Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
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
Intro to Sociology
Second Midterm
| Question | Answer |
|---|---|
| social stratification | the structuring of inequalities between groups in society, in terms of their access to material and symbolic rewards. inequalities that are determined by group membership |
| why do sociologist think stratification exists | stratification exists not because of individual differences/chances occurrences but because the system is structured to produce inequalities |
| social classes | socioeconomic categories of people who have similar access to resources, opportunities, and power usually based on a combo of income, education, occupation, and wealth |
| life chances (Weber) | a person's opportunities of achieving economic prosperity. much harder to achieve economic prosperity if raised in poverty. the best chance of someone being wealthy is if they were born wealthy |
| income | salary and/or wages from a job plus earnings from investments. unequal distribution of income among class groups |
| wealth | the value of economic assets owned by the person or family like houses, stocks, bonds, real estate, etc. |
| relation between income and wealth | one's income allows one to acquire wealth and one's wealth can increase one's income |
| inheritance | wealth passed from generation to generation |
| wealth and income lead to | association with people with power and privilege like influential political groups |
| education predicts | college education predicts occupation which predicts income and wealth in life |
| occupation is affected by | education and it affects income and wealth |
| upper class | social class broadly composed of the more affluent members of society, especially those who have inherited wealth, own businesses, and hold large numbers of stocks (shares).household earnings over $180,000. most are wealthy but not super rich |
| characteristics of upper class | top 5%. own large homes, private education for children, servants, a lot of investment, politically influential, connections with other upper class |
| middle class | a social class composed broadly of those working in white-collar and lower managerial/highly-skilled blue-collar occupations. occupation prestige, income, and wealth split middle class into upper, middle, and lower middle classes |
| characteristics of middle class | consists of slightly more than half of all households and is increasingly racially and culturally diverse. many identify as middle class even if they are not. |
| working class | a class broadly composed of people working in blue-collar or manual labor occupations. teachers, nurses, office workers, factory workers, clerical aids, mechanics, sales clerks |
| characteristics of working class | racially and ethnically diverse, older members own homes, young members likely to rent, may not be politically active, children by pass college |
| lower class | a class composed of people who work part-time or not at all and who annual household income is typically below $20,000, |
| characteristics of lower class | about 20% of households, semi- or unskilled occupations, employers do not provide health care, retirement or other benefits that may be typical of occupations of those in higher social class positions |
| underclass | a class composed of people situated at the bottom of the class system. exists beneath the class system. often composed of people in the highest poverty neighborhoods of the inner city. the new urban poor. homeless, unemployed |
| absolute poverty | the minimal requirements necessary to sustain a healthy existence. basic needs |
| relative poverty | poverty defined according to the living standards of the majority in any given society |
| poverty line | an official government measure to define those living in poverty in US. an income which equals 3 times the cost of nutritionally adequate diet and items such as rent, clothes, and medical expenses |
| US uses absolute poverty line wheras European governments use | relative poverty line |
| who are the poor | children (highest), racial/ethnic minorities, women (single parent families headed by women) |
| feminization of poverty | an increase in proportion of the poor who are females. raising children and doing low, income work, can't afford child care |
| earning enough to stay above poverty line but still not earning enough, why? | minimum wage has not kept up with inflation, full time minimage wage is below the poverty line, most do not receive welfare benefits because they earn too much. farm to factory jobs income increased, service sector jobs pay less than factory jobsreplaced |
| social mobility | movement of individuals and groups between social positions |
| intergenerational social mobility | mobility from one generation to another |
| intragenerational mobility | mobility within the course of your personal career |
| long range intergenerational mobility is rare because | occupational status driven by educational attainment which is influenced by family social status. |
| reroduction | of the same class position over time, social status of your family directly related to your social status over time |
| structural functional analysis of stratification | social darwinism (explanation for poverty-poor people are lazy), bell curve, culture of poverty, inequality is useful for the affluent, unequal/differences in rewards for certain jobs useful for society |
| culture of poverty (structural functional analysis of stratification) | cultural patterns that encourage poverty as a way of life. poeple adapt to poverty out of force of habit and pass on the culture from generation to generation (living for the moment, violence), socialize children into certain values, beliefs, lifestyles |
