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 Contents  vii

A Defining Moment Rosa Parks: Saying No Violence against Women   113

to Segregation  74 Sexual Harassment  114
Assimilation  74 Sexuality, Beauty, and Reproduction   114
Pluralism  75 Women: A Majority Minority?   115
The Social Standing of U.S. Minorities   76 Theories of Gender Inequality   116
Native Americans  76 Structural-Functional Analysis: Gender and
African Americans  76 Complementarity  116
Asian Americans  78 Symbolic-Interaction Analysis: Gender in
Hispanic Americans/Latinos  80 Everyday Life  117
Arab Americans  81 Social-Conflict Analysis: Gender and Inequality   118
Prejudice  82 Intersection Theory: The Case of Minority Women   119
Stereotypes  82 Feminism  120
Racism  83 Feminist Foundations  120
Measuring Prejudice: The Social Distance Scale   83 Types of Feminism   121
Institutional Racism: The Case of Racial Profiling   84 A Defining Moment Elizabeth Cady Stanton: Claiming
Causes of Prejudice   85 Women’s Right to Equality   121
Multiculturalism  85 Politics and Gender: Constructing Problems and
Discrimination  86 Defining Solutions  123
Institutional Discrimination  86 Conservatives: The Value of Families    123
Prejudice and Discrimination: A Vicious Circle   86 Liberals: The Pursuit of Equality    124
Affirmative Action: Reverse Discrimination or The Radical Left: Change the System    125
Cure for Prejudice?   86 Going On from Here    126
Theories of Racial and Ethnic Inequality   88 Defining Solutions  127
Structural-Functional Analysis: The Importance Getting Involved: Applications and Exercises   128
of Culture  88 Making the Grade: Visual Summary    129
Symbolic-Interaction Analysis: The Personal
Meaning of Race   88
Social-Conflict Analysis: The Structure of Inequality   89 5 Aging and Inequality   132
Politics, Race, and Ethnicity: Constructing Constructing the Problem   134
Problems and Defining Solutions   90
Growing Old  135
Conservatives: Culture and Effort Matter   90
Industrialization and Aging  135
Liberals: Society and Government Matter   91
Life Expectancy  137
The Radical Left: Fundamental Changes
The Graying of the United States   137
Are Needed  91
Elders: A Diverse Population   138
Going On from Here   92
Defining Solutions  94 Problems of Aging  139
Getting Involved: Applications and Exercises   95 Social Isolation  139
Making the Grade: Visual Summary    96 Retirement  140
Ageism  141
4 Gender Inequality  99 Victimization of the Elderly   142
The Growing Need for Caregiving   143
Constructing the Problem   101
Poverty  143
What Is Gender?   102 Age Stratification  144
Patriarchy  102 Housing  144
The Problem of Sexism   104 Medical Care  146
Gender and Social Institutions   104 Death and Dying   146
Gender and the Family   104 A Defining Moment A Good Death:
Gender and Education   104 Cicely Saunders and the Birth of Hospice   148
Gender and the Mass Media   106 Theories of Aging and Inequality   149
Gender and Politics   106 Structural-Functional Theory: The Need to
Gender and Religion   107 Disengage  149
Gender and the Military   108 Symbolic-Interaction Theory: Staying Active   149
Gender and Work   109 Social-Conflict Theory: Age and Economic
Gender Stratification  109 Inequality  150
Income  110 Feminist Theory: Aging and Gender   150
Housework  113 Intersection Theory: Multiple Disadvantages   151
viii  Contents

Politics and Aging: Constructing Problems Social-Conflict Analysis: Crime and Inequality   189
and Defining Solutions   152 Feminist Analysis: Crime and Gender   190
Conservatives: More Family Responsibility   152 Politics and Crime: Constructing Problems
Liberals: More Government Assistance   153 and Defining Solutions   191
The Radical Left: Capitalism and the Elderly   153 Conservatives: Crime, Violence, and Morality   191
Going On from Here   154 Liberals: Crime, Violence, and Jobs   191
Defining Solutions  155 The Radical Left: Crime and Inequality   192
Getting Involved: Applications and Exercises   156 Going On from Here   192
Making the Grade: Visual Summary    157 Defining Solutions  194
Getting Involved: Applications and Exercises   195
Part III 
Problems of Deviance, Making the Grade: Visual Summary    196
Conformity, and Well-Being
7 Sexuality  199
6 Crime, Violence, and Constructing the Problem   201
Criminal Justice  159 What Is Sex?   202
Sex: A Biological Issue   202
Constructing the Problem   161
Sex: A Cultural Issue   202
Understanding Crime  162
Sexual Attitudes in the United States   202
Norms, Law, and Crime   162
The Sexual Revolution   203
Crime Statistics  162
The Sexual Counterrevolution   203
Violent Crime: Patterns and Trends   163
A Defining Moment Alfred Kinsey:
Property Crime: Patterns and Trends   165
Talking Openly about Sex   204
“Street Crime”: Who Are the Criminals?   167
The Continuing Sexual Revolution: Older People   204
Other Dimensions of the Crime Problem   168
Sexual Orientation  205
Juvenile Delinquency  168
Homosexuality  205
Hate Crimes  169
What Determines Sexual Orientation?   206
White-Collar Crime  169
Homosexuality and Public Policy   208
Corporate Crime  170
Same-Sex Marriage  209
Organized Crime  171
The Gay Rights Movement   209
Victimless Crime  171
Transgender  209
Violence  172
Sexual Issues and Controversies   210
Is Violence a Social Problem?   172
Pornography  210
A Defining Moment U.S. Society Discovers Child Abuse   173
Sexual Harassment  211
Serious Violence: Mass Murder and Serial Killings   174
Prostitution  212
The Mass Media and Violence   175
Teenage Pregnancy  215
Poverty and Violence   175
Abortion  217
Youth Gangs and Violence   175
Sexually Transmitted Diseases   218
Drugs and Violence   176
Theories of Sexuality   221
Guns and Violence   176
Structural-Functional Analysis: Controlling
The Criminal Justice System   178 Sexuality  221
Due Process  178 Symbolic-Interaction Analysis: Defining
Police  178 Sexuality  222
Courts  179 Social-Conflict Analysis: Feminist Theory
Punishment  180 and Queer Theory   223
Community–Based Corrections  182 Politics and Sexuality: Constructing Problems
Explaining Crime: Biological and Psychological Theories   183 and Defining Solutions   224
Biological Causes  184 Conservatives: The Value of Traditional Morality   224
Psychological Causes  185 Liberals: Sex and Individual Choice   225
Explaining Crime: Sociological Theories   186 The Radical Left: Go to the Root of the Problem   225
Structural-Functional Analysis: Why Society Going On from Here   226
Creates Crime  186 Defining Solutions  227
Symbolic-Interaction Analysis: Socially Getting Involved: Applications and Exercises   228
Constructing Reality  188 Making the Grade: Visual Summary    229
 Contents  ix

