Essentials of Sociology 12th Edition

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Essentials of Sociology 12th Edition Henslin Solutions Manual

Instructor’s Manual for Henslin, Essentials of Sociology, 12/e

Chapter 2: Culture
Learning Objectives

LO 2.1 Explain what culture is, how culture provides orientations to life, and what practicing
cultural relativism means. (p. 40)

LO 2.2 Know the components of symbolic culture: gestures, langue, values, norms, sanctions,
folkways, mores, and taboos; also explain the Sapir-Whorf hypothesis. (p. 46)

LO 2.3 Distinguish between subcultures and countercultures. (p. 53)

LO 2.4 Discuss the major U.S. values and explain value clusters, value contradictions, value
clashes, how values are lenses of perception, and ideal versus real culture. (p. 56)

LO 2.5 Explain what cultural universals are and why they do not seem to exist. (p. 60)

LO 2.6 Explain why most sociologists consider genes to be an inadequate explanation of human
behavior. (p. 61)

LO 2.7 Explain how technology changes culture and what cultural lag and cultural leveling are.
(p. 62)

REVEL Media

Module 2.1: Video: The Basics: Culture; Video: The Big Picture: Culture; Social Explorer:
Explore: The Asian Population in the United States: A Diversity of Cultures; Audio: Cultural
Diversity around the World: Why the Dead Need Money; Journal Prompt: JOURNAL: Cultural
Diversity and Death; Tabs—Accordion Photo Gallery: Standards of Beauty; Audio: Cultural
Diversity Around the World: You Are What You Eat? An Exploration in Cultural Relativity;
Journal Prompt: Journal: Cultural Relativity; End of Module Quiz: Quiz 2.1: What Is Culture?

Module 2.2: Video: Thinking like a Sociologist: Culture; Tabs—Accordion Photo Gallery:
Figure 2.1: Gestures to Indicate Height, Southern Mexico; Audio: Cultural Diversity in the
United States: Miami—Continuing Controversy over Language; Journal Prompt: Journal:
Shared Language; Audio: Cultural Diversity in the United States: Race and Language:
Searching for Self Labels; Journal Prompt: Journal: Race and Language; Document: Read the
Document: Horace Miner, Body Ritual Among the Nacirema; End of Module Quiz: Quiz 2.2
Components of Symbolic Culture

Module 2.3: Catalog Widget Photo Gallery: Looking at Subcultures; End of Module Quiz: Quiz
2.3: Many Cultural Worlds

Module 2.4: Survey: Culture; End of Module Quiz: Quiz 2.4: Values in U.S. Society

Module 2.5: End of Module Quiz: Quiz 2.5: Cultural Universals

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Visit TestBankDeal.com to get complete for all chapters

Instructor’s Manual for Henslin, Essentials of Sociology, 12/e

Module 2.6: Audio: Thinking Critically: Are We Prisoners of Our Genes? End of Module Quiz:
Quiz 2.6 Sociobiology and Human behavior

Module 2.7: Journal Prompt: Journal: Technology; Audio: Sociology and New Technology: How
Smart Is Your Clothing?; End of Module Quiz: Quiz 2.7 Technology in the Global Village;
Shared Writing: Culture; Advanced Flashcards: Chapter 2 Key Terms; End of Chapter Quiz:
Chapter 2 Quiz: Culture

