Social Science
Social Science: An Introduction to the Study of Society, Sixteenth Edition approaches social
science from a common-sense perspective, rather than from a formalistic social science
angle. Readers will see how seemingly diverse disciplines intermingle?anthropology and
economics, for example. The goal of the book is to teach students critical thought and
problem-solving skills that will allow them to approach social issues in an unbiased manner.
New to this edition are significant updates on:
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Race and the police
More comparison/contrasts of deviance and criminality
Alternative pathways in criminal justice
New technology such as self-driving cars
Gay marriage
Refugee and immigration issues in Europe and globally
China?s growing power
New trade initiatives
?States? in the Middle East
Nuclear arms control
Expanded web-based ancillaries for students and teachers
Elgin Hunt is deceased. He was one of the early authors of this book when it began in the
1930s, and took over as sole author in the 1950s. He continued revising the book until the late
1970s, when David Colander took over.
David Colander received his Ph.D. from Columbia University and was the Christian A
Johnson Distinguished Professor of Economics at Middlebury College, Middlebury,
Vermont from 1982 until 2013, when he was appointed Distinguished College Professor at
Middlebury. In 2001?2 he was the Kelly Professor of Distinguished Teaching at Princeton
University. He has authored, co-authored, or edited over 40 books and 100 articles on a wide
range of topics. His books have been translated into a number of different languages,
including Chinese, Bulgarian, Polish, Italian, and Spanish. He has been president of both the
Eastern Economic Association and History of Economic Thought Society and has been on
the editorial boards of numerous journals, including the Journal of Economic Perspectives
and the Journal of Economic Education.
Social
Science
An Introduction to the Study of Society
SIXTEENTH EDITION
Elgin F. Hunt
David C. Colander
Sixteenth edition published 2017
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
? 2017 Taylor & Francis
The right of Elgin F. Hunt and David C. Colander to be identified as author of this
work has been asserted by him/her in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in
any form or by any electronic, mechanical, or other means, now known or hereafter
invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without
intent to infringe.
Library of Congress Cataloging in Publication Data
Names: Hunt, Elgin F., author. | Colander, David C., author.
Title: Social science: an introduction to the study of society/Elgin F. Hunt,
David C. Colander.
Description: Sixteenth edition. | New York, NY: Routledge, 2016.
Identifiers: LCCN 2016004028 | ISBN 9781138654259 (hardback) | ISBN
9781138654266 (pbk.) | ISBN 9781315623344 (ebook)
Subjects: LCSH: Social sciences.
Classification: LCC H85.H86 2016 | DDC 300?dc23
LC record available at http://lccn.loc.gov/2016004028
First edition published 1955 by MacMillan
Fifteenth edition published 2015 by Pearson
ISBN: 978-1-138-65425-9 (hbk)
ISBN: 978-1-315-62334-4 (ebk)
ISBN: 978-1-138-65426-6 (pbk)
Typeset in Minion-Pro
by Sunrise Setting Ltd., Brixham, UK
Contents
Preface xix
Acknowledgements
Part I
Chapter 1
Introduction
xx
1
Social Science and Its Methods
Social Science
1
3
Social Science as a System of Rules 5
The Scientific Method and Its Application
Methodology and the Social Sciences 10
The Methods of Social Science
7
12
Social Science Approaches to Problems 14
Educated Common Sense in the Social Sciences 16
The Use of Statistics 16
The Interdisciplinary Approach 18
Social Science and Society 18
Agreeing on Policy 18
Values, Terminology, and Rhetoric
19
Conclusion 20
Key Points 20
Some Important Terms 20
Questions for Review and Discussion
For Further Study 21
Appendix
21
Historical Roots of Social Science
The Enlightenment 24
From Philosophy to Social Science
Some Important Terms 25
25
23
vi Contents
Chapter 2
Human Origins
26
The Origin of the Human Species
27
Darwin and the Theory of Evolution 27
Recent Developments in Genetics 30
Some Implications of Recent Developments 31
Sociobiology 31
Punctuated Equilibrium versus Gradual Change
