Social Change, 250 word discussion, sociology homework help

User Generated

NAT164

Humanities

Description

Social Change

The future of the world is uncertain. In fact, there are those who predict a wonderful world where technology and creativity provide a good quality of life for most people, while others predict a world of competition, conflict, and strife. Read Chapter 12 of the text, Sociology: Beyong Common Sense, and the article, The Digital Divide and What to Do About It. Then, watch the video Wade Davis: Dreams From Endangered Cultures. After reading and viewing the required resources, use the sociological theories provided throughout the text to explain why these polar opposites could both occur, and what needs to happen for peace and prosperity to result. In your answer, be sure to offer an explanation of what the digital divide is and why it matters.


Unformatted Attachment Preview

The Digital Divide and What To Do About It Eszter Hargittai papers-at-eszter-dot-com Sociology Department Princeton University This is a pre-print version of the book chapter to appear in the “New Economy Handbook” edited by Derek C. Jones. San Diego, CA: Academic Press. 2003. Please do not post this document on any Web sites or distribute it on any mailing lists. You can point people to its online location here: http://www.eszter.com/papers/c04-digitaldivide.html Thank you. Abstract In a society where knowledge-intensive activities are an increasingly important component of the economy, the distribution of knowledge across the population is increasingly linked to stratification. Much attention among both academic researchers and in policy circles has been paid to what segments of the population have access to the Internet or are Internet users. Although the medium has seen high rates of diffusion, its spread has been unequal both within and across nations. In this chapter, I look at (a) individual-level inequality in Internet access and use in the United States, (b) cross-national variation in connectedness, and (c) inequality from the side of content producers in gaining audiences for their material online. Outline I. Introduction II. Defining the “Digital Divide” III. From Digital Divide to Digital Inequality IV. Global Digital Inequality V. Inequality in Content Production and Distribution VI. Conclusion Acknowledgements Some of the material in this chapter draws on work with Paul DiMaggio to whom I am grateful for many discussions on the topic. I also thank the National Science Foundation (grant IIS0086143) and the Dan David Foundation for supporting this work. Eszter Hargittai The Digital Divide :: 2 Glossary Autonomy of Use: The freedom to use technologies when, where and how one wishes Digital Divide: The gap between those who have access to digital technologies and those who do not; or the gap between those who use digital technologies and those who do not understood in binary terms distinguishing the “haves” from the “havenots” Digital Inequality: A refined understanding of the “digital divide” that emphasizes a spectrum of inequality across segments of the population depending on differences along several dimensions of technology access and use Online Skill: The ability to use the Internet effectively and efficiently Portal: a Web site that primarily presents itself as a one-stop point-of-entry site to the content of the Web Universal Service: Policy to ensure that everyone has affordable access to the telecommunications network Eszter Hargittai The Digital Divide :: 3 I. Introduction In a society where knowledge-intensive activities are an increasingly important component of the economy, the distribution of knowledge across the population is increasingly linked to stratification. The mass diffusion of the Internet across the population has led many to speculate about the potential effects of the new medium on society at large. Enthusiast have heralded the potential benefits of the technology suggesting that it will reduce inequality by lowering the barriers to information allowing people of all backgrounds to improve their human capital, expand their social networks, search for and find jobs, have better access to health information and otherwise improve their opportunities and enhance their life chances. In contrast, others caution that the differential spread of the Internet across the population will lead to increasing inequalities improving the prospects of those who are already in privileged positions while denying opportunities for advancement to the underprivileged. Much attention among both academic researchers and in policy circles has been paid to what segments of the population have access to the Internet or are Internet users. Access is usually defined as having a network-connected machine in one’s home or workplace. Use more specifically refers to people’s actual use of the medium beyond merely having access to it. The “digital divide” is most often conceptualized in binary terms: someone either has access to the medium or does not, someone either uses the Internet or does not. In this chapter, I offer a refined understanding of the “digital divide” to include a discussion of different dimensions of the divide focusing on such details as quality of equipment, autonomy of use, the presence of social support networks, experience and online skill. In addition to discussing inequalities at the national level, I also look at the unequal diffusion of the Internet across countries. Furthermore, I consider the divide that exists at the level of content production and distribution. Finally, I discuss what type of policy approach may help in avoiding possible new inequalities emerging from differential access to and use of the Internet. Eszter Hargittai The Digital Divide :: 4 II. Defining the “Digital Divide” Although the Internet has been around for several decades, it saw wide diffusion only in the second part of the 1990s. Its growth has been especially large since the emergence of graphical browser software for the Web in 1993. The number of Americans online grew from 25 million in 1995 when only three percent of Americans had ever used the Internet to 83 million in 1999, with 55 million Americans going online on a typical day in mid-2000. In 1994, just 11 percent of U.S. households had online access. By the end of 1998 this figure had grown to 26.2 percent. Less than two years later it stood at 41.5 percent, and well over 50 percent of individuals between the ages of 9 and 49 reported going online at home, work, or some other location. By 2001, over half of the American population was using the Internet on a regular basis (see Figure 1 for basic Internet user statistics in the United States over time). Figure 1. The percentage of the adult US population online, 1994-2001 With the rise of the Internet’s importance in all spheres of life there has been an increasing concern regarding the patterns of its diffusion across the population. Reports have documented the presence of an Internet “digital divide”, i.e. inequalities in access to and use of the medium, with lower levels of connectivity among women, racial and ethnic minorities, people with lower incomes, rural Eszter Hargittai The Digital Divide :: 5 residents and less educated people. (See Figures 2-7 for information about the percentage of various population groups online.) Figure 2. The percentage of racial groups online among the adult US population, 19942001 Figure 3. The percentage of racial groups online among the adult US population, 19942001 Eszter Hargittai The Digital Divide :: 6 Figure 4. The percentage of non-Hispanic and Hispanic groups online among the adult US population, 1994-2001 Figure 5. The percentage of groups with different income online among the adult US population, 1994-2001 Eszter Hargittai The Digital Divide :: 7 Figure 6. The percentage of urban and non-urban groups online among the adult US population, 1994-2001 Figure 7. The percentage of groups with different educational attainment online among the adult US population, 1994-2001 Eszter Hargittai The Digital Divide :: 8 While most reports identify differences among various segments of the population, over time studies emphasize the increasing diffusion of the medium among the population at large. There is considerable disagreement about whether inequalities in access and use are increasing or decreasing across different demographic categories. Some argue that with time the majority of the population will be online and no policy intervention is necessary to achieve equal distribution of the medium across the population (Compaine 2001). Others emphasize the increasing differences among various segments of the population at large (Dickard 2002). These approaches are in stark contrast despite the fact that most of these reports often rely on the same source of data: the Computer and Internet Use Supplement of the Current Population Survey administered by the U.S. Census Bureau. The positions differ because there are different ways in which one can interpret the data. Let us consider, for example, the Internet use statistics for Hispanics and non-Hispanics (see Figure 4). It is certainly the case that use has dramatically increased in both segments of the population: the percentage of Hispanics online has grown from 5.6 percent in 1994 to 31.4 percent in 2001 while the percentage of non-Hispanics online increased from 13.3 to 56.9 percent. From this perspective, Internet use is clearly on the rise in both groups. Moreover, whereas the percentage of non-Hispanics online increased just over four times, the growth among Hispanics was over five-fold. Such interpretation suggests optimism at curbing inequality between groups. However, if we look at Figure 4 we see that the gap between the two lines has increased from 7.7 percentage points in 1994 to 24.5 percentage points by 2001 suggesting that the overall difference in the percentage of users is increasing, potentially leading to more inequality among these two segments of the population. How we interpret the figures has much to do with what type of divide – if any – we see. Comparing penetration rates across population groups is more informative than considering numbers about any one population segment in isolation. Comparison across groups suggests that certain divides persist and in some cases are growing with respect to Internet diffusion. Eszter Hargittai The Digital Divide :: 9 III. From Digital Divide to Digital Inequality Figures 2-7 show that Internet use is spreading at varying rates across different segments of the population. Some have cautioned that the differential spread of the Internet will lead to increasing inequalities benefiting those who are already in advantageous positions and denying access to better resources to the underprivileged. Robert Merton (1973) called this the “Matthew Effect” according to which “unto every one who hath shall be given” whereby initial advantages translate into increasing returns over time. Research on information technologies has found support for this latter expectation. Mass media seem to reinforce knowledge gaps across the population. Past studies have found evidence for this in the realm of general foreign affairs information (Robinson 1967), political knowledge and participation (Eveland and Scheufele 2000), diffusion of daily TV news information (Robinson and Levy 1986) and in a broad range of other information contexts (Gaziano 1983). With respect to the Web, the Matthew effect predicts that those having more experience with technologies and more exposure to various communication media will benefit more from the Web by using it in a more sophisticated manner and for more types of information retrieval. Evidence has already been presented regarding the connection between the use of traditional news and entertainment media, and computers and the Internet (Robinson, Barth and Kohut 1997; Robinson, Levin and Hak 1998). Such findings suggest that use of the Internet leads to greater information gaps. As more people start using the Web for communication and information retrieval, it becomes less useful to merely look at binary classifications of who is online when discussing questions of inequality in relation to the Internet. Rather, we need to start looking at differences in how those who are online access and use the medium. Such a refined understanding of the “digital divide” implies the need for a more comprehensive term for understanding inequalities in the digital age; DiMaggio and