| some jobs are more important than others (structural functional analysis of stratification) | differential rewards (ex: salaries, prestige) motivate people to acquire skills to do important jobs so that society is more productive |
| inequality is useful for the affluent (structural functional analysis of stratification) | inequality ensures that there are enough people to do unpleasant jobs that they do not want to do since the poor have less of a choice |
| critiques of structural functional analysis of stratification | culture of poverty suggests that culture is a cause not an outcome of poverty, how do you rank jobs in terms of usefulness, POVERTY IS NOT INEVITABLE OR NATURAL |
| social conflict analysis of stratification | industrialization=enough for everyone=humanity could end poverty but capitalism is set up to creates poverty, internal contradictions: capitalism produces so much but makes the majority poor, haves vs have nots, contradictory class locations |
| haves vs. haves nots (social conflict analysis of stratification ) | workers produce more than what capitalists need to pay them = profit, wages don't rise much but wealth piles for small numbers of capitalists |
| contradictory class locations (social conflict analysis of stratification ) | now most people are in class positions that shares characteristics of the haves and the the have nots such as professional employees. still sell labor but control those below them |
| multicultural theory of poverty, race, and ethincity | poverty is linked to race and ethnicity since racial and ethnic minorities have higher poverty rates |
| feminist analysis of poverty | patriarchy, intersection of race and gender (race and gender operate alone and in combinations causing double disadvantage for some), feminization of poverty as higher paying jobs are "man's work" and lower paying jobs are "women's work" |
| patriarchy | a social pattern in which males dominate females. (men more wealth, prestige, and power in society) |
| symbolic interaction analysis of poverty | how does society come to define people as responsible for their own poverty, blaming the victim (using differences as the cause of problem and using it to fix person and not society as whole) |
| sex | biological distinction between females and males |
| gender | social expectations about behavior regarded as appropriate for members of each sex. social construction, not fixed not inevitable |
| gender role socialization | process by which we learn and do gender. to perform gender |
| gender inequality | the inequality between mend and women in terms of wealth, income, and status. |
| sexism | belief that one sex is innately superior to the other. supported by large social patterns of patriarchy. Men are "better" than women, built into social institutions.constructions |
| historically women have been marginalized | could not vote, underrepresented in all levels of government, internationally. women do better in politics are the local level than the national level |
| more women work now | women outnumber men in the workforce for the first time in 2010 yet there is still a wage gap |
| gender typing | women holding occupations of lower status and pay such as secretarial and retail positions, mend holding jobs of higher status and pay |
| glass ceiling | promotion barrier that prevents a woman's upward mobility within an organization, especially true in male dominated fields. |
| glass escalator | refers to men's rapid ascent up the hierarchy when they enter female-dominated professions. close mentoring and encouragement from supervisors, external clients may prefer working with males |
| most college students are women | does not necessarily translate into earnings because women have to achieve more education to compete with less educationed men. women moving into male dominated fields that are sex segregated. women: humanities, men: hard science and math |
| second shift | extra housework = second shift. 2 jobs, 1 is unpaid. women do more housework than men even in two-income homes. work spheres vs. home spheres. may do housework because they earn less but earn less because they do more housework (vicious cycle) |
| gender inequality in the media | women: supporting roles, men: main character. tv stars, men earn more, commercials: women sell to women, men sell to men using women as sex appeal. women sexualized and infantilized , men shown as figures with authority |
| minority | any category of people identified by physical and cultural traits, that a society subjects to diadvantages |
| are women minority | society socialized women to think that they should defer to men, not prioritized careers, and own happiness |
| women and men both disadvantaged when an occupation is predominantly female | jobs pay less if they contain a higher proportion of female |
| human capital theory (economical viewpoint) | individual make investments in their own human capital (schooling) in order to increase their productivity and earnings. many assume women invest less because their focus is the home and family which causes employers to invest less |
| constraints (sociological viewpoint on gender inequality) | indirect and direct social forces block women from freely choosing. indirect: childhood socialization, direct: discrimination from bosses. |
| power differentials in society on gender | pay gap, women's work is perceived to be devalued, |
| structural functional analysis of gender inequality. parsons not used | complimentary roles, society still encourages gender differences because complimentary gender roles s what ensures that men and women need each other. male at work, female at home, is supposed to equal happy family. socializes boys and girls differently |
| symbolic interaction analysis on gender | men have more power and display their power in micro level interactions |