The Evolution of Human Beings
34
Science, Faith, and Controversy 34
Predecessors of Modern Humans 35
DNA Evidence and the Descent of Humans
Conclusion 42
Key Points 43
Some Important Terms 43
Questions for Review and Discussion
For Further Study 44
Chapter 3
Origins of Western Society
32
38
43
45
From the Stone Age to the Agricultural Age
Early Civilizations 46
The Cradle of Modern Civilization:
Mesopotamia and Egypt 46
Development of Greek Civilization 48
The Persian Empire 49
Roman Civilization 51
The Middle Ages (A.D. 476?1453) 53
The Renaissance 56
The Development of Modern Economic and
Political Institutions 58
From Serfdom to Mercantilism 59
The Emergence of Nation-States 60
The Industrial and Political Revolutions of the 1750s
to the 1850s 61
Conclusion 63
Key Points 63
Some Important Terms 63
Questions for Review and Discussion
For Further Study 64
63
45
Contents vii
Part II
Chapter 4
Culture and the Individual
Society, Culture, and Cultural Change
Culture and Multiculturalism
Multiculturalism 67
The Shared Beliefs in Culture
66
67
68
Culture and the Nature of Society
68
Culture and Its Role in Human Societies 69
The Elements of Culture 69
Cultural Integration 72
Culture, Society, and Social Change
73
Popular Theories of Social Change 74
Factors Causing Cultural Change 75
Language and Cultural Change 78
Factors Stabilizing Culture 78
Social Change versus Social Stability 79
Social Change and Social Problems
Cultural Lag and Social Problems 80
Limitations of the Cultural Lag Theory
Contrasts among Cultures
81
82
The Interaction of Humans and Society
Cultural Relativism 82
Approach to the Study of Society 83
82
Key Points 84
Some Important Terms 84
Questions for Review and Discussion
For Further Study
Chapter 5
79
84
85
Geography, Demography, Ecology, and Society
Geography 86
Demography 88
Population Estimates 88
Determinants of Population Growth 88
The Growth of Population over Time 91
The Problem of Counting 91
The Malthusian Theory 92
Population and Means of Subsistence 93
The Concept of Optimal Population 94
86
viii Contents
The Question of Population Quality
94
Ecology: The Interaction of Geography, Demography,
and Environment 96
The Ecological Balance 96
Pollution 97
Conservation and the High Price
of Gasoline 99
Conclusion 99
Key Points 100
Some Important Terms 100
Questions for Review and Discussion
For Further Study 101

Chapter 6
100
Technology and Society 102
The Industrial Revolution
104
The Development of Industrialism in the United States 104
Standardization, Interchangeability, and Mass Production 105
The Information Revolution
108
The Social Basis for Technological Progress
Technology and Globalization
109
109
Modern Technology and the Need for Skilled Workers
Machines, Computers, and Unemployment 112
110
Technology and Social Change 112
Natural Resources, Economics, and Technology
Natural Resources, the Limits of Economic
Growth, and Climate Change 114
The Anthropocene Age 116
Technology of the Future 116
Conclusion 117
Key Points 118
Some Important Terms 118
Questions for Review and Discussion
For Further Study 119
Chapter 7
Psychology, Society, and Culture
Socialization of the Individual
118
120
121
Significance of the Early Years of Childhood
121
114
Contents
Significance of Differences in Individual Environment 122
Effects of Extreme Isolation on Children 123
Personality and Its Development
The Nature/Nurture Debate 124
Explanations of Behavior 127
The Well-Adjusted Individual 127
Adjustment and Normality 129
The Freudian Concept of Personality
Pop Psychologies 131
124
129
Intelligence, Personal Adjustment, and Normality
Mental Tests 131
Intelligence and Personal Adjustment
136
Conclusion 136
Key Points 137
Some Important Terms 137
Questions for Review and Discussion
For Further Study 138
Chapter 8
137
Deviance, Crime, and Society 139
Deviance and Norms
139
Conflicting Norms and Tension 140
Norms, Crime, and the Rule of Law 142
When Norms Conflict: Straight Outta Compton
Major Theories on Deviance
145
Sociobiology and Deviance 146
Sociological Explanations of Deviance 146
Economic Explanations of Deviance 149
Summary of Various Perspectives on Deviance
Crime, Law, and Order
143
149
149
Problem 1: Is the U.S. Trying to Exert Too Much
Control over Individuals? 150
Problem 2: Is Justice Applied Equally to All in the U.S.?