Hargittai (2001) suggest that the term “digital inequality” better encompasses the various dimensions along which differences will exist even after access to the medium is nearly universal. Some scholars have suggested ways in which we need to distinguish between different types of Internet use. One such approach (Norris 2001) suggests Eszter Hargittai The Digital Divide :: 10 distinguishing between divides at three levels: the global divide which encompasses differences among industrialized and lesser developed nations; the social divide which points to inequalities among the population within one nation; and a democratic divide which refers to the differences among those who do and do not use digital technologies to engage and participate in public life. Wilson (2000) took this classification a step further by identifying four components of full social access: i) financial access which indicates whether users (individuals or whole communities) can afford connectivity; ii) cognitive access which considers whether people are trained to use the medium, and find and evaluate the type of information for which they are looking; iii) production of content access which looks at whether there is enough material available that suits users’ needs; and iv) political access which takes into account whether users have access to the institutions that regulate the technologies they are using. Warschauer (2002) has also offered an alternative approach suggesting that in addition to the physical sides of access, other factors such as content, language, literacy, education and institutional structures must also be taken into consideration when assessing the level of information and communication technology use in a community. These researchers all call for a more holistic approach to the study of digital inequality. As the refined approaches above illustrate, there are factors beyond mere connectivity that need to be considered when discussing the potential implications of the Internet for inequality. In addition to relying on basic measures of access to a medium, we need to consider the following more nuanced measures of use: 1. technical means (quality of the equipment) 2. autonomy of use (location of access, freedom to use the medium for one’s preferred activities) 3. social support networks (availability of others one can turn to for assistance with use, size of networks to encourage use) 4. experience (number of years using the technology, types of use patterns) These four factors together contribute to one’s level of skill. Skill is defined as the ability to efficiently and effectively use the new technology. Here, I consider these five components which should guide our analyses of digital inequality at the individual user level. Eszter Hargittai The Digital Divide :: 11 Technical means For Internet use several dimensions of equipment quality are relevant to questions of equal access. People who have access to top quality computers with good and reliable Internet connections at home or at work are much more likely to exhibit high levels of sophistication than those without access to such technical resources. Better hardware, better software and faster connection are the infrastructural basis of having access to all that the Web has to offer. When using outdated equipment, more time may be necessary to reach online resources resulting in fewer opportunities for users to acquaint themselves with and explore varied corners of the Web. Users may become frustrated by long download times and the inability to access certain sites potentially leading to less enthusiasm toward the medium and less time spent exploring its features. Autonomy of use Although theoretically many Americans have access to the Internet at a public library, access remains easiest for those who are connected through home or work computers. There are differences in how easily people can reach libraries quickly (e.g. do they live close enough not to require substantial time and monetary commitments to go there), and whether they are free at times when these resources are available (e.g. do their work or family responsibilities make it difficult to capitalize on such resources?). Regarding on-the-job access, those with restrictions on their work computer use will not have the freedom to enhance their online skills due to the limitations placed on them by their employment environments. These differences in autonomy of use are likely to influence people’s level of Web use sophistication. Those who have easier access to resources and more freedom to use them are likely to extract more from the medium. Social support network The literature on the diffusion of innovations emphasizes the importance of social support networks in the spread of new technologies. Those with exposure to innovations in their surroundings are more likely to adopt new technologies such as personal computers. The availability of friends and family who are also Internet users provides support for problems encountered while using the medium and is also a source of new knowledge via advice and recommendations. It is also a source of Eszter Hargittai The Digital Divide :: 12 encouragement to go online as there are more people with whom to communicate and share. For online skills in particular, this implies that people who are able to draw on their social contacts for information on how to use the medium will learn more quickly and will be exposed to a broader repertoire of online services than those who have few people to whom they can turn for advice with their Web use. A study of home computer diffusion found that people were more likely to give up using the technology when they had no neighbors or friends to call on for support (Murdock, Hartmann and Gray 1992). By contrast, people whose social circles include users knowledgeable about the Web can draw on their networks for site recommendations and suggestions when they run into problems. Experience Experience is a relevant dimension to consider because it tells us whether people are investing time in a technology to become familiar enough with it for convenient and efficient use. The amount of prior experience people have with the Internet is likely to affect their online actions. People who require use of a computer and online resources for their job or school will have invested time in acquiring higher level skills in this activity as the acquired knowledge is necessary to perform their work. People who spend more time online – whether at work or any other location – will likely acquire more knowledge about the Web and thus will have better online skills. Finally, people who have been Internet users for longer are expected to be better at finding information online as they have more experiences to draw on. Moreover, these are people who were early adopters and thus tend to be more innovative suggesting more willingness to explore the new medium and familiarize themselves with it. Skill A look at the evolution of how literacy has been defined and refined over time is a helpful comparison to show that the focus on and necessity of basic access to a medium is gradually replaced by more refined understandings of what it means to have efficient access to a communication medium (Kaestle 1991). Whereas initially literacy simply meant the ability to sign one’s name, someone possessing solely those writing skills today would not be deemed literate. Such baseline writing Eszter Hargittai The Digital Divide :: 13 skills today cannot be equated with efficient access to information whether in the form of government documents or job application forms. Similarly, when considering the potential implications of the Internet for social inequality, we cannot rely on a binary classification of who is a user and who is not. Rather, we must also focus on people’s ability to use the technology effectively and efficiently. But how is it possible that skill is a relevant factor when it comes to Internet use given that material posted online – all billions of pages worth – is equally available to all users via the correct Web address? Beyond the hurdle of gaining access to a network-connected machine, the zeros and ones that transfer the multitude of information on the network to the user do not discriminate among people. (It is important to note here that the plans for the next generation Internet protocol (IPv6) would allow routers to discriminate among packets which would lead to increasing inequalities especially with respect to issues discussed in Section V below.) Once the correct Web address is entered, the data are accessed and the information is readily available. But how does a user find the particular Web site? Consider the following scenario. A user is looking for information about political candidates, in particular, she is interested in comparing the views of two presidential candidates about a controversial issue, say abortion. There are thousands of Web sites that describe, critique, and compare political actors. However, a simple search on the candidate’s name or using the word abortion will not yield any obvious results, rather, it will present the user with hundreds if not thousands of possible links to pages with only one of the two topics. In this particular case, a user who understands how search queries can be refined through the use of quotation marks (to signal proximity of terms), the use of Boolean operators (to suggest whether terms should all be included in a search or whether some terms should be explicitly excluded) and through the use of multiple terms in a query will likely turn up helpful results almost regardless of the search engine used. A knowledgeable user may type the following into a search box: gore abortion bush and quickly find relevant results. Nonetheless, even the use of such refined search queries requires additional know-how on the part of the user. Many sites come cluttered with images and text – often in an attempt to make a commercial venture viable – and it sometimes becomes quite challenging to find Eszter Hargittai The Digital Divide :: 14 specific information on a page. Among the one hundred participants in a study that surveyed a random sample of Internet users’ online skills (Hargittai 2003), only one ever used the Find function (available in all browsers and on all platforms) to search for a term on a Web page. In the case of this task, looking for the word “abortion” through use of the Find function would have aided many participants. This action can significantly reduce the effort it takes to find specific content on a page yet almost no one uses it. The findings from this study suggest that users differ significantly in their online skills. As the above examples illustrate, in addition to demographic characteristics the five dimensions of user attributes – technical means, autonomy of use, social support networks, experience and skill – are all important for understanding how exactly technologies are being adopted by users and to what extent their uses are similar across different segments of society. Had such nuanced information been collected on other communication media in their early years, we would have a much better understanding of their true diffusion across the population and how they may have contributed to new social inequalities. The above dimensions of user attributes must all be considered in our discussions of digital inequality but are only starting to become part of researchers’ agendas in the field. (For a discussion of information technology skills and the labor market, see the chapter on “The New Economy and the Organization of Work”. To learn more about how use of the Internet differs amongst segments of the population for job searches, see the chapter on “The Internet and Matching in Labor Markets”. ) IV. Global Digital Inequality Similarly to rapid Internet diffusion within the United States, the number of users has also grown drastically worldwide from approximately 20 million users in 1995 to 520 million in 2001 (see Figure 8 for details). Although at first glance the figures suggest that Internet access is becoming a reality for vast segments of the global population it is important to note that even in 2001 less than ten percent of the world’s inhabitants had ever used the Internet. Moreover, the medium is diffusing at considerably different rates across countries. Figure 9 shows that disproportionate numbers of users are from the North American and European continents whereas other world regions are