CHAPTER 1 Sociological Perspectives on Social Problems

<strong>CHAPTER</strong> 1
<strong>Sociological</strong> <strong>Perspectives</strong>
on Social Problems
<strong>CHAPTER</strong> OUTLINE
What Is a Social Problem?
<strong>Perspectives</strong> on Social Problems
BOX: Other Approaches to the Study of Social Problems
The Functionalist Perspective
Criminal Deviance: A Functionalist View
Social Problems as Social Pathology
Social-Disorganization Theory
Modern Functionalism: Building
The Conflict Perspective
Deviance: A Marxian Conflict View
Value Conflict Theory
The Interactionist Perspective
Labeling: An Interactionist View of Deviance
The Social Construction of Social Problems
The Natural History of Social Problems
The Media and Social Problems
Research on Social Problems
Demographic Studies
Survey Research
Field Observation
Social Experiments
1

BOX: SOCIAL PROBLEMS ONLINE: "Researching Social Problems"
Social Policy
Beyond Left and Right
<strong>CHAPTER</strong> OVERVIEW
The chapter begins with a sociological definition of social problems and follows
with a detailed discussion of the components of that definition.
There are three major sociological perspectives on social problems: functionalism,
conflict theory, and interactionism. Treatment of the functionalist perspective includes a
vignette of criminal deviance from this point of view; the functionalist orientation toward
social problems as social pathology (including social disorganization theory); and a
discussion of modern functionalism (institution building). The text's assessment of the
conflict perspective includes a detailed look at the work of Karl Marx, a vignette of
deviance from this point of view, and an assessment of value conflict theory. The
discussion of interactionism focuses on labeling theory and its application to social
problems, including the distinction between primary and secondary deviance.
The “natural history” approach to social problems details the four major stages
that most social problems seem to go through: problem definition, legitimacy, reemergence
of demands, and rejection/institution building.
There is an important relationship between the media and social problems,
particularly in view of the communications revolution that took place in the second half
of the twentieth century.
A section on research concerning social problems includes illustrations based upon
classic sociological investigations by Katherine Newman and William Julius Wilson, Lyn
Lofland, and Kai Erikson. The major types of research on social problems are discussed:
demographic studies, survey research, field observation, and social experiments.
The chapter concludes with a section on social problems and social policy. Social
policy involves formal procedures designed to remedy a social problem. Conservative
and liberal views are compared.
2

TEACHING OBJECTIVES
STUDENTS SHOULD:
1. be able to define a social problem and be familiar with the key components of this
definition.
2. be familiar with the three sociological perspectives on social problems:
functionalism, conflict theory, and interactionism; including the following
elements: the functionalist view of criminal deviance, social problems as social
pathology, social disorganization theory, modern functionalism, the Marxian view
of deviance, value conflict theory, and labeling theory.
3. understand the “natural history” of social problems and be familiar with the stages
that most social problems seem to go through.
4. be familiar with the relationship between the media and social problems.
5. understand the major research strategies on social problems: demographic studies,
survey research, field observation, and social experiments.
6. understand the concept of social policy and how policy issues impact on the
sociological investigation of social problems.
TEACHING SUGGESTIONS, DISCUSSION QUESTIONS,
AND CLASS EXERCISES
1. Many students who enroll in the Social Problems course will have difficulty
seeing the interconnectedness of the problematic issues under study--they will
tend to view each problem as a separate issue to be solved independently from the
others. The theoretical perspectives can be used to advantage here. Encourage
students to think about why we need more than one theoretical approach in
studying social problems--why can't there be just one perspective that will cover
all bases? Through this discussion, students will develop an appreciation for the
complexity of social problems and understand why divergent perspectives are
required in order to analyze so many different issues. Another way to deal with
this is through presentation of the excellent material in an article by Georganne
4

