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120 Cards in this Set
- Front
- Back
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Anthropology |
The scientific study of humans including the origins , behaviour, and physical, social, and cultural development. |
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Psychology |
The scientific study of the human mind, mental states, and human behaviour. |
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Sociology |
The scientific study of human social behaviour including individuals, groups, and societies. |
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What causes human diversity? |
- People from different ethnicities and races create or reproduce with various other types of genetic variations tend to have healthier babies due to the gene pool being more diverse (no incest compared to back then)
- Survival of the fittest through the variations of humans
- Human variation and having a variety of traits that are shared makes healthier children and it is a good thing
- Allows us to understand that the reason we are still on this plane is because we have adapted over time
Natural Selection involves three principles: 1. Variation (Every species has a lot of variety within it) 2. Heritability (Individuals pass on traits to their offspring) 3. Environmental Fitness (Individuals who are better adapted to their environment will produce more offspring and pass me on their traits to the next generation) |
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Louis/ Mary Leaky |
In Olduvai Gorge, Kenya 1959 they found an australopithecine skull. Radiometric dating was used for the first time and found the skull to be 1.75 million years old. Many other fossils of other hominids were found. |
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Donald Johanson |
In Ethiopia during 1974 he found a 40% complete human skeleton. The skeleton was named Lucy after a Beatles’ song. The finding is part of a species Australopithecus afarensis which is a human ancestor from 3.2 million years ago |
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Charles Darwin |
In 1831 on Galapgos Island he established the concept of natural selection as evolution. The theory of evolution stated species passed down characteristics to their offspring. He spent 4 years on the HMS Beagle where he observed wildlife and fossils he collected. He came to the conclusion that species were forced to evolve or would otherwise die and be extinct. This became known as “survival of the fittest”. Darwin also suggested that humans first evolved in Africa (Pangea). |
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What did Jane Goodall contribute to the study of the human species through her research with chimpanzees? |
Jane Goodall is a primatologist who studied East Africa’s chimpanzee population who discovered that humans share many characteristics with chimps such as making/ using tools, hunting, teaching, basic learning, laughing/ playing, compassion, and fighting/ dominance over leadership.
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5 Characteristics Shared with Humans |
- hunting - building - laughing/ playing - sympathy - basic learning - teaching - grooming - fighting / dominance - power struggles over leadership - grief - embrace/ affection |
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5 Characteristics unique to humans |
- Bi pedal locomotion - Eye height advantage of upright posture - Opposing thumbs - More sophisticated brain, - Ability to think in abstract terms - Ability to adapt to a wide range of situations and environments - Development of a wide range of cultures - Development of culture to pass on knowledge and traditions - Far greater awareness of past and future than an animal does - Uses Tools. Very sophisticated à we make and design tools for specific purposes - Ability to speak many languages - Longer period of dependence on parents than any other animal |
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What did Margaret Mead conclude about culture and the nature-nurture debate? How did she come to this conclusion? |
She discovered that all cultures share commonalities and nature is learned and nurture is based on primal instinct. (Also discovered that chimps share many characteristics) |
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List the characteristics of culture |
- Culture is learned - Culture is shared - Culture defines nature - Culture shapes how we perceive and understand the world - Culture has patterns |
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Culture is Learned |
We learn our thoughts/behaviours/values throughout life. We inherit physical and biological characteristics such as the need to food, but we learn to do things with those inherited qualities. (E.g. learning to use the toilet) |
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Culture is Shared |
When a group or society thinks or acts in particular ways, those ways become part of the culture. (E.g. a bride wearing white on her wedding day) |
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Culture Defines Nature |
Culture can limit fulfill, expand and influence our biological needs and inherited tendencies. All people have innate need for the company and support of others, but how we relate to families and friends varies on our culture |
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Culture Shapes How We Perceive and Understand the |
Our perceptions of self and society are determined by the culture in which we live in. As we travel, and live through experience, our understanding of the world widens. |
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Culture Has Patterns |
Cultures are not random or spontaneous, they have core values and worldviews that are usually taken for granted by members of that culture. Often, we are not aware of the values we hold because they seem self-evident. |
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What are the 6 cultural societies humans have adapted from to the present? |
- Hunter Gatherers
- Horticultural Society
- Pastoral Society
- Agricultural Society
- Industrial Society
- Post-Industrial Society |
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Hunter-Gatherers (Foraging) |
- Depended on hunting and gathering for survival (men-hunt / women-gather)
- They were nomadic, moving wherever the food went (cavemen/cavewomen) |
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Horticultural Society (Plants) |
- Cultivating plants and domesticating animals (Growing plants instead of chasing/gathering them).