8 Alcohol and Other Drugs   232 Health Policy: Paying for Care   270
Socialist Systems  270
Constructing the Problem   234 Capitalist Systems  270
What Is a Drug?   235 Health Care in the United States: A System in Crisis?   272
Drugs and Culture   235 The Cost Problem   273
Drugs, Race, and Ethnicity   236 Who Pays?  274
Changing Views of Alcohol   236 The Coverage Problem   275
The Extent of Drug Use   237 The 2010 Health Care Law   275
Why Do People Use Drugs?   237 Health: Class, Ethnicity, and Race   275
Use and Abuse  238 Health: The Importance of Gender   276
Addiction and Dependency   238 People with Disabilities   278
Types of Drugs   238 The Nursing Shortage   279
Stimulants  238 Mental Health and Illness   280
Depressants  241 Types of Mental Disorders   280
Hallucinogens  242 Mental Illness: A Myth?   280
Cannabis  243 Mental Illness: Class, Race, and Gender   281
Steroids  243 Treatment Strategies  282
Prescription Drugs  244 A Defining Moment Dorothea Dix: Mentally Ill
Drugs and Other Social Problems   244 People Deserve Our Help   283
Problems of Family Life   244 Mental Illness on Campus   284
Homelessness  245 Theories of Health and Illness   285
Health Problems  245 Structural-Functional Analysis: Health and Social Roles   285
Crime  246 Symbolic-Interaction Analysis: The Meaning of Health   285
Global Poverty  247 Social-Conflict Analysis: Health and Inequality   286
Terrorism  247 Feminist Analysis: Health and Gender   286
Social Policy: Responding to the Drug Problem   247 Politics and Health: Constructing Problems
Strategies to Control Drugs   247 and Defining Solutions   287
The War on Drugs   248 Conservatives: Free Markets Provide the Best Care   287
A Defining Moment Bill Wilson: Liberals: Government Must Ensure Universal Care   288
Alcoholics Can Learn to Be Sober   249 The Radical Left: Capitalism Is Unhealthy   288
A New Initiative: Decriminalization   251 Going On from Here   289
Theories of Drug-Related Social Problems   254 Defining Solutions  290
Structural-Functional Analysis: Regulating Getting Involved: Applications and Exercises   291
Drug Use  254 Making the Grade: Visual Summary   292
Symbolic-Interaction Analysis: The Meaning of
Drug Use  254 Part IV 
Problems of Social
Social-Conflict Analysis: Power and Drug Use   255 Institutions
Politics and Drugs: Constructing Problems
and Defining Solutions   255 10 Economy and Politics   295
Conservatives: Just Say No   256
Liberals: Reform Society   256 Constructing the Problem   297
Economic Systems: Defining Justice, Defining Problems   298
Radicals: Understanding Drugs from the
Margins of Society  256 The Capitalist Model   298
Going On from Here   257 The Socialist Model   299
Defining Solutions  259 Mixed Systems  299
Getting Involved: Applications and Exercises   260 The Economy and Politics   301
Making the Grade: Visual Summary   261 Democracy  301
A Defining Moment Store Wars:
9 Physical and Mental Health   264 Is Walmart the Problem or the Solution?   302
Authoritarianism and Monarchy   303
Constructing the Problem   266 Problems of the U.S. Political Economy   303
Health and Illness: A Global Perspective   267 The Power of Corporations   303
High-Income Nations  267 Monopoly and Oligopoly   304
Low-Income Nations  267 Conglomerates and Other Linkages   305
Rich and Poor Compared: The AIDS Epidemic   268 The Power of Money   305
x  Contents

Campaign Financing  306 Liberals: Look to Government   345

Voter Apathy  308 The Radical Left: Basic Change is Needed   346
Who Votes? Class, Age, Race, Ethnicity, and Gender   309 Going On from Here   347
The Gender Gap: Seeing Problems Differently   310 Defining Solutions  349
Voting Laws for Persons Convicted of Serious Crimes   310 Getting Involved: Applications and Exercises   350
Social Movements: How Much Change?   310 Making the Grade: Visual Summary    351
Theories of Economic and Political Problems   311
Structural-Functional Analysis: Rule by the Many   311 12 Family Life  354
Social-Conflict Analysis: Rule by the Few   312
Constructing the Problem   356
Politics and the Economy: Constructing
What Is a Family?   357
Problems and Defining Solutions   313
Debate over Definitions   357
Conservatives: The System Is Working   314
A Sociological Approach to Family Problems   357
Liberals: The Need for Reform   314
The Radical Left: A Call for Basic Change   315 Family Life: Changes and Controversies   357
Going On from Here   315 Living Together: Do We Need to Marry?   358
Defining Solutions  318 Postponing Marriage  358
Getting Involved Applications and Exercises   319 Parenting: Is One Parent Enough?   359
Making the Grade: Visual Summary   320 Families, Race, and Poverty   359
Conflict between Work and Family Life   360
11 Work and the Workplace   322 Child Care  361
Divorce  362
Constructing the Problem   324
Child Support  365
Structural Changes in the U.S. Economy   325
Remarriage: Problems of Blended Families   366
The Industrial Revolution   325
Gay and Lesbian Families   366
The Information Revolution   326
A Defining Moment Same-Sex Marriage:
Deindustrialization  327
The Massachusetts Decision   367
Globalization  327
Brave New Families: High-Tech Reproduction   369
Other Problems of the U.S. Workplace   328
Theories of Families and Family Problems   370
The Dual Labor Market   328
Structural-Functional Analysis: Family as
Danger to Workers   328
Foundation  370
Workplace Alienation  330
Symbolic-Interaction Analysis: Family and
McDonaldization and “McJobs”   331 Learning  371
The Temping of the Workplace   331 Social-Conflict Analysis: Family and Social Class   372
Unemployment  332 Feminist Analysis: Family and Gender   372
The “Jobless Recovery”   333
Politics and Family Life: Constructing Problems
The “Low-Wage Recovery”   334 and Defining Solutions   373
Race, Ethnicity, and Gender   334 Conservatives: Traditional “Family Values”   373
Workplace Segregation  335 Liberals: Many Types of Families   374
Labor Unions  335 The Radical Left: Replace the Family   374
A Defining Moment Eugene Debs: Standing Up
Going On from Here   374
for the Union   337
Defining Solutions  376
New Information Technology: The Brave
Getting Involved: Applications and Exercises   377
New Workplace  339
Making the Grade: Visual Summary    378
The Home as Workplace   339
Workplace Isolation  340
Workplace Supervision  340
13 Education  380
The “Deskilling” of Workers   341 Constructing the Problem   382
Theories of Work and Work-Related Problems   341 Problems of Education: A Global Perspective   383
Structural-Functional Analysis: Finding a Low-Income Countries: Too Little Schooling   383
New Equilibrium  341 High-Income Countries: Unequal Schooling   384
Symbolic-Interaction Analysis: The Meaning of Work   342 Education in U.S. History   384
Social-Conflict Analysis: Work and Inequality   343 Problems with U.S. Education   386
Feminist Analysis: Work and Gender   343 The Academic Performance of U.S. Schools   386
Politics and the Workplace: Constructing
Academic Performance: Race, Class, and Gender   386
Problems and Defining Solutions   344
The Effects of Home and School   387
Conservatives: Look to the Market   345
Dropping Out  387
 Contents  xi

Functional Illiteracy  388 Politics and Urban Life: Constructing Problems

School Segregation and Busing   388 and Defining Solutions   428
A Defining Moment Linda Brown: Conservatives: The Market and Morality   428
Fighting to Desegregate the Schools   389 Liberals: Government Reform   430
School Funding  390 The Radical Left: The Need for Basic Change   430
Tracking  392 Going On from Here   431
Gender Inequality  392 Defining Solutions  432
Immigration: Increasing Diversity   393 Getting Involved: Applications and Exercises   433
Schooling People with Disabilities   394 Making the Grade: Visual Summary   434
Finding Enough Teachers   395
School Violence  395 Part V Global Problems
Theories of Education and Education-Related Problems   397
Structural-Functional Analysis: The Functions of
15 Population and Global Inequality   437
Schooling  397 Constructing the Problem   439
Symbolic-Interaction Analysis: Labels in the Schools   397 Global Population Increase   440
Social-Conflict Analysis: Schooling and Inequality   398 Population by the Numbers   440
Feminist Analysis: Schooling and Gender   398 Causes of Population Increase   440
Politics And Education: Constructing Measuring Population Increase   442
Problems and Defining Solutions   399 The Low-Growth North   444
Conservatives: Increase Competition   400 The High-Growth South   444
Liberals: Increase the Investment   401 The Social Standing of Women   444
The Radical Left: Attack Structural Inequality   402 Explaining the Population Problem: Malthusian
Going On from Here   402 Theory  444
Defining Solutions  404 A Defining Moment Thomas Robert Malthus:
Getting Involved: Applications and Exercises   405 Claiming Population Is a Problem   445
Making the Grade: Visual Summary   406 A More Recent Approach: Demographic
Transition Theory  445
14 Urban Life  409 Global Inequality  446
Constructing the Problem   411 High-Income Nations  447
Middle-Income Nations  448
Cities: Then and Now   412
Low-Income Nations  448
Colonial Villages: 1565–1800   412
The World’s Poverty Problem   448
Westward Expansion: 1800–1860   413
Poverty and Children   449
The Industrial Metropolis: 1860–1950   413
Poverty and Women   450
Postindustrial Cities and Suburbs: 1950–Present   414
Slavery  450
Problems of Today’s Cities   414
Theories of Global Inequality   451
Fiscal Problems of the 1970s   414
Structural-Functional Analysis: The Process of
The Postindustrial Revival   414
Modernization  451
The Recent Recession and New Fiscal Problems   415
Social-Conflict Analysis: The Global Economic System   453
Urban Sprawl  415
Politics and Global Inequality: Constructing
Edge Cities  416
Problems and Defining Solutions   456
Poverty  416
Conservatives: The Power of the Market   456
Housing Problems  418
Liberals: Governments Must Act   457
A Defining Moment Jacob Riis: Revealing the Misery
The Radical Left: End Global Capitalism   457
of the Tenements   419
Going On from Here   458
Racial Segregation  420
Defining Solutions  461
Homelessness  421
Getting Involved: Applications and Exercises   462
Snowbelt and Sunbelt Cities   422 Making the Grade: Visual Summary   463
Cities in Poor Countries   423
Theories of Urbanization and Urban Problems   424 16 Technology and the Environment   465
Structural-Functional Analysis: A Theory of
Constructing the Problem   467
Urbanism  424
Symbolic-Interaction Analysis: Experiencing Ecology: Studying the Natural Environment   468
the City  426 The Role of Sociology   468
Social-Conflict Analysis: Cities and Inequality   427 The Global Dimension   468
xii  Contents

