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Publisher’s Preface

Anabel Quan-Haase
Lorne Tepperman

Society shapes our everyday lives in ways we often cannot see unless we exercise our
sociological imaginations. It is our hope that Real-Life Sociology will not only teach you to
engage your sociological imagination but will also help you understand why this skill is so
important, particularly in today’s globalized and technology-driven world.

In preparing this new edition, we retained our one paramount goal: to produce the most
relatable, comprehensive, and dynamic introduction to sociology available to Canadian
students. We hope that as you browse through the pages that follow, you will see why we believe
the second edition of Real-Life Sociology is the most exciting and innovative textbook available
to Canadian sociology students today.
What Makes This a One-of-a-Kind Textbook

A Canadian Textbook for Twenty-First Century

Canadian Students
Written by Canadians for Canadians, Real-Life Sociology highlights the realities of Canadian
society as it exists today: it uses recent major events with sociological drivers and effects—such
as #NoMoreStolenSisters, the COVID-19 pandemic, Black Lives Matter protests, and many
more—to illustrate sociological concepts.

An Intersectional Approach
While the chapters in Real-Life Sociology are organized according to the traditional separation
of gender, racialization, and class, the concept of intersectionality has been implemented
throughout the book. Students will better understand the intersections of racialization, gender,
gender presentation, citizenship status, Indigeneity, sexuality, disability, and class when
discussing topics such as the wage gap, suicide statistics, educational attainment, social
mobility, and climate change.

Coverage of Technology and the Digital Society

In addition to Anabel Quan-Haase’s expertise on the social changes led by information and
communication technologies, every chapter includes powerful and accessible case studies and
examples that show how technology and digital media are changing our everyday lives—and
who these changes are leaving behind.
A Visual, Thought-Provoking Presentation
Students are encouraged on every page to adopt a sociological imagination in order to see the
sociology in everyday life. Carefully chosen photos and captions, provocative Time to Reflect
questions that link back to chapter learning objectives, and end-of-chapter review and critical
thinking questions invite readers to apply theory to their everyday lives.
Case Studies and Compelling Viewpoints
In addition to the Time to Reflect boxes, Real-Life Sociology features five other types of boxes
that illustrate sociological concepts by highlighting issues, events, and ideas at the centre of
contemporary life. Case studies with questions and answers at the end of each chapter were
written by Sonia Perna, instructor, Southern Alberta Institute of Technology.
Think Globally

Think Globally boxes apply a global perspective to the concepts in the chapter, either
comparing Canada with the world or bringing up key issues in other countries that
illustrate the chapter concepts.

2.2 Call for a Global Public Sociology

3.3 The Law of Jante

4.4 Relocation and Gendered Social Scripts

5.2 Human Trafficking and Sexual Exploitation

6.5 Closing Global Inequality through Digital Education: One Laptop per Child

7.3 Labour Participation of Women Worldwide

8.5 Diaspora Communities Build and Preserve Social Ties Online

9.1 Science, Technological Progress, and the Alarming Longevity Gap

9.4 COVID-19 and Asylum Seekers at US and Canadian Borders

12.3 The Cost of Workplace Accidents

13.1 Can the Digital Divide Be Used for Religious Social Control?

14.2 Social Media as Citizen Journalism

15.3 Who Will (Likely) Be the Main Victims of COVID-19?

16.3 M-15 or Los Indignados: Networked Mobilization

Theory in Everyday Life

Theory in Everyday Life boxes introduce theories and theorists and apply their work to
the real world.

1.1 Founders of Sociology

2.1 Representations of Community Policing

3.2 Gender Scripts

4.2 Residential Schools: Resisting Total Institutions

6.3 The Digital Divide and Differential Benefits from Digital Media

7.1 The Work of Judith Butler

8.1 Two Examples of Racial and Ethnic Discrimination

9.2 Access to Health Services

11.4 A Feminist Approach to Online Education

12.4 H.G. Wells

13.3 Reginald Bibby

14.5 Understanding and Measuring Digital Literacy

Sociology 2.0

Sociology 2.0 boxes outline contemporary examples as case studies that are relevant
for students, particularly related to science and technology.

1.3 Online Gaming and Social Construction

2.5 The Facebook Experiment: Do Researchers Need to Ask for Consent to Study
Facebook Interactions?

3.1 Social Media Reshaping Canadian Culture

4.5 Context Collapse on Social Media

5.1 Challenging the Norm

6.2 A New Elite of Technological Visionaries

7.2 Gigi Gorgeous

8.4 Birds of a Feather Flock Together in Digital Space

10.4 Technology and the Time Spent on Housework

11.5 Plagiarism: Its Causes and Consequences

12.1 The Shared, Electric, Self-Driving Car

13.2 Religion? We’ve Got Apps for That

14.3 Participating in Remix Culture

15.4 Technotrash

16.1 Smart Mob: Water Movement

Digital Divide

Digital Divide boxes discuss inequality in a digital and technology-driven age, relating
the concepts in the chapter to modern inequality.