Chapter Overview

I. What Is Culture?
A. The concept of culture is sometimes easier to grasp by description than by definition.
All human groups possess culture, which consists of language, beliefs, values, norms,
and material objects that are passed from one generation to the next. Although the
particulars of culture may differ from one group to another, culture itself is
universal—all societies develop shared, learned ways of perceiving and participating
in the world around them.
B. Culture can be subdivided into material culture and nonmaterial culture.
1. Material culture—things such as jewelry, art, buildings, weapons, machines,
clothing, hairstyles, and so on.
2. Nonmaterial culture—a group’s ways of thinking (beliefs, values, and
assumptions) and common patterns of behavior (language, gestures, and other
forms of interaction).
C. Culture provides a taken-for-granted orientation to life.
1. We assume that our own culture is normal or natural; in fact, it is not natural, but
rather is learned. It penetrates our lives so deeply that it is taken for granted and
provides the lens through which we perceive and evaluate things.
2. It provides implicit instructions that tell us what we ought to do and a moral
imperative that defines what we think is right and wrong.
3. Coming into contact with a radically different culture produces “culture shock,”
challenging our basic assumptions.
4. A consequence of internalizing culture is ethnocentrism, using our own culture
(and assuming it to be good, right, and superior) to judge other cultures. It is
functional when it creates in-group solidarity, but can be dysfunctional if it leads
to discrimination against those who are different.
D. Although all groups practice some forms of ethnocentrism, people can also employ
cultural relativism, the practice of understanding a culture on its own terms without
assessing its elements as any better or worse than one’s own culture. Cultural
relativism presents a challenge to ordinary thinking because we tend to use our own
culture to judge others.
1. Because we tend to use our own culture as the standard, cultural relativism
presents a challenge to ordinary thinking.
2. At the same time, this view helps us appreciate other ways of life.

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Instructor’s Manual for Henslin, Essentials of Sociology, 12/e

3. Robert Edgerton suggests developing a scale for evaluating cultures on their

“quality of life.” He argues that those cultural practices that result in exploitation
should be judged as morally inferior to those that enhance people’s lives.

II. Components of Symbolic Culture

A. Sociologists sometimes refer to nonmaterial culture as symbolic culture, because
symbols are the central component of nonmaterial culture. Symbols include gestures,
language, values, norms, sanctions, folkways, and mores.
B. Gestures, or using one’s body to communicate with others, are shorthand means of
communication.
1. People in every culture use gestures, although the gestures and the meanings
differ; confusion or offense can result because of misunderstandings over the
meaning of a gesture or misuse of a gesture.
2. There is disagreement over whether there are any universal gestures. They tend
to vary considerably around the world.
3. Because some gestures are so closely associated with emotional messages, the
gestures themselves can often elicit emotions.
C. Language consists of a system of symbols that can be put together in an infinite
number of ways in order to communicate abstract thought. Each word is a symbol to
which a culture attaches a particular meaning. It is important because it is the primary
means of communication between people.
1. It allows human experiences to be cumulative; each generation builds on the
body of significant experiences that is passed on to it by the previous generation,
thus freeing people to move beyond immediate experiences.
2. It allows for a social or shared past. We are able to discuss past events with
others.
3. It allows for a social or shared future. Language allows us to plan future
activities with one another.
4. It allows the exchange of perspectives (i.e., ideas about events and experiences).
5. It allows people to engage in complex, shared, goal-directed behavior.
6. The Sapir-Whorf hypothesis states that our thinking and perception not only are
expressed by language, but actually are also shaped by language because we are
taught not only words but also a particular way of thinking and perceiving.
Rather than objects and events forcing themselves onto our consciousness, our
very language determines our consciousness.
D. Culture includes values, norms, and sanctions.
1. Values are the standards by which people define good and bad, beautiful and
ugly. Every group develops both values and expectations regarding the right way
to reflect them.
2. Norms are the expectations, or rules of behavior, that develop out of a group’s
values.
3. Sanctions are the positive or negative reactions to the way in which people
follow norms. Positive sanctions (a money reward, a prize, a smile, or even a
handshake) are expressions of approval; negative sanctions (a fine, a frown, or
harsh words) denote disapproval for breaking a norm.

