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Sociology: The Essentials, 

10e Chapter 15: Economy and

Politics

Icebreaker: Robots v. People   (15 minutes) 

• Robots are taking over jobs that used to be held by people. Brainstorm with a partner to identify and list occupations that have been impacted by automation. For a time reference, consider occupations that your parents had and the occupation you currently have or the occupation you plan on securing upon graduation. −How might this trend impact the growth in income inequality? −How does automation relate to patterns in educational attainment?

Chapter Objectives (1 of 2)

By the end of this chapter, you should be able to: • Compare different types of economic systems. • Identify the components of change in the contemporary global economy. • Identify the different organizational components of the workplace. • Explain the conditions affecting diverse groups in the workplace. • Compare and contrast sociological theories of work.

Chapter Objectives (2 of 2)

By the end of this chapter, you should be able to: • Compare different types of political systems. • Define different forms of power and authority and the organization. • Analyze patterns of political participation. • Comprehend the organization of the military as a social institution.

Economy and Society (1 of 2)

• Economy is the system by which goods and services are produced, distributed, and consumed. • Postindustrial societies are organized around the provision of information and

services. −The United States has moved from a manufacturing-based economy to an

economy centered on services.

Economy and Society (2 of 2)

• Capitalism is an economic system based on the principles of: • Market competition. • Private property. • The pursuit of profit.

• Socialism is an economic institution characterized by: − State ownership and management of the basic industries. − State, not individual, ownership of the means of production.

Debate Activity   (30 minutes)

• Divide the class into two groups to debate the pros and cons of capitalism versus socialism. Students are likely familiar with capitalism but may be less familiar with socialism. Each team will be given time to prepare a list of: −The pros and cons of capitalism. −The pros and cons of socialism.

• One team will present their position for capitalism and the other team will present their position for socialism.

The Changing Global Economy (1 of 6)

• Global economy: all dimensions of the economy now cross national borders including: − Investment −Production −Management

• The economy in one nation now affects countries throughout the world.

The Changing Global Economy (2 of 6)

• Multinational corporations: −Receive a large share of their revenues from foreign investments. −Conduct business across national borders. −Are increasingly powerful with influence around the globe.

The Changing Global Economy (3 of 6)

• Today’s workforce is older, includes more women, and is more racially and ethnically diverse than ever before. −As the U.S. population becomes more diverse, diversity in the labor market

will continue to grow. −Diversity is a common result of economic restructuring.

The Changing Global Economy (4 of 6)

• Deindustrialization: the transition from a goods-producing economy to a service-based economy. −The human cost of deindustrialization can be severe.

• Deindustrialization has caused job displacement. −The permanent loss of certain types of jobs when employment patterns shift

(relocating manufacturing jobs overseas).

The Changing Global Economy (5 of 6)

• Automation: −Human labor is replaced by machines. −Eliminates many repetitive and tiresome tasks. −May make workers subservient to machines.

The Changing Global Economy (6 of 6)

• Today the U.S. labor force has an increased amount of immigrant labor (40 million foreign-born people, of which 44% have become U.S. citizens). − Immigration has therefore changed the composition of the workforce. − It has also stimulated intense political debate.

Social Organization of the Workplace   (1 of 3)

• Work is the productive human activity that creates goods or services. • Emotional labor is work specifically intended to produce a desired state of mind

in a client and often involves putting on a false front before clients. • The division of labor is the systematic interrelatedness of different tasks that

develop in complex societies.

Discussion Activity   (20 minutes)

• What does Arlie Hochschild define as “emotional labor,” and what are a few examples of jobs or careers where emotional labor is necessary? • What are the hidden costs of these demands?

Social Organization of the Workplace   (2 of 3)

• The class division of labor. − Can be observed by looking at the type of work done by people with different

educational backgrounds − Education is a fairly reliable indicator of class.

• The gender division of labor refers to the different types of work that women and men do in society.

• The dual labor market consists of the primary labor market (higher wages, benefits, and stability) and the secondary labor market (low wages, high turnover, no job protection). −Women and minorities are most likely to be employed in the secondary labor market.

Social Organization of the Workplace   (3 of 3)

• The glass ceiling is the term that describes the limits to advancement that women, as well as racial-ethnic people and minorities, experience at work.

