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55 Cards in this Set
- Front
- Back
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Boomers |
1945-1965ish - more optimistic; good economic opportunities |
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Generation X |
-Born 1965-1975ish First generation who experienced more: - daycare - divorce -"latch key kids" (both parents work so kid gets a key to house - Education levels |
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Generation Y: millennials |
-1976-1994ish -More sophisticated - technology, "street smarts" - exposed and accepting of diversity and cultures |
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Generation Z |
-1995-2012ish - growing up in highly sophisticated media and computer environment (ME) |
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Homophily |
"love of the same" - is the tendency of individuals to associate and bond with people similar to themselves - Ascribed characteristics: born with - Achieved characteristics: characteristics you have based on the things you've accomplished in your life |
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Endogamy |
marrying only within the limits of a local community or within ones social group |
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Form of segregation |
- Marriage within a specific tribe or unit - historically used to maintain health, and culture within cultural groups |
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Exogamy |
- the practice of mating or connecting to people outside your group - in some cases it is said to be deviant |
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Arranged marriage |
- traditional form of "homogamy" - not based on love - marriage is "too important" - love marriage thought to be disruptive to family ties - views as children transferring loyalty from family to a single person, outside, ignoring obligations to family and kin group for personal goals FUNCTIONS OF ARRANGED MARRIAGES: - affirms and strengthens parents' power over children - helps keep family traditions and value system intact |
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Homogamy |
"birds of a feather" - increasing levels of mating and marriage homogeneity by education - choosing partners like yourself - tend to marry people of similar race, age, education, background, etc. |
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Reasons for homogamy |
Propinquity: geographic closeness Middle class: tend to live in same neighbourhoods and schools Closed field encounter: partners forced to interact by reason of their environment (small town) Open field: geographic boundaries weakened (ex. meeting online) |
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What separates people? |
1. Formal dimensions - social boundaries 2. Informal dimensions - symbolic boundaries |
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Formal dimensions - social boundaries |
- unequal acesa/distribution of resources - form of social exclusion = "social closure" - monopolization of resources, networks - ex. grades, competitive sports teams |
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Informal dimensions - symbolic boundaries |
- the lines that individuals draw when they categorize people and/or separate and distinguish themselves from others - "boundary-work" - distinguishes positive and negative cultural cues, insiders from outsiders |
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Network |
A system of relationships among parts -"parts" - persons - groups - organizations |
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4 basic types of relative numbers |
Relative numbers: how social composition affects relationships 1. Uniform groups: are comprised of only one social type (ex. 100% male) 2. balanced groups 3. Tilted groups: less extreme distributions and less exaggerated effects 4. Skewed groups: large % of one social type over another -Numerically dominant types control the group and its culture in enough ways to be labelled "dominants" |
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Stratification |
is structured inequality between groups. - this inequality may be based on economics, gender, race, religion, age or another factor - the social location of a group is significant in terms of the life chances of members |
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Social inequality |
Condition when society members have different amounts of wealth, status or power Wealth: total resources controlled by an individual or family Status: rank or position in the social hierarchy (ascribed or achieved) Power: the ability to exercise will over others |
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Systems of stratification |
Slavery: enslaved individuals are owned by other people. Most extreme form of social inequality ex. human trafficking Caste: fixed, hereditary systems of rank Social class (ours) |
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Explaining stratification - functionalism |
Structural functionalism is a theoretical perspectives on social stratification View: - social inequality is necessary so people will be motivated to fill functionally important positions - a hierarchy is necessary for social stability with each social position reinforced by the amount of money and prestige received - motivate people with money - you need people that will get important positions MAIN ARGUMENT: inequality exists in all societies -> must be necessary. - main function of stratification is "placing and motivating individuals in the social structure" |
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Conflict theory |