vastly underrepresented. Most work on Eszter Hargittai The Digital Divide :: 15 international Internet diffusion has tried to uncover the reasons for such differential rates in spread. Figure 8. Number of Internet users worldwide, 1995-2001 (Data source: Nua Internet Surveys) Figure 9. Proportion of Internet users from different geographic regions as compared to proportion of world population in these regions, 2001 (Data source: Nua Internet Surveys) Eszter Hargittai The Digital Divide :: 16 Most initial reports focused on bivariate analyses showing high correlation between economic indicators and diffusion rates. Education has also been considered an important predictor of Internet use cross-nationally. Recently, some more refined studies have also considered the effects of institutional factors. Hargittai (1999) found that among OECD countries, in addition to national wealth, competition in the telecommunications sector was an important predictor of connectivity. Along similar lines, Kiirski and Pohjola (2002) found that access price was an important determinant of connectivity in OECD countries, a factor likely influenced by the telecommunications policy variable. Guillen and Suarez (2002) also found similar effects of regulatory environment when looking at diffusion rates across over one hundred nations. Research on the diffusion of mobile telephony has also found that competition has a positive effect on the spread of the technology (Gruber and Verboven 2001; Koski and Kretschmer 2002). Although in its initial years of mass diffusion the Internet was widely heralded as a potential equalizing tool across nations, the largely unequal patterns of its diffusion globally suggest that it may end up contributing more to rising inequalities rather than leveling the playing field across nations. (See the chapter on “The Adoption and Diffusion of ICT Across Countries: Patterns and Determinants” for more on global diffusion patterns.) V. Inequality in Access to Content Production and Distribution In addition to looking at individual level variables to see how new media are adopted by users we must also consider institutional factors that shape new technologies. The rapid increase in the number of Internet users was complemented by exponential growth in the amount of information available on the Web. In 1995, there were fewer than 20,000 Web sites. That number grew to over 38 million by 2002 representing billions of Web pages with as many as two million pages added daily. A large portion of these billions of Web pages is available on the Web for public use. Any individual or organization with the know-how to create a site can contribute content to the public Web. The technicalities of making such content as available to users as the most popular Web sites are more or less the same. However, information abundance still leaves the problem of attention scarcity. Eszter Hargittai The Digital Divide :: 17 Attention scarcity leads individual creators of content to rely on online gatekeepers to channel their material toward users and leads users to rely on such services to find their way to content on the Web. Web services that categorize online information can be considered gatekeepers on the World Wide Web. The term ‘gatekeeper’ refers to points that function as gates blocking the flow of some material while allowing other information to pass through. Although there may be numerous high quality sites on the Web, there is no guarantee that anyone will find their way to them. The central concern is no longer what is produced, but what consumers hear and know about. Accordingly, gatekeeping activity still occurs, but now takes place at the level of information exposure. Its location has shifted from the decision about what should be produced to control of what materials get to consumers and what they become aware of. Users with more advanced Web use skills will be less dependent on such gatekeepers and can more easily sidestep them to find information of interest to them. In order to understand the implications of gatekeeping for the reachability of online content – whether commercial or not-for-profit content, individual or governmental materials – it is important to distinguish between content that is merely present on the Web in contrast to content that users are readily exposed to. To make this distinction, I use the word ‘available’ to refer to material that exists online and use ‘accessible’ to denote content that is easily within the reach of Web users. Whereas ‘availability’ means mere existence, ‘accessibility’ implies relative ease of reachability. As the amount of Web content grew exponentially, search engines became increasingly important in sifting through online material. According to one survey, 85 percent of users have ever used a search engine (Pew 2002). Although seemingly neutral, search engines systematically exclude certain sites in favor of others either by design or by accident. Search engines index no more than a small portion of all Web pages and even collectively the largest engines only a ccount for a combined coverage of just a fraction of all information online. This suggests that there is great discrepancy between what is physically available on the Web and what information is realistically accessible to users. Eszter Hargittai The Digital Divide :: 18 Undoubtedly, the entry of the private sector into the Internet world encouraged its wide spread and the growth in online content. Search engines and portal sites assist millions of users every day in finding information online. So why is it a problem that commercial interests sometimes guide the content selection on popular sites? The concern is that search engines that are guided by profit motives will point people away from the most relevant and best quality sites in favor of those that have paid the highest bids for placement on the results page regardless of their quality and specific relevance to the search query. Analyses of large-scale search engine usage data suggest that users mainly rely on the first page of results to a search query. A study analyzing almost one billion queries on the AltaVista search engine showed that in 85 percent of the cases users only viewed the first screen of results (Silverstein et al. 1999). Web users’ habits have not changed much over the years. Another study (Spink et al. 2002) compared data on the use of the Excite search engine from 1997, 1999, and 2001 and found that the mean number of results pages users looked at had decreased over time. The data in this study also showed that the majority of users rely on simple queries without the use of advanced search features mentioned earlier. These findings suggest that users heavily rely on sites for presenting them with information rather than using sophisticated search strategies to fine-tune their queries. This implies that information prominently displayed on portal sites – whether selected because of high content value or for commercial reasons – has a good chance of being the destination of visitors. If users do not possess advanced know-how about how content is organized and presented to them online then they are especially at the mercy of what content sites decide to feature prominently and make easily accessible to them. Sites spend significant resources on optimizing their content to show up as results. In fact, an entire industry has sprung up around “search engine optimization” offering advice on how companies and others can best assure that their Web sites climb to the top of search engine results. In contrast, the sites with the most relevant content may be posted by a non-profit or an individual on his or her own initiative and only appear far down the results list because the owners of such sites do not have the resources to optimize for search engine positioning. So Eszter Hargittai The Digital Divide :: 19 the overall concern due to the prominence of commercial interests on the Web is not that users will unknowingly be roped into purchasing information they could otherwise obtain for free – although this may happen as well – but that they may not find what they are looking for or may miss the best available information because those resources are crowded out by the profit-seeking ventures. Accordingly, inequality exists at the level of content production and distribution in the digital world. VI. Conclusion The prevailing approach to the “digital divide” focuses on a binary classification of Internet use merely distinguishing those who are connected from those who do not have access to the medium. Related policy discussions also limit their focus to targeting connectedness without expanding the issue to questions of skill which can only be achieved by also paying serious attention to training. The binary classification is due to historical precedent. U.S. telecommunications policy, for years, has been concerned with “universal service” whereby all citizens should have access to affordable telephone service (Schement 1996). Following this approach, discussions about Internet use have focused on access only at the expense of considering details about use. In the case of the telephone it makes sense to target access only as there are only a limited number of ways in which one may use that medium. In contrast, effective access to the Internet means much more than simply having a network connected machine. Rather, it includes the ability to use the medium effectively and efficiently enabling users to benefit from the medium. These necessary online skills can only be achieved universally by focusing policy not only on improving access but also investing in training. For example, Bolt and Crawford (2000) found that although there has been a rapid increase in the number of public schools offering Internet access, support for the necessary training and staffing has lagged behind. Instead of drawing parallels to policy debates about telephone access when considering Internet access policy, a better analogy is to reflect on the varied dimensions of literacy. We do not think about literacy in binary terms. Children are not simply given a book in first grade and expected to read. Nor are they given excerpts from Shakespeare on their first day of class. Instead, we invest in teaching Eszter Hargittai The Digital Divide :: 20 students how to read gradually. The history of literacy shows that our understanding of functional literacy has evolved considerably over time requiring flexibility in education policy to keep up with the changing landscape. Similarly, it is too simplistic to assume that merely providing an Internet connection to people will obliterate all potential access differences among users. Rather, a more refined approach to the “digital divide”, a more comprehensive understanding of digital inequality is necessary if we are to avoid increasing inequalities among different segments of the population due to disparities in effective access to all that the Internet has to offer. Eszter Hargittai The Digital Divide :: 21 Further Reading Bolt, D., and R. Crawford. 2000. Digital Divide: Computers and Our Children's Future. New York: TV Books. Compaine, B (Ed.). 2001. The Digital Divide: Facing a Crisis or Creating a Myth? Cambridge, MA: MIT Press. Dickard, N. 2002. "Federal Retrenchment on the Digital Divide: Potential National Impact." Washington, DC: Benton Foundation. DiMaggio, Paul, and Eszter Hargittai. 2001. "From the 'digital divide' to 'digital inequality': Studying Internet use as penetration increases." Princeton: Center for Arts and Cultural Policy Studies, Woodrow Wilson School, Princeton University. Eveland, W.P., and D.A. Scheufele. 2000. "Connecting News Media Use with Gaps in Knowledge and Participation." Political Communication 17(3):215-237. Gaziano, C. 1983. "The Knowledge Gap - An Analytical Review of Media Effects." Communication Research 10(4):447-486. Gruber, H, and F Verboven. 2001. "The Evolution of Markets Under Entry and Standards Regulation - The Case of Global Mobile Telecommunications." International Journal of Industrial Organization 19(1189-1212. Guillen, M, and S Suarez. 2002. "The Political Economy of Internet Development: A Cross-National, Time-Series Analysis." Philadelphia: The Wharton School, University of Pennsylvania. Hargittai, E. 1999. "Weaving the Western Web: Explaining difference in Internet connectivity among OECD countries." Telecommunications Policy 23(701-718. —. 