Rundblad, “Addressing Social Problems, Focusing on Solutions: The Community
Exploration Project” (Teaching Sociology 26, October, 1998: 330-340).
2. In his article “Unconventional First Days: Encouraging Students to Wonder About
Social Life and Learning” (Teaching Sociology, 27, July, 1999: 258-263), Paul
Higgens points out that the first day of a college course is very important and can
set the tone for the balance of the semester. You may find Higgens’s article
helpful as you construct your personal approach to the social problems course.
3. The text includes a number of special features that are related to the Internet and
World Wide Web. Theodore D. Fuller offers considerable insight about the use of
computers in the social problems course (“Using Computer Assignments to
Promote Active Learning in the Undergraduate Social Problems Course,” Teaching
Sociology, 26, July, 1998: 215-221). If you plan to utilize computer support in
your own class, Fuller’s article may be helpful.
4. In many ways, the problems involved with teaching sociological theory are similar
to those encountered by instructors who teach methodology. Students frequently
comment that theory and methods are "boring" and "not very useful." And,
undergraduate students are frequently intimidated by these discussions because
they are largely unfamiliar with theory and methods. Kathleen S. Lowney offers
an exercise that should help your students in her article, “Reducing ‘Theory
Anxiety’ Through Puzzles” (Teaching Sociology, 26, January, 1998: 69-73).
4. William T. Markham ("Research Methods in the Introductory Course: To Be or
Not to Be?" Teaching Sociology 19, October, 1991: 464-471) observes that introductory
sociology courses usually fail to provide adequate information about
gathering, interpreting, presenting, or evaluating data. Markham points out that
this situation is good for neither students or society. In his article, Markham
presents a comprehensive strategy for integrating methodological issues into
discussions of substantive topics in sociology and social problems. He also
discusses techniques for minimizing students' resistance to learning about research
methods.
5. In conjunction with the interactionist perspective, the concepts of ethnocentrism
and cultural relativity are essential for understanding social problems. Kim
Schopmeyer and Bradley Fisher present some interesting instructional techniques
for exploring ethnocentrism and cultural relativity in their article, "Insiders and
Outsiders: Exploring Ethnocentrism and Cultural Relativity in Sociology Courses"
(Teaching Sociology, 21, April, 1993: 148-153).
6. Have your students put their increased knowledge of dealing with social problems
5

into practice by focusing on the university community: What conditions do they
consider to be social problems on campus? Develop the following scenario with
your students: You are the chairperson of a student governing body on campus
with a budget of $20,000 for the solution of university-related problems. The
budget is obviously limited and will be inadequate to address all of the campus's
problems. Which problems will you select for solution and why? Then, have
students vocalize what criteria they used in their selection of problems to be
addressed given the limited budget.
7. Orchestrate a discussion concerning the types of research investigations on social
problems. Have students evaluate the pros and cons of each of the methods
discussed in the text: demographic studies, survey research, field observation, and
social experiments. Encourage students to consider the ethical issues that are
involved with the use of human subjects in conducting social research.
8. Have each student bring a newspaper or magazine article that discusses a social
problem and a solution for it. The students could then discuss how they would go
about assessing the effectiveness of the solution, considering the issues of
sampling, validity, etc., discussed in the text. Other methodological considerations
can be introduced in lecture. The point of this exercise is to instill in the students
the idea that there are logical and methodological criteria that need to be considered
in evaluating solutions to problems.
SOCIAL PROBLEMS ONLINE: "Researching Social Problems"
Kornblum and Julian point out that the Internet provides extensive resources for
researching social problems and they suggest a number of web sites that will assist
students in their own further exploration of social problems.
You may wish to mention in class that students using the Internet might want to
use one of the Search Engines (e.g., All The Web, Google, Yahoo, Excite, Lycos, Alta
Vista, etc.) and enter key words like "social problems," "social policy," and "public
opinion."
ESSAY QUESTIONS
6

1. According to the definition established in the text, under what conditions does a
social problem exist?
2. From the functionalist perspective, what kinds of social conditions lead to social
problems? Give examples.
3. Describe the social problems as social pathology point of view. In this regard,
how has the functionalist perspective changed since the nineteenth century?
4. Describe the three ways in which social disorganization is manifested.
5. Describe the institution building approach as a modern functionalist position.
6. Outline the Marxian conflict view of deviance.
7. Describe value conflict theory and give examples.
8. Explain the labeling approach to deviant behavior. How does this orientation
relate to the interactionist perspective on social problems?
9. Malcolm Spector and John Kitsuse have outlined the major stages that most social
problems seem to go through. Identify and briefly describe each of the four stages
in their "natural history" approach.
10. Discuss the relationship between the media and social problems. Specifically,
how does the communication revolution during the latter half of the nineteenth
century fit in here?
11. Discuss the four categories of research on social problems, as outlined in the text.
12. Describe the Zimbardo experiment concerning "prisoners" and "guards." How
does this investigation relate to ethics in social research?
13. Define social policy and give examples with regard to social problems. What is
the difference between the conservative vs. the liberal approach to social policy.?
AUDIOVISUAL AIDS
7