| social conflict analysis on gender | gender produces social hierarchy/conflict not integration/harmony . rise of patriarchy. capitalism=elite capitalist class of men then had men gaining more power and wealthy and supporting family system where women stay home and men work |
| feminist analysis of gender | important of gender, equality, choice, and sexual freedom. activism against patriarchy and gender violence |
| liberal feminism | seeks to reform within existing institutions. focuses on passing laws related to equality (equal pay, maternity leave) |
| socialist feminism | seeks to end capitalism to promote equality. capitalism oppresses women and makes them economically dependent on men |
| radical feminism | seeks to end patriarchy. men are responsible for and benefit from exploitation of women in all aspects of social and economic life. change to economy system and ideas and practices related to family, sexuality, and children. |
| black feminism | seeks address the ways that race, ethnicity, class and gender work together |
| postmodern feminism | challenges the idea that all women share a single basis of identity and experience. there is no grand theory that can explain women's positions in society, there is no universal category of "woman" |
| ethnicity | cultural values and norms that distinguish the members of a given groups from others. combo of language, history, religion, ancestry, and styles of dress or adornment |
| race | differences in human physical characteristics used to categorize large number of people. socially constructed category of people who share biologically transmitted traits |
| sociologists and race | no clear cut race-range of physical variations among human beings, race is fluid, physical diversity within race categories, race categories vary throughout the world and change over time. race categories do not describe physical variations well |
| racialization | the process by which understanding race are used to classify individuals or groups of people, can affect patterns of power and inequality. affect life chances (ed., occupations, housing, health care, etc.) |
| racialization institutionalized. ways race gets built into institutions and all institutions have a racial component | slavery in British, French, Spanish colonies, slavery in US,political educations, legal and other institutions |
| minority | usually share distinctive identity and disadavantaged in society, no necessarily of minor population. numeric minority not as same as social minority |
| prejudice | holding preconceived ideas about an individual or group. resistant to change even in face of new information |
| discrimination | behaviors or practices that deny to members of a particular group resources or rewards that others can obtain |
| may have prejudicial thoughts but not discriminatory acts or | may do discriminating acts without prejudicial intent |
| racism | attributing superiority or inferiority to a population that shares certain physically inherited characteristics ex: individual level prejudice that whites are better than any other race |
| institutional racism | patterns of discrimination based on race/ethnicity that have become structured into existing social institutions. embedded in social structures in society |
| personality factors of cause of prejudice | authoritarian personality: people with high levels of hostility who rigidly conform to conventional norms and who see the world as "us" vs. "them". low tolerance for others. cold demanding parenting,. displacement of emotions to prejudice |
| societal factors of cause of prejudice | scapegoat theory, prejudice develops when people are frustrations by lack of control in life. cultural theory: prejudice is built into the culture, racism without racists |
| genocide | systematic planned destruction of a racial, political, or cultural group. may be supported by government, not always |
| segregation | practices of keeping racial and ethnic groups physically separate, thereby maintaining the superior position of the dominant group |
| assimilation | acceptance of a minority group by majority population, in which the new group takes on the values and norms of dominant culture. may be related to where someone settles, how ethnically diverse the area is. minority accepted after they conform to majority |
| melting pot | idea that ethnic difference can be combined to create new patterns of behavior drawing on diverse cultural sources. majorities do not generally melt inot minority culture |
| pluralism | model of ethnic relations in which ethnic cultures retain their independent and separate identities yet participate in rights and power of citizenship |
| multiculturalism | recent outgrowth of pluralism in which ethnic groups exist separately and share equally in economic and political life. the ultimate goal |
| native americans | conflict with explorers and colonists, genocides to segregation (gain land through treaties, used military force if they were unwilling to bargain) to to assimilation to pluralism, sort of. at severe disadvantage now |
| african americans | slavery, Dred Scott case (slaves as property) to segregations (Jim Crow laws) to Civil Rights movement, desegregation of buses and schools, |
| asian americans | immigration started with Gold Rush of 1849 to demand for ban on immigration to WWII and internment camps (segregations) to pluralism. many went to college and prospered, assimilation, still anti-asian preudice, above average income |
| Latino Americans | many different cultures, largest US minority, below average of US social standing, Puerto Rico US territory, Cubans fled Castro, |
| structural functional analysis of race | culture of poverty- cultural norms do not promote success in capital society, widespread fatalism-people accept their situation and think that it will not get better, young people have low self-esteem, powerlessness, limited aspirations, |
