Exam study pt1 Flashcards

1
Q

First Nations children are ___ to ___ times more likely

than others to be placed in foster care

A

6 to 8x

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2
Q

First Nations schools on reserves receive at least ____ less per student than non-Indigenous schools

A

$2000

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3
Q

Jordan’s Principle states that…

A

Service first, jurisdiction second. Who ever has contact first must act first.

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4
Q

The verbal dissemination of folklore from person to person and generation to generation over time.
A system for keeping a group’s beliefs, customs and history, in which parents tell their children about them, and the children tell their children and so on.

A

Oral traditions

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5
Q

Local area consisted of___ and ___ tribes

A

Anishinaabe and Mohawk

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6
Q

Benefits of oral traditions

A
Ties us to family
Brings together community
Strengthens the nation
Respects ancestors
Provides entertainment
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7
Q

Sisters in Spirit (SIS) was a research, education, and policy initiative created for the ____ missing or murdered indigenous Canadian women/girls

A

582

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8
Q

What is sex?

A

Sex refers to the biological characteristics of female and male. Sex is assigned at birth- refers to ones biological status as male or female. physical attributes like anatomy/chromosomes.

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9
Q

What is gender?

A

Gender refers to the roles and characteristics society associates with being male and female. Binary concept of gender is not universal.

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10
Q

____ and Australia have 3rd gender option on passports “indeterminate/unspecified”

A

Germany

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11
Q

Transgender

A

an umbrella term for persons whose gender identity, gender expression or behavior does not conform to that typically associated with the sex to which they were assigned at birth.

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12
Q

refers to a person’s internal sense of being male, female or neither of these two.

A

Gender identity

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13
Q

refers to the way a person communicates gender identity to others through behavior, clothing, hairstyles, voice or body characteristics.

A

Gender expression

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14
Q

What gender ‘is’- defined legally, psychiatrically, medically, socio-culturally

A

Core Status

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15
Q

The processes by which any body of knowledge comes to be socially established/taken for granted as ‘reality’.

A

Social construction – Berger and Luckman

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16
Q

Creation of a social construct for a typical way of acting (script)

A

Typification

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17
Q

When habitualized knowledge becomes typified and well-established

A

Institutionalization

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18
Q

‘Performativity’

A

Judith Butler– gender is socially performed at a micro level (socialization and interaction)
-Gender as a process rather than an essence

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19
Q

Policing/regulating gender roles, norms and expectations

A

‘Dude You’re a Fag’ (Pascoe 2007)

-Creation of normative ideas of masculinity through the constant use of ‘fag’ slur

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20
Q

A ____ ____ is a set of expectations concerning behavior and attitudes that relates to being female or male.
Includes things like clothes, physical attributes, mannerisms, attitudes and also behavior

A

Gender Role

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21
Q

‘Masculine’ and ‘feminine’ leadership styles

A

Putin vs Obama
Women may less likely perceived as capable leaders by virtue of their gender.
Unless they act in ‘masculine’ ways (autocratically etc)

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22
Q

Yale 2012 study (Moss-Racusin and Handelsman)

Implicit gender bias in hiring

A
  • were more likely to hire the male applicant
  • were willing to pay him $4000 more than the woman
  • ranked him higher in competency,
  • more willing to provide mentoring to the male candidate.
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23
Q

Gender as “human nature”

A

The ‘maternal instinct’, object v’s person attributes, etc

  • Men are more cerebral/rational/calculating
  • Women are more emotional/intuitive/nurturing
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24
Q

Essentialist versus constructionist = nature vs nurture debate.

A

Tend to reduce the complexity of human behavior and expression to genetics, evolution, instincts etc