1.4 Gamergate

2.3 Statistics Canada’s Strategy for Ensuring Full Enumeration of Indigenous

People in Canada

3.5 Technological Acceptance

4.3 Masculinities on Instagram

5.4 Older Adults and Cybercrime

6.1 Disciplining Digital Play in Youth Culture

7.4 Initiatives to Promote the STEM Curriculum to Girls

8.2 LinkedIn Profiles as Markers of Identity: To Erase or Not?

10.5 Can Older Parents Connect with Cyber-Obsessed Kids?

11.3 Making Technology Accessible

12.5 Are New Information and Communication Technologies Creating a “Digital Skills
Gap”?

13.6 Internet Use and the Decline of Religion

14.1 Fake News and Children’s Vulnerability

15.1 Social Inequality and Pollution

16.2 The Arab Spring of 2011: A Twitter Revolution
Spotlight On

Spotlight On boxes illustrate key sociological concepts with relatable, familiar examples.

1.2 The Social Determinants of Health

2.4 Alice Goffman’s Ethnographic Work in Chicago

3.4 Foodies

4.1 Appearance Norms Influence Young Girls’ Sense of Self

5.3 Shopping Online and Credit Card Hackers

6.4 Can Homeless People Afford Cell Phones?

7.5 NoMoreStolenSisters: Violence against Indigenous Women

8.3 Indigenous Youth and Suicide

9.3 The Variety of Adolescent Experiences

11.1 Fundraising and Social Inequality

12.2 Five Famous Women Inventors

13.4 Should Governments Try to Enforce Secularism?

13.5 Lingering Effects of the Potlatch Ban

14.4 Vertical and Horizontal Integration and the Irving Oil Company

15.2 The Development of Renewable/ Sustainable Energy

16.4 Idle No More

Oxford Digital Product Descriptions

The Oxford Digital Difference is the flexibility to teach your course the way that you want to. At
Oxford University Press, content comes first. We create high-quality, engaging, and affordable
digital material in a variety of formats and deliver it to you in the way that best suits the needs
of you, your students, and your institution.

Oxford Learning Cloud

Ideal for instructors who do not use a or prefer an easy-to-use alternative to their school’s
designated , Oxford Learning Cloud delivers engaging learning tools within an easy-to-use,
mobile-friendly, cloud-based courseware platform. Learning Cloud offers pre-built courses that
instructors can use “off the shelf” or customize to fit their needs. A built-in gradebook allows
instructors to see quickly and easily how the class and individual students are performing.

Oxford Learning Cloud is available through your OUP sales representative, or visit

OUP Canada’s Sociology Streaming Video Library

Over 20 award-winning feature films and documentaries of various lengths (feature-length,
short films, and clips) are available online as streaming video for instructors to either show in
the classroom or assign to students to watch at home. An accompanying video guide contains
summaries, suggested clips, discussion questions, and related activities so that instructors can
easily integrate videos into their course lectures, assignments, and class discussions. Access to
this collection is free for instructors who have assigned this book for their course. Accessible
through the Oxford Learning Cloud; speak to your OUP sales representative, or visit
www.oupcanada.com/SocVideos.
Oxford Learning Link
Oxford Learning Link is your central hub for a wealth of engaging digital learning tools and
resources designed to help you get the most out of your Oxford University Press course
materials.

OUP Canada offers these resources free to all instructors using the textbook:

• A comprehensive instructor’s manual provides an extensive set of pedagogical tools and

suggestions for every chapter, including a sample syllabus, lecture outlines, chapter
summaries, suggested in-class activities, suggested teaching aids, cumulative
assignments, and essay questions.

• Classroom-ready PowerPoint slides summarize key points from each chapter and
incorporate graphics and tables drawn straight from the text.

• An extensive Test Generator enables instructors to sort, edit, import, and distribute a
bank of questions in multiple-choice, true–false, and short-answer formats.

Also available is a Student Study Guide for students, which includes chapter overviews and
summaries, lists of learning objectives and key terms, critical thinking questions, recommended
readings, and recommended online resources to help you review the textbook and classroom
material and to take concepts further.

Talk to your sales representative, or visit www.oup.com/he/QuanHaase-Tepperman2e for

access to these materials.
1
Thinking Like a Sociologist

Anabel Quan-Haase
Lorne Tepperman

Simone Golob/Offset.com
Learning Objectives

In this chapter, you will:

• Understand the concept of the sociological imagination

• Read about the history and development of sociology as a social scientific
discipline

• Be introduced to foundational concepts of sociology: social structure,

society, social institutions, and roles

• Be able to distinguish between the four main theoretical approaches taken

throughout this book: conflict theory, functionalism, symbolic interactionism,
and feminism

• Consider how learning about sociology as a discipline can be useful in many

aspects of your life
Introduction

Already today, wherever you live and whatever your age, you’ve probably done hundreds of
things that thousands of other people were doing. Maybe you stopped for coffee on your way to
class, or posted on social media about something you watched last night, or put off writing a
difficult message to someone. That doesn’t make you boring; it just makes you human.