- This was the first social revolution. (E.g. cultivating plants using hand-held tools such as hoes/digging sticks) |
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Pastoral Society (Animals) |
They only relied on meats and dairy because they were unable to grow crops (Desert and Northern climates).
- Examples: goats, sheep, camels, cattle |
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Agricultural Society |
- The plow was invented, improving efficiency since it didn’t take as many people or as much time to harvest food.
- The growth of inequality came into effect along with the bartering system. (E.g. trading possessions) |
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Industrial Society |
- A society based on the harnessing of machines powered by fuels causing people to move from the country to the city to work in factories.
- It was the foundation of modern society. (E.g. began in Britain 1765) |
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Post-Industrial Society (Present) |
- A society based on information services and high technology rather than on raw materials and manufacturing.
- People who offer services either provide or apply information of one sort or another.
- (E.g. ability to Google something instantly) |
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Sigmund Freud (Psychoanalysis) |
- Helped patients discover events of past childhood events - Dreams can be used to interpret personal anxieties/ stresses - Nervous disorder stem from the unconscious mind |
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Abraham Maslow (Humanism) |
- Humans are reactive to other people’s behaviour
- We are able to control our lives, we should not be dominated by drives and emotions or the wants/needs of others. |
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Jean Piaget |
- Studied mental processes involved in memory, learning, thinking, and researching in the brain
- We are influenced early in life through elementary school. |
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What do we learn about human contact from the study of isolates? |
Without human contact there is regression in bodily functions and an individual will later die.
Humans rely on other humans (nurturing parents) to survive. It be for food, comfort, skills, etc... Without this nurturance, a human's ability to learn, thrive and grow is severely impacted. When looking at this question you should consider the Harlow Experiment and the examples of Genie and Danielle. |
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Perception |
The process by which we experience things through our senses. Allows us to select organize and interpret sensory signals in the brain. |
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3 Factors Influence Perception |
1) The Object of Perception 2) Background and Surrounding 3) The Perceiver |
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Pavlov Experiment (classical conditioning) |
- Experiment was about a dog salivating in response to food. He would hit a bell before the food was set out then the dog would salivate immediately conditioning the dog to salivate each time the bell was rung.
- Discovered that conditioned stimulus can bring a conditioned response |
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Operant Conditioning and the Theorist |
- Experiment by B.F. Skinner à Skinner put a rat in a cage rigged with a bar which when pushed; a pellet of food would come down. As the rat moved around the cage, the rat eventually pressed the bar and won a food pellet. The next time the rat pressed the bar, it received another food pellet. Soon the rat was pushing the bar constantly. |
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What is memory? |
Your brain's ability to retain information.
It is the next part of the model of the user as an information processing system. (Three types of memory: sensory, short-term memory, and long-term memory.) |
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What are the 3 levels of memory? |
- Sensory - Short-term - Long-term |
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Sensory Memory (5 Senses) |
The sensory memories act as buffers for stimuli received through the senses. There are 3 sensory memories for each channel à Iconic, Echoic, and Haptic memory. Information is passed from sensory memory into short-term memory by attention, thereby filtering the stimuli to only those which are of interest at a given time. |
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Short-Term Memory (Names and phone numbers) |
Acts as a scratch pad for temporary recall of the information under process. Short term memory decays rapidly (15-20 seconds). Chunking of information can lead to an increase in the short term memory capacity which can hold 7 items at a single time. |
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Long-Term Memory (Store it for as long as you like) |
Is intended for storage of information over a long time. Information from the working memory is transferred to it after a few seconds. Unlike in working memory, there is little decay. (These memories carry meanings à E.g. childhood memories) |
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What are the 3 types of reasoning? |
- Deductive - Inductive - Dialectical |
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Deductive Reasoning |
Reasoning to draw conclusions - General to specific knowledge - Knowledge truths based on other truths
EXAMPLE: Truth 1: All human beings are mortal Truth 2: I am a human being therefore I am mortal |
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Inductive Reasoning: |
- Specific to general knowledge - Observation to lead to a conclusion - No guarantees
EXAMPLE: Truth 1: I enjoyed the James Bond movie “Casino Royale”. Truth 2: The new film James Bond “Quantum of Solace” looks good. Therefore I will enjoy all movies |
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Dialectical Reasoning: |
- Evaluating two opposing sides - Different opinions of truth are debated EXAMPLE: Rogers VS. Bell, Coca-Cola VS. Pepsi, Chocolate VS. Vanilla |
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Biological motivation |
Commonly known as physiological needs. (Nature part of the N v. N debate)
- (e.g. the need to brush your teeth or go to the bathroom) |
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Social motivation |
Is the learned ways of achieving what we desire.