2003. "How Wide a Web? Social Inequality in the Digital Age." in Sociology Department. Princeton, NJ: Princeton University. Kaestle, C.F. 1991. Literacy in the United States. New Haven: Yale University Press. Kiiski, S., and M. Pohjola. 2002. "Cross-Country Diffusion of the Internet." Information Economics and Policy 14(2):297-310. Koski, H., and T Kretschmer. 2002. "The Global Wireless Telecommunications Markets What Will Shape Their Future?" London: London School of Economics. McDonald, Sharon, and Linda Spencer. 2000. "Gender Differences in Web Navigation: Strategies, Efficiency, and Confidence." Pp. 174-181 in Women, Work, and Computerization: Charting a Course to the Future, edited by Ellen Balka and Richard. K. Smith. Boston: Kluwer Academic Publishers. Merton, R.K. 1973. The Sociology of Science: Theoretical and Empirical Investigations. Chicago: University of Chicago Press. Murdock, G., P. Hartmann, and P. Gray. 1992. "Contextualizing Home Computing: Resources and Practices." Pp. 146-160 in Consuming Technologies, edited by E. Hirsch. New York, NY: Routledge. Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty and the Internet in Democratic Societies. New York: Cambridge University Press. Pew Internet and American Life Project. 2002. "Search Engines: A Pew Internet Project Data Memo." Robinson, J.P. 1967. "World Affairs Information and Mass Media Exposure." Journalism Quarterly 44(1):23-31. Robinson, J.P., K. Barth, and A. Kohut. 1997. "Social Impact Research - Personal Computers, Mass Media, and Use of Time." Social Science Computer Review 15(1):6582. Eszter Hargittai The Digital Divide :: 22 Robinson, J.P., S. Levin, and B. Hak. 1998. "Computer Time." American Demographics:1823. Schement, J. 1996. "Beyond Universal Service: Characteristics of Americans without Telephones, 1980-1993." in Communications Policy Working Paper #1. Washington, D.C.: Benton Foundation. Silverstein, C., M. Henzinger, H. Marais, and M. Moricz. 1999. "Analysis of a Very Large Web Search Engine Query Log." SIGIR Forum 33(1):6-12. Spink, A., B.J. Jansen, D. Wolfram, and T. Saracevic. 2002. "From E-Sex to ECommerce: Web Search Changes." IEEE Computer 35(3):107-109. Warschauer, M. 2002. "Reconceptualizing the Digital Divide." First Monday 7(7). 12 Collective Behavior, Social Change, and Contemporary Society Tim Sloan/Staff/Getty Images Chapter Outline 12.1  Collective Behavior 12.2  Social Movements 12.3  Social Change 12.4  Theoretical Perspectives on Social Change 12.5  Modernization and Post-Industrial Society dur82087_12_c12_275-298.indd 275 3/24/15 4:07 PM  Learning Objectives After completing this chapter, you should be able to: • Understand the main forms of collective behavior. • Describe the major types of social movements. • Discuss the main theoretical perspective on social movements. • Describe the various sources of social change. • Discuss the four main sociological perspectives on social change. • Understand the topics of modernization and post-industrial society. The radio was a revolutionary technological innovation that had a profound impact on American society. It gained popularity in the 1920s, and it was the first major medium for the live transmission of information. The introduction of the radio initiated the popularity of the mass media in this country. In Depression-era America, the radio was the primary source of information and recreation for many American households. Radio listening was a social activity. A family or group of friends would gather around the radio and collectively listen to a broadcast. Some shows would feature news, and sports broadcasts were popular. Weekly dramas called serials also captured the imagination of the listening public. The October 30, 1938, episode of The Mercury Theater on the Air was an adaptation of H. G. Wells’ classic novel War of the Worlds. The radio program was written and narrated by Orson Welles. The show was structured to simulate a series of live news broadcasts that were interrupting the “regularly scheduled programming” of orchestra music (Lovgen, 2005). These phony news bulletins claimed the United States was under attack by aliens. Massive gas plumes were spotted coming from Mars, New York City was being overrun by alien invaders, and a meteorite had hit a farm in New Jersey. Although there was a statement at the beginning of the broadcast stating that the upcoming show was fiction, some listeners did not take note of that. Moreover, others had tuned into the program after it was started and were confused. Cantril (1947) Popperfoto/Contributor/Getty Images estimated that 12% of the adult population in the Orson Welles giving a radio broadcast. United States heard the broadcast. Among those listening, 28% thought there was legitimately an alien invasion occurring. These people then panicked and engaged in all kinds of hysterical behavior. In Newark, New Jersey, people were running from their homes with their faces covered with wet towels because they feared an “alien gas attack.” Others sought refuge in their basements, turned to prayer, or phoned friends and relatives. The telephone switchboards of police agencies, newspapers, and radio stations were flooded with phone calls from anxious citizens. Dozens of people even had to seek medical treatment because of dur82087_12_c12_275-298.indd 276 3/24/15 4:07 PM Collective Behavior Section 12.1  shock and panic. Of course, none of the reported attacks were real, but the reaction of the people was. In this chapter, several elements of collective behavior and social change will be discussed. Not all the behavior will be as sensational as that caused by Orson Welles’ manipulations. Other collective behavior will be the result of a social movement trying to change the world or right a perceived wrong. Still others will happen because of emotion or situations that arise and then quickly pass. Still others will be very gradual—so gradual that you may not notice the change until it has happened. Some change will happen as a consequence of a related adjustment. Regardless, sociologists must be able to assess change, especially change caused by social movements, to recognize how the society is different from how it once was. Three major social phenomena will be covered in this chapter. The first is collective behavior, which is generally spontaneous and consists of loosely organized activities that involve a large number of people. Second are social movements. These are organized and enduring efforts to promote (or discourage) social change. The main difference between collective behavior and social movements is the degree of organization. Specifically, social movements are more organized than collective behavior. The final topic, social change, involves transformations in the culture and social structure over time. 12.1  Collective Behavior Collective behavior refers to loosely organized activities that involve a large number of individuals and are often spontaneous. People behave as a unit and collectively engage in some type of concerned action (Park, 1927). This can be conceived of as “mass behavior”; it is unplanned, lacks the regular interaction of groups, and doesn’t have the typical social boundaries of groups. This tends to be fragile and fleeting—collective behavior develops quickly, and then disappears just as rapidly. As a category, it includes a wide range of phenomena, including fads, fashions, rumors, gossip, crowds, riots, and disasters. While social change is not usually the stated goal of collective behavior, occasionally it may be a consequence. For instance, riots and protests can draw attention to some problem and eventually lead to changes in society. Disasters such as hurricanes and earthquakes have led to changes in public safety protocol as well as modifications to building codes. And some fashions gain such enduring acceptance they eventually become the norm. Fashions and Fads Fashions are enduring patterns of behavior and style that enjoy popularity with a large number of individuals (e.g., clothing, hairstyles, architecture, and motor vehicles). Fashions enjoy widespread acceptance, endure for a significant period of time, and often become institutionalized. They may be associated with a particular identity (e.g., the business suit or Greek-letter clothing), and adoption of a particular fashion may identify a person as holding a particular status. Because fashions encompass consumer products and encourage conspicuous consumption, they can be profitable from a business standpoint. They are often aggressively marketed in the popular media. dur82087_12_c12_275-298.indd 277 3/23/15 1:23 PM Collective Behavior Section 12.1  On the other hand, a fad is a shortlived type of unconventional behavior or object that is enthusiastically adopted by some segment of the population. Fads appear suddenly, spread rapidly, are accepted quickly, and disappear rapidly (Aguirre, Quarantelli, & Mendoza, 1988). This may involve objects like Beanie Babies, Cabbage Patch Kids®, inline skates, Tamagotchi, and Members Only jackets. Other fads include behaviors like streaking (running naked in public places), using a hula hoop, bungee jumping, Paolo Cipriani/Getty Images performing the Macarena dance at “Selfies” seem to be enduring beyond the time sporting events, and the “ice bucket” period of a fad in western culture. challenge. Compared to fashions, fads last a shorter period of time and are not as widely accepted—in fact, many of you are probably unfamiliar with some of the fads listed above. Rumors and Urban Legends A rumor is a piece of unconfirmed information that can’t be verified and is rapidly spread via word of mouth or electronic communication (including the media). Shibutani (1966) observed that during times of crisis or emergency, the demand for information exceeds the supply. This gap in turn encourages the development and spread of rumors. The media can further complicate this situation by running stories that are not verified by traditional sources. When an event that is out of the ordinary happens, the general public is in a heightened state of anxiety and people wish to orient themselves by collectively constructing some interpretation of events (Weeber, Turner, & Durkin, 2005). For instance, on November 22, 1963, President John F. Kennedy was assassinated. The shocked public turned to the media for information on this situation. There were a number of questionable news reports that later proved to be false: a journalist was also shot, a secret service agent was also killed, and the Vice-President had suffered a heart attack. A similar phenomenon occurred following the terrorist attacks on September 11, 2001. There were false reports that the heinous attacks were the work of Kashmiri separatists. Moreover, there were also incorrect accounts that the passengers of Flight 93 had regained control of the plane and purposely crashed it in an effort to prevent further tragedy. Rumors circulated that terrorists chose the date, 9–11, to coincide with the emergency call line in the United States. An urban legend is a type of contemporary folklore that describes unusual and horrible events while cautioning about the alleged dangers of the contemporary world. Examples include stories that McDonalds® hamburger meat contains earthworms, that rats have been found in buckets of KFC®, and that Bubble Yum bubble gum contains spider eggs. Best and Horiuchi (1985) examined urban legends regarding “Halloween sadists” who allegedly adulterated children’s treats with such vile acts as putting razor blades in apples and heroin in candy. They found that parents’ groups, some law enforcement officials, and the media were playing a role in the spread of such misinformation. In fact, approximately 60% of parents who responded to an ABC News poll in 1985 believed these stories were true. dur82087_12_c12_275-298.indd 278 3/23/15 1:23 PM Collective Behavior Section 12.1  Urban legends function to express the collective anxieties and insecurities that people have about modern life in contemporary society. At the same time, they also help people to construct meaning in a fashion that often promotes traditional cultural and social values (DiFonzo & Bordia, 2007). For example, the cautionary tales about fast food and candy promote traditional values about a healthy diet for kids. Also, stories about “Halloween sadists” serve to illustrate the dangers that are posed by strangers. Urban legends are also typically sensational stories that people are likely to spread. For example, consider the urban legend of rogue