Humans like to feel like part of a community, and part of being a community member means
doing the same things that other community members do. Humans also like to exclude people
from their community and compete with people from other communities. Belonging to a
community includes pressures to conform and punishment for not conforming. With your
behaviour, among other things, you signal to your community of friends that you belong. On a
selfie, for example, you might use particular visual cues, slang, references to other media, or
commentary such as hashtags or memes to include those “in the know” and exclude potential
viewers who are not members of your community.

Have you ever asked yourself why selfies are so popular? Diefenbach and Christoforakos (2017)
write that there is a “selfie bias”—a tendency to view our own selfies as ironic and only half-
committed—that allows us to satisfy our desire for self-display without feeling narcissistic (or
stuck up). That’s why selfies have been such a success in our social lives: they let us show off
without looking like we’re showing off. Paradoxically, other research suggests that this practice
may backfire: that taking and posting selfies often increases people’s social sensitivity and
lowers their self-esteem (Shin et al., 2017).

Two other dynamics also likely drive selfie creation: a desire to innovate and a desire to imitate.
In many ways, whatever selfie you may have posted this week looks like a million other posts, so
in that sense it is imitative. But, in small ways—maybe the expression you’re making in a photo,
the exact phrasing you used in your description, or the filter you added—your post is a tiny bit
unusual, even unique. That little bit of weirdness or specialness is your innovation, though it
remains innovation within an acceptable range of behaviour. We are always aware of what our
friends and acquaintances are ready to accept. In other words, we innovate to stay included,
and only innovate within an acceptable range in order to not be excluded.

These two dynamics—inclusion and exclusion—are a central part of the story we tell about
sociology in this book. We will repeatedly look at how people connect to and communicate with
one another in communities and societies: how we teach one another, learn from one another,
copy one another, and restrict one another. We will also look at how people cooperate with,
compete with, reward, and punish one another. And we will see all these inclusive and exclusive
behaviours come to life through interactions between individuals and groups.
In short, as we will see throughout this book, almost everything you think, say, and do is social.
However innovative your actions may be, they are also imitative. However hard you may try to
separate yourself from one group of people, you are usually also aiming to connect yourself with
another group of people.

These processes are hard for people to see at first. We all like to think of ourselves as unique,
special, and remarkable. Similarly, most of us are used to thinking about our problems as
individual and deeply personal. However, this course will teach you to consider the wider forces
at work in your (and everyone’s) lives. Often, the problems you are facing—pressure to do well
in school, your growing student debt, or uncertainty about what career to prepare for—are
widely shared with other students.

When problems that seem individual are widely shared by a similar group, it’s time to think like
a sociologist. As you will see, there are large social forces that are shaping your own life and
every other human life. In order to see them, you need to activate your sociological
imagination.
Another random document with
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No. 55, GREAT QUEEN STREET,
STAIRCASE

PLATE 21
 PLATE 22

ELEVATION IN 1779
FREEMASONS’ HALL, PLAN OF PREMISES BEFORE 1779

PLATE 23

FREEMASONS’ HALL IN 1811

PLATE 24
FREEMASONS’ HALL, FAÇADE

PLATE 25
FREEMASONS’ HALL, ELEVATION OF NORTH END OF
TEMPLE IN 1775

PLATE 26
FREEMASONS’ HALL, THE TEMPLE, LOOKING SOUTH

PLATE 27
FREEMASONS’ HALL, SIR J. SOANE’S DESIGN FOR NEW
MASONIC HALL (1828)

PLATE 28
FREEMASONS’ HALL. GRAND
STAIRCASE
VESTIBULE TO TEMPLE SHOWING
MOSAIC PAVING

PLATE 29
MARKMASONS’ HALL,
CHIMNEYPIECE IN BOARD ROOM

PLATE 30
MARKMASONS’ HALL, CEILING IN BOARD ROOM

PLATE 31
MARKMASONS’ HALL, CEILING IN
GRAND SECRETARY’S ROOM

PLATE 32

GREAT QUEEN STREET CHAPEL

 PLATE 33

GREAT QUEEN STREET CHAPEL,

INTERIOR

PLATE 34
LITTLE WILD STREET, VIEW
LOOKING NORTH-EAST (1906)

PLATE 35
PLATE 36
No. 32, BETTERTON STREET,
ENTRANCE DOORCASE

PLATE 37
“QUEEN ANNE’S BATH,” No. 25,
ENDELL STREET

PLATE 38
THE BOWL BREWERY IN 1846

PLATE 39
PLATE 40
SEVEN DIALS COLUMN AT
WEYBRIDGE

PLATE 41