For example in the modern world, if need to survive we need to fit in the society where we are in. We need to work hard to be able to eat what we want. (E.g. wanting to do well in school) |
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According to Freud, explain how the Id, Ego and Superego interact. |
-->These three aspects of the human mind often come into conflict with one another. For example: Often the id will say one thing while the superego will say another thing. This leaves the ego to make the final decision
--> Devil and Angel on shoulder analogy The id is the devil – it desires everything, both good and bad. And the superego is the angel – encouraging you to do the right thing |
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What are the 3 components of our emotions? |
- Cognitive component - Physical component - Behavioural component |
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Cognitive Component |
Is the mental state the conscious feeling or being happy, sad, angry, and excited |
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Physical Component |
Is the physical characteristics that accompany emotional reactions |
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Behavioural Component: |
Expressing emotion through actions, withdrawal body language, or facial expressions. |
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3 Factors that shape our emotions |
- Heridity - Learning - Maturity |
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Heredity (3 factors of emotions) |
Inherited emotional capacities |
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Learning (3 factors of emotions) |
Our learning experiences early in life. (Learning comes from culture) |
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Maturity (3 factors of emotions) |
As we age and mature, we develop a larger capacity for emotional reactions |
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Outline the Harlow experiment. |
* Harry Harlow believed that studying primates was an appropriate way to understand human behaviour. Came up with the Surrogate Mother Experiment
* The experiment was aimed at figuring out which urge is stronger: the need for affection or the satisfaction of physical need (specifically food) * He put the monkeys in a cage and would open the door and the monkey would go to the wire mother briefly for milk but would spend the rest of the time clinging to the cloth mother for comfort * The same was shown when the menacing machine was turned on, the baby monkey immediately turned towards the cloth monkey seeking comfort and protection * When a monkey is put into a strange new environment (room with items), the monkey immediately seeks comfort and heads for the cloth mother |
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Why was the Harlow experiment imprtant to the study of emotions? |
* Harlow’s experiment showed that infants depend on their caregivers for more than just their physical needs: meeting emotional needs is crucial for attachment.
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Structural Functionalism |
- Studies how social structures function to serve the needs of society
- States that society is stable when social institutions meet the needs of its citizens
- Theory does not account for destructive forces in society and says social problems are temporary |
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Conflict Theory |
- Studies competition between different groups for power and how power forms the basis of the relationship between different social groups and creates conflict -Focuses on economic conflicts between the rich/poor, gender, & race |
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Symbolic Interactionism |
- This approach emphasizes the individual living within a larger society, since social values/ roles are formed by individual interpretation
- Studies the individuals role + place within the wilder society and how people create their world through social interactions
- Examines how physical environment + social structure determine individual behaviour à shapes out understanding and meaning |
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Feminist Sociology |
- Examines conflicts created by gender (gender inequality)
- Studies the individual’s role and place within the wider society and how people can create their world through social interactions
- Discovered that men controlled women with jobs, finances, and their bodies (women were marginalized à deprived of power and w/o equality in society) |
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Feral Children |
(AKA wild children) are those who have lives isolated from human contact and interaction form a young age (no care, love, language, social behaviour, or control).
Feral children are considered sub-human and suggest that our upbringing is entirely responsible for endowing us with language, and the ability to think and reason.