Problem 3: Deciding the Purpose of the
Justice and Criminal System 154
Conclusion 157
Key Points 158
Some Important Terms 158
Questions for Review and Discussion
For Further Study 159
158
153
131
ix
x Contents
Part III
Institutions and Society
Chapter 9
The Family
160
Variations in the Family Pattern
160
Number of Mates 161
Selection of Mates 162
Family Control 163
Single Parent Families 163
Reckoning of Descent 164
Functions of the Family in Society 165
Matching Family Patterns with Family Functions
165
Number and Stability of Mates 166
Selection of Mates 166
Family Control and Reckoning of Descent 167
Other Western Family Characteristics and Functions of the Family
The Family in the United States Today
Matchmaking and Dating 172
Sex and Singles 172
Children 174
Senior Citizens 175
Family Disorganization and Divorce
Singles 177
Living Together 178
The Future of the Family 179
175
Key Points 179
Some Important Terms 180
Questions for Review and Discussion
For Further Study 181
Chapter 10
Religion
182
The Nature of Religion 183
The Great Religions of Today
168
184
Hinduism 185
Buddhism 186
Judaism 188
Christianity 190
Modern Christianity in the United States
Islam 193
193
180
168
Contents
The Role of Religion in Society 196
Religion as a Source of Moral Values and Social Change 196
Impact of Religion on Education, the Arts, and Literature 197
Interfaith Efforts for Peace 197
The Potential Conflict between Religion and Government 197
Key Points 198
Some Important Terms 198
Questions for Review and Discussion
For Further Study 199
Chapter 11
Education
198
200
Schools as Agencies of Social Control
201
The Dual Thrust of U.S. Education 201
Education and U.S. Democracy 201
The Development of U.S. Education
202
Democratic Structure of the U.S. School System
Formalization of the School System 205
Examining the School System
204
208
Technological Change and Teaching 208
Private Schools and Home Schooling 208
Charter Schools, Privatization, and the Problem of School Finance 210
Textbooks 211
School Dropouts 211
Multiculturalism, Collaborative Learning, and Institutional Fairness 212
How Good Are U.S. Schools? 212
The Search for Excellence 214
Changes in the College Curriculum 215
Is the U.S. Educational System Equal? 216
How Much Education Should the Average Citizen Receive? 217
Interaction of Economics, Politics, and Social Institutions
Key Points 219
Some Important Terms 219
Questions for Review and Discussion 219
For Further Study 220
Chapter 12
Social and Economic Stratification
Types of Social Stratification
Estates
222
222
221
218
xi
xii Contents
Castes 222
Social Classes
223
Social Mobility
227
Who Are the Upwardly Mobile? 228
Education and Social Mobility 229
Class Consciousness in the United States 230
Class Consciousness, Marx, and Weber 230
Economic and Social Inequality
Causes of Income Inequality 232
Jobless Recovery and Globalization
Measuring Poverty 233
231
232
Increasing Social and Economic Inequality
Policies to Reduce Inequality 235
Some Conclusions about the U.S. Class System
Key Points 236
Some Important Terms 236
Questions for Review and Discussion
For Further Study 237
Chapter 13
234
236
236
Stratification, Minorities, and Discrimination
Race and Ethnicity
238
Questions of Ethnic and Racial Superiority 240
Ethnic and Racial Prejudice and Discrimination 241
The Melting Pot 242
Minorities
243
Native Americans 244
Blacks (African Americans) 244
Hispanics 253
Asian Descent 253
Arab Americans and Americans of Middle Eastern Descent 255
Immigration and Minorities 255
Religious Minorities 258
Women 259
Senior Citizens 264
Physical Disabilities Discrimination 266
Conclusion 266
Key Points 267
Some Important Terms 267
Questions for Review and Discussion
For Further Study 268
267
238
Contents
Part IV
Chapter 14
Politics and Society
The Functions and Forms of Government
The Primary Functions of Government
270
Maintaining Internal Order and External Security 270
Ensuring Justice 270
Safeguarding Individual Freedoms 271
Regulating Business?s and Individuals? Actions 272
Promoting the General Welfare 272
Debates about the Nature of Government
Political Theory and Government 273
