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SOC 105
Exam 2- Lecture Material
| Term | Definition |
|---|---|
| Class reductionist theory | the issue between race, class, and immigration, or race, class, and working; sees member of racial or ethnic group as being in a disadvantaged position in the working class and that they serve as a reserve army of labor and are easily exploited |
| Shortcomings of the class reductionist theory | some minorities have good jobs and are in the upper class, even though you may be a minority in the upper class, your lives can still be hampered by racism, fails to recognize that minorities can exploit each other |
| Dual/segmented labor market theory | argue that in the U.S. there are core industries that we call the monopoly sector, there is also a sector called the peripheral industries involved in general merchandising who are not paid well and may lack cultural competency |
| Core industries examples | oil, auto, steel |
| Peripheral industries examples | general merchandising, service station work |
| Majority of minorities are housed in what industry? | the peripheral industry |
| Shortcomings of dual/segmented labor market theory | shouldn't argue that certain groupds have less skills |
| World systems theory | template of rich, middle class, and poor in U.S, takes template and stretches it out- says there are core, semiperipheral, and peripheral countries; core countries exploit the semiperipheral and peripheral countries |
| Core countries | upper class countries such as U.S. and Canada |
| Semiperipheral countries | countries in the middle class such as Mexico and Brazil |
| Peripheral countries | poor countries (such as ones in Africa) |
| Creation of races between nations | Europeans were in search for spice, new markets, and gold; they assumed people they came across were of less value than them due to less valuable ships |
| What does the ideology of racism label race as? | good, bad, right, or wrong |
| Two major periods of immigration in U.S. | 1890- pre-industrial revolution, Dutch immigrated to escape religious persecution, derogatory terms pushed on them once they competed for jobs; 1910-1920- industrial revolution- U.S. invited Europeans to come over to work and make money |
| Different forms of capitalism | neoliberal system/corporate dominated capitalism, cooperative capitalism, state development capitalism |
| Neoliberal system/corporate dominated capitalism | government stays relatively uninvolved in the economy with little economic planning and almost no government ownership of industries resulting in more freedom for the corporate class to run the economy as they see fit; relatively weak working class |
| Where is Neoliberal system/corporate dominated capitalism found? | U.S., Canada, and some parts of the U.K. |
| Cooperative capitalism | relationship between the corporate class, the working class, and the government, classes arrived at a power-sharing agreement in which government helps to organize the economy and protect the interest of all parties |
| Central components of cooperative capitalism | strong labor unions, strong labor laws which restrict elites in what they can do to the economy & political system; large welfare state, state regulation of economy, economic planning and strong unions; has works councils that assist in hiring/firing |
| Components of neoliberal system/corporate dominated capitalism | small state, little government regulation, weak unions, low labor costs |
| Where does cooperative capitalism occur? | Europe |
| State development capitalism | state has more independent/autonomous political power & more control over economy; private sector guided & restricted by bureaucratic govt. elites not elected officials & less subject to influence by corporate & working class through the political process |
| Components of state development capitalism | strong state intervention, extensive regulation, lots of planning, weak unions |
| Where is state development capitalism found? | Asia (Japan) |
| Outcomes of corporate dominated capitalism | cheap production costs, high inequality, low benefits to workers, less job security, low unemployment, high poverty, low taxes |
| Outcomes of cooperative capitalsm | high production costs, low inequality, high worker benefits, high job security, high unemployment, low poverty, high taxes |
| Outcomes of state development capitalism | medium production costs, low inequality, medium worker benefits, medium job security, low unemployment, low poverty, low taxes |
| What is the basic problem with the poor? | economic structure- few high paying jobs, many low paying jobs, many high paying jobs lost due to automization and movement of jobs outside of the country |
| Problems with profit maximization and the poor | employers are constrained to pay their works the least possible amount in wages and benefits, maintaining a surplus of undereducated and depressed laborers who will work for low wages, and employers make investment decisions w/o regard for employees |
| What perpetuates economic inequality? | capitalism |
| Structural explanation of poverty | the way society is organized perpetuates poverty, not the characteristics of the poor |