Population Increase  468 The Economic Costs of War   494

Poverty and Affluence  469 The Human Costs of War   495
Technology   470 Social Class and the Military   496
Cultural Patterns: Growth and Limits   471 Mass Media and War   497
Environmental Problems  472 War in the Nuclear Age   498
Solid Waste: The Disposable Society   472 Strategies for Peace   500
A Defining Moment Rachel Carson: Sounding an Terrorism  501
Environmental Wake-Up Call   473 A Defining Moment Mohandas Gandhi:
Preserving Clean Water   474 Sending a Message of Peace   502
Air Pollution  475 The Extent of Terrorism   502
Acid Rain  476 The Costs of Terrorism   504
The Disappearing Rain Forests   477 Terrorism as a Type of War   504
Global Warming  477 Strategies for Dealing with Terrorism   504
Declining Biodiversity  478 Defend against Terrorism   505
Theories of the Environment and Environmental Theories of War and Terrorism   506
Problems  478 Biological Theories of Conflict   506
Structural-Functional Analysis: Highlighting Structural-Functional Analysis: The Functions of
Connections  479 Conflict  506
Social-Conflict Analysis: Highlighting Inequality   479 Symbolic-Interaction Analysis: The Meanings of
Politics and the Environment: Constructing Conflict  507
Problems and Defining Solutions   481 Social-Conflict Analysis: Inequality and Conflict   507
Conservatives: Grounds for Optimism   481 Politics and War: Constructing Problems
Liberals: Grounds for Concern   482 and Defining Solutions   508
The Radical Left: Grounds for Fundamental Conservatives: Peace through Strength   508
Change  482 Liberals: The Dangers of Militarism   509
Going On from Here   483 The Radical Left: Peace through Equality   510
Defining Solutions  485 Going On From Here   510
Getting Involved: Applications and Exercises   486 Defining Solutions  512
Making the Grade: Visual Summary   487 Getting Involved: Applications and Exercises   513
Making the Grade: Visual Summary   514
17 War and Terrorism   489
Constructing the Problem   491
Glossary  516
War and Peace: Basic Definitions   492 References  521
The Increasing Destruction of War   492 Credits  554
The Causes of War   493 Name Index  559
The Economic Costs of Militarism   494 Subject Index  564
What’s New in Social Problems,
Sixth Edition
1. A “Tracking the Trends” figure at the beginning of each with a situation or issue related to the topic of the
chapter identifies and graphically presents a key trend chapter.
driving contemporary public debate, engaging students in 4. There is new and expanded discussions of issues that
chapter content from the outset. For example, Chapter 2, have commanded increased public attention in the
Poverty and Wealth, opens with a Tracking the Trends last few years, such as gun violence, immigration, the
figure that reveals declining belief in the American decriminalization of marijuana, the Affordable Care Act,
Dream. same-sex marriage, and the Common Core Initiative.
2. New learning objectives, which begin each major section 5. Writing prompts at the end of every chapter guide
of every chapter, alert students to the material they can students in developing an essay in which they are asked
expect to master in that section. All learning objectives to analyze the social trends discussed in the chapter and
are listed at the beginning of each chapter, and they envision a better society.
organize the Making the Grade summary at the end
6. All statistical material throughout the text has been
of the chapter.
updated to the latest available data. In addition, the sixth
3. Several new, compelling chapter-opening vignettes edition includes hundreds of new research references,
draw students into the lives of people grappling many of them 2013 and 2014.

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xiii
Boxes
Social Problems In Focus
Increasing Economic Inequality: When Does It Become Should You Prepare a Premarital Agreement?   365
a Problem?  36 Increasing Population: A Success Story or the Greatest
Let Them Stay or Make Them Go? The Debate over Crisis?  459
Unauthorized Immigrants  71 Getting Right with the Environment: How About You?   484
Sex Discrimination in the Workplace: The Hooters Has Our All-Volunteer Army Turned into a Warrior
Controversy  111 Caste?  498
Corporate Welfare: Government Handouts for Big
Business  306

Social Problems In Global ­Perspective

The Global Village: Problems around the World   11 Children and Sex Tourism   214
Sweden Tries to Take Gender Out of the Classroom   105 The Social Roots of AIDS: Poverty, Culture,
Female Genital Mutilation: Using Violence to and Gender  271
Control Women  115 World-Class Poverty: A Visit to Manila’s
Will the Golden Years Lose Their Glow? Smokey Mountain  425
Growing Old in Japan   136 Sweatshop Safety: How Much Is a Life Worth?   454
Organized Crime: All Over the World   171 Turning the Tide: Reclaiming Solid Waste in Egypt   475
Prostitutes and Johns in Sweden: Who Is
Breaking the Law?   213

Diversity: Race, Class, & Gender

The United States: A Land of Poor Children   42 The “Savage Inequalities” of Schooling in the
Beauty: What’s It Really About?   117 United States  391
Female, Male, or Something Else? The Muxes of Mexico   207 Women, Power, and Contraception: The Key to
Reality Check: Five False Stereotypes Controlling Population    442
about African American Families   361 Women in the Military: An Equal Right to Kill?   507

Social Policy
C. Wright Mills: Turning Personal Troubles into Who Favors “Big Government”? Everybody!   316
Social Issues  4 Low-Wage Jobs: On (Not) Getting By in America   329
An Undeserved Handout? The Truth about “Welfare”   49 More Than Talk: The Politics of Bilingual Education   394
Nursing Home Abuse: What Should Be Done?   142 When Work Disappears: Can We Rescue the Inner
The Death Penalty: Problem or Solution?   184 City?  417
The Drug Wars: Safer Streets or Police State?   251

Personal Stories
The Reality of Poverty: Living on the Edge   41 Deinstitutionalization: When Good Intentions Have
After the Children: Getting Back in the Game   113 Bad Results  284
Is Aging a Disease?   140 School Choice: One Family’s View   401
Stalking: The Construction of a Problem   165 Children in Combat: Not Too Young to Kill   497
Dying for Attention: One Student’s Story   240

xiv
Maps
Mark Ramson lives near Atlanta, Georgia, Dawa Dainzin lives in rural Tibet and uses
and owns a large home and two SUVs. animal power to plow the land.