Three Views of the Nature of Government 274
Elements of Truth in Each of the Views 277
Forms of Government
277
Democracies 277
Autocracy 281
Governments Are Far from Simple 287
Key Points 287
Some Important Terms 288
Questions for Review and Discussion 288
For Further Study 289
Chapter 15
Governments of the World 290
French Government
290
The French Parliamentary System 291
The French Executive Branch 291
Chinese Government
293
Chinese Governmental History
Chinese State Structure 294
Nigerian Government
293
296
The British Influence 296
Modern Nigeria?s Government:
The Fourth Republic 298
Difficulties Facing Nigeria 298
A Final Comment 300
Russian Government 300
Saudi Arabian Government
301
273
269
xiii
xiv Contents
Some Lessons about Governments 305
Future Changes in Governments 306
Key Points 306
Some Important Terms 306
Questions for Review and Discussion 307
For Further Study 307
Chapter 16
Democratic Government in the
United States 309
Historical Development of U.S. Government
The Structure of U.S. Government 310
309
Structure of the National Government 311
The Nature of Our National Government 311
The Political Process
322
Political Parties 322
Elections 324
The Fourth Estate 327
The Political Elite 328
The Military-Industrial Complex and
Pressure Groups 328
Evaluation of the Democratic
Political Process 330
Key Points 330
Some Important Terms 331
Questions for Review and Discussion
For Further Study 332
Part V
Chapter 17
331
Economics and Society
The Organization of Economic Activities
The Nature of an Economy
334
Functions of an Economy 334
Economics and the Social Sciences 334
Economic Wants and Economic Goods 334
The Economic Aspects of Culture 335
333
Contents
The Economic Problem
335
The Evolution of Economic Systems
336
From Feudalism to Mercantilism 336
From Mercantilism to a Pragmatic Market Economy
Planned and Unplanned Economies
337
340
How Planned Economies Are Supposed to Work 340
Why Central Planning Did Not Meet Its Goals 341
How Market Economies Are Supposed to Work 342
Supply and Demand 344
Modern Economies Are Pragmatic Market
Economies 345
Conclusion 346
Key Points 347
Some Important Terms 347
Questions for Review and Discussion 347
For Further Study 348
Chapter 18
The Economy, Government, and Economic Challenges
Facing the United States 349
Government?s Indirect Role in the Economy
349
The Problem of Regulating the Economy 350
Whose Desires Does the Government Reflect? 351
Fluctuating Attitudes toward Regulation 352
Government?s Direct Role in the Economy
352
Where the Government Spends Its Money 353
Where Government Gets Its Money 353
Alternative Methods of Supply in a Pragmatic Market
Economy 354
Some Controversial Roles of the Government
Income Redistribution through Government 355
Government?s Macroeconomic Role 358
Economic Challenges Facing the United States
in the Future 360
The
The
The
The
Debt Challenge 360
Globalization Challenge 362
Income Inequality Challenge 364
Climate Change Challenge 365
Conclusion
366
355
xv
xvi Contents
Key Points 367
Some Important Terms 367
Questions for Review and Discussion
For Further Study 368
Part VI
Chapter 19
367
Global Issues
International Political Relations 369
The State in International Relations
The Nation-State 370
369
The Establishment and Disappearance of Nation-States 372
The Rise of the European Union 373
Sovereignty of States 374
Power in the World Community 374
The Nature and Sources of National Power 374
The End of U.S. Hegemony and the Rise of Chinese Military Power
Other Sources of Power 378
Maintaining Security 380
Foreign Policies 382
Geography and Foreign Policy 382
Values, Ideologies, and Foreign Policy
383
The United States in the World Community
385
The President and Foreign Policy 386
U.S. Foreign Policies 387
Key Points 389
Some Important Terms 390
Questions for Review and Discussion
For Further Study 391
Chapter 20
390
International Economic Relations 392
The Terminology of Trade 393
Advantages and Disadvantages of International
Trade 395
Three Advantages of Trade 395
Disadvantages of Trade 395
Why Economists Generally Support Free Trade 396