medical students harvesting the kidneys of unsuspecting victims who have been lured to an apartment by an attractive woman in a bar. This story meets all the criteria of an urban legend. It describes a horrible event that seems unlikely—but still somehow possible. It reinforces a social norm against promiscuity (as the attractive woman seems to be offering a sexual tryst to entice the victim back to her apartment). Finally, it is such a fantastic story one can hardly wait to tell others what they’ve just heard. With the advent of social media and other means of mass communication, it is now easy to post the story to Twitter or Facebook or email everyone in your address book to warn that their kidneys are in danger. Urban legends have become so prevalent in modern society that a clearinghouse website has been created at snopes.com to track emerging urban legends and keep a massive inventory of past stories for when they reemerge in the future. Panics A panic occurs when people in the same location have a response (often irrational) to some perceived threat. A panic can occur in a very compressed period of time, or over an extended time frame (such as a financial panic causing a “run on banks” or adverse impact on the financial markets). The threat that causes a panic may be real or imagined. However, a common theme is that people are seriously concerned about the threat. This situation is influenced by the fact that there is often a lack of tangible information about the threat, and rumors frequently abound. The results of a panic (sometimes called a “mass panic”) can be tragic. For instance, in November of 1979, 11 people died at Cincinnati’s Riverfront Stadium while attending a concert of the rock band The Who. Since seating was “first come first served” or festival seating, fans were lined up at the various admission gates. At almost the same time the gates opened, a sound check was being performed on stage. Many fans believed the concert was starting and rushed towards the stage. Other fans tried to flee the onslaught. In the ensuing pandemonium, many people were trampled. In May of 1985, a fatal mass panic occurred at Heysel Stadium in Belgium during the European soccer championship match between Liverpool (England) and Juventus (Italy). Prior to kickoff, some Liverpool fans breached a fence (intended to keep rival fans separated) to confront the Juventus supporters. As the Juventus fans tried to escape the perceived threat, many were crushed against a stadium wall and 39 died. Fortunately, mass panics tend to be rare (Lewis, 1989; Pastel, 2001). The concept of moral panic refers to a dispersed collective of people who have irrational reactions to some perceived threat to the existing social order. With this phenomenon, people perceive a threat to the moral fabric of society. Several have occurred during the 20th century, with examples including moral panics involving alcohol, pornography, and communists. A good example of this phenomenon involves the “Satanic cult” scares of the 1980s. A “widespread epidemic of Satanism” was blamed for a crime wave that included child abuse, serial murder, human sacrifice, and cannibalism (Jenkins & Maier-Katkin, 1992). During this period, advocacy groups and some elements of the media were involved in all kinds of tabloid-like claims-making (such as the assertion that 95% of missing kids had actually been abducted and dur82087_12_c12_275-298.indd 279 3/23/15 1:23 PM Collective Behavior Section 12.1  killed by Satanists). This included the television special hosted by Geraldo Rivera that aired on Halloween night of 1988 entitled Devil Worship: Exposing Satan’s Underground. There was even congressional testimony on this topic. A driving force behind this specific moral panic was the reaction of some Christian fundamentalists to the perceived rise of religious and political liberalism in the United States. As with other moral panics, the media played a key role. Goode (2000) observed that the media seem to thrive on panics—they make for compelling news and increase viewership. As there are now no fewer than six 24-hour all-news networks, the desire has risen to turn any story, even an inherently local one, into a massive threat. Disasters A disaster is an unforeseen event that involves some severe danger and results in catastrophic damage to people and property. There is a distinction made between natural disasters and technological disasters. Natural disasters are caused by natural occurrences or “acts of God.” For instance, in December 2004, a magnitude 9.1 earthquake struck of the coast of Indonesia and triggered a tsunami in the Indian Ocean. The event killed nearly one quarter of a million people. In October 2012, “Superstorm Sandy” struck the east coast of the United States. It caused about $65 billion in property damage and killed 72 people (Beven, 2012). On the other hand, technological disasters are related to human activity and result from a failure of technology. For instance, in 1986 an explosion occurred at the Chernobyl nuclear power plant in Russia. Approximately 30 people died, large areas of land became uninhabitable, and the long-term effects still are not known (International Atomic Energy Committee, 2005). A gas leak at the Union Carbide plant in Bhopal, NOAA/Science Source/Getty Images India, in 1984 caused nearly 20,000 In New Orleans, flood waters covered large portions deaths and over 500,000 injuries (Eckerman, 2005). Hurricane Katrina of the city during Hurricane Katrina. involved both a natural and technological disaster. The storm itself had high winds, heavy rains, and a catastrophic storm survey (a natural disaster). However, the high water levels caused the levee system in the city of New Orleans to fail (a technological disaster). Water inundated the city and mixed with sewage and chemicals to create a “toxic gumbo.” Understanding disasters sociologically means examining people’s reactions to the event (Gill, 2007). One response for those who may be affected by a disaster is to take protective action, such as seeking shelter (e.g., in the case of a tornado) or evacuating from the area to be impacted (e.g., in the case of a hurricane). This protective action is a response to a perceived threat and can be influenced by the media as well as friends and family members. Some may take the threat seriously (and avoid harm) while others may not heed warnings (and face harm). dur82087_12_c12_275-298.indd 280 3/23/15 1:23 PM Collective Behavior Section 12.1  As Burnside, Miller, and Rivera (2007) noted, social class can play an essential role in this reaction. Specifically, members of the lower class may lack transportation and alternative shelter options and be unable to evacuate. This was the case in New Orleans during Hurricane Katrina, and tens of thousands of the most vulnerable residents found themselves trapped. The reactions of those not directly affected by the disaster are also important in terms of rendering assistance. The state and federal governments have been severely criticized for their slow response to the epic disasters in New Orleans; the inaction greatly enhanced human suffering. Finally, in some situations, the reaction of some members in the impacted community may actually be “corrosive” (Miller, 2006). For example, some unscrupulous people may greatly overcharge for necessities such as food and water, and others may loot, as was the case in Hurricane Katrina. Research indicates that neighbors frequently band together as a community to prevent looting (Cromwell, Dunham, Akers, & Lanza-Kaduce, 1995). Such informal social control mechanisms are essential in the aftermath of a disaster because police protection is not readily available. In an effort to curb price gouging, several states such as Florida have passed laws that prohibit dramatic increases in the price of necessities during a declared emergency. However, a recent study found that fewer than 1% of price gouging complaints were actually investigated by state officials (McGee, 2008). Crowds A crowd is a temporary collection of people gathered in close physical proximity who can influence each other’s actions and emotions. Although there are a diverse variety of crowds, they share several common characteristics (Sullivan, 2004): • Anonymity—Participants have a sense that they are unrecognized. They tend, therefore, to have a diminished sense of personal responsibility for their actions. • Uncertainty—Crowds experience a degree of the unknown and unexpected. What will transpire next is generally ambiguous. • Suggestibility—Because the events lack formal or rigid structure, people in crowds seek guidance from others on how to behave (e.g., should one sit, stand, applaud, scream, throw rocks, etc.). • Emotional arousal—Crowd members are confronted with all kinds of stimuli that often occur in rapid fashion. There is also an acute awareness of the presence of other individuals in a crowd situation. • Permissiveness—Crowds tend to stretch the boundaries of acceptable behavior. People in a crowd setting are more likely to engage in behavior and express attitudes they wouldn’t in “ordinary” circumstances. (Sullivan, 2004) Hebert Blumer (1969a) identified four types of crowds: casual, conventional, expressive, and acting. Casual crowds are loosely organized around some common event. Participants do not engage in structured interactions or rituals. People can exit and enter this type of crowd with relative ease, such as when walking through a park or viewing a museum exhibit. A conventional crowd is a sanctioned gathering that is deliberately planned for some specific purpose. Behavior occurs in compliance with established rules. Examples include people watching a sporting event or a Presidential inauguration. The expressive crowd is gathered based on some emotional theme with a focus on personal gratification and stimulation. This includes a prayer revival, fans celebrating a team’s championship, New Year’s Eve in Times Square, and those attending a peaceful protest. Finally, an acting crowd is volatile and focused intensely dur82087_12_c12_275-298.indd 281 3/23/15 1:23 PM Social Movements Section 12.2  on a single object or objects. These crowds are typically violent and disruptive. Examples are mobs, riots, and looting events. While crowds start with one purpose, the mood and purpose of a group can change quickly. For instance, sports fans celebrating a victory can quickly turn into an acting crowd that is rioting, given certain conditions. 12.2  Social Movements A social movement is a lasting and organized effort to promote or discourage some type of change. These movements are driven by an ideology that serves as justification for their existence and actions (Hughes & Kroehler, 2013). Many sociologists believe they are the most important type of collective behavior. They are clearly the most organized and most enduring (Lofland, 1996). Social movements have been part of the American social fabric since its founding. Types of Social Movements According to Aberle (1966), there are four main types of social movements. These phenomena can be classified based on two variables: first, the desired degree of change (limited versus total); second, the target of change (certain individuals or the whole society). A revolutionary movement seeks a complete change in society. It advocates a radical and complete transformation of the existing social order. Among the various types of social movements, it Associated Press is clearly the most extreme type. An The Rev. Martin Luther King, Jr., integration leader, example would be the independence addresses a crowd on a street in Lakeview, New movement among the American coloYork, on May 12, 1965. nists in the 18th century who sought independence from Britain. Their actions lead to the American Revolutionary War (1775–1783) and the eventual establishment of the United States of America. Another example would be the left-wing group called the Symbionese Liberation Army (SLA) of the 1970s. Best known for kidnapping heiress Patty Hearst, this group sought the violent overthrow of the U.S. government. A more recent example would be the right-wing “militia” movement of the 1980s and 1990s (Van Dyke & Soule, 2002). They sought to overthrow the federal government, which they believed was a failure and a threat to individual liberties. This movement gained national attention when two members bombed the Alfred P. Murrah Federal Building in Oklahoma City, killing 168 people and