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S O M E A LT E R N AT I V E O R D I F F I C U LT
SPELLINGS
MORE OR LESS IN DAILY USE, ARRANGED IN ALPHABETICAL ORDER FOR
EASY REFERENCE
abetter ambidexterity
abettor (law) analyse
accepter (-or in law) aneurysm
adaptable ankle
adapter apanage
addorsed apophthegm
adjutants-general[3] pl. apostasy
adjudgement apparelled
admonitor archetype
aerate archidiaconal
aerial arcking[6]
aerie armful
aeronaut artisan
aeroplane ascendancy, -ant
aetiological, -logist assessable
aetiology aught (anything)
ageing automobile
aides-de-camp{3} pl. aweing
aline, -ment[4] awesome
allineation axe[7]
almanac[5] ay (always)
aye (yes—‘the ayes have it’) by-plot
bandoleer by-product
banns by-street
banyan by the by
Barbadoes by-way
bark (ship) byword
basin caddis
basses (pl.) calendar
battalion calligraphy
befall calliper
beldam caltrop
bethrall camlet
blouse camomile
bluish canst
bodice canvas (cloth)
bogie (a truck) canvass (political)
bogy (apparition) carcass
bothy carriable
brand-new cartography
brier catarrhine
brooch (ornament) cat’s-paw
browse cauldron (a vessel)
bryony caulk
bulrush celluloid
buncombe censer (a vessel)
by and by censor (an official)
by-election centigram
by-lane centipede
by-law chaldron (measure)
byname chalet
bypath chant
by-play chaperon
cheque (on a bank) copier
chequered (career) corrupter
chestnut corslet
chillness corvette
chock-full cosy
choroid cotillion
cider cottar
cipher couldst
clangor couldn’t
clarinet coulter
clench (fists) courts martial (pl.)
clerestory cousins-german (pl.)
clinch (argument) craftsman
clinometer crenellate
cloak (not cloke) crosier
clue (but clew for part of a sail) curtsy
coalesce cyst
coco-nut debarkation
cognizance debonair
colander decrepit
coloration deflexion
colourist demeanour
commonplace dependant (noun)
confidante (fem.) dependence
conjurer dependent (adj.)
conjuror (law) desiccate
connexion detector
connivence develop, -ment
conscience’ sake devest (law)
consensus dexterously
contemporary diaeresis[8]
conterminous dialyse
contestor dike
cony dinghy
discoloration
discolour encrust
disk endorse
dispatch (not despatch) enroll
distension enrolment
distil ensconce
disyllable ensure (make safe)
doggerel enthral
doily entreat
Domesday Book entrench, -ment
dote entrust
draft (prepare) envelop (verb)
draftsman (one who drafts envelope (noun)
documents) erector
draught-board ethereal
draughtsman (one who makes exorrhizal
drawings) expense
draughtsmen (in game of faecal
draughts) faeces
dryly faggot
dullness fantasy
duress favour
dyeing (cloth) feldspar
ecstasy fetid
eloin, -ment filigree
embargo finicking
embarkation fledgeling
embassage fleurs-de-lis (pl.)
embed floatage
embroil floatation
empanel fluky
encase flyer
enclasp foetal
enclose foetus
fogy, pl. -ies gramophone
forbade grandam
foregone (gone before) granddaughter
foretell granter (one who grants)
forgather grantor (in law: one who makes
forgo[9] a grant)
forme (printer’s) grey
fount (of type) grisly (terrible)
frenzy grizzly (grey)
frowzy grizzly bear
fuchsia gruesome
fulfil guerrilla
fullness gullible
fusilier hadst
fusillade haematite
gage (a pledge) haematology
gaily haemorrhage
gauge (a measure) haemorrhoids
genuflexion ha! ha! (laughter)
gewgaw ha-ha (a fence)
gibe hairbreadth
gillie halberd
gimlet hallo
gipsy handful
goodness’ sake handiwork
gourmand hare-brained
gramme
grammetre
hauler jam, v. (not jamb)
haulm jamb (noun)
havoc janizary
hearken jewellery
hectogram jews’ harp and
hectolitre jews’ harps
hectometre judgeship
he’ll (no space) jugful
honour kilogram
horehound kilogrammetre
hornblende kilolitre
horsy kilometre
humorist kilowatt
humorous kinematograph