Greenland
(Den.) Area of inset

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TUNISIA LEBANON SYRIA CHINA SOUTH

IRAN AFGHANISTAN KOREA JAPAN
ISRAEL IRAQ
MOROCCO West Bank KUWAIT BHUTAN
30° JORDAN
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ECUADOR SURINAME SAO TOME & PRINCIPE GABON NAURU
DEM. REP. KIRIBATI
OF THE BURUNDI
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ANGOLA SEYCHELLES
SAMOA MALAWI
ZAMBIA VANUATU FIJI
BOLIVIA MADAGASCAR
ZIMBABWE
NAMIBIA MAURITIUS
TONGA BOTSWANA New
PARAGUAY Caledonia
150° 120° CHILE MOZAMBIQUE AUSTRALIA (Fr.)
SWAZILAND
30° 0 500 Mi SOUTH 30°
LESOTHO
AFRICA
URUGUAY
20° 0° 20° 40° ARGENTINA NEW
0 500 Km ZEALAND

EUROPE

ICELAND SWEDEN
NORWAY FINLAND
90° 60° 30° 0° 30° 60° 90° 120° 150°
60° ESTONIA
LATVIA
RUSSIA
UNITED
DENMARK
LITHUANIA Energy Consumption
KINGDOM BELARUS
IRELAND NETH.
BEL. GERMANY
POLAND A N TA RC TI C A Very high
CZECH UKRAINE
LUX. REP. SLVK. High
AUS. MOLDOVA
SWITZ. HUNG.
FRANCE SLO.
ROMANIA Average
CROATIA SERBIA
BOS. & HERZ.
MONT. BULGARIA Low
KOS. MAC.
ITALY ALB.
40° SPAIN GREECE Very low
PORTUGAL TURKEY
No data
MALTA CYPRUS

Global Maps: Window on the World

1–1 Women’s Childbearing in Global Perspective   12 13–1 Illiteracy in Global Perspective   384
4–1 Women’s Power in Global Perspective   103 14–1 Urbanization in Global Perspective   424
6–1 Capital Punishment in Global Perspective   183 15–1 Population Growth in Global Perspective   443
7–1 HIV Infections in Global Perspective   220 15–2 Economic Development in Global Perspective   449
9–1 Infant Mortality in Global Perspective   268 16–1 Energy Consumption in Global Perspective   470
10–1 Economic Freedom in Global Perspective   300 17–1 Peace in Global Perspective, 2013   493
11–1 Internet Users in Global Perspective   340 17–2 Nuclear Weapons in Global Perspective   499
12–1 Legal Same-Sex Marriage and Registered
Partnerships in Global Perspective   368

xv
xvi  Maps

WASHINGTON
MONTANA
VERMONT MAINE
NORTH MINNESOTA
DAKOTA
OREGON MICHIGAN
NEW HAMPSHIRE
IDAHO SOUTH MASSACHUSETTS
DAKOTA WISCONSIN NEW
YORK
WYOMING
RHODE ISLAND
CONNECTICUT
IOWA PENNSYLVANIA
NEW JERSEY
NEVADA NEBRASKA OHIO
INDIANA
COLORADO D.C. DELAWARE
UTAH ILLINOIS WEST
VIRGINIA MARYLAND
CALIFORNIA VIRGINIA
KANSAS KENTUCKY
MISSOURI
NORTH
CAROLINA
TENNESSEE
ARIZONA OKLAHOMA ARKANSAS
SOUTH
Number of people
NEW
MEXICO CAROLINA at risk of cancer
GEORGIA from air pollution
ALABAMA (in a million)
TEXAS
ALASKA MISSISSIPPI 100 and over

LOUISIANA
75 to 99
FLORIDA
50 to 74
HAWAII 25 to 49
1 to 24

U.S. average: 49.8

National Maps: Seeing Ourselves

2–1 Poverty across the United States   43 7–1 Teenage Pregnancy Rates across the
3–1 Language Diversity across the United States   75 United States  216
3–2 The Concentration of Hispanics/Latinos, 8–1 Marijuana Laws across the United States   252
African Americans, Asian Americans, 9–1 Life Expectancy across the United States   277
and Arab Americans, by County   80 10–1 Voter Turnout across the United States   308
4–1 Women’s Political Power across the 11–1 “Right to Work” Laws across the United States 339
United States  108 12–1 Divorce across the United States    363
4–2 The Earnings Gender Gap across the 13–1 Public School Teachers’ Pay across the
United States  112 United States  396
5–1 The Elderly Population across the United 14–1 Foreclosures across the United States   412
States  138
14–2 Population Change across the United States,
6–1 The Risk of Violent Crime across the 2000–2010  423
United States  166
16–1 Risk of Cancer from Air Pollution across
6–2 Who’s Packin’? Concealed Weapon Laws the United States   476
across the United States   178
6–3 Inmates on Death Row across the United
States  185
Chapter 1
Sociology: Studying Social
Problems
Learning Objectives
1.1 Explain the benefits of learning about 1.4 Discuss the methods sociologists use to
sociology and using the sociological study social problems.
imagination.
1.5 Identify factors that shape how societies
1.2 Define the concept “social problem” and devise policy to respond to social problems.
explain how societies come to define some
1.6 Analyze how political attitudes shape
issues—and not others—as social problems.
how people define social problems and
1.3 Apply sociological theory to the study of solutions.
social problems.

1
2  Chapter 1 Sociology: Studying Social Problems

Tracking the Trends

Survey Question: "Do you feel things in this country are
generally going in the right direction or do you feel things
have pretty seriously gotten off on the wrong track?"
90%

80%

70%

60%
Percentage Responding

50%

40%

30%

20% “Wrong track”

10% “Right track”

0%
2002 2004 2006 2008 2010 2012 2014
Year

Source: New York Times/CBS News Poll (2014).

Researchers try to gauge the public’s confidence in the country by asking

general questions such as this one:

“Do you think the country is on the right track or the wrong track?”

In early 2014, 61 percent of U.S. adults said they thought that the coun-
try was “on the wrong track,” almost twice the share who thought the
country was “going in the right direction.” Back in 2002, just 35 percent
of U.S. adults said the country was on the wrong track. In recent years,
dissatisfaction with government emerged as the most commonly cited
social problem in the United States. Do you think the country can con-
tinue without the confidence of most people?
 Chapter 1 Sociology: Studying Social Problems  3

Constructing the Problem

What turns an issue into a social Aren’t we always dealing with the Isn’t a social problem any condition
problem? same problems? that is harmful?
Social problems come into being as Most of today’s problems differ from Many conditions harmful to thousands
people define an issue as harmful and in those that concerned the public several of people are never defined as social
need of change. generations ago. problems.

Chapter Overview
This chapter introduces the study of social problems by defining the sociological
imagination, explaining sociology’s theoretical approaches, and describing sociolog-
ical methods of research. You will learn how people’s political attitudes define the
issues they are likely to view as social problems and what policies they are likely to
favor as solutions. You will gain the ability to describe the political spectrum and to
apply various positions on the political spectrum to social issues.

