Stratification
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| social position that a person chooses or achieves on his or her own; examples: wife, college professor, criminal, artists, etc. | achieved status
🗑
|
||||
| South African system of exclusive racial groups—black, white, colored, & Asian—that were formally recognized, segregated, treated differently in law and life, & occupied different & almost exclusive statuses w/in the society | apartheid
🗑
|
||||
| social position that a person is born into; incl. race, ethnicity, family of origin, & biological sex | ascribed status
🗑
|
||||
| view that immigrants should abandon their cultural distinctiveness & become mainstream Americans | assimilation
🗑
|
||||
| social stratification based on birth/ascribed status in which social mobility between castes is not possible | caste system
🗑
|
||||
| category of persons who all have about same opportunity to obtain economic resources, power, & prestige & who are ranked relative to other categories | class
🗑
|
||||
| form of social stratification in which different strata form a continuum & social mobility is possible | class system
🗑
|
||||
| perspective on social stratification that focuses on economic inequality as source of conflict & change | conflict theory
🗑
|
||||
| anthropological theory that specific cultural institutions function to support structure of society/serve needs of individuals in society | functionalism (functionalist perspective)
🗑
|
||||
| opportunities that people have to fulfill their potential in society | life chances
🗑
|
||||
| view that cultural diversity is a positive value that should be incorporated into national identity & public policy | multiculturalism
🗑
|
||||
| ability to control resources in one’s own interest; dimension of social stratification | power
🗑
|
||||
| social honor/respect; dimension of social stratification | prestige
🗑
|
||||
| culturally constructed category based on perceived physical differences; cultural construction based on specific histories & social structures | race
🗑
|
||||
| movement from one social strata to another | social mobility
🗑
|
||||
| social hierarchy resulting from the relatively permanent unequal distribution of goods & services in a society | social stratification
🗑
|
||||
| accumulation of material resources/access to means of producing these resources; dimension of social stratification | wealth
🗑
|
||||
| social stratification involves the __ of culturally constructed categories that change over time within specific __ & __ contexts | intersection; economic; historical
🗑
|
||||
| social stratification is related to social __ and is one of the criteria by which __ are defined | complexity; states
🗑
|
||||
| basic perspectives on social stratification are | functionalism & conflict theory
🗑
|
||||
| functionalism holds that social stratification generally benefits the whole society, by __ people socially & economically for working harder | rewarding
🗑
|
||||
| characteristic of social stratification that does not always serve the general good | inequality
🗑
|
||||
| social stratification does not necessarily result in recruiting the __ __ people to the __ __ positions | most able; most demanding
🗑
|
||||
| emphasizes function of inequality in stable social order | functionalist perspective
🗑
|
||||
| in large-scale social systems __ always seem to accompany substantial inequalities when they are based on __ __ of race, gender, caste, or other attributes an individual is born with | resentment; ascribed factors
🗑
|
||||
| no society actually offers everyone the __ __ to achieve economic & social success | same opportunities
🗑
|
||||
| family background/social connections, gender, ethnicity, race, accumulated wealth, & other factors play important roles in determining available opportunities | in all stratified societies
🗑
|
||||
| attributes much conflict in modern societies (crime, terrorism, ethnic conflict, civil/international wars) to organized & systemic inequality | Gerald Berreman
🗑
|
||||
| in conflict theory social stratification results from __ __ for scare goods & services | constant struggle
🗑
|
||||
| in conflict theory, inequalities exist because individuals/groups who have acquired power, wealth, & prestige use their assets/power to __ __ over system of production & __ of the state | maintain control; apparatus
🗑
|
||||
| when attempts to establish __ falter/are challenged, elites fall back on threat of force or its actual use to maintain the __ __ | dominance; status quo
🗑
|
||||
| conflict theory if central to work of __ __; argued for primary of economic or class interests | Karl Marx
🗑
|
||||
| social class who own means of production in capitalist society | capitalists
🗑
|
||||
| social class who must sell their labor in order to survive in capitalist society | workers
🗑
|
||||