| What do capitalists argue about the marketplace and the economy? | any government intervention into the marketplace distorts the economy negatively by affecting incentives & the freedom of individual choice, if left unhindered, the profit motive, private ownership, & competition will achieve greatest good for individuals |
| Braverman thesis | there is a general tendency in work to deskill work and intensify labor; management will use technology to monitor work and make as much profit as possible |
| 3 main points of capitalist production | workers are separated form the means of production, in order to live, you must work, and you must extract as much work as you can from the worker |
| Current labor process in terms of the Braverman thesis | teamwork: controlled delegation of authority to selective workers, the promotion of work-group identity (workers put in teams), and forging an identification between productivity and job security |
| Stratification systems | primitive communal, slavery, caste system |
| Primitive communal | earliest form of social organization, hunting and gathering societies; structure: respected people were men who were chiefs/medicine men, inequality at lowest point because everyone had to work |
| Every stratification system has... | a means to communicate to its members the means of the game that need to be understood by all members |
| Slavery | American slavery different than other countries-racial element was involved & slavery was a racial caste system where slaves couldn't escape; other countries: slaves could buy or fight way out & could hold power over owner's head by threats to revolt |
| Legitimizing factor of slavery | ideological justification (these people are better than those people) and legal justification (you could own people and not get in trouble) |
| Caste system | found in India, determined by class you were born in (5 main classes), clear distinct rules that you must abide by in each caste; accepted because of conformity since you can't move up in classes because of their religion (only born into higher class) |
| How did the English fortify the caste system? | by allying with the Brahmans and said the riches will keep coming if the Brahmans continued to control the lower classes |
| Highest class in the caste system | Brahmans |
| Lowest class in the caste system | outcasts/untouchables |
| Difference between caste system and slavery | the majority of those in the caste system believed in the system and that it was okay |
| What did the system of industrialization need to appear as? | as though people were rewarded on your merits/achievement; stress on achievement and equality under free competition |
| What can the education system be described as? | conservative- not taught to go against system, but to conform, taught to believe in "American Dream" and that U.S. is greatest country in world, taught to memorize and repeat what teachers say |
| How is the field of education controlled? | locally as taxes from the local community determine the education |
| 4 problems with education being locally controlled | tax money, tax revolts, board of control of school district, religion |
| Social reproduction theory | asks questions regarding if the American system is open to everyone and built on fairness; argues the education system is depicted as a place where the rich get rich and the poor stay poor, not the land of opportunity |
| Spectrum of social reproduction theory | deterministic on one end (starts with economic system and work down to the individual) and culturally attuned on other end (starts with individual and work down to the requirements of economic system) |
| Bowles and Gintis | deterministic social reproduction theorists that discuss schooling in U.S. |
| Bowles and Gintis correspondence principle | the capitalist process produces capitalist relations of production (workers and consumers) and surplus value (profit maximization), but also produces the reproduction of capitalist relations itself |
| What do Bowles and Gintis argue that the major aspect of the structure of schooling is? | it can be understood in terms of the systematic needs of producing reserve armies of labor (prepares children to take jobs in the labor market currently reflecting your social class) |
| How do Bowles and Gintis argue that schools group students? | in groups of workers (status groups) and accustom the students to the relationships of dominance and subordinacy in the economic system |
| 4 main points of Bowles and Gintis | organization of power&authority in school equals the workplace, students lack of control of curriculum&workers lack of control over content of jobs, grades&money= reward systems, competition of students for grades&competition of workers for jobs |
| What do Bowles and Gintis argue that schools do? | schools in working class neighborhoods put an emphasis on rules, regulations, and behavioral control, train people to take positions in their current social status |
| Pierre Bourdieu | centered on the social reproduction scale; discusses culture capital and habitus |
| Culture capital | one's cultural background, their knowledge and skills that are passed down from one generation to the next |
| What does Pierre Bourdieu argue regarding culture capital? | the upper class culture capital is different form the cultural capital of the middle and lower class, schooling in America rewards the culture capital of the upper classes and depreciates the culture capital of the lower classes |
