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Introduction to Sociology 3e

1.4 Why Study Sociology?

Introduction to Sociology 3e1.4 Why Study Sociology?
  1. Preface
  2. 1 An Introduction to Sociology
    1. Introduction
    2. 1.1 What Is Sociology?
    3. 1.2 The History of Sociology
    4. 1.3 Theoretical Perspectives in Sociology
    5. 1.4 Why Study Sociology?
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  3. 2 Sociological Research
    1. Introduction
    2. 2.1 Approaches to Sociological Research
    3. 2.2 Research Methods
    4. 2.3 Ethical Concerns
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  4. 3 Culture
    1. Introduction
    2. 3.1 What Is Culture?
    3. 3.2 Elements of Culture
    4. 3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change
    5. 3.4 Theoretical Perspectives on Culture
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  5. 4 Society and Social Interaction
    1. Introduction
    2. 4.1 Types of Societies
    3. 4.2 Theoretical Perspectives on Society
    4. 4.3 Social Constructions of Reality
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  6. 5 Socialization
    1. Introduction
    2. 5.1 Theories of Self-Development
    3. 5.2 Why Socialization Matters
    4. 5.3 Agents of Socialization
    5. 5.4 Socialization Across the Life Course
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  7. 6 Groups and Organization
    1. Introduction
    2. 6.1 Types of Groups
    3. 6.2 Group Size and Structure
    4. 6.3 Formal Organizations
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  8. 7 Deviance, Crime, and Social Control
    1. Introduction
    2. 7.1 Deviance and Control
    3. 7.2 Theoretical Perspectives on Deviance and Crime
    4. 7.3 Crime and the Law
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  9. 8 Media and Technology
    1. Introduction
    2. 8.1 Technology Today
    3. 8.2 Media and Technology in Society
    4. 8.3 Global Implications of Media and Technology
    5. 8.4 Theoretical Perspectives on Media and Technology
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  10. 9 Social Stratification in the United States
    1. Introduction
    2. 9.1 What Is Social Stratification?
    3. 9.2 Social Stratification and Mobility in the United States
    4. 9.3 Global Stratification and Inequality
    5. 9.4 Theoretical Perspectives on Social Stratification
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  11. 10 Global Inequality
    1. Introduction
    2. 10.1 Global Stratification and Classification
    3. 10.2 Global Wealth and Poverty
    4. 10.3 Theoretical Perspectives on Global Stratification
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  12. 11 Race and Ethnicity
    1. Introduction
    2. 11.1 Racial, Ethnic, and Minority Groups
    3. 11.2 Theoretical Perspectives on Race and Ethnicity
    4. 11.3 Prejudice, Discrimination, and Racism
    5. 11.4 Intergroup Relationships
    6. 11.5 Race and Ethnicity in the United States
    7. Key Terms
    8. Section Summary
    9. Section Quiz
    10. Short Answer
    11. Further Research
    12. References
  13. 12 Gender, Sex, and Sexuality
    1. Introduction
    2. 12.1 Sex, Gender, Identity, and Expression
    3. 12.2 Gender and Gender Inequality
    4. 12.3 Sexuality
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  14. 13 Aging and the Elderly
    1. Introduction
    2. 13.1 Who Are the Elderly? Aging in Society
    3. 13.2 The Process of Aging
    4. 13.3 Challenges Facing the Elderly
    5. 13.4 Theoretical Perspectives on Aging
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  15. 14 Relationships, Marriage, and Family
    1. Introduction
    2. 14.1 What Is Marriage? What Is a Family?
    3. 14.2 Variations in Family Life
    4. 14.3 Challenges Families Face
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  16. 15 Religion
    1. Introduction
    2. 15.1 The Sociological Approach to Religion
    3. 15.2 World Religions
    4. 15.3 Religion in the United States
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  17. 16 Education
    1. Introduction
    2. 16.1 Education around the World
    3. 16.2 Theoretical Perspectives on Education
    4. 16.3 Issues in Education
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  18. 17 Government and Politics
    1. Introduction
    2. 17.1 Power and Authority
    3. 17.2 Forms of Government
    4. 17.3 Politics in the United States
    5. 17.4 Theoretical Perspectives on Government and Power
    6. Key Terms
    7. Section Summary
    8. Section Quiz
    9. Short Answer
    10. Further Research
    11. References
  19. 18 Work and the Economy
    1. Introduction to Work and the Economy
    2. 18.1 Economic Systems
    3. 18.2 Globalization and the Economy
    4. 18.3 Work in the United States
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  20. 19 Health and Medicine
    1. Introduction
    2. 19.1 The Social Construction of Health
    3. 19.2 Global Health
    4. 19.3 Health in the United States
    5. 19.4 Comparative Health and Medicine
    6. 19.5 Theoretical Perspectives on Health and Medicine
    7. Key Terms
    8. Section Summary
    9. Section Quiz
    10. Short Answer
    11. Further Research
    12. References
  21. 20 Population, Urbanization, and the Environment
    1. Introduction
    2. 20.1 Demography and Population
    3. 20.2 Urbanization
    4. 20.3 The Environment and Society
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. Further Research
    10. References
  22. 21 Social Movements and Social Change
    1. Introduction to Social Movements and Social Change
    2. 21.1 Collective Behavior
    3. 21.2 Social Movements
    4. 21.3 Social Change
    5. Key Terms
    6. Section Summary
    7. Section Quiz
    8. Short Answer
    9. References
  23. Answer Key
    1. Chapter 1
    2. Chapter 2
    3. Chapter 3
    4. Chapter 4
    5. Chapter 5
    6. Chapter 6
    7. Chapter 7
    8. Chapter 8
    9. Chapter 9
    10. Chapter 10
    11. Chapter 11
    12. Chapter 12
    13. Chapter 13
    14. Chapter 14
    15. Chapter 15
    16. Chapter 16
    17. Chapter 17
    18. Chapter 18
    19. Chapter 19
    20. Chapter 20
    21. Chapter 21
  24. Index

