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SOCI 201 > Final Exam Prep > Flashcards

Final Exam Prep Flashcards

Module 9-13

1
Q

Gender

A
  • not binary, but represents a sliding scale of roles and identities
  • much of the critical work in gender has been conducted by woman (particularly women of colour)
  • refers to the cultural meaning that societies attach to sex categories. Relates to behaviour considered “normal” for a person of a particular sex
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2
Q

Sex

A
  • biological traits that societies use to categorize individuals as male or female
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3
Q

Sexuality

A
  • feelings of sexual desire and attraction and how these are expressed
  • like sex and gender, sexuality is fluid and may change over time
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4
Q

Gender roles

A
  • set of attitudes and expectations concerning behaviour that relates to the sex we are assigned at birt
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5
Q

Cisgender

A
  • someone who feels affinity with the socially constructed sex category they were assigned at birth, male or female
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6
Q

Transexual

A
  • someone with the physical characteristics of one sex category with a drive to belong to another
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7
Q

Two-spirit

A
  • umbrella term to describe those who identify with one of the many gender roles beyond male and female
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8
Q

feminism

A
  • theoretical approach that advocates for the rights of women in society
  • feminist sociologists carried out much of the critical work on gender theory
  • feminism evolved in a series of waves (previous chapters)
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9
Q

Liberal feminism

A
  • seeks to secure equal rights for women in all phases of public life
  • is is associated with the fight to pay equity
  • criticism: reflects mainly the concerns and interests of white middle-class heterosexual cisgender women
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10
Q

Essentialist Feminism

A
  • differs by arguing that women and men are essentially different in the way they think
  • the different world views were boiled down to the fact that men view the world with competition while women view it with unity
  • Kachuck had 3 main criticisms for this:
    1. it universalizes women and their worldview
    2. confused natural instincts with strategies that women have devised for coping with commands of patriarchal society
    3. encourages us to see women “as social housekeepers in worlds that men build”
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11
Q

Social feminism

A
  • looks at intersections of oppression between class and gender
  • criticism: race, ethnicity, ableism, and sexual orientation get overlooked in the focus on class
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12
Q

Postmodernist feminism

A
  • argues that there is no natural basis for identities based on gender, ethnicity, race, and so on
  • Criticism: postmodernists generally problematize, but fail to arrive at conclusions
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13
Q

How does society organize itself in ways that are “gendered”

A
  • separate clothing stores for men and women
  • different places for men and women to get their hair cut
  • pink is always and option in products for woman but not men
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14
Q

what is “the feminization of work”

A
  • occurs when a particular job, profession, or industry is predominantly associated with women
  • feminization of an industry is linked to lower earnings, less job protection, fewer benefits
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15
Q

gendered work today (female dominated fields)

A
  • women made up 53% of the workforce and outnumbered men by at least 15% in the following categories:
  • finance and insurance
  • educational services
  • accommodation and food services
  • healthcare and social assistance
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15
Q

gendered work today (male dominated fields)

A
  • in 2000, men outnumbered women by a ratio of at least 2 to 1 in the following occupations
  • forestry, fishing, mining, and oil and gass
  • manufacturing
  • construction
  • agriculture
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16
Q

Connell’s four performances of masculinity

A
  1. Hegemonic masculinity: practices that normalize and naturalize men’s dominance and women’s subordination
  2. Subordinate masculinity: practices that could threaten the legitimacy of hegemonic masculinity
  3. Marginalized masculinity: adaptation of masculinities to issues such as race and class
  4. Complicit masculinity: practices that do not embody hegemonic processes, but benefit from them
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17
Q

Sargent’s (2005) research

A
  • found that being a minority on a gendered job can have profound impact on one’s gender performance at work
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18
Q

Nuclear family

A
  • parent(s) and children
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19
Q

Extended family

A

includes parents, children, grandparents, aunts, uncles and cousins

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20
Q

Simples households

A

unrelated adults with or without children

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21
Q

complex households

A

two or more adults who are related but not married to each other and hence could reasonably be expected to live separately

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22
Q

How are families in Quebec different form the rest of canada

A
  • they have the highest cohabitation rate at 37%
  • lowest marriage rate at 2.9 per 100,000
  • highest divorce rate at 69.2%
  • highest number of divorces among couples married less than 30 years (61%)
  • 2011 greatest number of births to single mothers
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23
Q

conjugal (marital) roles

A

distinctive roles of husband and wife that result in division of labor in a family