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Isolates |
Are persons that have been or become isolated from their home environment, families and/or social groups. |
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Nature Nurture Debate w/ Feral and Isolates |
Humans rely on other humans (nurturing parents) to survive. It be for food, comfort, skills, etc... Without this nurturance, a human's ability to learn, thrive and grow is severely impacted |
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Oxana Malaya |
(1991) “Ukrainian Dog Girl” spent most of her life (between 3-8) living and interacting with the family dogs in the kennel. She barked/panted like a dog, drank from a bowl, moved on all fours. |
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Genie |
(California 1970s) Spent most of her 13yrs living in sever isolation à confined to a dark room strapped to a potty chair with little to no human contact. When discovered she couldn’t speak, and could barely talk, walk, or eat. She never managed a full recovery. |
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Danielle |
(Florida 2005) Was found in a home emaciated in feces, insect bites, rashes, lice and sores; wearing only a soiled diaper at 3yrs old. She did not learn to speak or walk until many years later. |
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How does Family socialize children? |
- Provided strong emotional relationships - teache right from wrong - Reward good behaviour - Love and attention in childhood affects the entire life of the individual |
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How do Peer Groups socialize children? |
- Exposure to new personalities, behaviours, and attitudes - Develops awareness of how individuals appear to others - This is where the 1st pressure to conform is experienced |
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How does school socialize children? |
- Goal is to socialize children in knowledge, skills, and attitudes needed for adult society - Teaches habits (e.g. organization) and offers peer groups |
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How does culture socialize children? |
- Socialization will vary from culture to culture - Cultural definitions of roles such as gender will affect socialization |
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How does the Media socialize children? |
- Shapes behaviour and attitude through images --> Very powerful agent because it impacts everyone - Most images are presented as absolute/unquestionable (can perpetuates stereotypes) |
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Physical Abuse |
- Deliberate physical force including severe punishments that unintentionally injure a child. EXAMPLES/SIGNS: bruises, fractures, child can’t remember or explain injuries, flinches if touched |
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Emotional Abuse |
- Ongoing psychologically damaging behaviour including humiliation, name-calling, threatening, emotional neglect, rejecting, criticizing, isolating, insulting, and exposure to domestic violence.
EXAMPLES/SIGNS: psychosomatic complaints like stomach/head aches or nausea, depression, aggression, acting withdrawn, developmental delays etc. |
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Sexual Abuse |
Any form of sexual conduct or exploitation directed at a child who has power.
EXAMPLES/SIGNS: stained underwear, unusually advanced sexual knowledge, sleeping disorders etc. |
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Neglect |
Is the inability or unwillingness to provide the basics: food, clothing, shelter, supervision, feeling of safety, medical attention.
- EXAMPLES/SIGNS: pale, malnourished, poor hygiene, frequent absences, hunger/ begging for food, etc. |
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Sigmund Freud - (Persoanlity Theory) |
- Believed that the main force behind personality development was the unconscious mind.
- Socialization develops the ego/superego to control the id.
- Through interacting with others especially family members the child develops a balanced personality that satisfies needs and wants, judges and acts on what is right and makes decisions appropriate to both the self and society. |
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Jean Piaget - (Persoanlity Theory) |
- Cognitive development is influenced by both social and psychological factors. - There are definite stages of mental development that change with the age of the child. - Stages are influenced by the social experiences of the child making it important to mental development of children.
(1) Sensormotor stage, (2) Pre-Operational stage, (3) concrete operational stage, (4) Formal operational stage |
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Charles Horton Cooley - (Persoanlity Theory) |
- Believed that our sense of self/ identity is developed during a process very close to socialization and was derived from others.
- He used the analogy of the looking glass to reflect his theory saying we imagine the important people in our lives view us then we react to this perception with feelings such as embarrassment or pride. |
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George Herbert Mead - (Persoanlity Theory) |
- Maintained that the self develops through social interaction with others.
Stage (1) Prepatory stage --> children imitate the behaviour of people around them. (2) Play stage à Children act out the roles of adults (3) Game stage --> Children play group games and discover the rules and responsibilities for every role within society |
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Erik Erikson |
- Theory surrounding the development of the self does not end up with childhood or adolescence. - Human psychological and personality growth do not end with physical maturity but continue throughout life. (8 stage theory on psychosocial development) |
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Norms |
Are the rules or “code of behaviour” within a group that indicate how members should behave. Following the norms of a group is important if a member wants to continue as part of the group.
(The unwritten rules that guide a person’s behaviour) |
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Roles |
Behaviours that individuals within the group are expected to perform |
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Sanctions |
Used by groups to encourage or discourage certain kinds of behaviour.
(Sanctions help to correct misbehaviour) |
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Instrumental Leadership |
- Organizes a group in pursuit of certain goals - The leader defines goals and finds ways to achieve them - Political leaders need to organize themselves to this type of leadership (e.g. Ghandi, Mandela, MLK, Pierre Trudeau) |
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Expressive Leadership |
- Creates harmony and solidarity among group members - Keeps high morale - Usually well liked by the group
(Malala Yousafzai, Mother Theresa, Caesar Chavez, Jesus)
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Authoritarian leaders |
Give orders, are effective when speed/efficiency are required, works well in military, police forces and hospital emergency rooms. (Hitler,Musolini, Stalin, King Henry VII, Sadaam Husein) |
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Democratic leaders |
Attempt to win consensus on goals and courses of action. They are effective if there are disagreements over goals and methods or concerns for individual rights. They teach group members to take responsibility for their own action.