Marcos Jorman was already late as he rushed out the door As he entered his workstation, he was handed a short
of his apartment. He ran down the stairs, briefcase in hand, letter spelling out the dismissal. He joined dozens of oth-
and crashed through the old wooden door of the apartment ers at a short meeting with a human relations officer and
building. He looked north up Chestnut Street. What luck! then went back to pack up his things. He was home again
The bus was right there, just half a block away! Catching his by early afternoon.
breath, Marcos climbed aboard as the bus pulled out into the
heavy traffic. He saw Jan, a co-worker, a few seats back and
he sat down next to her.
“I just got a text from Sandra,” Jan explained looking
a little desperate. “She says everyone is getting laid off.
We’re all out. The company is shutting down the whole
division and moving operations out of the country.” Her
head dropped along with her spirit. “What am I going to
do? How am I going to manage with my kids?”
Marcos checked his own phone. He, too, had messages—
several from co-workers who had already arrived at work
and confirmed the bad news. “Oh, man, it’s true,” he said
softly. The two sat without speaking for the rest of the ride.
The day turned out to be one of the toughest in Marcos’s
entire life. He knew the start-up company was struggling
with rising costs and heavy competition. Only two months
earlier, new management had come in to “reorganize” and to
cut costs. The decision to close operations was the result.
4  Chapter 1 Sociology: Studying Social Problems

Marcos sat in his apartment with a glass of tea look- the experiences we have and the choices we make, the picture
ing out the window at nothing in particular. He felt weak, changes. Using the sociological imagination, we see that
almost ill. He kept telling himself that times are tough. He the operation of U.S. ­society—in this case, a serious na-
knew the company was in trouble. But, somehow, he could tional recession—caused the loss of millions of jobs. This
not shake the idea that the job loss was his own fault, his event, which changed the lives of people all over the
own personal failure. country, can hardly be said to be simply a matter of bad
This story could be told millions of times, because personal choices.
millions of people—including those who worked in con- Sociology is the systematic study of human societies.
struction, sales, communications, management, and ­Society refers to people who live within some territory and
­teaching—lost their jobs during the recession that ham- share many patterns of behavior. As sociologists study society,
mered the U.S. economy starting at the end of 2007. they pay attention to culture, a way of life including wide-
spread values (about what is good and bad), beliefs (about what
is true), and behavior (what people do every day).
Seeing Patterns: Cultural patterns in the United States are diverse, but
one widely shared value is the importance of individual-
The Sociological Imagination ism, the idea that for better or worse, people are respon-
sible for their own lives. In the case of Marcos Jorman, it
1.1 Explain the benefits of learning about sociology
is easy to say, “Well, he lost his job because he decided to
and using the sociological imagination.
take a job with a start-up company in the first place. He
Living in a society that teaches us to feel personally respon- really brought this on himself.” In other words, our com-
sible for whatever happens to us—good or bad—we easily mon sense often defines personal problems—even when
understand Marcos’s reaction to being laid off. We imagine the problems affect millions of people—as the result of
Marcos second-guessing himself: Should he have majored personal choice. Without denying that individuals do make
in something else? If only he had taken that other job in choices, sociologists point to ways in which society shapes
Atlanta! If only he had listened to his father and stayed in all our lives. Thinking sociologically, we see that wide-
school. We all tend to personalize our lives and blame our- spread unemployment may be a personal problem, but it
selves for our troubles. is also a social issue.
However, when we apply the sociological imag- Sociology’s key insight is that many of the personal
ination, a point of view that highlights how society affects troubles people face are really s­ ocial issues with their roots in

SOCIAL POLICY
C. Wright Mills: Turning Personal Troubles into Social Issues
All of us struggle with our own problems, which might include A more accurate and more effective approach is to
unemployment, falling into debt, falling out of love, drug or understand that it is society that shapes our lives. Using the
alcohol abuse, poor health, or suffering from violence. We sociological imagination transforms personal troubles into social
experience these problems; we feel them, sometimes on a issues by showing that these issues affect not only us but
gut‑wrenching level. Our problems are personal. But C. Wright also countless people like us. This knowledge gives us power
Mills (1959) claimed that the roots of such “personal” problems because, joining with others, we can improve our lives—and
lie in society itself, often involving the ways our economic and break free of our traps—as we set out to change society.
political systems work. After all, the normal operation of our
society favors some categories of people over others: the rich What Do You Think?
over the poor, white people over people of color, middle-aged 1. Provide three examples of personal problems that Mills
people over the very young and the very old. When people see would define as social issues.
their problems as personal, all they can do is try to deal with
2. To what extent do you think people in the United States
their troubles as one individual. Isolating one life in this way
believe that problems such as unemployment result from
keeps people from seeing the bigger picture of how society
bad personal choices or even bad luck? Did this change
operates. In the end, as Mills explained, people feel that “their
during the recent recession? Explain.
lives are a series of traps. They sense that within their everyday
worlds, they cannot overcome their troubles” (1959:3). Because 3. Have you ever taken part in a movement seeking change?
we live in an individualistic culture, we are quick to conclude that What was the movement trying to do? What were your
the troubles we experience are simply our own fault. reasons for joining?
 Chapter 1 Sociology: Studying Social Problems  5

the operation of the larger society. As the U.S. sociologist C. Japan in 2011 or the typhoon that devastated the Philippines
Wright Mills (1916–1963) explained, using the sociological in 2013) disturbs a significant number of people. In other
imagination helps us “kick it up a level” and see how soci- cases (such as the outbreak of swine flu in Mexico and other
ety shapes our personal lives. The Social Policy box takes regions of the world), a small number of significant people
a closer look at how sociology can help you do this for (researchers, public health officials, and government lead-
yourself. ers) point out the problem and take action that affects the
By helping us to see the world in a new way, the socio- larger society (by, say, stockpiling vaccine and restricting
logical imagination gives us power to bring about change. travel to areas where infections have been reported).
But a sociological viewpoint can also be disturbing. A
course in social problems asks us to face the fact that many
people in our communities lose their jobs, become victims
Social Problems over Time
What are our country’s most serious social problems? The
of crime, and go to bed hungry through no fault of their
answer depends on when you ask the question. As shown
own. When the economy turns bad, as it did in 2008, mil-
in Table 1–1, the public’s view of problems changes over
lions of people suddenly find that they are out of work and
time. Back in 1935, a survey of U.S. adults identified the ten
many of them have not been able to find a good job since biggest problems facing the country, which we can compare
then. In this richest of nations, even during “good times,” to a similar survey completed near the end of 2013 (Gallup,
tens of millions of people (especially women and children) 2013). In the mid-1930s, the Great Depression was the major
are poor. The study of social problems helps us see these concern because as much as 25 percent of U.S. adults were
truths more clearly. It also encourages us to play a part in out of work. Not surprisingly, unemployment topped the list
shaping the future of our nation and the world. of problems that year. After years of gridlock in Washington,
D.C., dissatisfaction with government topped the list in 2013,

Social Problems: The Basics but several of the issues cited as serious social problems also
reflected our country’s weak economy.
1.2 Define the concept “social problem” and explain Comparing the two lists in the table, we find four is-
how societies come to define some issues—and not sues on both: the economy, unemployment, income in-
others—as social problems. equality, and dissatisfaction with government. But the
other issues are different, showing that the public’s view
A social problem is a condition that undermines the well-­being
of social problems changes over time. Of course, public
of some or all members of a society and is usually a matter of pub-
opinion is always changing even over short periods. In
lic controversy. In this definition, the term “condition” refers
the months after the onset of the recession at the end of
to any situation that at least some people define as trouble-
2007, the share of the people who said the economy was
some, such as not having a job, not having enough money,
the country’s most important problem jumped almost five-
living in fear of crime, being overweight or living in poor
fold. Similarly, in reaction to the troubled rollout of the
health, or worrying about the effects of toxic wastes buried
“Obamacare” Web site in the final months of 2013, an in-
in the ground.
creasing share of the public identified health care as one of
A condition that “undermines the well-being” hurts
the nation’s most serious social problems (­ Gallup, 2013).
people, either by causing them immediate harm or, per-
haps, by limiting their choices. For example, poverty not
only deprives people of nutritious food and safe housing,
but it also takes away their dignity, leaving them passive
Table 1–1 Serious Social Problems, 1935 and 2013
and powerless.
Because any issue affects various segments of our 1935 2013
population differently, a particular social problem is 1. U
 nemployment and a poor 1. Dissatisfaction with government
rarely harmful to everyone. During the recent recession, economy

some executives earned huge salaries and bonuses, just 2. Inefficient government 2. Health care

as some corporations (such as Walmart, which sells at 3. Danger of war 3. The economy
very low prices) actually did pretty well. Even war that 4. High taxes 4. Unemployment
brings injury and death to young soldiers brings wealth 5. Government overinvolvement 5. Federal budget deficit
to the companies that make and sell weapons and brings 6. Labor conflict 6. Moral/ethical decline
greater power to the military leaders who head our coun- 7. Poor farm conditions 7. Education
try’s armed forces. As a result, the full consequences of 8. Inadequate pensions for the 8. Welfare
any particular social problem are rarely simple or easy to elderly
understand. 9. High concentration of wealth 9. Lack of respect for others
Social problems spark public controversy. Sometimes 10. Drinking alcohol 10. Gap between the rich and poor
a social problem (such as the earthquake and tsunami in Source: Gallup (1935, 2013).
6  Chapter 1 Sociology: Studying Social Problems

