1. How did Max Weber link ideas to historical social change? 2. Discuss David Riesman’s idea about how modernization brings changes in social character. 3. What is “mass society?” What are its

NETTING Okanagan University College SOCIOLOGY, DEFINED AS "THE STUDY OF HU- man group life" (Spencer 1990:4), is based on tbe premise tbat people live witbin social systems. Society continually influences indi- viduals, as individuals influence society. An introduaory sociology course must demon- strate tbis continuously fluctuating interac- tion, first proving tbat individual bebavior and tbougbt are affected by tbe often invis- ible norms, values, and sanctions imposed by our social groups.

Many students enter sociology witb an people are controlled completely by tbe so- cial system and its processes.

To demonstrate tbat an individual in fact bas tbe power to influence society, I bave twice assigned tbis social cbange project (in 1986 and 1991), balfway tbrougb tbe sec- ond semester of a two-semester course. At tbat point most students bad taken 11/2 semesters of sociology, altbougb some bad joined for tbe second semester only. Tbese newer students accomplisbed tbe assign- ment equally well, evidence tbat a balf-se- exa^erated belief in tbeir own uniqueness, mester of exposure to tbe discipline proved Tbey are sure tbey make important deci- sufficient preparation. If tbe term bad lasted sions freely, and will overcome future obsta- cles if tbey try bard enougb. Tbe first goal of sociology, tben, is to make social infiuence visible.

For example, our ideals of beauty and sexual desirability are culturally imposed; seemingly minor social norms are excruciat- ingly difficult to break; and tbe route to upward mobility is nearly blocked to tbose wbo are not wbite, wbo speak witb an ac- cent, or wbo bave some otber socially de- fined stigma. Students wbo come from tbe otber side of tbese barriers understand social limitations only too well. Even tbey, bow- ever, may use tbeir personal successes as arguments against tbe importance of social influence.

Once students can see bow social forces affect tbeir cboices and cbances, tbey bave begun to adopt tbe sociological perspective.

Tbe introductory course develops tbis tbeme witb discussions of socialization into conformity, structured inequality, self-per- petuating institutions, and social cbange as an unintended result of tecbnological inno- vation. Now, bowever, tbere is a danger of overcorrecting, witb tbe implication tbat *An earlier version of this paper was delivered at the annual meeting of the Canadian Sociology and An- thropology Association, held in Kingston, Ontario, June 1991. The author wishes to thank Dr. Metta Spencer of the University of Toronto for her encour- agement of the project and three anonymous referees for their helpful su^estions on the article.

only one quarter, tbe project probably would not bave been appropriate except in a course focused specifically on tbe individual in so- ciety or on social cbange.

Tbe project b^an witb students' listing tbree tbings tbey would most like to cbange in society. Answers stressed world peace (cbosen most frequendy in 1986), environ- mental protection (most frequent in 1991), and tbe elimination of racism, poverty, sex- ism, and violence. After recording eacb in- dividual answer, I returned tbe students' pa- pers and gave out tbe following assignment:

Pick one of tbe items on your own list, and spend tbe rest of tbe semester (about eigbt weeks) trying to make it bappen.

Your essay will explain:

1) wbat social cbange you were trying to encourage.

2) bow you went about it.

3) bow otber people reacted: wbat support you got, wbat resistance you encoun- tered, and wby.

4) your feelings wbile working for social cbange.

5) wbat cbanges occurred as a result of your efforts: in society and in yourself 6) conclusion: based on your own experi- ences, bow an individual can(not) affect tbe world around ber/bim.

You may work togetber witb otber stu- dents wbo sbare your goal, but eacb of you 200 Teaching Sociology, 1994, Vol. 22 (April:200-203) CAN AN INDIVIDUAL CHANGE SOCIETY?

201 must write an individual paper. Length?

Whatever the topic requires.

In both years, the first reaction was stunned silence, followed by "Who, me?

Change society? Bring about world peace or even clean up our city? I can't! I don't have the time. And besides, I'm not that kind of person." Despite their previous enthusiasm for sociology, many students contemplated dropping the course. Behind this resistance lay the fears of stepping out of their comfort- able student role, of taking on powerful social forces, of being criticized by their friends. I pointed out that their reaction illustrated a mechanism by which the status quo is maintained, namely the sanctioning of reformers as deviants.

Despite their discomfort, the students re- alized that the object of their efforts would be a social change which they themselves desired.

Some students' goals direcdy contradicted those of other students; there were prochoice and prolife groups, factions for and against gun control, upholders of free speech and campaigners against pornography.

We agreed that each of us had the right to our own values, and tried consciously not to hinder each other's work.

The students' fears abated as the class developed practical strategies. These in- cluded the following:

1) Define your goal concretely, limiting it to something accomplishable in a short time.

For example, "save the environment" was narrowed to "improve recycling in this community" and eventually to "establish a curbside coUeaion program for recyclable material." 2) Join other students with similar aims; a supportive group is always stronger than separate reformers acting individually.

3) Communicate with the public through posters, letters to newspapers, peti- tions, and/or group meetings. Because you feel strongly about this situation, expect that there will be others out there who feel the same way.

Soon you are likely to have allies.

4) Also expect opposition. Some adver- saries will not be won over: they will fight back, especially if your group gains strength.

When this happens, ask yourself whether your opponents are gaining from the status quo; perhaps they have a psychological or economic advantage they wish to protect.

Knowing the reasons behind opposition can help in selecting subsequent tactics.

Most students were converted from re- sistance to participation by group support.

Many formed teams and so did not work alone. The class cheered each success and discussed each setback, sharing ideas on what to do next. Encouragement from peers was followed by support from the public.

