As the title suggests, Mapping the Social Landscape is about exploration and discovery. It means taking a closer look at a complex, everchanging social world in which locations, pathways, and boundaries are not fixed. Because sociology describes and explains our social surroundings, it enables us to understand this shifting landscape. Thus, sociology is about discovering society and discovering ourselves. The purpose of this anthology is to introduce the discipline of sociology and to convey the excitement and the challenge of the sociological enterprise.

Although a number of readers in introductory sociology are already available for students, I have yet to find one that exposes students to the broad diversity of scholarship, perspectives, and authorship that exists within the field of sociology. This diversity goes beyond recognizing gender, racial-ethnic, and social class differences to acknowledging a plurality of voices and views within discipline. Like other anthologies this one includes classic works by authors such as Karl Marx, Max Weber, C. Wright Mills, Kingsley Davis , Philip Zimbardo, and Wilbert Moore; in addition, however, I have drawn from a wide range of contemporary scholarship, some of which provides newer treatments of traditional concepts. This diversity of view points and approaches should encourage students to evaluate and analyze the sociological ideas and research findings presented.

In addition, because I find it invaluable in my own teaching to use examples from personal experiences to enable students to see the connection between “private troubles and public issues,” as C. Wright Mills phrased it, I have included in this collection a few personal narratives to help students comprehend how social forces affect individual lives. Thus, this anthology includes classic as well as contemporary writings, and the voices of other social scientists who render provocative sociological insights. The readings also exemplify functionalist, conflict, and symbolic interactionist perspectives and different types of research methodology. Each article is preceded by a brief head note that sets the context within which the reader can seek to understand the sociological work. Thus, the selections communicate an enthusiasm for sociology while illustrating sociological concepts, theories, and methods.

During the past 30 years, sociology has benefited from a rich abundance of creative scholarship, but man of these original works have not been adequately presented in textbooks or readers. I believe an introductory anthology needs to reflect the new questions concerning research and theory within the discipline. Moreover, I find that students enjoy reading the actual words and research of sociologists. This anthology, therefore, includes many cutting-edge pieces of sociological scholarship and some very recent publications by recognized social analysts. Current issues are examined, including childhood school cliques, tourism in Hawaii, depression and identity, gangs, working at McDonald's, the effects of globalization, racism in the United States, socialization in law school, poverty, sexual assault on college campuses, working in a slaughterhouse, military boot camps, teen suicide, the mommy tax, eating disorders, prison riots, and the political influence of corporate PACs. In essence, I have attempted, not to break new ground, but, rather, to compile a collection that provides a fresh, innovative look at the discipline of sociology.

Changes to the Sixth Edition

With this sixth edition, I maintain a balance of classical and contemporary readings. In addition to many of the classic pieces that appeared in the fifth edition, I have added some new classics, including Elijah Anderson's “Cosmopolitan Canopy,” and Charles Harper's and Kevin Leicht's “American Social Trends.” Both of these newer “classic” pieces are wonderful articles for the sections they are in, and they lay the groundwork for enhanced sociological understanding. Other changes I have made include the addition of eleven new selections of cutting-edge contemporary sociological research that illustrate analyses of timely social issues and the intersections between race, social class, and gender. These new selections examine dating culture on college campuses, Asian Indian culture in the United States , drug use in small towns, masculinity and homophobia in high schools, binge drinking among college women, race relations in urban spaces, the treatment of Muslim Americans by the news media, the deinstitutionalization of the mentally ill and increased homelessness, and social trends. Among these readings are some selections that I consider to be contemporary classics in that they provide an overview of the discipline of sociology or on a specific content area. These readings include an essay by Steven Dandaneau on the institution of religion and Lillian Rubin's examination of public policy and homelessness. One significant change is that I have brought back the Donna Gaines piece, “Teenage Wasteland,” on teen suicide that so many reviewers and faculty who have used this book wanted to see returned. I am still looking for excellent contemporary pieces that illustrate C. Wright Mills' concept of the sociological imagination. Based on the reviewers' comments, I also have extensively revised the sections on culture, gender, and social change. I think the students will find the newer pieces in these sections more accessible and interesting. Of course, for all of the readings, I have tried to choose selections that are compelling to students and demonstrate well the diversity within the discipline of sociology. Please note that I welcome feedback from professors and students on this edition of Mapping the Social Landscape. You can e-mail me at Grinnell College . My e-mail address is fergusos@grinnell.edu.

Supplemental Learning Materials

I have written an accompanying test bank that contains numerous examination and discussion questions for each reading. As the editor of this anthology, I developed these items with the goal of helping instructors test students' understanding of key concepts and themes. Instructors can access this password-protected test bank on the Web site that accompanies the sixth edition of Mapping the Social Landscape at www.mhhe.com/ferguson6. Student resources, including extensive discussion questions and self-quizzes, are available on the student side of the same Web site.

Acknowledgments

The completion of this book involved the support and labor of many people. I would like to begin by acknowledging my former sociology editor, Serina Beauparlant of Mayfield Publishing Company, who challenged me, almost 15 years ago, to take on this project. Much of Serina's vision is contained within the structure of this book. Over the years we have spent many hours on the telephone debating the strengths and weaknesses of various readings. Serina, if I am a clutch hitter, then you are the phenomenal batting coach. I could not have asked for a more thoughtful and attentive sociology editor. Thank you for initiating this project with me.