Why You Can?t Get the Advantages without the Disadvantages
396
378
Contents
Restrictions on International Trade
Tariffs on Imports 398
Import Quotas 399
Removing Trade Restrictions 400
Globalization and Trade Restrictions
Foreign Exchange
397
400
402
The Meaning of Foreign Exchange 402
Fixed and Flexible Exchange Rate Systems
403
Globalization, Trade Imbalances, and Exchange Rates
Conclusion 405
Key Points 406
Some Important Terms 406
Questions for Review and Discussion 406
For Further Study 407
Chapter 21
The Political Economies of Developing
Countries 408
Problems of Developing Countries
410
The Political Consensus Problem 411
The Corruption Problem 412
The Economic Problem 412
The Debt Problem 415
The Population Problem 415
The Brain Drain Problem 415
Mission Impossible: Advice to a Potential Leader
Options of Developing Countries
Political Options 417
Economic Options 417
Foreign Policy Options 417
Population Options 418
The Brain Drain Option 418
Who Will Be the Next Leader?
Case Studies
418
418
China 419
Venezuela 422
Uganda 424
Conclusion 426
Key Points 427
Some Important Terms
427
417
416
405
xvii
xviii Contents
Questions for Review and Discussion
For Further Study 428
Chapter 22
427
International Institutions and the Search for Peace
The Problem of War
430
The Causes of War 430
Approaches to the Problem of War
The United Nations
432
434
Is the UN Worth It? 435
The UN?s Role in Keeping the Peace
Other UN Approaches 439
The Outlook for Peace
440
Trouble Spots of the World
441
436
Conclusion 448
Key Points 448
Some Important Terms 448
Questions for Review and Discussion
For Further Study 449
Index
451
448
429
Preface
Social science is taught in diverse ways. Some courses take a global perspective, some an
anthropological perspective, some a psychological perspective, some a sociological perspective,
and some a historical perspective?to name just a few. In my view, although each individual
social science perspective has something to offer, what distinguishes the social science course is
that it looks at problems from as many different perspectives as possible, relying on the
scholar?s educated common sense to choose the perspective that is most useful for a particular
problem. The educated common sense perspective is the social science perspective.
Social science is an important course. All too often our educational system rushes
students into specializations before the students have an overall picture?before they know
where they want to go. Once they have an overall picture, specialization is necessary, but to
specialize before having an overall picture is unfair to students. Students who specialize too
early don?t develop a common sense perspective; they aren?t sensitive to the interrelationships
and resonances among disciplines. At worst, they become slaves of their discipline?s approach.
At best, they have the wisdom to recognize that there are many approaches to a problem, but
their lack of training forces them to recreate the wheel. Knowledge of the other disciplines
would have saved them the trouble and been far more efficient.
That?s why I am a strong advocate of the social science course and have been urging
colleges to merge their various social science departments into one composite department
that focuses more on the interrelationships among the various social sciences than is currently done. The general social science course is one of the most important courses students
take in college, and in my view it is a necessary prerequisite to taking courses in specific
disciplines. It puts those other social science courses in perspective.
New to This Edition
The reason for the revision? The theory of social science changes slowly. Were this book only
about theory, new editions wouldn?t be needed. But the book is not primarily about theory; it
is about reality, and thus data and discussions about how theory relates to current events
need updating. While social science theory changes slowly, political and economic issues
change fast. A revision is necessary to keep the discussion and data up to date and to account
for important political and economic changes.