| according to Marx, relationship of individuals to __ __ __ is critical in determining their wealth, power & prestige | means of production
🗑
|
||||
| conflict between worker's & owners of means of production & Marx predicted it would be the downfall of this society | central to capitalism
🗑
|
||||
| who benefits economically | cui bono
🗑
|
||||
| conflict theorists may sometimes ignore the possibility of __ __ that promote solidarity across class, racial, ethnic, & cast line | social mechanisms
🗑
|
||||
| social stratification system of any society depends on complex interaction between | power, wealth & prestige
🗑
|
||||
| anthropologists analyze power by examining its __ & __ deployed to achieve it | sources; goals
🗑
|
||||
| channels through which power is exercised | sources
🗑
|
||||
| compare sources/uses of power of American president, prime minister of France, chairman of Communist party of People's Rep. of China, or Ayatollah in Islamic Republic of Iran would be a | cross-cultural perspective
🗑
|
||||
| wealth is not __ __ of social status, even in capitalist society, although it can translate into high __ __ & power | sole criterion; social position
🗑
|
||||
| wealth is capable of translating into __ power, which in turn reinforces __ power | symbolic; political
🗑
|
||||
| may be related to race/ethnicity, income, accumulated wealth, power, personal characteristics, & display of material goods | cultural basis of prestige
🗑
|
||||
| not all wealth is a | source of prestige
🗑
|
||||
| key source of prestige in all societies is | occupation
🗑
|
||||
| occupations are ranked according to their level of spiritual purity/pollution | Hindu caste system
🗑
|
||||
| dirty jobs are generally on prestigious jobs in | America
🗑
|
||||
| as __ condition change, value system that supports a particular system of __ __ prestige may change | socioeconomic; ranking occupations
🗑
|
||||
| surgery was performed by barbers & was lower-class occupation | 18th-century Europe
🗑
|
||||
| prestige/power associated w/different occupations has almost reversed from traditional society | People's Republic of China
🗑
|
||||
| before Communist Revolution, China followed a __ __ __ in which scholars had highest honor | Confucian value system
🗑
|
||||
| after Communist Revolution, Chinese workers were __ & scholars often explicitly __ or __ | honored; ridiculed; despised
🗑
|
||||
| have long debated whether prestige/economic factors are more important in explaining behavior of people in complex, stratified societies | social scientists
🗑
|
||||
| German sociologist of late 19th century; argues for importance of status rather than economic interests | Max Weber
🗑
|
||||
| Marx thought that people were or should be most conscious of their __ __ | class membership
🗑
|
||||
| Weber believed that people may value prestige & __ __ __ __ even more than their economic position | symbolic aspects of status
🗑
|
||||
| Weber argued that political action can be motivated by a group's desire to __ __ __ __ as well as, or in opposition to its economic self-interest | defend its social position
🗑
|
||||
| political action can be motivated by a group's desire to defend its social position as well as, or in opposition to its economic self-interest Marx termed | false consciousness
🗑
|
||||
| poor whites did not join poor blacks in working to improve their common economic position because they were more committed to maintaining prestige value based on color/race | American South
🗑
|
||||
| when comparing social stratification systems, anthropologists differentiate between systems where social position is based on | ascribed or achieved status
🗑
|
||||
| social position primarily based on achievement | open stratification system
🗑
|
||||
| social position based on ascription | closed stratification system
🗑
|
||||
| in most modern societies __ & __ play role in social stratification system | achievement; ascription
🗑
|
||||
| class is category of persons who all have about the same opportunity to obtain economic resources, power & prestige & are ranked __ in relation to other class categories | high-low
🗑
|
||||
| in class system, possibilities for social mobility are based on __ achievement rather than __ status | individual; ascribed
🗑
|
||||
| even in most open class system __ __ always play role in moving from one class to another | ascribed statuses
🗑
|
||||
| closed stratification systems, in which there is __ __ __ possibility of social mobility are called caste systems | little or no
🗑
|
||||
| social mobility is a __ __ __ & theoretically possible for all society's members | central cultural value
🗑
|
||||
| opportunity for upward social mobility in US | American Dream
🗑
|
||||
| social science evidence demonstrates that educational achievement, levels of indebtedness, income, & wealth accumulation are significantly correlated w/race, ethnicity & gender as well as | individual's class status