(Barack Obama, Stephen Harper, Rob Ford) |
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Laissez-Faire leaders |
Make little attempt to organize a group and are less effective in promoting group goals. (E.g. Willy Wonka, George W Bush Jr., Student Council) |
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Charismatic Leadership |
The ability to inspire followers with great enthusiasm and commitment (E.g. Adolf Hitler, Joseph Stalin, athletes, Jesus, Pope Jon Paul II) |
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Asch Experiment |
Groups of 6 had to answer questions on which line matched the standard line. When the members of the group answered a question purposely incorrect, the subject would often conform to the same response since it was easier than going against the group. This experiment studied people’s tendency to conform and adjust their behaviour to a group to match when they are the odd one out. |
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Asch Unethical Because... |
Deception about the other group members, the true purpose of the test, and lack of informed consent. Also a subject may have experienced psychological damage due to embarrassment of their conformity. |
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Zimbardo |
Prison life was re-created in the basement of Stanford with guards and prisoners. Students became so caught up in their roles that the prisoners broke down emotionally and felt powerless. Guards became hostile and began punishing prisoners in cruel ways. This experiment was to understand the psychological effects of imprisonment. |
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Zimbardo Unethical because... |
The students had no idea what they were really getting themselves into and were deceived and ultimately traumatized by the study. Also the experiment violated people’s rights and dignity, lacked integrity, and failed to avoid harm and a debriefing after. |
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Milgram Experiment |
Teachers were to test a student’s memory and punish them with an electric shock if answered incorrectly. The voltage increased and the actor cried out in pain. The teacher was told to keep going and 68% continued due to the authority figure. This experiment was to understand the effect of punishment on learning. |
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Milgram Unethical because... |
Deception – the participants actually believed they were shocking a real person, and were unaware the learner was an actor. Also “protection of participants” - Participants were exposed to extremely stressful situations that may have the potential to cause psychological harm. Lastly many experimental codes of ethics state that a participant has the right to withdrawal at any time but it is unclear whether or not Milgram provided this opportunity. |
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Casual Crowds: |
most common throughout society. It is a collection of people who react very little to each other and rarely get involved with others in the crowd. (E.g. momentary interests such as neighbourhoods and school) |
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Conventional Crowds: |
individuals who gather for a specific event. (E.g. Book club, sports team, church, birthday party, graduation, lectures, movies)
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Expressive Crowds |
Focus attention that influences and directs the crowd with a sense of excitement and emotions. (E.g. Times Square NYE, State funeral of political figure, Will + Kate’s wedding, Halloween) |
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Acting crowds: |
Have a single purpose with a social or political goal in mind to pursue change. The crowd may act aggressively or affectionately. (E.g. Iran / Egypt protests, G20, Mike Brown protests) --> Can be dangerous and transformed into mobs or riots |
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Development of Social Movement Theories |
- Deprivation Theory - Mass Society Theory - Social Concern Theory - Structural Strain Theory |
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Deprivation Theory |
People feel deprived in some way, they feel they don’t have equal rights, safe working conditions etc. (i.e. Work Unions, civil rights movement, women’s liberation) |
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Mass Society Theory |
People feel socially isolated and insignificant, therefore, the need to find a sense of power and belonging (i.e. neo-nazis, skinheads, KKK, heritage front, black panthers during civil rights, and gang affiliations. |
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Social Concern Theory |
When a social institution or benefit is threatened by change. (i.e. the preservation of public education for all races / catholic educationà people want the guvy to cut funding) |
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Structural Strain Theory |
Aims to bring revolutionary change to society. In order for this to happen, there must be a significant problem in society. (i.e. the way Eastern European countries gained independence from the former Soviet Union, Berlin wall à separation from Russia, Egyptian revolution, positives example would be the establishment of UNICEF after WWII.) |
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Segregation |
Members of a minority group, live, work, or go to school separately from the rest of society. (E.g. By Choice --> Mennonites // By Force --> Jews in ghettos during WWII) |
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Assimilation |
Encourages minority groups/ cultures to adapt the ways of the dominant group of culture/society. (E.g. By Choice --> USA pledging oath/ allegiance // By Force --> Residential schools for native American children) |
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Multiculturalism |