I also am indebted to Grinnell College faculty secretary Laurie Wilcox for her time typing and copying portions of the manuscript. My student research assistants, Ruth Manski and Madison Van Oort, also need to be commended for copying material, carrying innumerable pounds of books between my office and the library, or helping me to write questions and find websites for the supplemental learning materials.

Over the past fifteen years, over 86 sociologists have reviewed earlier drafts of the manuscript and provided me with valuable observations concerning the readings and teaching introductory sociology. First and foremost, I want to acknowledge the early insights of Agnes Riedmann, who suggested several key pieces in the first draft. I also appreciate the suggestions for selections made by Joan Ferrante, Annette Lareau, and Michael Messner.

My special thanks go to Arnold Arluke, Northeastern University; Joanne M. Badagliacco, University of Kentucky; Gary L. Brock, Southwest Missouri State University; Tom Gerschick, Illinois State University; Thomas B. Gold, University of California at Berkeley; Jack Harkins, College of DuPage; Paul Kamolnick, East Tennesse State University; Peter Kivisto, Augustana College; Fred Kniss, Loyola University; Diane E. Levy, University of North Carolina at Wilmington; Peter Meiksins, Cleveland State University; Roslyn Arlin Mickelson, University of North Carolina at Charlotte; and Carol Ray, San Jose State University, for their feedback on the first edition of the manuscript. As a team of reviewers, your detailed comments were enormously helpful in the tightening and refining of the manuscript. Moreover, your voices reflect the rich and varied experiences with teaching introductory sociology.

For the second edition, I would like to thank the following team of reviewers: Angela Danzi, State University of New York at Farmingdale; Diane Diamond, State University of NewYork at Stony Brook;Yvonne Downs, State University of New York at Fredonia; Kay Forest, Northern Illinois University; Bob Granfield, University of Denver; Susan Greenwood, University of Maine; Kate Hausbeck, University of Nevada at Las Vegas; Arthur J. Jipson, Miami University; James

Jones, Mississippi State University; Carolyn A. Kapinus, Penn State University; J. Richard Kendrick, Jr., State University of New York at Cortland; M. Kris McIlwaine, University of Arizona; Kristy McNamara, Furman University; Tracy Ore, University of Illinois at Urbana; Denise Scott, State University of New York at Geneseo; Maynard Seider, Massachusetts College of Liberal Arts; Thomas Soltis, Westmoreland County Community College; Martha Thompson, Northeastern Illinois University; Huiying Wei-Arthus, Weber State University; Adam S. Weinberg, Colgate University; Amy S. Wharton, Washington State University; and John Zipp, University of Wisconsin at Milwaukee.

For the third edition, I would like to thank the following reviewers: Stephen Adair, Central Connecticut State University; Javier Auyero, State University of New York, Stony Brook; David K. Brown, University of Illinois at Urbana-Champaign; Kay B. Forest, Northern Illinois University; Angela J. Hattery, Wake Forest University; Karen Honeycutt, University of Michigan; Neal King, Belmont University; Judith N. Lasker, Lehigh University; Rosemary F. Powers, Eastern Oregon University; Melissa Riba, Michigan State University; Deirdre Royster, University of Massachusetts, Amherst; James T. Salt, Lane Community College; H. Lovell Smith, Loyola College in Maryland; and Thomas Soltis, Westmoreland County Community College.

For the fourth edition, I would like to thank the following reviewers: Kevin J. Delaney, Temple University; Patricia L. Gibbs, Foothill College; RebeccaKlatch,UniversityofCalifornia,SanDiego;DavidRohall,University of New Hampshire; Patricia Shropshire, Michigan State University; Thomas Soltis, Westmoreland County Community College; Kevin A. Tholin, Indiana University, South Bend; and several anonymous reviewers. All of your comments were extremely helpful to me during the revision process.

For the fifth edition, I would like to thank the following reviewers: Thomas Brignall III, Tennessee Tech University; Kenneth Colburn, Butler University; Susan A. Dumais, Louisiana State University; Colleen R. Greer, Bemidji State University; Joseph A. Kotarba, University of Houston; Heather Laube, University of Michigan, Flint; Philip Manning, Cleveland State University; David Schweingruber, Iowa State University; and Mohammad H. Tamdgidi, University of Massachusetts, Boston.

For the sixth edition, I would like to thank the following reviewers: Wendy Cadge, Brandeis University; Patricia E. Carson, Suffolk County Community College—Eastern Campus; Margo DeMelio, Central New Mexico Community College; Bruce K. Friesen, University of Tampa; Cheryl Maes, University of Nevada, Reno; Rodney A. McDanel, Ivy Tech Community College—Lafayette; David Miyahara, Azusa Pacific University; Michelle Petrie, Spring Hill College; Ken Spring, Belmont University; Patricia Gibbs Stayte, Foothill College; Raymond Swisher, Bowling Green State University; and Erica Ryu Wong, Loyola University Chicago.