🗑
|
||||
| very significant in achievements of higher education | class-based difference
🗑
|
||||
| American Dream is closely ties to other core __ __ such as individualism, meritocracy, work ethic, optimism, pragmatism, progress, & belief in ability of individuals to control circumstances of their lives | American values
🗑
|
||||
| economic failure/downward social mobility largely viewed as result of individual failings as well as behaviors, attitudes, & culture of member of lower class, rather than systemic part of social structure | corollary of American Dream
🗑
|
||||
| prescient in revealing significance & meaning of downward mobility in American class system | Katherine Newman
🗑
|
||||
| Newman defines as those who had secure jobs. comfortable homes, & reason to believe that future would be one of continued prosperity for themselves & their children | downwardly mobile middle-class people
🗑
|
||||
| Newman noted that downward mobility was almost __ __ in US | institutionally invisible
🗑
|
||||
| Newman observes that downward mobility is a __ __ of American society's experience because it does not fit into our cultural universe | hidden dimension
🗑
|
||||
| Newman emphasizes that __ __ entails not only economic decline but also decline is prestige | job loss
🗑
|
||||
| cultural emphasis on __ central to American Dream also represses important role of government programs & policies | individualism
🗑
|
||||
| GI bill, Social Security, unemployment insurance, progressive income tax, & federal mortgage assistance program are examples of important role of government programs & policies that resulted in | growing middle class since WWII
🗑
|
||||
| 1930s-1970s social mobility was based on cultural vision that held government should provide a safety net & enable upward mobility for | all Americans
🗑
|
||||
| 1980s government should be kept small, its spending restricted, & success depended on individual achievement free of government help or interference | new American culture ideology
🗑
|
||||
| is gateway to a middle-class lifestyle & serves basis for family economic security in American society | income
🗑
|
||||
| have tremendous impact on people’s lives; they are correlated w/health, quality health care in illness, & life span in American society | income & accumulated wealth
🗑
|
||||
| essential gateway to increasing life chances & social mobility; basis of decent standard of living incl. access to food, clothing, shelter, health care, quality education, & accumulation of some resources or equity as safety net for emergencies | sufficient & steady family income
🗑
|
||||
| negatively affects not only one's own life chances but also those of one's children | insufficient & irregular income
🗑
|
||||
| social mobility is a life chance that depends on __ one already is in class system | where
🗑
|
||||
| people born into wealth, high status, & power use these resources to __ their high class positions & often have means to keep others from achieving __ __ | maintain; upward mobility
🗑
|
||||
| have better chance of maintaining their position over generations | rich & powerful people
🗑
|
||||
| tend to share similar life experiences, occupational roles, values, educational backgrounds, affiliation, & political views | members of a social class
🗑
|
||||
| not merely income, but how that income is spent is an important | dimension of class status
🗑
|
||||
| even when income & wealth inequalities rose over past 30 years, __ __ seemed to grow more similar | consumer-related lifestyles
🗑
|
||||
| expressed in personal services & exclusive experiences | class differences
🗑
|
||||
| high standard of __ __ clouds importance of American class divisions compared to rest of world | material comfort
🗑
|
||||
| most important American lifestyle difference related to income is ability of wealthy to buy homes in residential areas __ to those with great deal of money | restricted
🗑
|
||||
| class status is still very significant in __ structure & __ achievements in America | family; educational
🗑
|
||||
| in America more likely to married before having children, have fewer children, & have children later in life | upper classes
🗑
|
||||
| Newman notes, __ __ are among most important factors determining whether those in category near poor can make it into middle class | family circumstances
🗑
|
||||
| household incomes between $20,000 & $40,000/year for family of four | near poor
🗑
|
||||
| cultural & __ __ of social class reinforce one another | interactional dimensions
🗑
|
||||
| through interaction based on common residence & schooling, religious participation, voluntary associations, & other social institutions people learn __ of their social class in America | lifestyle
🗑
|
||||
| lifestyle is important part of sociability, informal/intimate social relationships, explains why social classes tend to be largely | endogamous
🗑
|
||||