Diverse Groups/Diverse Work Experiences   (1 of 3)

• Unemployment rate, defined as the percentage of those not working but officially defined as looking for work. −As of 2018, the unemployment rate was lower than 4—that is, approximately

4% of the labor force (in 2010 it was as high as 9.6). −The official rate excludes many (people who have stopped looking for work,

for example). −Underemployment is the condition of being employed at a skill level below

what would be expected given a person’s training, experience, or education.

Diverse Groups/Diverse Work Experiences   (2 of 3)

• Sexual harassment is legally defined as unwanted physical or verbal sexual behavior that occurs in the context of a relationship of unequal power and that is experienced as a threat to the victim’s job or educational activities. • Two forms:

−Quid pro quo (“this for that”)—forces sexual compliance in exchange for an employment or educational benefit. −Creation of a hostile working environment—unwanted sexual behaviors

are a continuing condition of work.

Diverse Groups/Diverse Work Experiences   (3 of 3)

• Although there is increasing acceptance of lesbians and gay men generally, persistent homophobia can affect: −Self-esteem. −Productivity. −General well-being of gay and lesbian workers.

• The Americans with Disabilities Act (1990) protects people with disabilities from discrimination in employment and stipulates that employers and other providers must provide “reasonable accommodation.”

Sociological Theories of Economy and Work   (1 of 3)

• Functionalism: work and the economy are a functional necessity for society. −The more able are “sorted” into prestigious occupations that pay more

because they are more valuable (more “functional”) for society. • Functionalist theory also argues that when society changes too rapidly, work

institutions generate social disorganization. −This may create alienation, a feeling of powerlessness and separation from

society.

Sociological Theories of Economy and Work   (2 of 3)

• Conflict theorists view the transformations taking place in the workplace as the result of inherent tensions in the social systems. −Class conflict is then a major element of the social structure of work. −Wage inequality is one way that systems of race, class, and gender are

maintained. −Mental labor is valued over manual labor.

Sociological Theories of Economy and Work   (3 of 3)

• Symbolic interaction theorists analyze what work means to people and how interactions in the workplace form social bonds. • Studies examine:

−How new workers learn their roles. −How workers’ identities are shaped by social interactions in the workplace.

Collaborative Activity   (30 minutes)

• Divide the class into three groups or teams and have each of them select one of the theoretical perspectives. Then have them brainstorm on how work and the economy are understood from each of these perspectives. • After 15-20 minutes, have each group present to the class their analysis of work

and economy from their chosen theoretical perspective.

Power, Politics, and Government (1 of 3)

• The state: −Refers to the organized system of power and authority in society. − Is an abstract concept. − Includes the government, the legal system, the police, and the military.

• Theoretically, the state exists to regulate social order. −This ranges from individual behavior and interpersonal conflicts to

international affairs.

Power, Politics, and Government (2 of 3)

• The state’s role includes: −Determining the rights and privileges of various groups. −Deciding which actions are legitimate and which are not. − Influencing public opinion through the media.

Power, Politics, and Government (3 of 3)

• Democracies: a representative government with elections by the population and, typically, a multiparty political system. • Authoritarian: power is concentrated in the hands of very few individuals who

rule through centralized power and control. • Nationalism is the strong identity associated with an extreme sense of

allegiance to one’s culture or nation. −Often excludes interdependent relations with others.

Power, Authority, and Bureaucracy (1 of 3)

• Power is the ability of one person or group to exercise influence and control over others. −Power can be legitimate—accepted by the members of society as right and

just—or it can be illegitimate. • Authority is power perceived by others as legitimate and formal.

−Authority emerges not from the exercise of power, but from the belief of the constituents that the power is legitimate.

Power, Authority, and Bureaucracy (2 of 3)

• Traditional authority stems from long-established patterns that give certain people or groups legitimate power in society. • Charismatic authority is derived from the personal appeal of a leader. • Rational-legal authority stems from rules and regulations, typically written

down as laws, procedures, or codes of conduct. −This is the most common form of authority in the contemporary United States.

