi-O. at the unwofsiij’ of Ciricaco- He puisoed his academic careat at the Uwarsftv of CattfortUD. 8«rkc>sv. and Ihe Uruversity of Pennsyfvdnia. Geffmon dcvekiped an mtem&uoniil raputAliun for his 'ifianiidu'itical' appnt.'tch to syrnOolK ■ntoisdlonisni TTiis nppioach h^Uijpits the way pctriote piesent tiwrriMives to others, mana^iK that Idenfilios to (.male desired ■mo'esiuotts on theti 'audi¬ ence,' m miicti the same as netots do on sUfftO (Ctoftnum. ifBB),

The Nelson Education Teaching Advantage program is designed to ensure that instructors and students have access to research-based resources

Motipit Cicftter (liMZ- j wtu Ixnn in Berlin. Genhany. Sit« uid her Ph.O. At Dut-^^ Vnhersiv in ow Ur^nd States oetore hejpnninK her arademic caieoi eiit of Socioioiiy nt 0® OnuMio insiftuus fw Studies at Eidutstion and head ot the Vrentenis Studies Programme at the linivMSity ot loiwHo. She is mterhaiHjojdiy Mitmn for tier work on fenumst memotk Olocy -ClChkM. 19B7i. Her w-ork on foroilv pokey m Csruida has mfluerved stuiKns. professionaf soewfogists- and oolicwnahers f^ more than two dec-tdos tEicMsr, lOBSi.

&

FIGURES AND TABLES

that enable the success of Canadian students and educators.

ENGAGEMENT; NETA GUIDE TO CLASS¬ ROOM ENGAGEMENT The Guide to Classroom Engagement for New

Current census data and other up-to-date research is easily compared when presented in one of 48 tables and 84 figures integrated throughout the book to enhance student learning. Fourteen of these figures are completely new, and New Society, Sixth Edition, also includes two new maps.

Society,

Sixth

Edition, includes a range of activities that give instructors a practical, user-friendly way to incor¬ porate interactive learning activities in both large and small classrooms. The Guide is focused on four core principles: student-centred learning, deep learning, active learning, and creating positive classroom environments. All of these principles are

END-OF-CHAPTER RESOURCES

based on decades of research into what helps stu¬ dents learn best and are designed to foster class¬

Each chapter concludes with a set of end-of-chapter resources to help students review and apply their knowledge. A summary of numbered key points helps students to see the “bigger picture”—to interact with concepts, not just facts—^while a set of Questions to Consider encourages each one to think critically about the material and to apply what they’ve learned against their own values, ideas, and experiences. A glossary of key terms with definitions is also included,

room engagement. Each NETA Guide includes a section outlining the research underlying these principles, which will help you create engaging classrooms. The Guide was written by Dr. Roger Fisher and created in partner¬ ship with an interdisciplinary board of scholars of teaching and learning. All NETA Guide authors have been trained in the principles underlying the program.

alongside a list of Suggested Readings that encour¬ ages students to research independently. Finally,

EDITORIAL ADVISORY BOARD

readers can make use of Nelson’s additional study tools through a list of online resources.

NORMAN ALTHOUSE, HASKAYNE SCHOOL OF BUSINESS, UNIVERSITY OF CALGARY

ANCILLARIES FOR INSTRUCTORS INSTRUCTOR’S RESOURCE CD

SCOTT FOLLOWS, MANNING SCHOOL OF BUSINESS ADMINISTRATION, ACADIA UNIVERSITY

GLEN LOPPNOW, DEPARTMENT OF CHEMISTRY, UNIVERSITY OF ALBERTA

(ISBN 978-0-17-647849-0) All testing and presenta¬ tion software is now available in one place: the New

TANYA NOEL, DEPARTMENT OF BIOLOGY, YORK UNIVERSITY

NEL

PREFACE

GARY POOLE, DIRECTOR, CENTRE FOR TEACHING AND

PowerPoint® Slides:

ACADEMIC GROWTH AND SCHOOL OF POPULATION AND

More than 400 full-colour slides offer a detailed

PUBLIC HEALTH, UNIVERSITY OF BRITISH COLUMBIA

summary of each chapter of the book, along with DAN PRATT, DEPARTMENT OF EDUCATIONAL STUDIES,

supplementary graphs, tables, and diagrams to illus¬

UNIVERSITY OF BRITISH COLUMBIA

trate key points. The slides can be easily output from

BRENDA CHANT-SMITH, DEPARTMENT OF PSYCHOLOGY, TRENT

a computer in several formats. The PowerPoint® Viewer that is packaged with the slides enables them

UNIVERSITY

to be (1) viewed on a computer or (2) projected from

ASSESSMENT: NETA TEST BANK

In

a computer to a viewing screen in the classroom. If

most post-secondaiy courses, a large percentage of stu¬

you

dent assessment is based on multiple-choice testing. Many

package, the slides can also be (3) printed out as full-

instructors use multiple-choice reluctandy, believing that

colour transparencies for use with an overhead pro¬

it is a methodology best used for testing what a student

jector,

7‘emembm rather than what she or he has learned.

handouts for students.