| Chinese, Indian, & Malay are primary ethnic group in | Malaysia
🗑
|
||||
| small populations descended from 16th-century traders who politically dominated Malay society for 100 years | Portuguese
🗑
|
||||
| defeated Portuguese, colonized Malaysia, & replaced Portuguese in most important political & economic positions | British
🗑
|
||||
| when British left, they moved into many commercial & professional positions, now dominating Malaysian economy | Chinese
🗑
|
||||
| race is not a __ __ but one constructed by humans in specific cultural & historical context | natural category
🗑
|
||||
| race is used to justify __ treatment & __, affecting lives of both racial majority & minorities | differential; discrimination
🗑
|
||||
| described Irish as human chimpanzees, race of utter savages, truly barbarous & brutish | Charles Kingsley
🗑
|
||||
| differing from British by class/religion, used by British to justify their control over Ireland | degenerate Irish race
🗑
|
||||
| as Irish migrated to US notion of their cultural & biological __ was commonly expressed in language of race | inferiority
🗑
|
||||
| concept of race applied to Burakumin in | Japan
🗑
|
||||
| stigmatized/oppressed group perceived by Japanese as innately physically & morally distinct from other Japanese, although there in fact no physical differences between them | Burakumin
🗑
|
||||
| Burakumin are __ __ distinguished by differences in family name, occupation, & placed of residence | invisible race
🗑
|
||||
| in many systems of __ __, where physical differences do not define groups, ethnicity, class, caste, or other social distinctions are symbolized in biological/racial terms | inherited stratification
🗑
|
||||
| differences in inherited stratification systems are associated w/traits of culture, character, morality, intelligence, personality, & purity that are seen as | natural, inherited, & unaltered
🗑
|
||||
| lack of observable physical differences does not prohibit invention of __ __ or emergence of __ __ | racial categories; racial stratification
🗑
|
||||
| occur in societies w/different culturally constructed views of race | racial stratification
🗑
|
||||
| race is viewed as continuum in | Brazil
🗑
|
||||
| in US, race is largely defined as a __ __ between black & white | binary opposition
🗑
|
||||
| multiple exclusive racial classifications were formally recognized, treated differently in law/life, & occupied different & almost exclusive statuses within society | S Africa
🗑
|
||||
| in US race is culturally constructed largely on basis of __ __ __ such as skin color, hair texture, & presumed ancestry | few observable characteristics
🗑
|
||||
| historically N American system of racial stratification primarily divides people into | black & white
🗑
|
||||
| reality ignored by American dichotomy of racial stratification is that __ __ actually forms a continuum | skin color
🗑
|
||||
| reality ignored by American dichotomy of racial stratification is that widespread __ __ occurred historically & continues in present | racial mixing
🗑
|
||||
| 2000 US census permitted people to identify as __ __ __ race; 7 million people, almost 1/2 whom were under 18, chose to do so | more than one
🗑
|
||||
| some scholars suggest may be converging in racial formations | US & Brazil
🗑
|
||||
| undermines American binary race project | multiraciality
🗑
|
||||
| some scholars hope for __ American society, rather than __ one similar to Brazil | post-racial; hyper-racial
🗑
|
||||
| constructed nature revealed in antebellum Southern court decisions, for purpose of school segregation | American binary of race
🗑
|
||||
| binary of race classifies Chinese as | white
🗑
|
||||
| binary of race classifies individuals w/at least 1/32nd "negro blood" as __, even if their skin color was indistinguishable from __ | back; whites
🗑
|
||||
| ironic comment on American construction of race, once told American reporter that 96% of Haitians were white using same procedure for counting whites "a drop of white blood" that Americans used for counting blacks | Haitian dictator Papa Doc Duvalier
🗑
|
||||
| for white in America ordinary experiences such as shopping, buying/renting place to live, finding hairdresser, do not generally involve __ on their racial identity | reflection
🗑
|
||||
| binary form of American racial classification grew out of __ __ of slavery | historical conditions
🗑
|
||||
| racial stereotypes used to justify slavery & later segregation in America, were supported by emerging __ & __ __ | biological; social sciences
🗑
|
||||
| biological & social sciences in America, legitimized races as __ __ natural categories characterized by physical cultural, intellectual, & moral differences | hierarchically arranged
🗑
|
||||
| social class, race & ethnicity interact in complex ways to produce the __ __ __ system of US | particular social stratification
🗑
|
||||