Several students were told by people in the community, "We're so glad you're doing this—^we're behind you, but we didn't have time and we were afraid to try it ourselves." Students recognized the same reactions they themselves had expressed a few weeks earlier.

Some of the new activists began to worry that they might lose their old identities as they were drawn deeply into making a dif- ference. In other words, they might be too successful!

By the end of the term, several students had brought about impressive social accom- plishments. One group, concerned about the isolation of international students on campus, organized a series of presentations in which international and Canadian students com- pared cultures; these sessions were informa- tive for the audience and profoundly impor- tant for participants. Another group went before City Council to argue for recycling others b^an to reform the college's justice system. Some students managed successflil campaigns to ban smoking in their work en- vironments. Probably the most dramatic suc- cess came in 1986, when four students used petitions, letters to editors, intensive lobby- ing, and a city council presentation to have our city proclaimed a nuclear free zone.

Politically conservative students were a minority in the class but not in the sur- rounding community. On the whole, they had an easier time than the liberals in win- ning support for their projects, which envis- aged a return to traditional values, economic laissez-faire policies, or ru^ed individual- ism. One student founded a Neighborhood Watch (anticrime) program in her locality, another collected many signatures on an antipornography petition for submission to City Council, and another, believing that the public schools lacked social cohesion.

202 TEACHING SOCIOLOGY organized a parent-sponsored banquet for teachers.

Not all of the students' goals were realized.

Citizens refused to take seriously one ru^ed individualists campaign to abolish speed lim- its.

City Council listened to the case for in- creasing recycling fecilities, but postponed a decision pending further study.

Smoking was not banned fi-om our collie cafeteria, and community members did not start carpooling to work. When students met opposition, we tried to analyze its basis. For a long time people have accepted traffic r^ulation as nec- essary.

Citizens' insistence on driving individ- ual cars, however, is linked to urban settle- ment patterns, the economic power of the automobile industry, and the car as symbol of freedom. The prosmoking backlash is rooted in nicotine addiction, is promoted by a pow- erful industry, and is defended with argu- ments for personal liberty. Parallels between these two issues, and extensions into the eco- nomic and political structure of society, be- came dramatically obvious.

Because students were working on sepa- rate projects, I found it necessary to pull together their discoveries and tie them into the themes of the course. The social force most often found to be blocking social change was economic interest, followed by prejudice against subcultures or ethnic groups, unquestioning conformity, and a widespread feeling of powerlessness.

These discoveries illustrated previous analyses of economic determinants of behavior, stereo- typing, pressure to obey social norms, and modern alienation.

The juxtaposition of students' diverse goals led to interpretation of some patterns of social change prevalent in North America.

Our society has been evolving from one based on religious community, family val- ues, and economic individualism to one of autonomous individuals regulated increas- ingly by the state. Thus some student pro- jects, such as the antipornography petition, looked towards the traditional moral order; others, such as the abolition of gun control or speed limits, towards more personal free- dom. Still others, such as those for environ- mental protection, sought new ways to pro- tect social resources from individual preda- tion. The students' goals refleaed the North American tension between belief in respon- sibility and belief in freedom; they also re- flected the tension between a time-honored balance and a new, emerging equilibrium.

Students' evaluations of the social change project and the whole sociology course were highly favorable. In 1986 a large majority of the 45 students believed that the assignment was related to the important concepts of the course (96%) and that the class had stimu- lated them to evaluate ideas (80%) and in- creased their interest in sociology (87%). In 1991, when the evaluation questionnaire included a question specific to the social change project, 24 of 30 students responded positively. On a five-point scale, the project rated 4.17; the course as a whole scored 4.43.

Students commented as follows:

[The instructor] put in an excellent effort to in- crease critical thinking of students [and] motivates me to get involved with social issues not only in an artificial environment (school) but also to take the new skills into real life, and become involved in real meaningful issues regarding Human rights. Pov- erty, Peace, etc. (1986).

I have chosen the problem of poverty in our area.

I have been out to talk with different people about the situation. This has been a real learning and eye-opening experience [for which] I am grateful (1986).

The social change project was challenging and it is quite likely the most notable of all my secondary and post-secondaty assignments, the rest are lost to my memory as they were...removed from practical applications (1991).

The project ^yorked well for students from both majority and minority groups, with either conservative or liberal political beliefs. Although I could not test it in a different college or locality, I suspect that the results would have been comparable. In a large university or in an institution more separate from the surrounding community, students might choose more university- based projects and/or join more university activist groups. Probably, however, they would encounter a similar mixture of oppo- sition, apathy, and support, which would allow them to draw similar sociological and personal conclusions.

The social change project not only made some differences in the community and demonstrated the existence of intercon- CAN AN INDIVIDUAL CHANGE SOCIETY?

203 nected social forces, but also affected the students' self-concepts. At the end of the term, students were proud of their accom- plishments, and surprised and impressed by their own persistence and ability. Many vowed to continue their efforts aft:er the course ended. One declared, quoting her textbook, "I'll never be a free rider again" (Spencer 1990:580). When I meet my for- mer students, they remind me of their pro- jects and bring me up to date on their latest commitments. Their individual power is no longer based on a mythical potency which claims to make social constraints vanish by ignoring them. Now it is grounded in knowledge of social patterns and in experi- ence of how these patterns can be changed.

REFERENCE Spencer, Metta. 1990.

Foundations of Modem Sociol- ogy, Canadian 5th ed.

Scarborough, Ont: Prentice- HaU.

f S.

Nettine, PhD, teaches at Okana^n Uni- versity College, Kelowna, British Colunibia, Canada.

Her research interests include the changing nature of gender loles and ethnic relations in Norm America and in Asia. Address correspondence to Nanqr S. Netting, Department of Sociology, Okanagan University Col- lege, Kelowna, B.C., Canada.