Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
22 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
What does it mean when sociologists assert that: educational systems operate to reinforce social inequality across generations?
|
Education causes social inequality by:
1. controlling society 2. defining privileged students as smarter through standardized tests 3. tracking Places minority students at a disadvantage: tests are designed for American students Better teachers -> work in more affluent areas -> better education to privileged children |
The reinforcement of social inequality across generations is a latent function of educational systems. Children from more affluent areas receive more resources and a better education than children in low-income communities. Because of the limited resources abailable and the high expense of college tuition, these children are not given the opportunity to achieve a higher education like their peers from more devleoped social backgrounds.
|
|
|
What does it mean when sociologists assert that: "Education transforms personal privilege into merit?" Give an example to illustrate your answer.
|
The standardized tests used in our society to evaluate a child's individual needs reflect our society's dominant culture. This puts minorities at a disadvantage because they are being tested on how they perceive a culture they are not a custom to.
Social-conflict analysis says that attending college is merely a a rite of passage for rich men and women, which transforms social privilege into personal merit. Because our society is based on credentials, meaning people are judged on their schooling, we tend to see credentials as reflections of personal ability rather than symbols of family support. |
Ex. Immigrants are not under the same guidelines as American students in the U.S. They are not able to understand the social and educational process that U.S. students have the advantage of being born into.
This "privilege" enhances a student's "merit" because they received unfair advantages and because of these advantages they were offered the opportunity to do better in school. Because this is a credential society, businessed higher people with the best education. This creates a bigger relative return gap between those with the high credentials and those unable to obtain any higher education. |
|
|
What does it mean when sociologists assert that: educational systems operate to reinforce social inequality across generations?
|
Education causes social inequality by:
1. controlling society 2. defining privileged students as smarter through standardized tests 3. tracking Places minority students at a disadvantage: tests are designed for American students Better teachers -> work in more affluent areas -> better education to privileged children |
The reinforcement of social inequality across generations is a latent function of educational systems. Children from more affluent areas receive more resources and a better education than children in low-income communities. Because of the limited resources abailable and the high expense of college tuition, these children are not given the opportunity to achieve a higher education like their peers from more devleoped social backgrounds.
|
|
|
What does it mean when sociologists assert that: "Education transforms personal privilege into merit?" Give an example to illustrate your answer.
|
The standardized tests used in our society to evaluate a child's individual needs reflect our society's dominant culture. This puts minorities at a disadvantage because they are being tested on how they perceive a culture they are not a custom to.
Social-conflict analysis says that attending college is merely a a rite of passage for rich men and women, which transforms social privilege into personal merit. Because our society is based on credentials, meaning people are judged on their schooling, we tend to see credentials as reflections of personal ability rather than symbols of family support. |
Ex. Immigrants are not under the same guidelines as American students in the U.S. They are not able to understand the social and educational process that U.S. students have the advantage of being born into.
This "privilege" enhances a student's "merit" because they received unfair advantages and because of these advantages they were offered the opportunity to do better in school. Because this is a credential society, businessed higher people with the best education. This creates a bigger relative return gap between those with the high credentials and those unable to obtain any higher education. |
|
|
Describe U.S. trends in overall educational attainment as well as both the absolute and relative returns from higher education.
|
As educational levels increase, absoluted levels decrease, relative advantages increase because the less educated are being suppressed.
|
absolute - money
relative - benefits in relation to others |
|
|
From a conflict theory perspective, how does "defensive credentialism" perpetuate social inequality in the U.S.?
|
Because the U.S. is a credential society, students are now required to achieve at least a bachelor's degree if they intend to secure a place in the workforce.
Credentials weaken as cost of education rises = absolute adv. decreases |
This process supports social inequality by continuing to suppress the disadvantaged and upholding the priliged. Those students of low socioeconomic status or minority groups are not able to afford to continue their education and therefore are not comparable in the labor force.
|
|
|
Charter schools are considered to reinforce class and racial/ethnic inequality within public school systems. Describe the evidence to support it.
|
In Florida, 82% of charter schools are white; 51% of public schools are white.