humour, -less kleptomania
hyena knick-knack
hypotenuse lachrymal
icing lachrymose
I’d, I’ll (no space) lackey
idiosyncrasy lacquer
idolater lamb’s-wool
impermeable lantern
inferable largess
inflexion lateish
innocuous latten
inoculate laverock
inquire, -quiry[10] leaf-mould
install lettuce
instalment licence (noun)
instil license (verb)
insure (in a society) licensee
Inverness-shire, &c. lich-gate
inweave lineament
ipecacuanha Linnaean[11]
jail linsey-woolsey
liny mollusc
liquefy moneyed
liquorice moneys
litre mould, -ing (v. & n.)
loadstone naught (nothing)
loath (adj.) negotiate
loathe (verb) net (profits)
lodestar newsvendor
lour (frown) novitiate
macintosh nursling
maelstrom octet
maharaja omelet
mamma oneself
mandolin orangeade
manikin orgy
manyplies osculatory
marquess osier
mattress ought (cipher)
mayst ouzel
mediaeval overalls
men-of-war[12] (pl.) oyez!
metamorphose ozone
mightst pannikin
mileage parakeet
millennium parallelepiped
millepede paralyse
milligram parsnip
millimetre parti-coloured
miscall partisan
misdemeanour party-wall
misspelling pasha
mistletoe pastille
mizen, -mast paten
moccasin pavilion
Mohammedan paviour
pedagogy pundit
pedlar pupilage
peewit putrefy
pendant pyjamas
peony quartet
petrify quinine
picnicking quinsy
plaguy quintet
pomace racket (bat)
poniard rackets (game)
portray racoon
postilion radical (chemistry)
posy radicle (botany)
pot (size of paper) radium (small r)
potato, pl. -es ragi (grain)
practice (noun) raja
practise (verb) rarefaction
prehistoric rarefy
premises (no sing., rase (to erase)
conveyancing) raze (to the ground)
premiss, premisses (logic) react
primaeval rearward
printer’s error, but printers’ recall
errors[13] recompense (v. & n.)
programme recompose
proletariate referable
prophecy (noun) refill
prophesy (verb) reflection[14]
rhyme (verse)[15]
ribbon sphinx
rigorous sponge
rigors (in med.) spoonful
rigour stanch
rime (hoar-frost) stationary (standing still)
rodomontade stationery (paper)
rout (verb) steadfast
secrecy stillness
sergeant (military) story (of a house)
serjeant (law) stupefy
Shakespeare[16] suggester
Shakespearian, -iana swingeing (blow)
she’ll (no space) sycamore[17]
shouldst sylvan
show (v. & n.) syndicalism
shrillness synonymous
sibyl syrup
sibylline tallness[18]
siliceous tease
singeing tenor
siphon thyme (herb)
siren tire (of a wheel)[19]
skilful tiro
skilless toboggan, -ing
slyly toilet
sons-in-law (pl.) tranquillity
spadeful
transcendent visor
transferable wabble
tranship, -ment wagon
transplendent weasand
trousers we’ll (no space)
Tuileries whilom
tumour whisky
unmistakably whitish
vender (as generally used) wilful
vendor (in law) woe, woful
vermilion wooed, woos
villany wouldst
zoogloea
 FOOTNOTES:
[3] Compound words of this class form their plurals by a change in the first
word.—H. H.
[4] ‘The Eng. form alinement is preferable to alignment, a bad spelling of the
French.’—O.E.D.
[5] But the k is retained in The Oxford Almanack, following the first
publication in 1674.—H. H.
[6] ‘In derivatives formed from words ending in c, by adding a termination
beginning with e, i, or y, the letter k is inserted after the c, in order that the
latter may not be inaccurately pronounced like s before the following
vowel.’—W .
[7] In The Oxford Dictionary, Vol. I, p. 598, Sir James Murray says, ‘The
spelling ax is better on every ground ... than axe, which has of late become
prevalent.’ (But as authors generally still call for the commoner spelling,
compositors must follow it.—H. H.)
[8] The sign [¨] sometimes placed over the second of two vowels in an
English word to indicate that they are to be pronounced separately, is so