| critiques of structural functional analysis of race | focusing on culture and victim blaming which comes from individualistic culture in US, culture of poverty is result not cause of poverty |
| symbolic interaction analysis of race | personal meaning of race, race as a master status, when 2 different races interact, race is an important feature of the interactions. ethnic people are defined by a white standard and interact with the self partially using that standard (double standard) |
| master status | social position that is usually the dominant or on of the dominant identifying characteristics of an individual. and individual may or may not identify with a master status. usually dominates social interaction with others |
| critique of symbolic interaction analysis of race | does not analyze race at the societal level. race is not just about personal understanding |
| social conflict analysis of race | elite capitalists further divide people by race and ethnicity to prevent this larger group from coming together to create change. if working class does not come together the system will remain, |
| social conflict analysis as multicultural theory | society privileges the white majority and marginalizes racial and ethnic minorities, socially: white as norm, economically: need to understand history to understand present, everyday life: language |
| critiques social conflict analysis of race | downplay commonalities, racial and ethnic groups as victims, downplays changes towards equality |
| global inequality | the systematic differences in wealth and power between countries |
| high income nations | generally first to industrialize, still have poverty within borders, hold majority of world's income, 70 total countries (european countires and US) |
| middle income nations | industrialized later, majority of world's population, (east and southeast aisian countries) |
| low income nations | agricultural economics, limited/new industrialization, people living in severe poverty, populations increasing, |
| world's poverty problem affects children | beg, steal, sell sex, lack of education, victims of violence, homelessness, infant deaths more likely, live 20 fewer years, die of preventable diseases |
| world's poverty problem affects women | gender stratification worse in poorer nations, limited schooling and economic opportunities, 70% of adults facing absolute poverty are women |
| market oriented theories | argue that the best possible economic consequences will result if individuals are free to make their own economic decisions, uninhibited by governmental constrains. government constraints block development. |
| neoliberal economics | if other countries develop like high-income nations, they will also be high-income nations |
| structural functional analysis on world stratification | modernization theory: low icome societies develop economically only if they give up their traditional ways and adopt modern economic institutions, technologies, and cultural values that emphasize savings and productive investments. |
| barriers to industrialization | traditional religion, resist new ways of life, do not adopt to new technologies, technology viewed as a threat to family life, customs, fatalistic attitudes that nothing will change so they don't save, cultural and government intervention in economy |
| 4 stages of modernizatin | traditional (low), take off (low middle), drive to technology maturity (high middle), high mass consumption (high) |
| traditional stage of modernization | agrarian stage, traditions matter, organized around family, poor |
| take off stage of modernization | break from traditions, people save, economy begins to grow, profit orientation, high income nations invest |
| drive to technological maturity stage of modernization | more advanced industrialization, markets expand, traditions are old fashioned, more schooling, more equality, help of high income nations |
| high mass consumption stage of modernization | widespread tech, economy growing, mass production, people buy a lot of goods, higher standard of living |
| social conflict analysis of world stratification, dependency theories | argues that the poverty of low income countries stems directly from their exploitation by wealthy countries and the multi national corporations that are based in wealthy countries. critical of modernization theory |
| critiques of modernization theory | defends capitalism, low income nations are locked in state of exploitation and poverty, victim blames poor countries, rich nations prevent poor countries from developing (military intervention over dissent), presents developed countries as standard. |
| low income nations according to social conflict analysists are not underdeveloped but | misdeveloped |
| colonialism | process whereby western nations established their rule in parts of the world away from their home territories to enrich themselves through political and economic control of other nations. |
| neocolonialism | a new form of economic exploitation that involves the operation of multinational corporations rather than direct control by foreign governments. exploitation via corporation. |
| social conflict analysis of world stratification, world systems theory | emphasizes the interconnections among countries based on the expansion of a capitalist world economy. world economic system is single capitalist unit. economic success of high industrialized countries is dependent on exploiting less advanced countries |
| global capitalism creates core, periphery, semi-periphery nations | core: high income nations that exploit from other 2 zones. periphery: low income nations that are exploited by other 2 zones. semi-periphery: middle income nations that are exploited by core and exploits periphery. |
Created by:
LittleD331
Popular Social Studies sets