Changes include expanded discussion of conflicts about racial bias and the police, more
comparisons/contrasts of deviance and criminality, discussions of alternative pathways in
criminal justice, discussions of new technology such as self-driving cars, discussion of gay
marriage, American political dynasties, refugees and immigration issues in Europe and
globally, China?s growing power, new trade initiatives, ?states? in the Middle East, and
nuclear arms control. We also expanded the web-based ancillaries for students and teachers.
xx Preface
These changes were made to strengthen the presentation and to keep the book current. I
also reworked sections that reviewers thought needed work and updated all chapters. I added
a new chapter on deviance, crime, and society to incorporate important developments
into thinking about the way in which blacks are treated by police, and the serious problems in
the U.S. criminal justice system. There were also significant changes in the discussion of
technology and its effect on the job market. The goal of the revision was to keep the discussions as up to date as possible, but to avoid fads. Many of the changes in the earlier
chapters reflected excellent suggestions by reviewers, who help to keep me on my toes, and
the book more relevant for students.
Despite all these changes the book remains what it was in the previous edition?a
relatively neutral (at least as neutral as I am able to be) common sense overview and
introduction to the social sciences and social science thinking about the major issues of
our day.
Acknowledgments
As always, the book benefits from the suggestions of reviewers, colleagues, and students who
have e-mailed me. I?d like to thank them all. For this edition, I?d specifically like to thank
some great reviewers: Victor J. Ingurgio, University of Oklahoma, Norman; Heather
Griffiths, Fayetteville State University; Charles Matzke, Michigan State University; and
Ted Williams III, Kennedy-King College, City Colleges of Chicago. In addition to those
reviewers I want to thank all the professors who sent in suggestions about the revision,
including Martin Evans of the University of Toronto. I would also like to specifically thank
Tabitha N. Otieno of Jackson State University who helped with updating the ancillaries for
the book, and Isabella Cass, a student at Middlebury College who helped with proofreading,
updating ancillaries, and providing answers to end-of-chapter questions.
Over the last few editions the reviewers have included William Plants, University of Rio
Grande; David S. Schjott, Northwest Florida State College; Emmanuel Agbolosoo, Navajo
Community College; Ali Al-Taie, Shaw University; Verl Beebe, Daytona Beach Community
College; John Beineke, Kennesaw State College; Thomas J. Bellows, The University of Texas at
San Antonio; Dallas A. Blanchard, University of West Florida; Ducarmel Bocage, Howard
University; William K. Callam, Daytona Beach Community College; Pam Crabtree, New York
University; Bruce Donlan, Brevard Community College; Anthony Douglas, Lornan,
Mississippi; Dr. William M. Downs, Georgia State University; Phil A. Drimmel, Daytona Beach
Community College; J. Ross Eshleman, Wayne State University; Dana Fenton, City University
of New York, Borough of Manhattan Community College; Cyril Francis, Miami Dade College
North Campus; Richard Frye, Neuro-Diagnostic Lab, Winchester Memorial Hospital,
Winchester, Virginia; Vikki Gaskin-Butler, University of South Florida St. Petersburg; Judy
Gentry, Columbus State Community College; Paul George, Miami Dade College; Don Griffin,
University of Oklahoma; Heather Griffiths, Fayetteville State University; Charles F. Gruber,
Marshall University; Ghulam M. Haniff, St. Cloud State University (Minnesota); Roberto
Hernandez, Miami?Dade New World Center; Charles E. Hurst, The College of Wooster;
Sharon B. Johnson, Miami Dade College; Kenneth C. W. Kammeyer, University of Maryland;
Rona J. Karasik, St. Cloud State University; Lynnel Kiely, Truman College; H. D. Kirkland, Lake
City Community College; Patricia E. Kixmiller, Miami Dade College; D. R. Klee, Kansas City,
Missouri; Casimir Kotowski, Harry S. Truman City College; Errol Magidson, Richard J. Daley
Community College; James T. Markley, Lord Fairfax Community College; Stephen McDougal,
University of Wisconsin?La Crosse; David J. Meyer, Cedarville University; Karen Mitchell,
University of Missouri; Catherine Montsinger, Johnson C. Smith University; Lynn Mulkey,
Hofstra University; Roy Mumme, University of South Florida; Eleanor J. Myatt, Palm Beach
Preface xxi
Junior College; Quentin Newhouse Jr., Howard University; Earl Newman, Henry Ford
Community College; Annette Palmer, Howard University; Robin Perrin, Pepperdine
University; Joseph Pilkington-Duddle, Highland Beach, Florida; William Primus, Miami Dade
College, North Campus; Roger Rolison, Palm Beach Community College; William H. Rosberg,
Kirkwood Community College; Dan Selakovich, Oklahoma State University; Henry A.