called by a compositor. By the way, this sign is now used only for learned or
foreign words; not in chaos or in dais, for instance. Naïve and naïveté still
require it, however (see pp. 35, 37).—H. H.
[9] In 1896, Mr. W. E. Gladstone, not being aware of this rule, wished to
include, in a list of errata for insertion in Vol. II of Butler’s Works, an
alteration of the spelling, in Vol. I, of the word ‘forgo’. On receipt of his
direction to make the alteration, I sent Mr. Gladstone a copy of Skeat’s
Dictionary to show that ‘forgo’, in the sense in which he was using the word,
was right, and could not be corrected; but it was only after reference to Sir
James Murray that Mr. Gladstone wrote to me, ‘Personally I am inclined to
prefer forego, on its merits; but authority must carry the day. I give
in.’—H. H.
[10] ‘This is now usual. See O.E.D., s.v. Enq-.’—J. A. H. M.
[11] But Linnean Society.
[12] Compound words formed of two nouns connected by a preposition form
their plurals by a change in the first word.—H. H.
[13] Sir James Murray thinks that where there is any ambiguity a hyphen may
also be used, as ‘bad printers’-errors,’—H. H.
[14] ‘Etymology is in favour of reflexion, but usage seems to be
overpoweringly in favour of the other spelling.’—H. B.
[15] The older form ‘rime’ is occasionally used by modern writers, and in
such cases the copy should be followed.—H. H.
[16] ‘Shakspere is preferable, as—The New Shakspere Society.’—J. A. H. M.
(But the Clarendon Press is already committed to the more extended
spelling.—H. H.)
[17] The ‘sycomore’ of the Bible is a different tree—the fig-
mulberry.—H. H.
[18] It is generally agreed that words ending in ll should drop one l before
less (as in skilless) and ly; but there is not the same agreement in dropping an
l before ness.—H. H.
[19] ‘But the bicycle-makers have apparently adopted the non-etymological
tyre.’—J. A. H. M.
 S OM E WORDS E NDI NG I N - M E NT
In words ending in -ment print the e when it occurs in the preceding
syllable, as—abridgement, acknowledgement, judgement, lodgement.[20]
But omit the e in development, envelopment, in accordance with the
spelling of the verbal forms develop, envelop.
 FOOTNOTES:
[20] ‘I protest against the unscholarly habit of omitting it from
“abridgement”, “acknowledgement”, “judgement”, “lodgement”,—which is
against all analogy, etymology, and orthoepy, since elsewhere g is hard in
English when not followed by e or i. I think the University Press ought to set
a scholarly example, instead of following the ignorant to do ill, for the sake of
saving four e’s. The word “judgement” has been spelt in the Revised Version
correctly.’—J. A. H. M.
 HYP HE NE D AND
NON- HYP HE NE D WORDS [ 2 1 ]
The hyphen need not, as a rule, be used to join an adverb to the
adjective which it qualifies: as in—
a beautifully furnished house,
a well calculated scheme.
When the word might not at once be recognized as an adverb, use the
hyphen: as—
a well-known statesman,
an ill-built house,
a new-found country,
the best-known proverb,
a good-sized room.
When an adverb qualifies a predicate, the hyphen should not be used:
as—
this fact is well known.
Where either (1) a noun and adjective or participle, or (2) an adjective
and a noun, in combination, are used as a compound adjective, the
hyphen should be used:
a poverty-stricken family, a blood-red hand, a nineteenth-century
invention.
A compound noun which has but one accent, and from familiar use
has become one word, requires no hyphen. Examples:
bláckbird hándbook seáport
býname hándkerchief téapot
býword mántelpiece tórchlight
háirbrush nówadays upstáirs
háirdresser schóolboy wátchcase
háirpin schóolgirl whéelbarrow