Learning Objectives

By the end of this section, you should be able to:

  • Explain why it is worthwhile to study sociology.
  • Identify ways sociology is applied in the real world.
A Photograph of Mamie and Kenneth Clark next to each other.
Figure 1.9 The research of Kenneth and Mamie Clark helped the Supreme Court decide to end “separate but equal” racial segregation in schools in the United States. (Credit: University of Texas)

When Elizabeth Eckford tried to enter Central High School in Little Rock, Arkansas, in September 1957, she was met by an angry crowd and was turned away by authorities. But she knew she had the law on her side. Three years earlier in the landmark Brown vs. the Board of Education decision, the U.S. Supreme Court had overturned twenty-one state laws that allowed Black and White people to be taught in separate school systems as long as the school systems were “equal.” The decision was nothing short of momentous, not only for education, but for a number of other segregation and discrimination issues that have lasted into this decade. And in that momentous decision, the Supreme Court cited the research of the husband-and-wife team of social scientists, Kenneth and Mamie Clark, as evidence that segregation generates in minority students a feeling of inferiority. In the ‘doll test,’ for example, the Clarks showed children four dolls, two with white skin and yellow hair and two with brown skin and black hair. When asked which doll they preferred, the majority of Black children chose the doll with the light skin doll, and they assigned positive characteristics to it. Most of the Black children discarded the doll with the brown skin—the one that had a closer resemblance to themselves.

When asked to choose the doll that looked like them, many children left the room, started to cry, and/or became depressed. The Clarks’ research contributed to the Supreme Court’s conclusion that separate but equal was damaging to students, and that separate facilities are unequal.

Sociology and a Better Society

Since it was first founded, many people interested in sociology have been driven by the scholarly desire to contribute knowledge to this field, while others have seen it as way not only to study society but also to improve it. Besides desegregation, sociology has played a crucial role in many important social reforms, such as equal opportunity for women in the workplace, improved treatment for individuals with mental handicaps or learning disabilities, increased accessibility and accommodation for people with physical handicaps, the right of native populations to preserve their land and culture, and prison system reforms.