Karl Marx - social relations depend on who controls the primary mode of economic production |
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Marx - Social classes |
2 major classes within industrial capitalism: 1. The bourgeoise: owners of the means of production 2. The proletariat: workers who exchange their labour for wages |
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Marx - exploitation |
Exploitation of wage labourers was result of surplus values: - when proceeds from sale of goods produced by wage - labourers far exceed cost of wages, raw materials, etc. - surplus value then turned into profits for owners |
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Marx webers view of stratification |
- no single characteristic totally defines a person's position with the stratification system class: group of people who have similar level of wealth and income Status group: people who have the same prestige or lifestyle Power: ability to exercise one's will over others |
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Social closure |
Methods used by more powerful groups to maintain their unequal access to status and resources, and to exclude others from such access |
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Occupation closure |
A form of social closure - involves collective action - restrict access - create artificial monopolies - channel demand - all potentially serve to raise wages regardless of skill, talent or whether someone works hard |
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Describing SES inequalities |
early developmental gaps have enduring and long-term consequences, ex. high school and beyond. - lower reading, math, science, scores in high school - lower drop out rates - lower university attendance People with higher income are less likely to have children with delayed vocabulary development |
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Why do SES disparities emerge? |
Less evidence: - school based explanations ex. teacher bias, expectations, hidden curriculum. - individual- level expectations: ex. biology, intelligence (IQ), laziness, resistance Better evidence: - "partial compensation" - family based explanations ex. childrearing strategies, neighbourhoods |
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Partial compensation |
- Huge home and neighbourhood disparities -> contemporary schools reduce inequality but do not eliminate it. Evidence: - "gaps" between higher and lower children - present before JK/SK - grow fastest during summer |
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Family based explanations |
1) culture and frames of reference 2) culture and deprivation of skills 3) culture and school strategies 4) neighbourhoods |
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1) Frames of reference |
"Mental maps" - why? lack role models, exposure to success, familiarity with educational requirements Research: - all groups "value" education in the abstract, but lower SES less aspiring, lower expectations - expectations predict attainment, independent of academic ability |
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2) Deprivation and skills |
- less exposure to reading, vocabulary, reasoning - Middle class households said to offer more enriched environments that are conductive to school success |
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3) Culture and school strategies |
- maximally maintained inequality (MMI) - vertical process - as access to a certain tier of education grows, groups pursue next tier - effectively maintained inequality (EMI) - horizontal process - privileged groups migrate toward more advantageous segments within each tier of education |
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4) neighbourhoods |
Hertzmann and Frank - only 3-4% of babies born with inherited differences - But 30% of children exhibit a "deficit" Explanation: - Brain adapts to environment - Stressors get "under the skin" and affects children's basic functioning, central nervous system |
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Deviance |
a behaviour that violates societal standards of conduct or expectations - Overt characteristics: explicit connection to the behaviour ex. consuming the drug - Covert characteristics: lead to targeting a person or group. Could be by age, ethnicity, sex. Ex. face tattoos are assumed that they are gang members |
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Social Control |
Techniques and strategies for preventing deviant human behaviour in any society - Formal sanctions: authorized agent (ex. policies, laws) ex. getting a ticket for smoking close to a building - Informal sanctions: casual responses (smile, dirty look), social media and internet shaming. ex. dirty looks you receive when smoking |
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Theories of deviance |
1. Social control theory 2. Strain theory 3. Subculture theory 4. Labelling theory and social constructionism |
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Social Control Theory |
- Starting point: why do people refrain from offending? - people are less likely to commit criminal activity acts if they have a variety of social bonds and stakes in conformity -> responsibility: stable job, career prospects, marriage, children, etc. give people a stake in conforming to social norms and refraining from deviant acts. |
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Strain Theory |
Robert K. Merton - our culture provides us with desired goals and legitimate means to achieve them - what happens when we can't achieve the Canadian dream? we experience strain |
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5 ways to adapt to this strain |