"Public school alternative to white flight" |
Because charter schools are available to all students, regardless of social class, families of high income choose to send their children to charter schools. This way, they can receive a better education similar to a private school, but without the associated costs.
|
|
|
Can the United State's educational system eliminate class inequality? Why or why not?
|
Not a societal level, but clearly important for individual options and material success.
As educational levels rise - relative returns fall creating an avenue for upward mobility in an individual. |
Relative class differences are magnified as the less credentialed are pushed down in occupational status.
|
|
|
What are three societyal functions of families? Could other social institutions perform these tasks in place of the family?
|
Family, referred to as the "backbone of society," is in place to perform many vital tasks:
1. provides socialization: parents help develop children into well integrated parts of society 2. regulation of sexual activity: incest taboo 3. social placement: pass down social identity and traditions 4. material and emotional security: "haven in a heartless world" The family is the first and most important setting for child rearing. |
Governement of religion could provide the same construction as the family through the moral codes and laws offered by both institutions.
|
|
|
What changes in U.S. society have led to an increased divorce rate since the 1950s? List three and explain each briefly.
|
1. Female Labor Force Participation (FLFP)/Education: Because women are now obtaining high levels of education and securing jobs in the labor force, women do not need to depend on men for financial security - allows them to divorce with prospect of a stable future
2. Legal changes: No-fault divorce laws in Florida have been implented so couple do not have to provide evidence of breaking the marital contract |
3. Socially Acceptable: Before the 1950s, divroce was not common and frowned upon when committed. Now, divorce is no longer taboo and is becoming a societal norm.
4. Alternate family forms: ex. cohabitation, low committment habits are carried into marriage |
|
|
Describe changes in family structure that have occurred in the U.S. over the past 40 years. How have these changes affected children? Why?
|
Sexual Revolution introduced new attitude and less restriction on current societal norms.
Alternate family forms: single-parent families provide less parental supervision over children which could lead to an increase in drug use, dropping out of school, leaving home younger, and earlier sexual experiences. |
stepfamilies/blended families: children develop more behavioral problems because of the mistrust associated with a new authority figure, fare worse in school with lower GPAs than children living with their biological, married parents
|
|
|
What is the relationship between biology and sexuality, as evidenced through the cases of intersexual persons like David Reimer and Maz Beck?
|
Nurture - sex (culture)
Nature - gender (biology) Society defines culture as clear-cut, biology proves that sexuality is not always so. In cases of intersexual people, nurture is seen to be constrained by nature in sexual identity. These cases confirm that sexuality and gender are not the same. |
David Reimer - circumcision accident, destroyed his manhood. John Hopkins Hospital said to raise him as a female to experiment with nature v. nurture. At age 14, he chose to be male.
Max Beck - could not identify gender at birth (intersexual, hermaphrodite); was told to be raised female. Later in life, she changed gender to male and switched names from Judy to Max. |
|
|
What evidence do we have to show that sexuality is affected by culture?
|
Biological foundation, yet every sexual practice shows considerable variation from one society to another.
In 1948, Alfred Kinsey reported that most U.S. couples have sex "missionary" style, South Seas couples found this odd. PDA: U.S. - kissing in public is common, China - only kiss in private, French - kiss twice, Belgians - kiss three times, Maori - rub noses, Nigerians - never kiss Modest: In bathtub experiment, women covered different parts Sexual Restrictions: China, only allowed sex to reproduce |
-Sex positions
-Public display of affection -Modesty -Sexual Restrictions or lack of |
|
|
Sociologists have concluded that: "Biology does not dictate specific ways of being sexual." Do you agree or disagree? Explain the evidence.
|
Although there is a biological "sex drive," it does not tell us how to be sexual other than for reproduction. Specific ways are learned in societal situations.
|
As humans we can attach erotic desires to almost anything.
Beauty is determined according to culture. Biologically - women want children, men want labor. Socioally - Degrees of sexuality are determined by culture |
|
|
Describe how the campus culture of "hookin up" differs from the earlier "culture of courtship." What accounts for these differences?
|
"The Decline of the Date and the Rise of the College Hook Up," authors England and Thomas
Courtship -> intent for marriage Hook up -> intent for sex |
-Sexual Revolution and gender inequality changes
-Legalization of birth control -Legalization of abortion |
|
|
Does "hooking up culture" disadvantage women relative to the earlier "culture of courtship?" Explain.
|
Disadvantages women who want relationships before sex because hooking up requires sexual contact.