| race is __ as scientific concept, but as __ __ is centrally implicated in American social stratification system | misguided; social fact
🗑
|
||||
| where race intersects with class impacts __ __ of life & __ of life itself in American system | every aspect; potential
🗑
|
||||
| black male infant born in US today will life 7 years __ than white male infant | less
🗑
|
||||
| racial -- are also revealed in access to healthcare & healthcare outcomes | disparities
🗑
|
||||
| 30% of African Americans, Latinos, & members of other minority groups are uninsured, compared to 17% of whites in | New York City
🗑
|
||||
| people covered by Medicare are more treated differently by health care institutions; more likely to be seen by rotating med students/interns, thus less likely to receive | coordinated medical care
🗑
|
||||
| race & racism are highly correlated with | industrial pollution
🗑
|
||||
| race compounded by class also affects traumas caused & experienced by | environmental disasters
🗑
|
||||
| although African American & Latinos comprise only 25% of US population they are more than 60% of those | in prison
🗑
|
||||
| convicted rates 10-35 time higher than white women in US prisons | black women
🗑
|
||||
| accumulated wealth only 14.6% & 13.2% of the $140,700 median new worth for white families | African American & Latino
🗑
|
||||
| is only one among many social institutions that reflect stratifies nature of class, race, ethnicity, & indigenous status in US | educational achievement
🗑
|
||||
| argued for importance of culture; believed voluntary minorities are higher educational achievers than involuntary minorities | John Ogbu
🗑
|
||||
| those who came to US voluntarily in order to better their lives | voluntary minorities
🗑
|
||||
| include Native Americans, African Americans brought as slaves, & Mexican-Americans incorporated through military policies of expansion | involuntary minorities
🗑
|
||||
| present US population consists substantially of voluntary migrants & it is unclear how/if this has affected their educational achievement | Mexican-Americans
🗑
|
||||
| Ogbu wrote, voluntary minorities believe in possibilities for social mobility & thus emphasize education as | route to getting ahead
🗑
|
||||
| Ogbu wrote, involuntary minorities view social hierarchy of US as unfair, permanent, & systematically__; less likely to believe that educational achievement will lead to success in life | discriminatory
🗑
|
||||
| students from involuntary minorities cope w/subordinated social status by creating a 2ndary culture in which peer group values of cool behavior are more important than academic achievement; characteristic of inner-city Latino & African-American ghettos | oppositional culture
🗑
|
||||
| oppositional culture makes __ __ likely | academic failure
🗑
|
||||
| study of E Harlem; school itself is significant place for learning oppositional culture, including necessary skills for surviving on streets of inner cities all of which undermine | effective learning
🗑
|
||||
| anthropologists emphasize that negative effects of inner city oppositional culture have their course in __ of inner-city neighborhoods | poverty
🗑
|
||||
| anthropologists emphasize that negative effects of inner city oppositional culture have their course in discriminatory __ __ such as low expectations of minority student | educational policies
🗑
|
||||
| anthropologists emphasize that negative effects of inner city oppositional culture have their course in __ & __ schools | overcrowded; underfunded
🗑
|
||||
| anthropologists emphasize that negative effects of inner city oppositional culture have their course in __ teachers | less-qualified
🗑
|
||||
| much social science research shows that most inner-city residents support mainstream __ __ & behaviors, especially educational achievement | cultural norms
🗑
|
||||
| where oppositional cultural model puts burden on inner-city student to change their culture, model's critics emphasize education achievement among minorities depends upon fairer distribution of __ | resources
🗑
|
||||
| where oppositional cultural model puts burden on inner-city student to change their culture, model's critics emphasize education achievement among minorities depends upon more __ educational policies | equitable
🗑
|
||||
| where oppositional cultural model puts burden on inner-city student to change their culture, model's critics emphasize education achievement among minorities depends upon transformation of schools into safer, more __ environments | disciplined
🗑
|
||||
| Brazil has __ __ whose core labor force consisted of African slaves | plantation economy
🗑
|
||||
| policy in Brazil of encourage immigration of Europeans | whitening
🗑
|
||||
| after slavery was abolished in Brazil, they did not translate racial distinctions into __ & interracial marriage & sexual relations were not __ | law; illegal
🗑
|
||||