Shockley, Boston University; Julie Smith, Mount Aloysius College; Ruth Smith, Miami Dade
College; Scharlene Snowden, City University of New York, Medgar Evers College; Ronald
Stubbs, Miami Dade College; Larry R. Stucki, Reading Area Community College; Barry
Thompson, University of Rio Grande; Judy Thompson, University of Rio Grande; Elizabeth
Trentanelli, Miami Dade College; Margaret Tseng, Marymount University; Edward Uliassi,
Northeastern University; Angela Wartel, Lewis Clark State College; David Wells, Glendale
Community College; Ted Williams, City College of Chicago; W. M. Wright, Lake City
Community College; Norman R. Yetman, The University of Kansas; and George Zgourides
Primus, Miami Dade College North Campus.
At the end of an earlier edition, I included a sheet for students to grade the book and to
send me suggestions for improvement. A number of students did this, and their suggestions
have played an important role in shaping the book. Most, I?m happy to say, were highly
positive, but a few attacked the book and the course. One particularly memorable student
flunked me on just about every chapter and wrote the following:
Until you and this so called science become legitimized I?d rather spend time gorging
myself and then vomiting. Guesses, hypotheses, maybes, might be?s don?t belong in
college; they belong in elementary school.
That student obviously read the book, because he is correct: The book doesn?t tell the student
what is right or wrong, and it does report guesses, hypotheses, and maybes. But that student is
wrong about what does and what doesn?t belong in college. Guesses, hypotheses, and maybes
are precisely what belong in college, because by the time students are in college they can be
expected to have the maturity to understand that knowledge is nothing but good guesses,
reasonable hypotheses, and logical maybes.
Social science doesn?t tell you what?s right. It presents the observations and the theories
as fairly as it can and lets you decide.
To my knowledge, this is the longest continuing college textbook in the United States. It
began in the 1930s when some Chicago professors put together their notes and turned them
into a book. It evolved through the 1940s and 1950s into a standard text, and then in the
1960s, Elgin Hunt took it over as the sole author. I took it over in the late 1970s, totally
updating and revising it to reflect new developments. I have kept his name on the title to
reflect the origins of the book and the fact that it is a collective effort of previous scholars,
with a changing group of people working on it.
This edition marked a change in publisher from Pearson to Taylor & Francis. I would
like to thank Dean Birkenkamp, Amanda Yee, Darcy Bullock, and Peter Lloyd for their hard
work. Finally, I want to thank my family for helping me find the time to work on the book.
D. C. C.
Part I
Introduction
Social Science
and Its Methods
chapter
1
After reading this chapter, you should be able to:
Define social science and explain why it is important
List the various social sciences
State the nine steps that make up the scientific method
Discuss some reasonable approaches to problems in social science
Differentiate the historical method from the case method and the
comparative method
Distinguish educated common sense from common sense
Theories should be as simple as
possible, but not more so.
?Albert Einstein
Explain why a good scientist is always open to new ways of looking
at issues
On September 11, 2001, eighteen men boarded airplanes with the intent of crashing them into
the World Trade Center, the Pentagon, and the White House or Capitol. They succeeded with
three of the planes, causing enormous destruction. The fourth plane crashed, but thanks to
passengers who discovered the hijackers? plans and attacked the hijackers, the destruction of
the White House or Capitol was prevented. What forces drove the hijackers to undertake such
action? What forces led the passengers to organize together to thwart them? What might
have prevented the hijackings? Such questions fall under the purview of socia