BEHAVIORAL SCIENCES
(1995, 23m, Films for the Humanities and Sciences)
This video explores the "nature-nurture debate," assessing how social behavior is a
combination of genetics and social learning. The presentation may lean a bit more toward
the "nature" side of the debate than some sociologists will prefer, but this assessment can
still be useful for your social problems class.
TRUTH AND CONSEQUENCES: IS AMERICA GOING DOWNHILL?
(2000, 2 parts: 30 m. each, Films for the Humanities and Sciences)
This series poses the question of what has become of the classic American virtues of good
manners and honesty and argues that changes in the American character have promoted a
pervasive attitude of “me first” and “anything goes.” Some obvious links to social
problems are highlighted.
CHANGING KNOWLEDGE, CHANGING REALITY, PROGRAM 10
(1986, 52m, U. of Minn. Film and Video)
This film makes the point that today's "truth" or "facts" will be superseded in the future
as our scientific knowledge changes, and poses the questions: is knowledge itself only
what we make of it? Should we find room for tolerance of other points of view?
MEDIA: TODAY’S GOMORRAH?
(1997, 29m, Insight Media)
This video considers how the depiction of sex and violence in film, television, and on the
Internet affects the individual psychological health as well as the fabric of American
society.
RESEARCH METHODS
(1990, 30m, Insight Media)
This program addresses the impact that social science research can have on the average
person, explaining what sound scientific research methods are and what makes these
methods so important. Emphasis is placed on psychological research, but the discussions
in the video are relevant to social problems.
8

SOCIAL INTERACTION, CONFLICT, AND CHANGE
(1991, 30m, Insight Media)
This presentation examines how people and communities are affected by social conflict
and social change. Role conflict and role strain are mirrored in a variety of illustrations.
The video also makes clear how social stratification, prejudice, discrimination, power, and
collective behavior affect the processes of social change.
SOCIAL ISSUES OF GLOBAL IMPORTANCE
(1995, 28m, Films for the Humanities and Sciences)
This documentary is based on a United Nations conference that was designed to assess
social problems in different nations of the world. If you wish to incorporate an
international perspective in your class, this video will be most useful.
SOCIETIES
(1991, 30m, Insight Media)
This program demonstrates how small, moderate, and complex societies each satisfy basic
human needs. Looking at different societies within the United States, the presentation
illustrates how societies change over time with respect to size, technology, and social
structure. The evolution of social relationships as societies become larger and more
complex is examined. The video also provides a glimpse of how international social
changes have affected both nations and societies.
SOCIOLOGICAL IMAGINATION
(1991, 30m, Insight Media)
This is a series of over 20 videos, each 30 minutes in length, that have been constructed
specifically for use in college-level introductory sociology courses. Specific installments
in this series will be listed elsewhere in this manual.
THEORY
(1979, 18m, Playback Associates)
The universal need to tell stories, to explain what has happened and what structures the
9

universe and the individual's experience, is the foundation of theory making. This film
permits the viewer to understand how theory functions in explaining phenomena.
VISIONS OF AMERICA
(1990, 58m, Films for the Humanities and Sciences)
In this film, seven well known Americans (Hank Aaron, Dave Barry, Jimmy Carter,
Barbara Mandrell, John McLaughlin, Gloria Steinem, and Amy Tan) have a lot to say
about America. What they say reveals an America fraught with both opportunities and
serious problems, full of struggle and prejudice, and simultaneously characterized by
patriotism and irreverence. Their "visions" are original essays by these distinguished
citizens which have been translated into video portraits of American life and values.
WORLDS OUT OF TIME
(1995, 48m, Insight Media)
This video examines the impact of mass communication on world societies, illustrating
that while a unified digital culture marks the end of many traditional societies, it also
offers possible solutions to many social problems.
WRITING FOR THE SOCIAL SCIENCES
(1991, 30m, Insight Media)
This video illustrates procedures for technical writing with lively examples that are
relevant to social problem issues. The program teaches viewers how to restate or
paraphrase a written work in the social sciences and condense it into a summary. If you
plan to emphasize research methods in your course, this presentation could be helpful.
10