Abstract
Disagreement over the role of sociology in society has been a source of tension and sometimes disunity within the discipline (Hand and Judkins 1999; Henslin 2009; Weinstein 2000). Some sociologists argue that the primary role of sociology is to analyze scientifically society and develop sociological theory. In contrast, other sociologists argue that sociology’s primary role is to use sociological knowledge to bring about social reform and improved conditions for the poor, the disabled, women, minorities, and other disadvantaged groups (Hand and Judkins 1999; Henslin 2009; Weinstein 2000). Such discord and disunity often leaves a void in literature, pedagogy, and student learning necessary to fully integrate social theory with the application of sociological knowledge (Weinstein 2000, 2004). This void can leave students without a full understanding of sociology, its usefulness, or its marketability (Harris and Wise 1998; Street and Weinstein 1975). Lacking this, students may choose to major in disciplines that they perceive are more clearly defined and better understood by employers and the general public than sociology (Harris and Wise 1998; Street and Weinstein 1975). Fewer students major in sociology and choose instead to major in related but more applied disciplines, such as social work, criminal justice, gerontology, and public administration (Hand and Judkins 1999).
Dolgon and Baker’s Social Problems: A Service Learning Approach bridges the gap between sociological theory and the application of sociological knowledge. And in doing this, the book facilitates students’ holistic understanding of sociology and social problems and has the potential to spark renewed interest in both. Specifically, the authors discuss social problems from the perspective of one or more three main sociological theories: functionalism, symbolic interaction theory, and conflict theory.
The authors’ thesis is that through the use of a service learning approach that incorporates sociological theory, it is possible to deepen students’ understanding of the social-structural basis of social problems and encourage their active engagement with such problems. In line with this idea, the authors present case examples of student involvement in community-based service learning projects addressing various social ills. For example, Chapter 4, “Finding Ourselves,” includes a case example of a student’s participation in a community-based housing coalition that addresses housing shortages and residential segregation in Cleveland, Ohio. The case example not only demonstrates the link between racial identity and housing segregation but also illustrates how some students are addressing the issue through the application of sociological theories and concepts in an actual service learning project. The chapter also describes a campaign launched by a group of teenage girls in Chicago who seek to educate community residents about how to combat or “blow the whistle on” street harassment. Related to this is an interview excerpt in the preceding chapter, “On the Job,” in which a woman explains how she helped establish the first sexual harassment policy at her college through her involvement in a service learning project centered on labor issues. The broader message of this case material is that these students are making a difference by helping to improve human conditions, and you can too.
Photos, poetry, and U.S. census tables also are used to illustrate theories, concepts, and other information throughout the book. The book’s coverage of wide-ranging topics (from poverty and homelessness to labor disparities to environmental justice) is comprehensive, well written, and well documented. Key terms are defined both in chapters and in end-of-chapter glossaries. Summary questions at the end of every chapter help stimulate students’ critical thinking about social problems. The listing of Web sites allows readers to delve further into covered topics using the Internet, and each chapter includes an extensive bibliography of 40 to 50 references.
Social Problems: A Service Learning Approach can be used as a basic text in undergraduate courses in social problems, applied sociology, and general sociology and in service learning. Its extensive references also make it a good supplemental text for graduate-level courses in social stratification and inequality, for instance. Moving the reader beyond the insular walls of the ivory tower to the real-world settings, interactions, and experiences of ordinary people, this highly engaging and informative book is certain to rise to the top of the required reading list for students in sociology and in related disciplines.