in the field of sociology, many of whom have high name recognition or are award-winning scholars. In fact, only 4 of the 58 readings are not authored by sociologists or other social scientists but instead are written by investigative journalists, such as Gywnne Dyer, Chrystia Freeland, and Charlie LeDuff. I also maintain a critical balance of classical (14 percent) and contemporary readings (86 percent). In this volume there are eight classic pieces that are insightful readings, and they lay the groundwork for enhanced sociological understanding. Other changes I have made include adding a new reading in the culture section on global parenting by Pei-Chia Lan and a new reading on negotiating space in gang neighborhoods by Randol Contreras. There also is a new reading in the Power and Politics section by Charles Derber and Yale R. Magrass on their timely research on employers using bullying in the workplace. I also have updated several other sections of the anthology, including the sections on the mass media, medicine and health care, and social change.
Overall, I have added several new selections to this edition of Mapping the Social Landscape to keep this collection cutting-edge with contemporary sociological research that illustrates timely analyses of social issues and the intersections between race, social class, and gender. As a whole, the readings examine critical sociological issues including gender socialization in children, the new global elites, poor women and motherhood, indigenous protests of the Dakota Oil Pipeline, black male nurses and the glass escalator, the failure of health care during Katrina, the racialization of Muslims in the United States, transgender people and gender panics, the admission policies of elite colleges, racism and health, gender and televised sports, and race, wealth, and home ownership. Among these readings are some selections that I consider to be contemporary classics in that they provide an overview of the discipline of sociology or a specific content area. These readings include the research by Matthew Desmond and Mustafa Emirbayer on racial domination, Debra Van Ausdale and Joe Feagin on preschool children’s understandings of race, Evelyn Nakano Glenn’s compelling research on skin lighteners and the racialized beauty ideal, and an essay from Dalton Conley’s collection Everywhere USA, in which he discusses the changes in the relationships between individuals and groups in society. In this edition I also have added another important work by Ruth Milkman on post-2008 millennial involvement in social movements. Based on the reviewers’ comments, I also have included eight readings that have a global emphasis, and at least seven readings in the anthology address sexuality.
In the seventh edition I brought back the piece by Kathryn Edin and Maria Kefalas from Promises I Could Keep: Why Poor Women Put Motherhood before Marriage. So many reviewers and faculty who have used this anthology wanted to see Edin and Kefalas’s research returned. Please know that every time I revise an edition, I have to cut some pieces that I think are excellent but that do not review well with other teachers or because the permission costs have become prohibitive. I know these changes can be frustrating for some of you, but I think the students will find the newer pieces in this edition to be more accessible and interesting. Of course, for all of the readings, I have tried to choose selections that are not only compelling to students but also demonstrate well the diversity within the discipline of sociology in terms of sociological theory, research methods, or area of research. I am still looking for excellent contemporary pieces that illustrate C. Wright Mills’s concept of the sociological imagination and appreciate any suggestions you may have for it or other potential readings for future editions. Please note that I welcome feedback from professors and students on this edition of Mapping the Social Landscape. You can e-mail me at Grinnell College. My e-mail address is [email protected].
Supplemental Learning Materials
An accompanying test bank contains multiple choice and essay questions for each reading.
Instructors can access this password-protected test bank and lecture notes on the website that accompanies the ninth edition of Mapping the Social Landscape at edge.sagepub.com/fergusonmapping9e.
Acknowledgments
The completion of this book involved the support and labor of many people. I would like to begin by acknowledging my former sociology editor, Serina Beauparlant of Mayfield Publishing Company, who challenged me, over 25 years ago, to take on this project. Much of Serina’s vision is contained within the structure of this book. Over the years we spent many hours on the telephone debating the strengths and weaknesses of various readings. Serina, if I am a clutch hitter, then you are the phenomenal batting coach. I could not have asked for a more thoughtful and attentive sociology editor. Thank you for initiating this project with me.
Over the past 25 years, more than 100 sociologists have reviewed drafts of the manuscript and provided me with valuable observations concerning the readings and teaching introductory sociology. First and foremost, I want to acknowledge the early insights of Agnes Riedmann, who suggested several key pieces in the first draft. I also appreciate the suggestions for selections made by Joan Ferrante, Annette Lareau, and Michael Messner.
My special thanks go to Arnold Arluke, Northeastern University; Joanne M. Badagliacco, University of Kentucky; Gary L. Brock, Southwest Missouri State University; Tom Gerschick, Illinois State University; Thomas B. Gold, University of California at Berkeley; Jack Harkins, College of DuPage; Paul Kamolnick, East Tennessee State University; Peter Kivisto, Augustana College; Fred Kniss, Loyola University; Diane E. Levy, University of North Carolina at Wilmington; Peter Meiksins, Cleveland State University; Roslyn Arlin Mickelson, University of North Carolina at Charlotte; and Carol Ray, San Jose State University, for their feedback on the first edition of the manuscript. As a team of reviewers, your detailed comments were enormously helpful in the tightening and refining of the manuscript. Moreover, your voices reflect the rich and varied experiences with teaching introductory sociology.
For the second edition, I would like to thank the following team of reviewers: Angela Danzi, State University of New York at Farmingdale; Diane Diamond, State University of New York at Stony Brook; Yvonne Downs, State University of New York at Fredonia; Kay Forest, Northern Illinois University; Bob Granfield, University of Denver; Susan Greenwood, University of Maine; Kate Hausbeck, University of Nevada at Las Vegas; Arthur J. Jipson, Miami University; James Jones, Mississippi State University; Carolyn A. Kapinus, Penn State University; J. Richard Kendrick, Jr., State University of New York at Cortland; Mary Kris Mcilwaine, University of Arizona; Kristy McNamara, Furman University; Tracy Ore, University of Illinois at Urbana; Denise Scott, State University of New York at Geneseo; Maynard Seider, Massachusetts College of Liberal Arts; Thomas Soltis, Westmoreland County Community College; Martha Thompson, Northeastern Illinois University; Huiying Wei-Arthus, Weber State University; Adam S. Weinberg, Colgate University; Amy S. Wharton, Washington State University; and John Zipp, University of Wisconsin at Milwaukee.
For the third edition, I would like to thank the following reviewers: Stephen Adair, Central Connecticut State University; Javier Auyero, State University of New York, Stony Brook; David K. Brown, University of Illinois at Urbana-Champaign; Kay B. Forest, Northern Illinois University; Angela J. Hattery, Wake Forest University; Karen Honeycutt, University of Michigan; Neal King, Belmont University; Judith N. Lasker, Lehigh University; Rosemary F. Powers, Eastern Oregon University; Melissa Riba, Michigan State University; Deirdre Royster, University of Massachusetts, Amherst; James T. Salt, Lane Community College; H. Lovell Smith, Loyola College in Maryland; and Thomas Soltis, Westmoreland County Community College.
For the fourth edition, I would like to thank the following reviewers: Kevin J. Delaney, Temple University; Patricia L. Gibbs, Foothill College; Rebecca Klatch, University of California, San Diego; David Rohall, University of New Hampshire; Patricia Shropshire, Michigan State University; Thomas Soltis, Westmoreland County Community College; Kevin A. Tholin, Indiana University, South Bend; and several anonymous reviewers. All of your comments were extremely helpful to me during the revision process.
For the fifth edition, I would like to thank the following reviewers: Thomas Brignall III, Tennessee Tech University; Kenneth