injuring nearly 700 others. Reformative social movements are focused on limited change in the whole society. Instead of seeking a complete change of the society as a whole, they are seeking to reform a limited aspect of the society. In the United States, this often involves organizations that are seeking dur82087_12_c12_275-298.indd 282 3/23/15 1:23 PM Social Movements Section 12.2  to secure full rights for a certain class of citizens. The Women’s Rights and Civil Rights movements of the 1960s are leading examples. More recently, the gay rights movement has sought equal rights for lesbian and gay citizens in the Unites States. Unlike the revolutionary movement, the reformative movement operates within the established boundaries of the social structure it wishes to change. Others are reactionary movements that oppose change. Their goal is to revive previous social arrangements or to maintain the status quo. They view changes that have occurred or that they perceive to be occurring as threatening to them, and they seek to resist these changes. Various social conservative groups have sought to counter advances in women’s rights, abortion rights, and gay rights, while liberal groups have sought to resist gun rights and the reinstitution of the death penalty (Goldberg, 1991). A good example of a reactionary movement from the last part of the 20th century in the United States would be the “Moral Majority.” This was a politically oriented group of fundamentalist Christians founded in 1979 by the Reverend Jerry Falwell. They were “opposed to the Equal Rights Amendment, to the increased tolerance of homosexuality, the growing permissiveness regarding premarital sex, the greater acceptance of divorce, and to abortion” (Yinger & Cutler, 1982, p. 291). A final type of social movement, the redemptive movement, focuses on radical changes in specific individuals, rather than the larger society. The goal of such movements is to have these individuals transform themselves and change their lives. An excellent example of this type of social movement is 12-step groups such as Alcoholic Anonymous, Narcotics Anonymous, and Gambler’s Anonymous. Their goal is to help members redeem themselves and lead better lives by abstaining from alcohol, drugs, and gambling, respectively. These movements include the Christian men’s group Promise Keepers, which was oriented toward encouraging members to be better husbands and fathers, and Weight Watchers, which is aimed at supporting members in losing weight and leading healthier lifestyles. Theoretical Explanations of Social Movements William Kornhauser (1959) is responsible for developing the concept of mass society. This perspective maintains that isolated and alienated people are drawn to social movements because these entities offer them a sense of belonging that they are missing. People with weak social ties can fill a void in their lives by participating in a social movement. Regarding people joining social movements, Eric Hoffer (1951) noted: To the frustrated a mass movement offers substitutes either for the whole self or for the elements which make life bearable and which they cannot evoke out of their individual resources . . . The burning conviction that we have a holy duty toward others is often a way of attaching our drowning selves to a passing raft. What looks like giving a hand is often holding on for dear life . . . One of the most potent attractions of a mass movement is its offering of a substitute for individual hope. (pp. 13–15) On the other hand, people who are well integrated in a society are unlikely to seek membership in a social movement. dur82087_12_c12_275-298.indd 283 3/23/15 1:23 PM Social Movements Section 12.2  Deprivation theory holds that social movements develop in situations where people feel they are not being adequately served by the current social arrangements. They don’t believe that their needs are being met and they feel deprived. This creates a sense of injustice. Relative deprivation occurs when people think they are worse off than members of their reference group (i.e., people they compare themselves to) (Merton, 1968). A social movement can form among people who share a common sense of deprivation and wish to rectify the conditions that are undesirable to them. This theory represents functionalist thinking on the topic of social movements (Sullivan, 2004) because the movements are thought to occur when there are structural problems involving a gap between the rewards available in a society and people’s expectations. Resource mobilization theory does not really focus on the reasons that individuals join social movements. Instead, it is concerned with the conditions by which social movements prosper. The success or failure of a given social movement is not based on the emotional motivations of its members, but rather the availability and utilization of resources. The resources in question are things like finances, social and political contentions, communication, and media attention. If these resources are available and can be properly utilized, then the movement is likely to succeed. If not, the social movement is likely to fail. Synthesizing elements of these models is Neil Smelser’s (1962) value-added model of collective action. Smelser’s model is divided into several determinants. The more of these determinants that exist in a situation, the more likely some collective action will occur. The first is structural conduciveness, which refers to the possibilities for an incident of collective behavior to happen. In short, can the crowd identify some person or event that is responsible for their trouble? If so, can the group communicate to one another to organize some action? Finally, is there a way for the group to express grievances through traditional channels? If the crowd knows who caused the problem, feels there is no way to address their problem in the existing society, and can communicate with one another, the likelihood of action increases. If any of these elements are missing, the likelihood of collective action decreases. The next determinant is structural strain—whether or not the issue is caused by normative strain (which is situational and will likely pass) or values strain (which will be seen as an attack on the common way of life). Clearly, the values strain is the one that will cause collective action. Smelser’s third determinant is a growth of a generalized belief. This relates to the first point where a source of the problem is identified. Group hostility often arises from feelings of ambiguity and anxiety. If the crowd is unsure of what can or will happen next, a narrative will emerge from the group. This story will identify who is responsible for the issue and will indicate that the group should punish the responsible party. If the crowd is not feeling anxiety or a narrative does not develop and take hold in the group, collective action is unlikely. Next is mobilization for action: Does someone take the lead in the group to start taking action? Quite obviously, if no one takes any action, neither will the group. However, if the leader takes a peaceful or pro-social action, then the group will likely follow. The same is if true if the leader takes a violent action; the group will likely follow that. Associated with this determinant is some precipitating event. Does someone throw a bottle? Do the police arrive in full riot gear? Does someone from a competing group throw a punch? In short, is there a spark that ignites the action? dur82087_12_c12_275-298.indd 284 3/23/15 1:23 PM Social Movements Section 12.2  Finally, one must consider the role of forces of social control. If there are strong, pro-social controls in place, the collective action may not start. Social control can be formal (e.g., police, military) or informal (e.g., local opinion leaders, ministers), with the assumption being these actors would prefer the collective action not start. For Smelser, collecting and analyzing these determinants can allow a researcher to understand why collective behavior took place. It may also be the key to predicting when such behavior will occur and even grasping collective action when it seems to be irrational. Sociology in Action: Celebration Riots On April 7, 2014, the University of Connecticut Huskies men’s basketball team defeated the University of Kentucky Wildcats 60–54 to win its second NCAA Men’s Basketball Championship in four years. This win was different than the previous wins, though. UConn’s longtime coach Jim Calhoun had retired and turned the team over to former UConn player Kevin Ollie. The team struggled throughout their first year with Ollie and did not play in post-season tournaments due to an NCAA punishment. As the 2013–2014 season started, the team had lost several starts and had changed conferences, now playing in the less prestigious American Athletic Conference. Through the regular season, the team was ranked in the top 25 but was never viewed as a threat. The Huskies made the NCAA Tournament as a #7 seed (indicating the selection committee believed them to be no better than the 28th-best team in the country). Their win made them the second lowest seed ever to win the Final Four. The 2014 championship was different for another reason as well. While the basketball team was celebrating in Arlington, Texas, where the game was played, back on campus in Storrs, Connecticut, a celebration riot was well underway. By the time order was restored around 1:30 a.m., over 30 arrests had Peter Macdiarmid/Thinkstock Riot police step in to control German soccer been made. Thousands of dollars in property damage had occurred—cars had been turned fans. over, a lamppost was uprooted and thrown through the front window of an academic building, and the student union was trashed. Police attributed much of the damage to alcohol consumption, and UConn Police chief Barbara O’Connor even said she was happy with the way the campus conducted itself (Cox, 2014). Several questions arise when these celebration riots happen, as they do on an almost yearly basis after sports championships in the United States. The most common question is “Why are fans trashing their own town or campus?” Jerry Lewis has spent much of the last 25 years attempting to answer that question. In his book Sports Fan Violence in the United States (2007), Lewis analyzes these riots and proposes a set of criteria that can explain these riots and potentially predict when they will occur. It is important to note that with relatively few exceptions, fan riots in the United States are “celebration riots”; it is the fans of the winning team that are the ones doing the rioting. In contrast, in Europe, specifically around soccer, there are more likely to be “punishing riots” in which the fans of the losing team takes out their collective frustration on anything representing the winning side (e.g., the winner’s (continued) dur82087_12_c12_275-298.indd 285 3/23/15 1:23 PM Social Movements Section 12.2  Sociology in Action: Celebration Riots (continued) town, fans, team bus, anything with the “wrong color”). In the United States, the losers tend to disappear while the winners celebrate—often in violent and destructive ways. Drawing from Smelser’s value-added model, Lewis argues that the more of these variables present in the situation, the more likely a riot is to occur. Lewis derives a series of hypotheses designed to highlight certain conditions that, when present, make a celebrating riot increasing likely to occur: 1. Celebrating riots by fans of the winning team are more likely than punishing riots by fans of the losing team. 2. A celebrating riot is more likely to occur after championship games. 3. A celebrating riot is more likely to occur if the winning team has failed to win a championship in the previous five years. 4. A celebrating riot is more likely to occur the deeper into play the championship series continues (e.g., Game 6 of a “best of seven” series). 5. A celebrating riot is more likely to occur is the deciding game is a close, exciting event. 