1. Conformity: we accept cultural goals and approved institutionalized means 2. Innovation: mode of adaptation most associated with criminal behaviour 3. Ritualism: people participate in socially desirable means but lost interest in achieving cultural goals 4. Retreatism: reject both cultural goals and legitimate means 5. Rebellion: replacing socially approved goals and means with an alternative system |
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Sub-culture theory |
Albert K. Cohen - law achieving students denied official status in schools - weakens attachments to school - compensate by forming subcultures that invert official school values - can encourage delinquency |
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Status frustration |
Members of lower class experience it when unable to succeed in middle class institutions and than become socialized into a deviant subculture |
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Labelling theory |
- deviance is found, not in the act, but in the label applied - Labels: can become person's master status - connections with conflict theory --> labels are applied by these with power onto those without |
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Moral Entrepreneurs |
- Attempt to label a social phenomenon as social problem - the business of persuading others -> formal: ex. calls to change laws -> informal: ex. calls to change social norms - may lead to moral panics |
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Moral panics |
- exaggerated levels of fear - mismatch between reported crime trends and school, media reaction? - fuels - culture of fear |
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self- fulfilling prophecy |
A prediction in which we believe to be true, in some sense, becomes true for us. ex. Scared for interview and think its going to go bad, it will become a bad interview |
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Micro, meso, macro |
Micro: interpersonal interactions - small time, small space, individuals, small groups - interviews, observations, unobtrusive, policy reports Meso: organizational - policies, legal proceedings, organizational issues Macro: system - big time, larger entities, institutions, societies, global systems - provincial/national data sets, administrative, inter-jurisdictional sions |
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3 sociological perspectives |
Provides general ways of conceptualizing the social world and its basic elements. 1. Structural Functionalism (Macro) - comte, Durkheim, Parsons, Merton 2. Conflict (Macro) - Marx and Engels - economics - Weber - economics and status and power 3. Symbolic interactionism (micro) - Weber, Mead (and Goffmon, Cooley etc) |
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Structural Functionalism |
Society: complex system of parts that interact to perform various necessary functions, solve problems - Institutions have a function, helps society remain stable - Shared values, norms, attitudes and beliefs - change is generally viewed as disruptive and gradual |
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Emilie Durkheim (1858-1917) |
1. Assumes that societies can be likened to problem-solving entities 2. Assumes that during course of human history, societies have developed many different answers to basic needs 3. Presumes that particular practices/institutions that arise in response to one problem have crucial repercussions for the practices/institutions devised to address other problems 4. suggests that in contemporary societies, societal integration is a reoccurring, but manageable problem |
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Social integration in 2 ways |
1. specialized integrative institutions: heighten cohesion among people who otherwise share little in common 2. Consensus/agreement: on core values as individualism, freedom, achievement, equal opportunity also serve to integrate |
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Conflict theory |
Macro approach that examines the emergence, persistence, and transformation of long-standing practices, institutions and societies - views society as a struggle for resources and power - conflict between the classes determines social change - conflict is universal; social consensus is limited and inequality is widespread - some groups prosper at the expense of others |
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Karl Marx (1818-1883) |
- founder of conflict perspective - social changes arising from the industrial revolution ideas founded on "materialist conception of history" - social change driven by economic influences Capitalism: conflict is inevitable because it is in the interests of the ruling class to exploit workers |
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Marx Weber Colins |
Marx: conflict between different social classes (elite, working class) Weber: competing status groups (age, race, religion) Colins: battle between those with/without authority |
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Symbolic interactionalism |
Based on 5 ideas: 1. assumes that humans act in terms of the meanings they assign to do objects in their environment 2. Social action typically involves making a series of adjustments and readjustments as an individuals interpretation of the situation changes 3. Assumes that the meaning inputed to an object are socially constructed - meanings are attributed to it by individuals and groups 4. Different groups often assign divergent meanings to the "same" object 5. Meanings are always subject to transform and maintain that the diffusion of novel definition of reality are important for social change |