The Social-Constructionist Approach our way of life. Box C represents issues—such as school
shootings—that, objectively speaking, cause relatively
The fact that people at different times define different is-
limited harm (only a few dozen people have died from
sues as social problems points to the importance of the
such incidents, which is actually fewer than the number
social-constructionist approach, the assertion that social
of people who die each year from bee stings), but these
problems arise as people define conditions as undesirable and in
issues are widely viewed as serious problems all the same
need of change. This approach states that social problems
(Federal Bureau of Investigation, 2013; National High-
have a subjective foundation, reflecting people’s judg-
way Traffic Safety Administration, 2013). Finally, Box D
ments about their world. For example, the public has yet to
includes the use of cell phones and other activities that
include obesity on the list of serious social problems, even
are not thought to be harmful and also are not considered
though health officials say that most adults in the United
a problem.
States are overweight. This is true despite the objective fact
Issues may move over time from one box to another.
that illness brought on by obesity costs the lives of hun-
For years after the invention of cell phones, for example,
dreds of thousands of people in our country each year,
few people worried much about their use even by those
which is many times the number of our soldiers who were
operating motor vehicles and there was little evidence
killed in Iraq or Afghanistan.
that this practice posed a threat, placing the issue in Box
Figure 1–1 explains the subjective and objective foun-
D. Recently, however, studies are reporting that the use
dations of social problems. Box A includes issues—such
of cell phones by people driving automobiles plays some
as homicide—that are objectively very harmful (almost
part in more than 1 million accidents a year, claiming
15,000 people are murdered each year in the United
several hundred lives. As the number of deaths linked to
States) and cause widespread concern (polls show that a
cell phone use continues to increase, this issue will move
majority of U.S. adults worry about this kind of violent
toward Box B. By 2013, as a result of increasing public
crime) (Smith et al., 2013). Box B includes issues—such as
concern, twelve states (California, Connecticut, Delaware,
the use of automobiles—that, objectively speaking, cause
Hawaii, Illinois, Maryland, Nevada, New Jersey, New
even greater harm (more than 32,000 people in the United
York, Oregon, Washington, and West Virginia) plus the
States die each year in auto accidents), and yet hardly
District of Columbia have banned talking on handheld
anyone sees these issues as ­social problems. Of course,
phones while driving; thirty-seven states have outlawed
one reason people overlook the high death toll on our
cell phone use by new drivers, and forty-one states have
highways is that we think of automobiles as necessary to
prohibited texting by anyone behind the wheel. Before
long public opinion could define cell phone use in cars
Is it subjectively considered a as a serious problem, moving the issue from Box B to
very serious problem? Box A (Fitch et al., 2013; Governors Highway Safety
Yes No Association, 2013).
Other issues that are not considered a problem now
B may be viewed quite differently at some point in the future.
A
Yes
Homicide
Use of For example, in the wake of the 9/11 terrorist attacks, most
automobiles people in the United States were only too glad that the
Does it objectively
­National Security Administration and other government
cause serious harm
to thousands of agencies were tracking people’s movement, telephone calls,
people? C D and Internet activity with the stated intention of identify-
No School Use of
shootings cell phones
ing patterns pointing to the likelihood of terrorist activity.
A ­decade ago, little was known of this tracking, and prob-
ably most people did not even realize the potential of com-
Figure 1–1 The Objective and Subjective puter technology to undermine personal privacy (Scherer,
Assessment of Social Issues 2013). As a result, the government’s use of computer tech-
This figure shows that some issues (such as homicide) are both nology fell in Box D. In recent years, revelations about the
objectively harmful and widely seen as problems. But many issues extent of government monitoring of people’s movement
that are objectively harmful (the use of automobiles results in more and communication have convinced an increasing share
than 32,000 deaths each year) are not perceived as serious social of the public that this issue poses a real danger to personal
problems. Likewise, some issues that are viewed as serious social
freedom, suggesting that this issue is moving to Box B.
problems (school shootings, for example) actually harm very few
people. Many other issues (such as using cell phones) do not now
­Perhaps, at some point in the future, most people will con-
appear to be harmful, although this may change at some point in sider this issue to be a serious social problem, placing the
the future. issue in Box A.
 Chapter 1 Sociology: Studying Social Problems  7

Recognizing that the subjective and objective impor- Claims making is the process of convincing the public
tance of social issues may be quite different opens the door and important public officials that a particular issue or situa-
for a deeper understanding of social change. Consider this tion should be defined as a social problem. Claims begin when
curious pattern: A century ago, it was objectively true that people reject the status quo (Latin words meaning “the sit-
the social standing of women was far below that of men. uation as it is”). The first step in claims making is to create
In 1900, nine out of ten adult men worked for income, and controversy, beginning the process of change by convinc-
nine out of ten adult women stayed home doing house- ing others that the existing situation is not acceptable.
work and raising children. Women didn’t even have the Claims making continues as people explain exactly what
right to vote. changes are needed and why they are needed.
Although some people condemned what they saw as Ordinary people can make claims more powerful by
blatant inequality, most people did not define this situation joining together. In 1980, women who had lost children
as a problem. Why not? Most people believed that because in auto accidents caused by drunk drivers joined together
women and men have some obvious biological differences, to form Mothers Against Drunk Driving (MADD). This
the two sexes must have different abilities. Thinking this organization campaigned for tougher laws against drink-
way, it seemed natural for men to go out to earn a living ing and driving in order to make the roads safer. In re-
while women—who were thought back then to be the cent decades, students on college campuses have claimed
“weaker sex”—stayed behind to manage the home. Objec- that many women are victims of violence, trying to raise
tively, gender inequality was huge; subjectively, however, awareness by encouraging victims to speak out. This effort
it was rarely defined as a social problem. has been assisted by national organizations such as Take
Today, women and men are far closer to being socially Back the Night.
equal than they were in 1900. Yet awareness of a “gender The mass media are important to the process of claims
problem” in the United States has actually become greater. making. Television, radio, newspapers, and the Internet
Why? Our cultural standards have changed, to the point can convey information to tens of millions of people and
that people now see the two sexes as mostly the same, and help mobilize individuals to join together in groups ac-
so we expect women and men to be socially equal. As a re- tively seeking change. The greater the media coverage of
sult, we perceive even small instances of gender inequality a topic and the more media stories argue for change, the
as a problem. more likely the issue in question is to develop into a social
When we investigate social issues, it is important to problem.
consider both objective facts and subjective perceptions. Success in claims making can occur quickly. After the
Both factors play a part in the social construction of social economy went into a tailspin in 2008, government officials
problems. and the public quickly came to see the collapsing banking
system and the rising unemployment rate as serious so-
cial problems. In other cases, the process may take years.
Claims Making As noted earlier, although experts estimate that driving
Back in 1981, the Centers for Disease Control and Preven- while talking on handheld cell phones causes several hun-
tion began to receive reports of a strange disease that was dred deaths every year, only twelve states have passed
killing people. The victims were mostly homosexual men. laws banning this practice (Governors Highway Safety
The disease came to be known as “acquired immune defi- ­Association, 2013).
ciency syndrome” (AIDS). For several years, even as the As claims making gains public attention, it is likely to
numbers of cases in the United States climbed into the prompt counterclaims from opponents. In other words,
thousands, AIDS received limited media coverage and most controversial issues involve claims making from at
there was little public outcry. By 1985, however, the pub- least two different positions. Take the abortion controversy,
lic as a whole had become concerned about the danger for example. One side of the debate claims that abortion is
of AIDS, and this disease was defined as a serious social the wrongful killing of unborn babies. The other side claims
problem. that abortion is a woman’s right, a reproductive choice that
What made this happen? For any condition to be should be made only by the woman herself. Politics—how
defined as a social problem, p ­ eople—usually a small power plays out in a society—is usually a matter of claims
number at first—make claims that the issue should be and counterclaims about what should and should not be de-
defined this way. In the case of AIDS, medical officials fined as social problems.
sounded the alarm and also the gay communities in large Success in claims making is often marked by the
cities (notably San Francisco and New York) mobilized passing of a law. This act is a clear statement that some
to spread information about the dangers posed by this behavior is wrong, and it also enlists the power of govern-
deadly disease. ment to oppose it. In recent decades, the passage of laws
8  Chapter 1 Sociology: Studying Social Problems