The ideology that states that all cultures are of equal value and should be promoted equally within the same nation. In Canada, multiculturalism is a policy that protects ethnic, racial, linguistic, and religious diversity. |
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Stereotypes |
An exaggerated view or judgement made about a group or class of people. |
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How stereotypes can be seens as a positive? |
Positive assumptions can be made providing job opportunities or new relationships. |
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Discrimination |
The act of treating groups or individuals unfairly based on their race, gender, or other common characteristics; can be overt or systematic. |
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Systematic Discrimination |
Subtle and unintentional discrimination against a person or group where the consequences or outcome are not fully understood by those taking action. (E.g. disabled person can’t accept a job cause the building isn’t wheelchair accessible) |
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Prejudice |
An individual judgement about or active hostility toward another social group. (E.g. not hiring someone because of their race, religion, or gender.) |
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3 Causes of Prejudice |
- Social Learning Theory - Social- Economic Theory - Psychological Theory |
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Social Learning Theory (Cause of Prejudice) |
* People learn prejudice from their surrounding society (E.g. Parents, peers, friends neighbours can teach these attitudes)
* Schools reinforce prejudice attitudes by using textbooks w/ minorities in a negative light/disregarded altogether * TV and media provide stereotypical views of minorities * Positive attitudes can be learned by younger Canadians who tend to be more open towards immigration/multiculturalism * Association à Kids may learn to associate a particular group w/ poverty, crime, etc. * Reinforcement à Kids may be reinforced by peers for telling derogatory ethnic jokes * Modeling à Kids may imitate the prejudices of older family/ popular friends * |
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Social-Economic Theory (Cause of Prejudice) |
* Prejudice attitudes are directly linked to economic conditions
* During economic unrest, people who feel they may lose their job and develop negative attitudes towards immigrants as they could pose a threat to job security * Immigrants become scapegoats for economic difficulties |
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Psychological Theory (Cause of Prejudice) |
* Some individuals become racist even when raised in a tolerant society.
* Some people may become prejudice out of fear/ suspicion of people who are different. * Their differences may threaten their self-esteem and some may feel comfort in another group’s inferiority * Other theories believe that racism may stem from frustration from failure to achieve a certain statues in life * Authoritarian personalities may also explain some people’s attitudes * They believe that certain groups are superior and are often ethnocentric – seeing their own group as superior * People who exhibit these traits many have been punished severely as children and they believe it is acceptable to release aggression against certain groups |
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Absolute Poverty |
The deprivation of resources considered to be essential (e.g. no access to running water or food) |
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Relative Poverty |
Takes into consideration how wealth is distributed. It measures the deprivaiton of some people against those who have more (oakville rich example) |
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Wealthy Upper Class (Inherited/"old money") |
- Canada makes up about 3-5% of POP - Most income is derived from inherited wealth but some is earned - Go to the most expensive and highly respectable schools and universities - They make contact with others of their social class, which gives them the advantage of a network of influential connections - Get jobs as top executives in large corporations or as senior government officials - Canadian families use their wealth to endorse universities, museums, and theatres and to subsidize a variety of cultural activities - Positions give influence and control over the economy/ politics - Most are not well known individuals/families |
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Middle Class (fading/dying) |
- Determined by type of work, income, and kinds of goods and services he/she can afford - Work involves professions such as medicine or law - 18th century = included office managers and employers (industrial) - 20th century = professional and business corporations à “White collar” workers - 40 to 50% of the POP - target for media - Have to work to stay there - Can afford the niceties of life (i.e. coach handbag / vacation) - Can easily slip into the working class - Considerable influence |
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Working Class |
- Product of industrialization - Many people moved from rural areas to cities to work in large factories. - People who sold their labour to owners of factories for wages. - People who work in factories or at manual labour such as technicians, mechanics, or trades people - “Blue-collar” workers - Little form of training - Sometimes paid less than middle class, but not always the case - 30% of POP - May live in modest neighbourhoods |
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Poor |
20% of POP - Low income makes life unstable and insecure for poor individuals and families - Earn just enough to buy the necessities of life - Cannot get better work because of disability, lack of training/education, age, or family responsibilities - Have disadvantages in society - Rental house, poor neighbourhoods - Sometimes go hungry - Loss of medical and other benefits - Poverty often passes from one generation to another |