The following should also be printed as one word:

 aglow everything ladylike
anybody everyway (adverb) lambskin
anyhow everywhere lifetime
anything eyewitness maybe
anywhere fairyland meantime
bedroom fatherland meanwhile
childbed footsore midday
coeval footstep motherland
coexist freshwater (as adj.) newfangled
coextensive godlike noonday
coheir goodwill offprint
cornfield harebell offsaddle
downhill hopscotch offshoot
downstairs horseshoe onrush
evermore indoor outdoor
everyday (as adj.) overleaf
oversea

percentage reopen wellnigh

reappear seaweed widespread
reimburse selfsame wrongdoing
reinstate uphill zigzag

Compound words of more than one accent, as—ápple-trée, chérry-píe,

grável-wálk, wíll-o’-the-wisp, as well as others which follow, require
hyphens:
aide-de-camp first-hand hour-glass
air-man foot-note hymn-book
air-ship foot-stone ill-fated
a-kimbo foot-stool india-rubber
alms-house free-will jaw-bone
arm-chair get-at-able key-note
battle-field good-bye knick-knack
bird-cage good-day life-like
bi-weekly good-humoured looking-glass
by-law good-natured man-of-war
by-way guide-book never-ending
child-birth gutta-percha new-built
come-at-able half-crown new-comer
common-sense (as half-dozen new-mown
adj.) half-hour note-book
co-adjust half-way note-paper
co-declination handy-man off-hand
co-operate harvest-field oft-times
co-ordinate head-dress one-and-twenty
court-plaster head-foremost one-eighth
cousin-german head-quarters ore-weed
death-bed hey-day out-and-out
death-rate high-flyer out-of-date
ding-dong hill-side out-of-door
dumb-bell hill-top over-glad
ear-rings hoar-frost pre-eminent
farm-house hob-a-nob quarter-day
farm-yard race-course

re-bound[22] (as a sea-shore title-deeds

book) second-hand title-page
re-cover (a chair) small-pox to-day
re-enter son-in-law top-mast
re-form (form again) starting-point topsy-turvy
rolling-pin step-father up-to-date[23]
sea-breeze such-like water-course
table-land week-day
text-book year-book
 Half an inch, half a dozen, &c., require no hyphens. Print the
following also without hyphens:
any one every one ill health
cast iron fellow men ill luck
common sense (adj. for ever ill nature
and noun together) good humour no one
court martial good nature plum pudding
dare say good night post office
easy chair head master[24] revenue office
high priest some one
high road union jack
 FOOTNOTES:
[21] See Oxford Dict., Vol. I, page xiii, art. ‘Combinations’, where Sir James
Murray writes: ‘In many combinations the hyphen becomes an expression of
unification of sense. When this unification and specialization has proceeded
so far that we no longer analyse the combination into its elements, but take it
in as a whole, as in blackberry, postman, newspaper, pronouncing it in
speech with a single accent, the hyphen is usually omitted, and the fully
developed compound is written as a single word. But as this also is a question
of degree, there are necessarily many compounds as to which usage has not
yet determined whether they are to be written with the hyphen or as single
words.’
And again, in The Schoolmasters’ Year-book for 1903 Sir James Murray
writes: ‘There is no rule, propriety, or consensus of usage in English for the
use or absence of the hyphen, except in cases where grammar or sense is
concerned; as in a day well remembered, but a well-remembered day, the sea
of a deep green, a deep-green sea, a baby little expected, a little-expected
baby, not a deep green sea, a little expected baby.... Avoid Headmaster,
because this implies one stress, Héadmaster, and would analogically mean
“master of heads”, like schoolmaster, ironmaster.... Of course the hyphen
comes in at once in combinations and derivatives, as head-mastership.’
[22] ‘The hyphen is often used when a writer wishes to mark the fact that he
is using not a well-known compound verb, but re- as a living prefix attached
to a simple verb (re-pair = pair again); also usually before e (re-emerge), and
sometimes before other vowels (re-assure, usually reassure); also when the
idea of repetition is to be emphasized, especially in such phrases as make and
re-make.’—The Concise Oxford Dictionary (1911), p. 694.
[23] As, up-to-date records; but print ‘the records are up to date’.—H. H.
[24] See note on page 25.
 DOUBL I NG CONS ONANT S WI T H S UF F I XE S
Words of one syllable, ending with one consonant preceded by one
vowel, double that consonant on adding -ed or -ing: e.g.
drop dropped dropping
fit fitted fitting
stop stopped stopping
Words of more than one syllable, ending with one consonant preceded
by one vowel, and accented on the last syllable, double that consonant on
adding -ed or -ing: e.g.
allot allotted allotting
commit committed committing
infer inferred inferring
trepan trepanned trepanning
But words of this class not accented on the last syllable, do not double
the last consonant[25] on adding -ed, -ing: e.g.
balloted, -ing carpeted, -ing
banqueted, -ing chirruped, -ing
bayoneted, -ing combated, -ing
benefited, -ing cricketing
biased, -ing crocheted, -ing
billeted, -ing crotcheted, -ing, -y
bishoped, -ing discomfited, -ing
blanketed, -ing docketed, -ing
bonneted, -ing faceted, -ing
bracketed, -ing ferreted, -ing
buffeted, -ing fidgeted, -ing, -y