| Pierre Bourdieu's 4 main points | socialclasses transmitdistinct culturecapital, schoolsreward upperclassculturecapital&depreciate lowerclasses,academic success=economicwealth, schoolslicit processby saying academicskills duetoeffort&merit,butschools convertsocialrankingsinto academicones |
| What does Pierre Bourdieu say schools do? | schooling is part of a social universe and is a symbolic institution (matters where you went to school, not grades), schools don't impose docility, they send the signals to those who are allowed to pass or not |
| Habitus | your attitudes, beliefs, and experiences of one's social world; mediating link between your inner subjective consciousness and the objective constraints of your material world |
| What does Basil Bernstein discuss? | restricted and elaborated codes of speech |
| Restricted codes of speech | you describe something thinking that everyone is from the same area and knows the same terms/ideas |
| Elaborated codes of speech | describes something by taking into consideration that the listener may not be from the same area |
| MLA format | used for humanities-puts emphasis on authorship; (Author, page) |
| APA format | used for social sciences- emphasis on dates; (Author, pg. date) |
| Ways we classify law | criminal vs. civil law, felonies vs. misdemeanors, mala in se vs. mala prohibitum |
| Criminal law | crimes against the state or federal government, immediate victim is an individual |
| Civil law | crimes against another person |
| Difference in courts in civil vs. criminal law | criminal court needs to be proved against reasonable doubt (90-99% sure), civil court has lower standard of proof- preponderance of evidence (greater than 50% sure) |
| Felonies | more serious crimes such as murder rape, robbery... resulting in time in a state or federal prison for 12 or more months |
| Misdemeanors | less serious crimes resulting in less than 12 months in a county jail |
| Mala in se | in itself; crimes that are rooted in core values of western civilizations, we defines these laws as natural that inflict harm unto others |
| Mala prohibitum | by virtue of statute; statutory crimes that reflect our current public opinion and our social values, has to do with one's value (Ex. drug abuse or laws with age attributed) |
| Theories of crime | consensus view, conflict view, interactionist view |
| Consensus view | functionalism; argued that crimes are seen as unacceptable to all of us, we agree this behavior is wrong, our current beliefs, agree their punishments are justified, majority accept system of law |
| Conflict view | argues that there are some people in our society that hold political power and wealth and they set the laws for the rest of us |
| Interactionist view | talks about moral power, some people are more moral than others and are called moral entrepreneurs (ex. pastors or professors) |
| Legal definition of crime | it must be shown that they engaged in the act; involves actus reus, mens rea, and the doctrine of strict liability |
| Actus reus | criminal action itself |
| 2 types of actions in actus reus | the act must be voluntary, and a failure to act when you have a legal duty to do so |
| 3 different situations regarding "a failure to act when you have a legal duty to do so" | relationships of parties based on status, impositions by statue (law compels you to act), and contractual obligations |
| Mens rea | things or objects of the mind; did you intend to do the criminal action? |
| Intent | intentionally, knowingly, and willingly performing the act |
| Doctrine of strict liability | you are guilty in the act itself, intent is not needed (ex. speeding) |
| Can ignorance/mistake be used as a criminal defense? | yes, some examples may include the use of fake IDs regarding statutory rape: man saw a fake ID and assumed the women was of age |
| Insanity plea | legal category: state of mind at the crime was commissioned/unable to tell difference between right and wrong; considers M'Naghten rule and substantial capacity |
| M' Naghten Rule | maintains that an individual is insane if they are unable to tell the difference between right and wrong because of some mental disability |
| Substantial capacity test | two main parts: the M' Naghten rule and where the person knows the difference between right and wrong, but were unable to control their actions due to mental defect |
| Controversy surrounding insanity pleas | many believe insanity defense is a way around a guilty plea, if you are mentally ill, then you go to a mental hospital and are free to leave once better, &most people are unaware that your stay in a mental hospital may be longer than if you pleaded guilty |
| When can intoxication be used as a defense | when it is a mistake due to force or duress |
| Duress | defense to a crime when one person commits an illegal action because the defendant or a third person was threatened by another with death or serious bodily harm if the act was not performed |
| Lesser of 2 evils doctrine | duress cannot be used in taking the life of another person |
| Necessity defense for crime | a defense when a person must break the law to avoid a greater evil (usually caused by natural physical forces) |
Created by:
kkade
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