| laws in US affected marriages of white w/African Americans, Japanese, Filipinos, & Native Americans as central ideological tool for constituting & reproducing | white supremacy
🗑
|
||||
| individuals of African descent account for 45% of | Brazil's population
🗑
|
||||
| 15% of Brazil's population identify as __ on census form | preta (black)
🗑
|
||||
| the remainder of Brazil's population identify as __ on census form | parda
🗑
|
||||
| parda in Brazil signifies brown, of __ African ancestry | partial
🗑
|
||||
| __ in Brazil is tied to social stratification | self-identification
🗑
|
||||
| Brazilian understanding of race is __, but distribution of wealth & services in profoundly unequal & __ | flexible; racial
🗑
|
||||
| intermediate category between black & white | mulatto
🗑
|
||||
| light mulatto | mulatto claro
🗑
|
||||
| person w/reddish skin & light curly hair | sarara
🗑
|
||||
| promoted idea that Brazilian national identity resulted from mixing people of European, African, & indigenous ancestry; influence gave race mixing positive connotation | Gilberto Freyre
🗑
|
||||
| Freyre's work used to promote notion among politicians, academics, & in culture at large that Brazil was a | racial democracy
🗑
|
||||
| measure national quality of life | UN Human Development Index (HDI)
🗑
|
||||
| in Brazil __ __ between whites & nonwhites are much greater than in US | educational disparities
🗑
|
||||
| Brazil has higher rate of __ than the US | illiteracy
🗑
|
||||
| Brazilian __ __ is almost entirely domain of the province of white elites | higher education
🗑
|
||||
| argues ethnicity has important cultural content, must be viewed as aspect of relationships among groups in society which may be competitive, conflictual, cooperative, or combination | Fredrick Barth
🗑
|
||||
| Barth's approach led anthropologists to ask new questions about how ethnicity works as a vehicle for | association, collective action, & personal identity
🗑
|
||||
| Barth's approach led anthropologists to ask new questions about how ethnic groups & identities __, __ & __ in response to economic & social environments | emerge; change; disappear
🗑
|
||||
| narrative of America as a nation of immigrants to pursue freedom from fear & vision of American dream taking place simultaneously with ongoing project of creating | American national identity
🗑
|
||||
| early idealistic vision of America as land of opportunity, upward mobility, & political freedom were largely restricted to immigrants from | northern & western Europe (Nordic)
🗑
|
||||
| American Constitution limited __ to those who were free & white | citizenship
🗑
|
||||
| 1880-1920s immigrants from S & E Europe (Greeks & Poles) were racially distinguished from | Nordic races
🗑
|
||||
| 1920s restrictive immigration laws effectively limited immigration to Nordic groups viewed as culturally, physically, & politically similar to members of groups who __ __ in US | held power
🗑
|
||||
| until mid-20th-century __ __ __ regarding immigrants was assimilation | dominant American ideology
🗑
|
||||
| settlement houses, public schools, & citizenship classes were formed to teach immigrants __ __ & motivate them to assimilate | American ways
🗑
|
||||
| referred primarily to ethnic groups descended from European populations | melting pot
🗑
|
||||
| melting excluded __ __ minorities-Mexican, African/Native American-as well as small numbers of Asians/Middle East | racially defined
🗑
|
||||
| was also imposed on Native Americans; largely failed to persuade to adopt mainstream culture, but did result in loss of culture & lead, & increase in social problems such as alcoholism & poverty | policy of assimilation
🗑
|
||||
| intended to permanently alienated Native American children from their cultures & languages | American boarding schools
🗑
|
||||
| headed Bureau of Indian Affairs, government policies reversed to support strengthening of Indian cultures & societies | John Collier
🗑
|
||||
| 1965, explicitly aimed at reversing discriminatory basis of earlier immigration laws | Nationality Act
🗑
|
||||
| Nationality Act greatly expanded number of people permitted to immigrate from __ __ against nations | previously discriminated
🗑
|
||||
| Nationality Act abolished __ __ | immigration quotas
🗑
|
||||
| Nationality Act gave __ __ to social goal of family unification | high priority
🗑
|
||||
| Nationality Act put refugee immigration on a more __ basis | structured
🗑
|
||||
| rise of international terrorism, cyclical nature of global/national/regional economies, increase of illegal immigration, & transnationalism | changing contexts of immigration
🗑
|
||||
| 1965 immigration laws opened up US to skilled, highly trained __ immigrants from S Asia as well as Middle East | Muslim
🗑
|
||||
| largest group of Latinos are | first-generation immigrants
🗑
|
||||
| as of 2002 Mexicans accounted for 20% of total __ __ to US | legal immigration
🗑
|
||||