Claims making is the process of

defining certain issues as social
problems. Economic inequality
has existed in the United States
throughout this country’s entire
history. Yet only in the last five years
has this issue gained widespread
public attention. In 2011, the Occupy
Wall Street movement pointed to the
“1 percent” who dominate U.S. society,
and economic inequality was an
issue debated in the 2012 presidential
election. More recently, a number
of left-leaning organizations have
marched calling for government
policies that would reduce the gap
between the very rich and most
working families.

against stalking and sexual harassment clearly defined Problems and Social Movements
these ­b ehaviors as problems and directed the criminal
The process of claims making almost always involves
justice system to act against offenders (Welch, Dawson, &
the deliberate efforts of many people working together.
­Nierobisz, 2002).
A ­social movement is an organized effort at claims making
One important dimension of claims making is the
that tries to shape the way people think about an issue in or-
deliberate use of language. Consider the case of the new
der to encourage or discourage social change. Over the past
health care law. Under this new law, insurance companies
several decades, social movements have played a key
can no longer refuse insurance to someone who is already
part in the construction of numerous social problems,
sick. Opponents of the law characterize this policy as “so-
including the AIDS epidemic, sexual harassment, family
cializing” risk, meaning that the law forces other people to
violence, and the debate over a national health insurance
subsidize the cost of the sick individual’s insurance. The
program.
word “socializing” (which sounds a lot like “socialism”)
suggests that this policy is outside this country’s tradi- Stages in Social Movements Typically, social move-
tion of people taking personal responsibility for their own ments progress through four distinct stages, shown in
health and insurance. On the other hand, supporters of the Figure 1–2, in the effort to define a condition as a social
health care law praise an end to what they call “discrimi- problem (Blumer, 1969; Mauss, 1975; Tilly, 1978):
nation against those with preexisting conditions.” The use
of the word “discrimination” implies that such refusal is 1. Emergence. The emergence of a movement occurs
unjust and a violation of people’s basic rights. when people (initially just a few) come together shar-
The same careful use of language applies to debates ing their concern about the status quo and begin to
about how to solve problems. In general, advocates make claims about the need for change. In 2011, for
choose language that makes their policy seem necessary example, a group of activists in Canada proposed
and reasonable; by contrast, opponents describe the same a gathering of people in New York City’s Zuccotti
policy in language that makes it seem unreasonable and Park and the result was the beginning of the Occupy
perhaps even dangerous. In 2013, for example, Chicago Wall Street movement. The protestors drew attention
mayor Rahm Emanuel tried to address his city’s budget to increasing economic inequality, corporate greed,
crisis by closing some public schools and moving their and the great influence that corporations (especially
students to nearby schools. Supporters cheered what they those on Wall Street) have on the U.S. system of
saw as a necessary step toward a balanced budget. Oppo- ­government.
nents, alarmed at the thought of children having to walk 2. Coalescence. The coalescence of a movement occurs as
through unfamiliar neighborhoods that might have gang a new organization begins holding rallies and demon-
activity, condemned the mayor ’s policy as “killing our strations, making public its beliefs, and engaging in
children” (Rogers, 2013). In short, people on both sides political lobbying. After the initial “encampment”
of any issue use language to “spin” claims in one way or in the Wall Street area of New York, similar protests
another. spread to dozens of other cities across the country and
Another random document with
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 Discours prononcé à la Chambre des Députés, le 19 décembre 1916, par M.
Briand, président du Conseil.
Le général Nivelle, commandant la 2e armée (armée de Verdun), est nommé
commandant en chef des armées du Nord et du Nord-Est.
Note communiquée à la Presse le 15
décembre.
 5 Mars 1917.

Prise de
Bagdad

..... Les Allemands et les Turcs ont voulu faire de votre ville un centre de
résistance pour anéantir le pouvoir de l’Angleterre et de ses alliés en Perse et en
Arabie, mais le Royaume-Uni ne peut admettre une telle menace.
Proclamation adressée par le général Sir Stanley Maude, au nom de S. M.
George V, aux populations du vilayet de Bagdad.
..... Ainsi qu’il a été annoncé, Bagdad a été occupé de bonne heure, le 11 mars au
matin, par les troupes sous le commandement du général Maude.
Déclaration de M. Bonar Law, ministre des Finances, à la Chambre des
Communes, le 12 mars 1917.
 15 Mars 1917.

Proclamation d’un Gouvernement

provisoire en Russie
Dans le train qui le ramenait à
Petrograd, le Tzar signe son
abdication

Les nouvelles transmises par l’agence télégraphique de Petrograd vous ont déjà
fait connaître les événements des derniers jours et la chute de l’ancien régime
politique en Russie qui s’effondra lamentablement devant l’indignation populaire
provoquée par son incurie et les abus de sa criminelle imprévoyance.
Fidèle au pacte qui l’unit indissolublement à ses glorieux alliés, la Russie est
décidée, comme eux, à assurer à tout prix au monde une ère de paix entre les
peuples sur la base d’une organisation nationale stable garantissant le respect du
droit et de la justice. Elle combattra à leurs côtés l’ennemi commun jusqu’au bout,
sans trêve ni défaillance.
Télégramme, signé Milioukof, adressé par le Gouvernement russe à ses
représentants à l’étranger.
 17 Mars 1917.

Repli allemand dans la

Somme

..... Nous entrons dans la phase décisive de la guerre, mais décisive n’est pas
synonyme de brève.
Pour la première fois depuis ces combats où, pendant des mois, les armées
ennemies s’affrontaient l’une contre l’autre presque vainement, pour la première fois
l’orgueilleuse armée allemande a dû avouer que son front occidental n’était plus
infrangible.

Ce recul, il témoigne sans doute de la force des armées anglo-françaises, de la

puissance de leurs pressions coordonnées, mais non pas d’un affaiblissement
profond de la force allemande.
L’armée ennemie se ramasse pour de rudes et dures batailles. Et, en même
temps que ses énergies militaires, l’Allemagne entière ramasse aussi ses énergies
intérieures pour un effort désespéré.
Discours prononcé, le 27 mars 1917, à la Chambre des Députés, par M.
Painlevé, ministre de la Guerre.
 5 Avril 1917.

Déclaration de guerre des États-

Unis à l’Allemagne

..... En raison de la notification faite par l’Allemagne en date du 31 janvier,

notification d’après laquelle tous les navires belligérants ou neutres rencontrés dans
certaines zones délimitées seraient coulés sans que des mesures préalables soient
prises pour la sauvegarde des passagers, le Gouvernement des États-Unis a décidé
de placer sur tous les navires marchands américains naviguant dans les zones
visées, une garde armée destinée à protéger les navires et la vie des passagers.
Note communiquée le 13 mars, par le département d’État de Washington, à
tous les ambassadeurs et ministres accrédités auprès du Gouvernement
américain.

..... Il est résolu, par le Sénat et la Chambre des Représentants des États-Unis
assemblés en congrès:
 Que l’état de belligérance entre les États-Unis et le Gouvernement impérial
allemand, qui a été imposé aux États-Unis, est, par la présente, formellement
déclaré[3].
Résolution de guerre votée le 5 avril par la Chambre des Représentants des
États-Unis d’Amérique par 373 voix contre 50.

[3] Par la suite, un grand nombre d’États américains du Sud, le Brésil, la République Argentine,
etc., ainsi que la Chine, se sont déclarés en état de guerre ou ont rompu les relations diplomatiques
avec l’Allemagne (N. de l’A.).
 16 Avril 1917.