Nelson Education Ltd. understands that a good quality multiple-choice test bank can provide the means to measure higher-level thinking skills as well as recall. Recognizing the importance of multiple-choice testing

have

or

the

(4)

entire

printed

Microsoft

out as

PowerPoint®

black-and-white

Instructor's Guide for Think Outside the Book: Nelson Videos for Introductory Sociology:

in today’s classroom, we have created the Nelson

This guide includes a synopsis of each video, questions

Education Teaching Advantage program (NETA) to

for critical analysis, and references to Nelson’s innova¬

ensure the value of our high quality test banks.

tive and imaginative introductory sociology titles.

The testing component of our NETA program was created in partnership with David DiBattista, a 3M National Teaching Eellow, professor of psy¬ chology at Brock University, and researcher in the

THINK OUTSIDE THE BOOK: NELSON VIDEOS FOR SOCIOLOGY

area of multiple-choice testing. NETA for testbanks ensures that subject-matter experts who author test banks have had training in two areas: avoiding common errors in test construction, and developing multiple-choice test questions that “get beyond remembering” to assess higber-level thinking. AH NETA test banks include David DiBattista’s guide for instructors, “Multiple Choice Tests: Getting Beyond Remembering.” This guide has been designed to assist you in using Nelson test banks to achieve your desired out¬ comes in your course. See the Instructor’s Resource CD button “NETA Guidelines” for this valuable resource.

Computerized NETA Test Bank in ExamView®: Create, deliver, and customize tests (both print and online) in minutes with this easy-to-use assessment and tutorial system. ExamView offers both a Quick Test Wizard and an Online Test Wizard that guide you stepby-step through the process of creating tests. The test

Be part of something exciting! Nelson is proud to

appears on screen exactly as it will print or display

present our Think Outside the Book: Nelson Videos

online. Using ExamView^s complete word-processing

for Introductory Sociology. This five-volume series,

capabilities, you can enter an unlimited number of

which includes video segments that are each 5 to

new questions or edit existing questions. ExamView is

27 minutes long, was created to stimulate discussion

offered in both PC and Mac platforms.

in your classroom. Many selections are excerpted

NEL

XI

Xli

PREFACE

from national and international award-winning

chapter. InfoTrac College Edition (available as a free

films.

option with this text) gives you and your students four

Videos were selected by leading sociologist Robert

months of free access to an easy-to-use online database of

Br\in. His keen eye for finding relevant, powerful, and

reliable, full-length articles (not abstracts) from hundreds

engaging selections allows students to “think outside

of top academic journals and popular sources. Among the

the book” and brings sociology concepts to life. A video

journals available 24 hours a day, 7 days a week are the

guide for instructors (available on the Instructor’s

Canadian Review of Sociology and Anthropology, the

Resource CD) will include a synopsis of each video,

Canadian Journal of Sociology, Canadian Ethnic Studies,

questions for critical analysis, and references to Nelson’s

Public Policy, the American Journal of Sociology, Social Forces,

innovative and imaginative introductory sociology

Social Research, and Sociology. Contact your Nelson repre¬

titles. Visit www.thinkoutsidethebook.nelson.com or

sentative for more information. InfoTrac College Edition

ask your Nelson representative for more details.

is available only to North American college and univer¬ sity students. Journals are subject to change.

JOININ™ ON TURNINGPOINT® Transform your lecture into an interactive student

ANCILLARiES FOR STUDENTS

experience with Joinin. Combined with your choice of keypad

systems, Joinin

turns

your Microsoft®

STUDENT STUDY GUIDE

PowerPoint® application into audience response soft¬

(ISBN 0176478574). This concise guide, available

ware. With a click on a handheld device, students can

online, helps students to check their progress with

respond to multiple-choice questions, short polls,

sample quizzes. Critical-thinking questions encourage

interactive exercises, and peer-review questions. You

them to use their imaginations to develop a richer

can also take attendance, check student comprehension

sociological perspective.

of concepts, collect student demographics to better assess student needs, and even administer quizzes. In addition, there are interactive text-specific slide sets

NEW SOCIETY ON THE WEB

that you can modify and merge with any of your own

http://www.newsociety6e.nelson.com

PowerPoint® lecture slides. This tool is available to

The New Society website contains much more than the

qualified adopters at http://turningtechnologies.com/

standard features you have come to expect from

groupresponsesystemsupport/downloads. cfm.