The predominant American sociologist, the late Peter L. Berger (1929–2017), in his 1963 book, Invitation to Sociology: A Humanistic Perspective, describes a sociologist as “someone concerned with understanding society in a disciplined way.” He asserts that sociologists have a natural interest in the monumental moments of people’s lives, as well as a fascination with banal, everyday occurrences. Berger also describes the “aha” moment when a sociological theory becomes applicable and understood:

[T]here is a deceptive simplicity and obviousness about some sociological investigations. One reads them, nods at the familiar scene, remarks that one has heard all this before and don’t people have better things to do than to waste their time on truisms—until one is suddenly brought up against an insight that radically questions everything one had previously assumed about this familiar scene. This is the point at which one begins to sense the excitement of sociology. (Berger, 1963)

Sociology can be exciting because it teaches people ways to recognize how they fit into the world and how others perceive them. Looking at themselves and society from a sociological perspective helps people see where they connect to different groups based on the many different ways they classify themselves and how society classifies them in turn. It raises awareness of how those classifications—such as economic and status levels, education, ethnicity, or sexual orientation—affect perceptions.

Sociology teaches people not to accept easy explanations. It teaches them a way to organize their thinking so that they can ask better questions and formulate better answers. It makes people more aware that there are many different kinds of people in the world who do not necessarily think the way they do. It increases their willingness and ability to try to see the world from other people’s perspectives. This prepares them to live and work in an increasingly diverse and integrated world.

Sociology in the Workplace

Employers continue to seek people with what are called “transferable skills.” This means that they want to hire people whose knowledge and education can be applied in a variety of settings and whose skills will contribute to various tasks.

Studying sociology can provide people with this wide knowledge and a skill set that can contribute to many workplaces, including

  • an understanding of social systems and large bureaucracies;
  • the ability to devise and carry out research projects to assess whether a program or policy is working;
  • the ability to collect, read, and analyze statistical information from polls or surveys;
  • the ability to recognize important differences in people’s social, cultural, and economic backgrounds;
  • skills in preparing reports and communicating complex ideas; and
  • the capacity for critical thinking about social issues and problems that confront modern society. (Department of Sociology, University of Alabama-Huntsville)

Sociology prepares people for a wide variety of careers. Besides actually conducting social research or training others in the field, people who graduate from college with a degree in sociology are hired by government agencies and corporations in fields such as social services, counseling (e.g., family planning, career, substance abuse), community planning, health services, marketing, market research, and human resources. Even a small amount of training in sociology can be an asset in careers like sales, public relations, journalism, teaching, law, and criminal justice.

Sociology in the Real World

Social Networking Consequences

You’ve probably heard a cautionary story that goes something like this: A high school student spent years working hard, engaging in their community, helping others, and generally growing into a positive and promising young adult. During senior year, they start the college application process, and after a couple of interviews and other interactions, things are looking bright at several of their top choices. But when the time arrives for those fateful notifications about acceptance or rejection, the student and their family are shocked to get rejected from all schools but one. Inquiries from family members and guidance counselors had no results. The only news came in the form of a letter three weeks later from the one school that had accepted the student.

“...After an initial investigation, the University has determined that several posts attributed to you violate our policies, and are offensive and troubling...”

The letter’s remaining two pages detailed the ongoing investigation and outlined the potential outcomes. But that one statement said it all: The student had posted something offensive on social media, and their prospective colleges had found it.

Two years earlier, at the beginning of sophomore year, the student had posted two comments and a meme that mocked a classmate who had been assaulted at a party. Even thought the student had removed them within a few days, the posts lived on in other forums and on a few friends’ pages; there was also the possibility that someone had screen-grabbed them. While social media posts are protected forms of speech in relation to the government, colleges can review them as they evaluate applicants. Employers can do the same, as can romantic partners or even volunteer organizations.

You may believe that a 15-year-old’s social media comments should not impact them years later. Or you may feel that someone who jokes about assault may be a risk to commit a similar act or fail to stop or report one. Sociologists may consider all of those assumptions, and may seek answers or information through research to uncover the impacts, risks, tendencies, and outcomes on the different groups involved. For example, a sociologist might work to discover answers to the following questions:

  • Is abusive speech or assault less likely to occur at colleges that screen applicants’ social media posts?
  • Do sensitivity trainings or cultural competency programs have an effect on online speech?
  • Do colleges treat all community members equally when they discover someone has posted offensive comments or other content?
  • Are algorithms and artificial intelligence used to detect problematic comments biased against certain people or communities?

None of these questions could be answered by a single study or even a group of them. But like the Supreme Court’s use of Mamie and Kenneth Clarke’s research, college administrators, high school counselors, and technology companies can use the outcomes of research and analysis to make decisions or implement programs.

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