6. A celebrating riot is facilitated by sports fans’ access to a natural, urban gathering area. 7. If a celebrating riot occurs, the typical rioter will be a young, White male (which is a typical sports fan, but it also means that most of the fans will look alike, increasing the anonymity within the crowd). In analyzing Lewis’ criteria, a couple of things are clear. First, many of these criteria have to do with emotion. The first five actively assume that a significant amount of tension and anxiety will be present as fans watch their team try to win a coveted position, especially if they have not done so in several years. Second, only a few of these criteria are knowable in advance. We will know if the game is for a championship. We will know how close to ending a championship series is. We will know how long it has been since a given team has won a title. We will also know if the fans have access to a “natural, urban gathering area.” In the UConn example, the college campus served as this gathering place. However, in many professional sports, the area around the stadium or arena becomes the staging area. There has been a trend over the past 20 years to build sports stadiums and arenas in downtown areas as a means of urban revitalization or gentrification (Rosenweig, 2005). With these downtown stadiums come bars, restaurants, and retail businesses hoping to capitalize on the crowds flooding the area to watch the ballgame. It is this pattern that opens the doors to the celebration riot. During a big game, many fans who don’t have game tickets will still flood the downtown area to be close to the action. Some cities have even started having viewing parties, inviting fans to come downtown and watch the game on big screens near the arena. These fans are highly emotional because of their team’s success (especially if their team has not won a championship in several years) and likely have just spent several hours in a bar watching a game. When their team is successful, the joyous, intoxicated crowd spills out into the streets (quite literally). While the crowd is probably primarily filled with happy people, we are almost certainly seeing non-normal behavior. This could be something as benign as dancing in the street or climbing a lamppost, but when norms start to be violated it becomes very easy for other forms of non-normal behavior to begin. Whether these behaviors are turning over a dumpster, climbing on a bus shelter, or flipping a car, the high level of emotion coupled with a decrease in social control allows for riotous behavior to start. (continued) dur82087_12_c12_275-298.indd 286 3/23/15 1:23 PM Social Movements Section 12.2  Sociology in Action: Celebration Riots (continued) Durkheim wrote of the idea of a social current, which could sweep through a crowd and move typically normal individuals to do atrocious things (Durkheim, 1895). As the “normal” behaviors begin to break down around the fans, the anonymity of a large crowd coupled with the energy of that crowd, along with a significant dose of alcohol, make violent, destructive behavior an option. Now it’s not simply chanting for your team and climbing the bus shelter, but also setting fire to the overturned car, or trashing the bus shelter, or throwing a piece of that shelter through the department store window. Earlier in this chapter, Smelser’s theory mentioned how a lack of social control could make collective action more likely. The same is true here. If, as typically happens, local law enforcement wait for the riot to get out of hand before sending in the police, the rioters tend to see this as an escalation and often respond with violence toward the police. Celebration riots can be prevented if a large and consistent police presence was maintained before, during, and after the games. This strategy is also very expensive. Using Lewis’ hypothesis, let’s analyze the UConn riot in Storrs: 1. UConn has just won the NCAA Championship. 2. The game against Kentucky was the final game of a month-long tournament known generally as “March Madness,” which is watched by millions of people in the United States. 3. UConn had won a title only two years before. However, the program had faced several challenges, including losing its legendary coach. They were not expecting to win the title. 4. While the NCAA Finals is a single game, the tournament itself serves as a month-long series that culminates the first Monday in April. 5. The game was a close, exciting event. The margin of victory was 6 but the UConn led by only one point with eight minutes left to play. 6. The campus at Storrs, Connecticut, served as the natural, urban gathering area. 7. When watching the clips of the rioting, you see men and women in the crowd, but most of the damage is being done by young, White males. So, six of the seven criteria were met and a riot occurred—just as the theory would predict. During the NCAA tournament there were riots at the University of Dayton and University of Arizona. After the Frozen Four NCAA Hockey championships there was a riot at the University of Minnesota and one at Michigan State University when their team earned a spot in the Rose Bowl. And just so we don’t think this is strictly a collegiate phenomenon, there were riots at several locations in Massachusetts after the Boston Red Sox won the 2013 World Series (just as their fans had rioted in 2007 and 2004, and also in 2012 when the New England Patriots played in the Super Bowl). Similar riots occurred in San Francisco in 2010 and 2012 when the Giants won the World Series, in 2009 and 2010 when the Los Angeles Lakers won NBA titles, and in Baltimore following the 2013 Super Bowl win by the Ravens. In each case, most or all of the criteria were met. What the theory did not predict is that fans of the losing Kentucky Wildcats team rioted as well! Those of us who study these riots have noticed over the past few years that even losing fans tend to have celebration riots. They are not punishing riots; instead, they have the same tone as the riots celebrating the winners. This could indicate that the idea of “riot as celebration” has become part of the sports culture. Perhaps now causing damage is a way to show how strong the fan base is. dur82087_12_c12_275-298.indd 287 3/23/15 1:23 PM Social Change Section 12.3  12.3  Social Change Social change involves the transformation of the social structure and culture over time. It results in subsequent shifts in both culture and society. Not only does social change have a profound impact on the broader social structure, it also greatly impacts the experiences of individuals. Ironically, C. Wright Mills (1959) wrote about the “earthquake of social change” that occurred in the United States during the 1950s. A hallmark of the years since then has been a far more pronounced level of social change. For instance, recent years have seen a tremendous change in gender and race relations in our country. A great number of technological innovations have transformed social life, including television, telephones, computers, automobiles, airplanes, and satellite communications. There are many sources of social change; we will explore several of them in the following sections. Physical Environment Since the very beginning of civilization, people have had to achieve a working relationship with their physical environments for social life to be possible. This is a functional necessity for society to thrive. Droughts, floods, storms, earthquakes, volcanic eruptions, and climate change are all environmental concerns that can present a serious challenge to the wellbeing a social group. For instance, during the Great Depression, over-farming created a “dust bowl” in the Great Plains, and many Americans needed to relocate (Shepard, 2009). Due to the destruction of Hurricane Katrina, tens of thousands of people living in Gulf Coast areas had to relocate; over 400,000 people evacuated the city of New Orleans. Two years later, less than half of these people had returned (Vigdor, 2008). Many beachfront communities are now facing challenges from “coastal erosion,” which is a result of overbuilding and the impact of storms. Many communities have had to take corrective actions, and some people will eventually need to be relocated because of these challenges. Demographics The composition, size, and distribution of the population have a tremendous impact on society. Population pressures, both real and imagined, have even been cited as the cause of various wars through history (Bierstedt, 1970). Population pressures have also driven immigration. Even migration within an individual society can affect social life. It affects the American political process because representation in Congress is a function of the population of the various states. Furthermore, an increase or a decrease in the birth rate can have a profound influence on a society. Take, for instance, the so-called “baby boomers” that were born after World War II. The spike in the birth rate quickly necessitated an increasing number of primary and secondary schools to educate these children. During the following decade, the demand for higher education skyrocketed. It is not surprising that a great deal of conflict and controversy occurred in the 1960s on campuses that were overcrowded with rebellious adolescents. Currently, the baby boomers are aging and beginning to retire. This will increase the demand for services for the elderly, such as health care and assisted living facilities. This demand may very well place a serious strain on the American economy. dur82087_12_c12_275-298.indd 288 3/23/15 1:23 PM Social Change Section 12.3  Conflict Change does not always occur in a smooth fashion. Instead, conflicts over resources, norms, and values often drive social change. Our nation was born from a revolution, as were many of the other countries that are currently in existence in our world. The United States of America could only achieve its independence from the colonial domination of Great Britain through violent revolution taking the form of an armed conflict. The gains in the area of civil rights were the result of conflict. The civil rights movement likely would not have enjoyed success without protests, confrontations, and marches (as well as the accompanying responses of reactionary groups). These conflicts drew national attention to the problems associated with segregation and race relations in the American South. Norms and Values Modifications to norms and values can create changes in the rest of society. As mentioned previously, the ideas of Calvinism (the “Protestant ethic”) were instrumental in the formation of the capitalist economic system in western society. Moreover, over the course of the latter half of the 20th century, there have been substantive changes in the values and norms regarding sexual expression. The attitudes about sex and sexuality have become more progressive, and a so-called “sexual revolution” has occurred. Premarital sex is now the norm. There have also been changes in the norms and values related to gender. While women still face sexual discrimination, they undoubtedly enjoy greater opportunities than they did a half a century ago and have made remarkable strides towards equality. The stereotypical homemaker of the 1950s is no longer a central role—working mothers are now the norm. (See Chapter 9 for a discussion of changes in gender roles and sexual expression.) Purestock/Thinkstock The increased acceptance of working mothers is a manifestation of changing norms and values. Mass Media The mass media are responsible for the instantaneous flow of information across social and geographical boundaries throughout the world. Ideas and emotional states can now be rapidly disseminated to an almost limitless audience. Collective behavior is now facilitated by this flow of information. The mass media transmit information about fads and fashions, as well as rumors and moral panics. The chapter began with an example of this—a panic started by a radio program that some listeners did not know was fiction. dur82087_12_c12_275-298.indd 289 3/23/15 1:23 PM Social Change Section 12.3  Technology Technological innovation has a transformative impact on social life. Innovations in manufacturing, such as automation and robotics, have changed the work experiences of millions of Americans. Radio, television, and the telephone have all greatly facilitated communication. Transportation is now safer and more efficient because of the airplane and the automobile. Computers and the Internet have literally created a revolution in the social world. They have changed the ways we engage in communication and commerce, as well as patterns of education and recreation. Although changes in norms and values played a role in the sexual revolution, two technological innovations played an important part as well. First, the introduction of the birth control pill provided a reliable and convenient mode of contraception that