Nelson Web ancillaries. In addition to chapter-by¬ chapter links to secondary sources, online quizzes, and

NEW SOCIETY ON THE WEB

other self-testing material, it boasts exciting original features,

including

interactive

exercises,

online

http://www.newsoclety6e,nelson.com/ instructor

research projects, video exercises, and a focus on

Downloadable versions of the Instructor’s Manual,

ture hall to hear lectures delivered in audio by a range

PowerPoint® presentations, and Instructor’s Guide

of prominent sociologists, including Robert Brym.

for Think Outside the Book: Nelson Videos for

These features, and others, make the New Society web¬

Introductory Sociology, plus an image bank of photos

site unique and useful to Canadian instructors and stu¬

from the text and Robert J. Brym’s online lectures, can

dents. It allows students to do sociology and better

be accessed from the password-protected instructor’s

understand their place in the world.

Canada in a global context. Also, visit the online lec¬

page of the companion website.

INFOTRAC COLLEGE EDITION INFOTRAC®COLLEGE EDITION

http://www.infotrac-college.com

Ignite discussions or augment your lectures with the

This website offers access to more than 20 million

latest developments in sociology and societal change.

articles

Create your own course reader by selecting articles or by

resource when you do online research. See the

using the search keywords provided at the end of each

description above for more details.

from

nearly

6000

sources—a

valuable

NEL

PREFACE

ACKNOWLEDGMENTS

editor). Dawn Hunter (proofreader), and Natalie Russell (permissions coordinator).

The sixth edition of New Society still bears the imprint of Heather McWhinney,

Dan

Brooks,

Megan

Mueller, Semareh Al-Hillal, Brad Lambertus, and Camille Isaacs. They shepherded the book through its first editions, helping to make New Society distinc¬ tive and highly successful. For the past year I was privileged to work closely with publishing professionals of the highest calibre, all of whom contributed heavily to the successful comple¬ tion of the sixth edition. In particular, Laura Macleod worked diligently and with good humour on this com¬ plex project, always mindful of the need to balance the

New Society could not have become what it is without the authors of each chapter. They are among the very best sociologists in Canada. I believe that, although concentrating on the exposition of their own subfields, they have conveyed to the novice a real sense of the excitement and promise of sociology. I am deeply indebted to them, as tens of thousands of introductory sociology students and their instructors inevitably have been and will be. Finally, I would like to thank the following reviewers, whose insightful comments helped shape this edition:

diverse needs of instructors, students, and authors. Liisa Kelly’s energetic and meticulous approach to the

Guy Letts, Georgian College

project was evident Irom beginning to end. Visually

Lorna Doerkson, University of Saskatchewan

and linguistically, this book owes much to her exem¬

Peter Landstreet, York LIniversity

plary skill as developmental editor. I would also like to

Kate Krug, Cape Breton University

thank Nicola Winstanley (photo researcher), Natalia

Morgan Holmes, Wilfrid Laurier University

Denesiuk Harris (content production manager), David

R.J.B.

Tonen (marketing manager), Lisa Berland (copy

Toronto

CONTRIBUTORS REGINALD W. BIBBY, UNIVERSITY OF LETHBRIDGE

HARVEY KRAHN, UNIVERSITY OF ALBERTA

MONICA BOYD, UNIVERSITY OF TORONTO

RHONDA L LENTON, YORK UNIVERSITY

ROBERT J. BRYM, UNIVERSITY OF TORONTO

JOHN LIE, UNIVERSITY OF CALIFORNIA AT BERKELEY

NEENA L CHAPPELL, UNIVERSITY OF VICTORIA

MARGARET J. PENNING, UNIVERSITY OF VICTORIA

SCOTT DAVIES, MCMASTER UNIVERSITY

MICHAEL ROSENBERG, DAWSON COLLEGE

BONNIE FOX, UNIVERSITY OF TORONTO

STEVEN RYTINA, MCGILL UNIVERSITY

JOSH GREENBERG, CARLETON UNIVERSITY

VIC SATZEWICH, MCMASTER UNIVERSITY

NEIL GUPPY, UNIVERSITY OF BRITISH COLUMBIA

WILLIAM SHAFFIR, MCMASTER UNIVERSITY

JOHN HANNIGAN, UNIVERSITY OF TORONTO

JULIAN TANNER, UNIVERSITY OF TORONTO

JOSEE JOHNSTON, UNIVERSITY OF TORONTO

SANDY WELSH, UNIVERSITY OF TORONTO

GRAHAM KNIGHT, MCMASTER UNIVERSITY

ANTHONY WINSON, UNIVERSITY OF GUELPH

NEL

XIII

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