Women are seen as objects and possessions of men. |
Ruins a womens reputation; double standard for men and women regarding sex
|
|
|
Some researchers assert that social categories (e.g. homosexual/heterosexual) are creations of culture and change over time. Other researchers assert that biological factors underlie sexual identity. Can both these positions be true? Explain the basis for your answer.
|
Biolgically - created to be male/female; sexuality could be linked because of hormones or differences in hypothalamus
|
According to the text, social categories develop through socialization/interaction processes such as: familly experiences, family enviroment, social learning, self-labeling and other cultural factors. "Homosexual" activity has been recorded for centuries, but the term "homosexual" did not exist a century ago; it was not considered the basis for social order.
|
|
|
Describe the "oppression" model of prostitution. What factors make it more or less applicable to specific sex workers?
|
"Prostitution: Facts and Fiction" by Weitzer
Exploitation, abuse and misery are inevitable components of the institution of prostitution, no matter what the circumstances. He believes all sex workers are victimes and usually come from disadvantage backgrounds. |
Indoor prostitution through escort services is seen as a business and a place to form emotional relationshp with clients. Most in indoor services take pride in their work and carry out normal lives.
Because of this, some people believe legalization of prostiution could benefit society through collection of taxes and the production of a new industry in the labor force. |
|
|
Sociologists assert that "deviance is relative." Explain what this means and give an example to illustrate your answer.
|
Macionis defines deviance as the "recognized violation of norms." Norms are behavioral standards that prescribe what we should or should not do. Enforced by culture, with little biological basis; thus the term deviance is relative to each culture. Each society has a different set of norms.
Deviance is relative to society, time, visibility, status, and consequences. |
-Polygamy, relevant to culture
-Tattoos, relevant to generation |
|
|
To what extent did Mead emphasize biological maturations as an important factor in his model of the development of the self. Explain.
|
Mead developed a theory of social behaviorism to explain how social experience develops an individual's personality. The central concept is of the self, part of the personality composed of self-awareness and self-image.
Self develops only with social experience (involving the exchange of symbols) by internalizing our surroundings. |
Rejected Freud's theory that it is guided by biological drives (id, ego, superego) and Piaget's theory of cognitive maturation.
Mead believed that the self develops only as the individual interacts with others. Thus he rejects the influence of any biological maturation and believes the process is strictly related to society. |
|
|
What does it mean to assert that deviance is functional to society? List three ways deviance is functional.
|
Emile Durkheim stated that there is nothing abnormal about deviance. It is a necessary element of social organization and performs fours essential functions:
1. Deviance affirms cultural values and norms: There can be no good without evil and no justice without crime. Deviance is needed to define and support morality. 2. Responding to deviance clarifies moral boundaries: By defining someone as deviant, people draw the boundary between right and wrong. |
3. Responding to deviance brings people together: Durkheim explained that as people share outrage in response to acts of serious deviance, they reaffirm the moral ties that bind them.
4. Deviance encourages social change: Deviant people push society's moral boundaries, suggesting a change to the status quo. Durkheim declared that today's deviance could be tomorrow's morality. |
|
|
From a symbolic-interaction perspective, summarize the "labeleing theory" of deviance and provide one weakness of this point of view. Give an example to illustrate your answer.
|
The central contribution of the symbolic-interaction analysis is the labeling theory, the idea that deviance and conformity result not so much from what people so as from how others repsond to those actions.
Stresses relativity of deviance. One weakness is that once people stigmatize someone as deviant they begin to reinterpret their past based on some present deviance. It also ignores that there are some universal deviances (murder). Labeling looks at relative reaction; does not look at instances that are deviant in all cultures. |
Ex. A homeless man resists the police's requests for him to seek shelter because he wants to maintain his independence, a policeman could label him as "crazy" because he is deviating from the norm. This would cause the officer to believe the man has a mental illness and is making irrational decision based on his predictions in the labeling theory.
|