Power, Authority, and Bureaucracy (3 of 3)

• A bureaucracy is a formal organization with: −An authority hierarchy. −A clear division of labor. −Explicit rules. −An impersonal and formal atmosphere.

• Bureaucratic power comes from the accepted legitimacy of the rules, not personal ties to individuals. −The rules may change, but they do so through formal, bureaucratic

procedures.

Collaborative Activity   (25 minutes)

• Working in small groups, have students discuss the difference between power and authority. −Describe a time when you used power. Was it legitimate or illegitimate? −Describe a time when you used authority. What type of authority did you use? −Which are you more likely to respond favorably to, power or authority? Why?

Theories of Power (1 of 3)

• Pluralist model: social power comes from representing diverse interests. −Assumes that democratic government works to balance different interests of

groups. −Has its origins in functionalist theory. −Helps explain the importance of political action committees (PACs)—

groups of people who organize to support candidates who represent their views.

Theories of Power (2 of 3)

• Power elite model: Dominant/ruling class controls all the major institutions in society; the state itself is how the ruling class exercises its power. −The state is an expression of the will of the ruling class. −There is a strong link between government and business. −Has its origins in conflict theory.

Theories of Power (3 of 3)

• The autonomous state model interprets the state as its own major constituent. −Argues that the state has its own interests. −Promotes interests independently of the public that it allegedly serves. −Example: the huge government apparatus in the United States.

• Feminist theorists argue that men have the most important power in society. −Some feminist theorists argue that all state institutions reflect men’s interests.

Government: Power and Politics in a Diverse Society (1 of 4)

• The government is one of several institutions that make up the state. − Its institutions represent the population, making rules that govern society. −U.S. government is a democracy based on representing all people through

the right to vote.

Government: Power and Politics in a Diverse Society (2 of 4)

• Among democratic nations, the United States has one of the lowest voter turnouts. − In the 2016 presidential election, the percentage of eligible voters who went

to the polls was only 58% of the population, less than the all-time high of 62% in the 2008 election. −Older, better educated, and financially better-off people are the most likely to

vote. −Voter suppression has become an increasing concern. −Women and racial-ethnic minorities are still vastly underrepresented in our

government.

Government: Power and Politics in a Diverse Society (3 of 4)

Source: DeSilver, Drew. 2017 (May 25). “U.S. Trails Most Developed Countries in Voter Turnout.” Washington, DC: Pew Research Center. www.pewresearch.org/fact-tank/2017/05/15/u-s-voter-turnout-trails-most-developed-countries/

• Figure 15-4 International Voter Turnout, 2013–2017. As you can see, the United States has lower voter turnout in national elections than other industrialized nations. • How would you explain this in

sociological terms?

Government: Power and Politics in a Diverse Society (4 of 4)

• The number of women and minorities in government has increased, though they are still underrepresented at the federal and state levels. • Women and minority candidates receive large political support from local groups,

but not at the national level. • The power of white, male incumbents is a disadvantage to any new candidate.

The Military as a Social Institution  (1 of 2)

• The military is a powerful/influential institution in almost all societies. • The military is the single largest

employer in the United States. • Approximately 2.4 million men and

women serve in the U.S. military. • The military is one of the most

hierarchical social institutions.

Image: JIM WATSON/Getty Images

The Military as a Social Institution  (2 of 2)

• Privatization of the military—more military functions are outsourced to private employers. • With privatization, the military becomes more of a business.

−Corporations reap profits on activities that once were not for profit (for example, building contracts and security).

Assessment 1

__________ is a type of society that is organized around the provision of information and services. A. Hunting and gathering society B. Agricultural society C. Postindustrial society D. Industrial society

Assessment 1 Answer

C. Postindustrial society

Assessment 2

Which type of authority stems from rules and regulations? A. Rational-legal B. Traditional C. Charismatic D. Authoritarian

Assessment 2 Answer

A. Rational-legal

Assessment 3

The term for any constituency in society organized to promote its own agenda, such as the National Organization for Women (NOW) and Mothers Against Drunk Driving (MADD,) is __________. A. Bureaucracy B. Political action committee (PAC) C. Interest group D. Corporation

Assessment 3 Answer

B. Political action committee (PAC)

Summary

Click the link to review the objectives for this presentation. Link to Objectives