L’Offensive du 16
avril

Des fautes graves ont été commises au cours de la dernière offensive. Nous ne
songeons ni à les nier ni à les atténuer. La France est assez sûre d’elle-même pour
pouvoir regarder en face la vérité.
Oui, les résultats obtenus ont été payés trop cher: oui, de lourdes pertes ont été
subies—sans atteindre pourtant les chiffres fantastiques propagés par on ne sait qui
—mais pertes trop cruelles qui pouvaient être évitées et qui doivent être évitées dans
l’avenir.
Discours prononcé, le 7 juillet 1917, à la Chambre des Députés, par M.
Painlevé, ministre de la Guerre.

Sur la proposition du ministre de la Guerre, le Conseil des ministres a décidé de

rétablir le poste de chef d’état-major général de l’armée au ministère de la Guerre. Ce
poste sera confié au général Pétain.
 Note communiquée à la Presse le 30 avril 1917.
Sur la proposition du ministre de la Guerre, le Conseil des ministres a décidé de
confier au général Pétain le commandement en chef des armées du Nord et du Nord-
Est.
Note communiquée à la Presse le 15 mai.
 12 Juin 1917.

Abdication du roi de
Grèce

Les Gouvernements alliés prennent des mesures concertées en vue d’obtenir les
réparations qui doivent être accordées pour l’attentat commis à Athènes le 1er
décembre.
Note communiquée à la Presse le 3 décembre.
..... Messieurs, il était impossible que le Roi, qui avait à tout moment violé la
Constitution, qui s’était révélé l’ennemi irréconciliable des puissances protectrices
qu’il devait respecter puisqu’elles étaient garantes de la Constitution, continuât à
régner. Nous avons pensé aussi que son fils aîné, dont les sentiments étaient trop
connus, ne pouvait lui succéder. C’est dans ces conditions que nous avons demandé
et obtenu l’abdication du roi Constantin et du Diadoque.
Discours prononcé, le 14 juin 1917, à la Chambre des Députés, par M. Ribot,
président du Conseil.
 ..... Depuis deux mois un fait nouveau s’est produit. Aujourd’hui la Grèce s’est
rangée à nos côtés.....
Discours prononcé à la Conférence des Alliés, le 15 juillet 1917, par M.
Ribot.
 1er Juillet 1917.

Arrivée en France des premiers

bataillons américains

Demain, fête de l’Indépendance des États-Unis, les premières troupes

américaines débarquées en France défileront dans Paris; elles viendront ensuite
nous rejoindre sur le front.

Les États-Unis entendent mettre à notre disposition sans compter leurs soldats,
leur or, leurs usines, leurs navires, leur pays tout entier. Ils veulent payer au centuple
la dette de reconnaissance contractée jadis envers La Fayette et ses compagnons.
Qu’un seul cri parte, en ce 4 juillet, de tous les points du front:
“Honneur à la grande République sœur. Vivent les États-Unis.”

Pétain,
 Général commandant en chef
les armées du Nord et du Nord-Est.

Ordre du jour adressé aux troupes par le général

Pétain.
 14 Juillet 1917.

La Journée des
drapeaux

Mon cher Ministre,

La splendide armée dont vous faisiez ces jours-ci l’émouvant éloge aux
applaudissements unanimes de la représentation nationale a recueilli ce matin, dans
les rues de Paris, le fervent témoignage de la reconnaissance publique.
Les glorieux détachements qui ont défilé devant nous, les drapeaux noircis et
déchirés qui enveloppent dans leurs plis tant de souvenirs illustres, les délégations
des corps auxquels leur vaillance collective a valu la fourragère formaient une
synthèse magnifique de toutes les vertus militaires et de toutes les énergies
patriotiques.....
Lettre adressée par le Président de la République à M. Painlevé, ministre de
la Guerre, le 14 juillet 1917.
 25 Août 1917.

Reprise des avancées de Verdun:

Mort-Homme et Cote 304

..... Ce sol illustré par tant de combats et sanctifié par tant de sang versé, l’armée
française l’a défendu pied à pied et reconquis lambeau par lambeau, et voici
qu’aujourd’hui, sous votre commandement suprême et sous la direction de chefs
éprouvés, elle vient de reprendre d’assaut, après une savante préparation d’artillerie,
les hauteurs si souvent disputées, d’où l’ennemi dominait nos positions, surveillait
nos mouvements et réglait le tir de ses batteries. Éclatante victoire qui répond, par un
écho retentissant, aux exploits accomplis tous les jours par nos troupes sur le
Chemin des Dames, aux brillants avantages obtenus par nos divisions dans les
plaines de Belgique, aux héroïques batailles livrées dans les Flandres, par l’armée
britannique, aux importants progrès réalisés par les Italiens sur l’âpre chaîne du
Monte-Santo et sur les plateaux rocheux du Carso.
Allocution prononcée par M. Poincaré le 19 août, à Verdun, à l’occasion de la
remise au général Pétain de la grand’croix de la Légion d’honneur.
 11 Septembre 1917.

Mort du capitaine
Guynemer

..... Messieurs, depuis trois ans, notre armée, fidèlement appuyée par nos Alliés,
écrit des pages qui resteront l’admiration et l’étonnement de l’Histoire.
A nos soldats de toutes armes et de tous grades, et ma pensée va en ce moment,
d’une façon très particulière, aux héros obscurs de la fosse commune dont les
pauvres restes éparpillés par la mitraille n’auront ni tombe ni croix auprès desquelles
pourront venir prier ceux qui les pleurent: à tous, fantassins, artilleurs, cavaliers,
aviateurs et sapeurs, il fallait un “nom” qui symbolisât la grandeur du sacrifice.
Nous choisissons le nom de cet enfant qui, en des prouesses inoubliables,
survola notre front de bataille, cette terre de France tout imprégnée de sang et de
gloire, dont la moindre goutte, dont la moindre lueur suffit amplement à effacer les
misérables défaillances individuelles que nous pouvons déplorer.
Discours prononcé à la Chambre des Députés, le 19 octobre 1917, par M.
Lazies, député, pour expliquer sa proposition invitant le Gouvernement à
faire mettre au Panthéon une inscription destinée à perpétuer la mémoire
du capitaine Guynemer, symbole des aspirations et des enthousiasmes de
l’Armée et de la Nation.
 24 Octobre 1917.

Offensive austro-allemande en
Italie

Le Conseil des ministres s’est réuni hier dimanche soir, de 6h 30 à 8h 15, à

l’Élysée, sous la présidence de M. Poincaré, pour “examiner la situation militaire et
déterminer la coopération des Alliés sur le front italien”.
Note communiquée à la Presse le 29
octobre.

..... Mais que dirions-nous si nous avions avancé de 50 kilomètres au delà des
lignes ennemies, si nous avions fait à l’ennemi 200.000 prisonniers et pris 2.500 de
ses meilleurs canons avec d’énormes quantités de munitions et
d’approvisionnements?
Discours prononcé par M. Lloyd George, premier ministre anglais, au
déjeuner offert en son honneur, par M. Painlevé, président du Conseil,
ministre de la Guerre.
 17 Novembre 1917.

Le Ministère
Clemenceau

..... Nous nous présentons devant vous dans l’unique pensée d’une guerre
intégrale.

Hélas! il y a eu aussi des crimes, des crimes contre la France qui appellent un
prompt châtiment.
Nous prenons devant vous, devant le pays qui demande justice, l’engagement
que justice sera faite selon la rigueur des lois.
Trop d’attentats se sont déjà soldés sur notre front de bataille par un surplus de
sang français. Faiblesse serait complicité. Nous serons sans faiblesse comme sans
violence. Tous les inculpés en conseil de guerre. Le soldat au prétoire solidaire du
soldat au combat. Plus de campagnes pacifistes, plus de menées allemandes. Ni
trahison, ni demi-trahison, la guerre. Rien que la guerre. Nos armées ne seront pas
prises entre deux feux. La justice passe, le pays connaîtra qu’il est défendu.