| castes are hereditary & __ | endogamous
🗑
|
||||
| caste are ranked in relation to one another & characteristically associated with __ __ | traditional occupations
🗑
|
||||
| caste system consists of ranked, culturally distinct, interdependent, endogamous group with rigidly maintained __ between castes | boundaries
🗑
|
||||
| blacksmiths, praise-singers, & leather workers function as endogamous castes | W Africa
🗑
|
||||
| peasants & nobility were endogamous castes | traditional European society
🗑
|
||||
| before 1950 era of expanding civil right, black/white relations in American south also __ __ of cast system | incorporated elements
🗑
|
||||
| caste system deeply & historically embedded in culture & plays central role in social stratification | India
🗑
|
||||
| __ __ of Indian caste system are its complexity, relation to Hindu religious beliefs & rituals, & degree to which castes are cohesive & self-regulating groups | unique elements
🗑
|
||||
| Hindu caste system contains four main categories called | varna
🗑
|
||||
| highest ranked varna; priests & scholars | Brahmins
🗑
|
||||
| 2nd highest ranked varna; ruling & warrior cast | Kshatriyas
🗑
|
||||
| 3rd ranked varna; merchants | Viasyas
🗑
|
||||
| 4th ranked varna; menial workers & artisans | Shudras
🗑
|
||||
| 5th group below 4 varnas; previously called untouchables; perform spiritually polluting work such as cleaning latrines or tanning leather | Dalits
🗑
|
||||
| Dalits are considered so ritually __ that their mere touch, or even shadow, __ purity of higher castes | impure; contaminates
🗑
|
||||
| birth into Hindu caste is considered __ or __ for actions in previous life | reward; punishment
🗑
|
||||
| in Indian villages the lowest castes are __ & __ segregated, prohibited from using high caste wells & temples | spatially; socially
🗑
|
||||
| previously untouchable class of leather workers/shoemakers who became fairly wealthy due to increased domestic/global demand for leather shoes | Camars of Agra
🗑
|
||||
| when initial attempt to raise their caste failed in Hindu caste system Camars converted to __ which put them outside the Hindu cast system | Buddhism
🗑
|
||||
| in rural/urban India caste ranking appears to be less sharply defined as before, at least within __ __ categories | higher caste
🗑
|
||||
| significant change in caste system in India is weakening in __ __ between caste & occupation | traditional connection
🗑
|
||||
| significant change in public discourse about Hindu castes is that they are now commonly referred to in public as __ __ or __ | cultural communities; associations
🗑
|
||||
| Hindu castes were previously called jatis which literally means | species
🗑
|
||||
| in public strict maintenance of Hindu cast boundaries such as __ , has weakened particularly in cities | inter-dining
🗑
|
||||
| in private/rural areas many Hindu caste-related boundaries remain particularly regarding __ marriages | arranged
🗑
|
||||
| __ __ in education & employment, based on (low) caste status incorporated into Indian Constitution, keeps caste alive for more pragmatic reasons | affirmative action
🗑
|
||||
| even w/rise of new Indian class system, cast remains __ __ __ in Indian society & is unlikely to disappear in near future | important structural element
🗑
|
||||
| India's __ & __ systems are changing under impact of global economy | caste; class
🗑
|
||||
| heavily subsidized farms in US/Europe has depressed international prices for agricultural products affecting million of __ __ in India | cotton farmers
🗑
|
||||
| since India's government does not provide much social support & financial aid for farmers they are forced to rely on | informal sector moneylenders
🗑
|
||||
| race is recent human invention, race is about culture not biology, & race/racism continue to be embedded in American culture, social institutions, & everyday life are three main message of | RACE project
🗑
|
||||
| in US race is closely linked to __ economy | plantation
🗑
|
||||
| ethnography of Southern community documents vulnerability of African Americans to industrial pollution & ways in which community response shaped by racial stratification | Melissa Checker
🗑
|
||||
| social stratification is the result of __ distribution of resources | unequal
🗑
|
||||
| conflict theory holds that the natural condition of society is | conflict & change
🗑
|
||||
| according to the text, the recession of 2008-2009 showed that __ __ of our economic system outweigh individual factors in explaining failure & inequality | systemic aspects
🗑
|
||||
| in a caste system, the basic relationship between castes is | interdependence
🗑
|
||||
| debt accumulation is an example of manner in which class, race, and ethnicity __ in the US | intersect
🗑
|
||||
| most foreign-born American Muslims __ in the American Dream | believe
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
lfrancois
Popular Miscellaneous sets