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25
4 Arguments against essentialism
1: If gender is determined by biology then how do we explain cultural and historical variations in gender? 2: Gendered traits change across time and culture 3: Neurological and socio-biological explanations are contradictory and reductionist 4: What about the role of social power in defining what gender is and should be?
26
___ organizes and gives meaning to biology and lived experiences, not the other way around
Culture
27
Sexuality
- Every society interprets/codes sexual behavior and norms in different ways - The age of sexual consent - The status of sexual virginity in a society
28
3 theoretical perspectives on Sexuality
Functionalist Critical Symbolic Interactionism
29
Functionalist perspective
The family unit is the main building block of society – social cohesion/stability - Reproduction, monogamy and marriage - The family functions to regulate sexual activity within a legally recognized relationship
30
Critical perspective
- Sexuality is also part of broader social relations of power and inequality - Critical of expert systems of knowledge that define what is normal and abnormal - Homosexuality was categorized as a mental illness – DSM
31
Symbolic Interactionism
- The meanings associated with sexuality and sexual orientation - Holding hands? ‘Homosocial’ boundaries and norms - How social labels are internalized - Cooley – looking glass self
32
Challenges the entire system of binary labels, sexuality and gender
Queer Theory
33
The binaries of homo/hetero, male/female are actually part of the problem
Anti-essentialist
34
Socially – denying marriage equality and adoption rights for same sex couples Individually – assuming a woman is referring to a man when she mentions her “partner”
Compulsory heterosexuality
35
Resources (economic, social and political) are unequally distributed in society -This unequal distribution endures and changes over time
Social inequality
36
Little or no movement between strata/classes
Relatively closed systems
37
Movement up and down strata/classes
Relatively open systems
38
Changing positions within a social system
Social mobility
39
Marxian Class (3 main classes)
- The owning class (Bourgeoisie) - The petit-bourgeoisie small business owners - The working class – those who work for others in exchange for a wage/salary - The underclass – ‘lumpenproletariat’ – the class of unemployed, marginalized, homeless
40
___class theory sees classes in society having opposing interests Wealth is socially not ____ created – wealth creation relies on having a class of people who have to work in order to live
Marxian | Individually
41
Technically the majority of people in Canada are part of the ‘____ class’
Working
42
A category of people that | ‘have in common a specific causal component (determinant) of their life chances
Weberian Class
43
The opportunities an individual has to share/get the economic or cultural goods created in a society
Life Chances
44
Members of a class share common ____
Life chances
45
____ is the causal component that distributes life chances
"The market"
46
3 types of skills workers provide to the labor market
Skilled, semi-skilled and unskilled.
47
For Weber how power was distributed in society is____
Multi-dimensional
48
___ matters but also ____groups (distribution of prestige) and parties (distribution of political influence)
Class | Status groups
49
Class as socioeconomic status
Lower class, middle class and upper class - Income, occupational status and education - Not antagonistic but recognizes inequality - But…tends to see inequalities as a reflection of differences in skills, value of jobs in society etc i.e. as somewhat inevitable
50
Social Classes in Canada (from Kendall Murray and Linden, 2007)
``` Old Upper class New Upper Class Upper middle class Lower middle class Working class Working poor Underclass ```
51
Inherited wealth (Rogers family)
Old upper class
52
New money/ entrepreneurs (kevin O leary)
New upper class
53
University education, high income, more control over work conditions
Upper middle class
54
Post secondary education but different jobs and conditions – lower level managers, white collar office workers,
Lower middle class
55
Relatively unskilled, lower paying jobs
Working class
56
Working but barely above the poverty line (seasonal work, low paid factory work etc)
Working poor
57
Lower levels of education, income, high rates of unemployment
Underclass
58
____places people in different positions/strata in the social structure as a result of unequal distribution of goods and services -Historically enduring patterns/layers of inequality
Social stratification
59
Part-time, temporary and/or contract work; low-wages; little to no benefits; on-call uncertain periods of unemployment
Precarious employment
60
Don’t be poor. Don’t have poor parents. Own a car. Don’t work in a stressful, low-paid manual job. Don’t live in damp, low quality housing. Be able to go on a foreign holiday and sunbathe.
Dr. David Gordon (1999) Tips for Better Health
61
Social Determinants of Health
``` Income and its distribution Gender Education and access to information Transportation, Housing, Built environment-safety Employment and working conditions Food security and access to food ```
62
Kids from families with one or more university educated parents were ___x more likely to complete university themselves
3x
63
The _____measures the distribution of income within a given country - The ___ the number the more unevenly distributed wealth is among the population - The ____ the number the more equal wealth is distributed.
Gigi co-efficient Higher Lower
64
How is inequality reproduced over time?
Pierre Bourdieu (1930-2002) - Culture is central - Combines Marx and Weber ideas on class - Economic, cultural and social capital - Capital as a resource that is constantly changing form
65
Economic capital – (wealth/income) Cultural capital -(knowledge and practices) Social capital – (connections)
Pierre Bourdieu (1930-2002)
66
Different types of capital can be accumulated, inherited/transmitted and converted
Economic to Cultural Cultural to Economic Social to Economic