prevented unwanted pregnancies. Second, the automobile afforded young people with privacy so they could engage in sexual exploration without the strict oversight of adults (Durkin & Bryant, 1995). Sociology In Action: Ibn Khaldun (1332–1404) Although Auguste Comte introduced the term sociology and is known as the father of sociology, some early scholars did work that has significant importance for sociology because they were interested in social life. The best example would be the Arab historian Ibn Khaldun (1332–1406). Much of his work in the area of history involved looking at how social factors impacted historical events, and how historical events had an impact on social life. Khaldun is best known for his work on the rise and fall of civilizations. Khaldun felt that humanity could be classified on the basis of two groups of people— nomads and citizens. Nomads were a hardy people who lived off the land and often engaged in combat, while citizens lived a sedentary or “soft” life in the city. Many of the great civilizations were founded by nomadic people. They eventually settled into the life of the city and developed a social system. They also developed a centralized leadership or government. Over the course of time, the conquerors begin to get “soft” enjoying the luxuries of living in a city. Moreover, the central political body tends to become corrupt and focused on its self-interest. In turn, the citizens begin to resent the central authority and social cohesion declines. This decline will continue until the civilization is eventually conquered by another nomadic people. However, these conquerors will eventually encounter the same problems of citizen life, and they too will be conquered by another group. While the nomadic peoples often attack a city because they envy the power, riches, and luxuries the citizens possess, each in turn is destined to succumb to it. dur82087_12_c12_275-298.indd 290 3/23/15 1:23 PM Theoretical Perspectives on Social Change Section 12.4  12.4  Theoretical Perspectives on Social Change There are four leading sociological perspectives on social change. First, functionalism is concerned with a social system maintaining equilibrium or balance during the process of social change. Second, evolutionary perspectives see change as representing progress that results in the betterment of a society. Third, cyclical perspectives do not view social change as a linear process. Rather, society is seen as fluctuating between various themes in a cycle that repeats itself over the course of history. Finally, conflict perspectives argue that social change is the result of competing group interests. Functionalism Since functionalism is very much concerned with social stability, change represents a challenge to the balance of a social system. Societies inherently behave in ways that seek to maintain equilibrium through the adjustment of the various parts. When some change is instituted, other parts of the social system must assimilate this change. As Parsons (1951) noted, societies will strive toward an “integration of systems” when change occurs. Ogburn (1922) noted that much of the change since the beginning of the 20th century has involved technological advancements, and such change can occur in an exceptionally rapid fashion. As discussed in Chapter 3, cultural lag occurs when material culture changes more rapidly than nonmaterial culture, and there is an adjustment gap between these two forms of culture. In contemporary society, material culture is synonymous with technology. Nonmaterial culture, such as norms and values, is constantly trying to adapt to the rapid changes in material culture. Bierstedt (1970, p. 525) argued that “many, if not all, social problems can be traced to the fact that various parts of the culture are not in adequate adjustment to each other.” A good example of cultural lag would be the problem of texting while driving. People have grown accustomed to the conveniences of handheld communications. However, this has led the problem of “distracted driving,” and it is a major cause of automobile accidents. Yet many people do not eschew texting when they are driving. Evolutionary Perspectives Many of the earliest theories of social change were evolutionary theories. This perspective considers social change to be a linear process, with each new development representing progress for the betterment of society. Society is constantly moving forward and improving. This type of reasoning was used to justify colonialism and the domination of some groups of people by other societies. Over the course of history, “civilized” people have conquered and dominated “barbarians.” This logic allowed people in the developed societies to conceive of this as a natural phenomenon that was acceptable. Although the evolutionary theories were popular through the early part of the 20th century, they are generally rejected by contemporary sociologists (Shepard, 2009). dur82087_12_c12_275-298.indd 291 3/23/15 1:23 PM Theoretical Perspectives on Social Change Section 12.4  The best known of these evolutionary theories of social change was introduced by Herbert Spencer (1885). Spencer was an advocate of “social Darwinism.” Much like the biological world, the social world involves natural selection and “survival of the fittest.” He argued that the societies that were fit would thrive and advance. They were able adapt to the environment and continue to prosper. On the other hand, the “less fit” societies would be unable to adapt to challenges. In turn, these less fit societies would begin to decline and eventually cease to exist. Cyclical Perspectives The natural world often operates based on cycles. We pass through the four seasons, only to arrive at winter once more and start the same cycle. Like the natural world, the social world follows a similar, repetitive cycle. These theories argue that social change is not evolutionary—it is not heading in a linear direction. Any given society typically has a dominant theme or focus, and this dominant theme typically fluctuates among several possible options. As Moore (1974) observed, cyclical theories don’t deny the existence of change, but they deny that any specific change is leading somewhere particular in the long term. The best known of these theories is from Pitirim Sorokin (1937). He argued that societies tend to fluctuate between two major themes. The first is a sensate culture. This type of culture places an emphasis on personal experiences and materialism. The other is an ideational culture, focused on abstract concerns like faith, compassion, patriotism, and other ideas. The 1920s (or the “Roaring Twenties”) was a time of great prosperity in the United States. However, the focus changed during the Great Depression of the 1930s and World War II in the 1940s. Those decades were based on ideational culture. Then, in the 1950s, sensate culture emerged yet again with a focus on material possessions and the “American Dream.” However, the 1960s was an ideational decade, with a great focus on abstract concerns and a fair amount of social upheaval. However, this eventually gave way to the profit-driven capitalism of the 1980s (a sensate culture). As ironic as it may seem, many of the hippies of the 1960s became the yuppies of the 1980s. Conflict Perspectives According to conflict theory, social change does not occur in a natural, orderly, or linear fashion. Social change is the result of conflict. Social change occurs because of a conflict between different group interests. According to Marx, conflict is necessary for social progress. As noted earlier in this chapter, the United States gained its independence from Great Britain in an armed revolution. Moreover, the civil rights movement made great gains through conflict and confrontation with the powers that were repressing human rights. Marx believed that the workers could not escape the oppression and alienation of capitalism without uniting to overthrow that particular economic system. According to conflict theory, social change is often driven by economic factors. According to Marx and Engels (1972, p. 337) capitalism is based on “naked self-interests.” Society and social relations are structured in a way that will benefit the capitalists at the expenses of the rest of the citizens. Trends in corporatism and global capitalism are not driven for the ideological sake of “progress” and the “betterment of humanity,” but instead are based on the dur82087_12_c12_275-298.indd 292 3/23/15 1:23 PM Modernization and Post-Industrial Society Section 12.5  economic interests of capitalists. The results of these developments are the exploitation of vulnerable workers on a global scale. 12.5  Modernization and Post-Industrial Society One of the main consequences of collective behavior, social movements, and social change can be a fundamental alteration of the very fabric of society and culture. At certain times these transformations have been so significant that social scientists argue that civilization has moved into a new phase of development. Civilization prior to the Industrial Revolution is generally described as a pre-industrial society or pre-modern culture. The Industrial Revolution heralded the industrial society or modern culture. Our current historical phase, which is heavily reliant on advanced technology and globalization, is often referred to as post-industrial society or postmodern culture. Modernization The first societies, which we now call “pre-modern,” typically had an economy that was based around agriculture. Communities were small and predominantly rural. Where people lived was generally based around the production of food. These were traditional societies, with a strong sense of history. Traditional belief systems, like religion, played a dominant role in the daily life of citizens. In terms of social relationships, most of the communication and social interaction was done face to face basis. Social relationships were based on primary ties. Institutions such as the family were the cornerstone of pre-industrial societies. For instance, education was typically provided by the family. Among the Design Pics/Thinkstock population, the infant mortality rates Metropolitan populations, advances in technology, and a formalized education are all characteristics of were high and the life expectancies low (Henslin, 1997). a modern society. The concept of modernization describes the all-encompassing process of cultural, economic, and social transitions that occur when a pre-industrial society becomes industrial. So a modern society is an industrial society. In general, the notion of modernity is synonymous with progress. There are a number of distinctive characteristics that distinguish a modern society from a pre-modern society (Macionis, 2007; Shepard, 2009): • • • • dur82087_12_c12_275-298.indd 293 Heterogeneity—there is an increased diversity in society. An orientation toward the future, rather than the past. A decline in the importance of traditional belief systems. Relationships based mostly on secondary ties. 3/23/15 1:24 PM Modernization and Post-Industrial Society Section 12.5  • The population clustered in metropolitan areas based around industry. • An economic system that is based on manufacturing goods using mass production techniques. • A large government that has a bureaucratic structure and a division of labor. • A formal education system. Daniel Bell (1973) argued that there has been a fundamental shift in western society, and these changes have extended beyond modernization. The industrial society has been replaced by the post-industrial society. A post-industrial society is focused on advanced technology and dedicates far more resources to the provision of services than to manufacturing. This form of society is based on the manufacturing of knowledge and information rather than on the production of ...
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Running Head: DIGITAL DIVIDE

Digital Divide

Name:

Professor:

Course Title:

Date:

DIGITAL DIVIDE

1

Digital divide refers to the gap between regions that adopt the technology, which could
be in the form of computers, internet or televisions and regions that do not adopt this technology.
It could also refer to the difference between the people who assimilate and use technology
constructively in their activities and those that fail to use it d...


Anonymous
Nice! Really impressed with the quality.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Related Tags