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28 Cards in this Set
- Front
- Back
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Parekh |
Three types of diversity; accept the norm, reject dominant values and dominate ways of life |
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Barker |
Multicultural differences should be created |
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Brown |
Rejects the view that people's behaviours is the product of external forces over which they have little control |
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Goffman |
Argues that interaction is essentially about successful role playing. He suggests that we are all social actors engaged in the drama of everyday life |
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Becker |
Pointed out that labels often have the power of 'master statuses' |
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Reay (1998) |
Showed that working class mothers are less likely to influence their children's schooling due to full time jobs and negative experiences with school |
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Power et al (2003) |
Showed a close bond and encouragement with schooling and middle class children |
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Mac n' Ghaill (2004) |
Describes different 'masculinities' in schools e.g. macho lads or real englishmen |
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Savage (1992) |
Identified a link between occupation and class identity |
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Brah (1999) |
Research showed how working class identity was crucial for a group of males who worked hard of construct a culture of whiteness |
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Medhurst (1999) |
Showed how a group of middle class students watching The Royal Family believed that it an accurate portrayal of working class life |
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Bourdieu (1990) |
Suggested that university for the middle class comes easier than for the working class |
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Carter and Coleman (2006) |
Research showed that teenage pregnancies were ten times more likely to occur in the working class |
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Marxism |
Power=control, money, access, prestige, privilage, authority and respect |
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Functionalism |
We all have a role/function to contribute to society |
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Feminism |
Women are primarily at a disadvantage to men in a patriarchal society |
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Interactionism |
Study society through interactions within individual and small groups |
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Parsons |
Gender reflects biological differences |
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Stanley and Wise |
Gender identities reflect the way we are brought up and the influences of the agencies |
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O'Connell (2002) |
Male roles: head of house hold, bread winner, doesn't show emotions, positive characteristics i.e. aggression, rationality and toughness Female role: occupy maternal role, responsible for house work, expected to show emotion and affection, acceptable to show emotion |
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Seidler (2006) |
Many girls do not want to dishonour their families and so take on a double life |
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Blackman (1995) |
Found that lower and middle class in a secondary school were a highly visible group. Membership have them strength and confidence to use their sexuality to challenge the school's make culture and the sexism of male teachers as well as their peers |
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Osler and Vincent (2003) |
Girls were less willing to pose direct challenges to authority because they didn't want to get into trouble. Boys in trouble was bored positively by their peers |
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Social action theory |
Reject the view that people behave based on a product of external forces. They suggest that identity has three components: 1. Personal identity 2. Social identity 3. Individual subjective sense of their own uniqueness or the self |
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Postmodernism |
Do not believe it is possible to have one general overriding theory about how things are in society. They focus, in particular, on the impact of the media-saturated society of today. Maintain that people are no longer restricted by their class positions, their gender or their ethnicity |
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Back (1996) |
Researched New hybrid identities and found that they were not fixed |
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Curtice and Heath (2000) |
Termed 'little englanders' with their narrow mindedness and desire to exclude others from the notion of being English on the grounds of something such a skin colour |
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Modood (2006) |
Describes ethnicty as involving a number of factors, including culture, descent and a sense of identity |