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24
Q

Bott Hypothesis

A
  • how Elizabeth Bott characterized conjugal roles as:
  • segregated: tasks, interests and activities that are clearly different
  • joint: many tasks, interests and activities are shared
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25
Q

How did Beaujot add to Botts hypothesis

A
  • argued that society is moving from complimentary to companionate roles
  • complementary roles (Bott’s segregated): men as primary breadwinners and woman at home doing childcare
  • Companionate roles (Bott’s joint): breadwinning and caretaking roles overlap
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26
Q

Double ghetto

A
  • the marginalization that working woman experience inside and outside of the home
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27
Q

Gender strategy

A
  • Nakhaie (1995) thought this was the key to correcting gender imbalances (proposed by Arlie Hochschild)
  • plan of action through which a person tried to solve problems at hand, given cultural notions of gender at play
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28
Q

occupational segregation

A
  • encouraged by childcare responsibilities
  • woman choose occupations that have greatest flexibility in terms of childcare-related work interruptions
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29
Q

How does ethnicity impact segregated conjugal roles

A
  • recent immigrants in some ethnic groups adhere to segregated conjugal roles more frequently
  • a sign of assimilation would be as they adopt the western approach
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30
Q

endo and exogamy

A
  • endogamy: marrying someone of the same ethnic, religious, or cultural group as oneself
  • exogamy: marrying outside of ones own group
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31
Q

What factors have changed families over the years

A
  • industrialization
  • rise of digital technology
  • demographic changes
  • ideological differences
  • change in status of women
  • changing relationship between private sphere of family and the public
  • government interest
  • societal recognition of different family forms
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32
Q

Explain the concept of religion

A
  • powerful, deeply felt, influential force in human society
  • shapes relationships
  • a cultural institution that is an instrument for the satisfaction of needs
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33
Q

how did emile durkheim define religion?

A

a unified system of beliefs, rituals, and practices that define and express the nature of sacred things in relationship to the profane things of the world

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34
Q

what is religion from the weberian POV?

A
  • any set of coherent answers to human existential dilemmas which make the world meaningful
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35
Q

what is theism?

A
  • belief in god
  • pivot around a belief in a sacred higher power which has control over human behaviour
  • monotheism: belief in one divine power or god
  • polytheistic religion: belief in many gods
  • Animism: belief in ghosts or spirits which may be forces for good and evil
  • Totemism: this is associated with small scale tribal societies, clan cultures
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36
Q

Atheism

A
  • the opposite of theism that disputes against belief in any form of supernatural influence in the affairs of humans
  • Agnosticism: Derived from from Greek agnōstos, “unknowable” and rooted in the works of Vladmimir Lenin, advocates the doctrine that humans cannot know of the existence of anything beyond the phenomena of their experience.
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37
Q

what are the 4 structural elements of religion?

A
  • beliefs
  • ritual
  • emotions
  • organization
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38
Q

Beliefs

A
  • strongly held conviction by people who are adherent to a religion that their object of warship can solve their problems
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39
Q

Ritual

A
  • religious acts, ceremonies, and practices
  • way of venerating and honoring the sacred
  • reaffirm the total commitment of adhering to their belief in the sacredness of the object of worship
  • often have special types of behaviour at them
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40
Q

Emotions

A
  • the spirit of reverence, humility, ecstasy, frenzy, and even terror that is evoked in the believed as they present themselves in the presence of the sacred
  • should evoke a behaviour that is deemed appropriate for the occasion
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41
Q

organization

A
  • all religions have some form of organization
  • there are trained officials: priests, imams, cardinals who occupy the religious hierarchy with full powers and authority vested in them
  • there are also ordinances, rules and laws that governs conduct of members
  • this consists of the church, denominations, sects, and cults
42
Q

The church as a religious organization

A
  • usually monopolistic
  • hierarchical bureaucratic with flexible membership and complex division of labor
43
Q

Denominations

A
  • when churches lose their religious monopoly in a society
  • membership is usually by birth
44
Q

Sects

A
  • smaller, less organized religious bodies of committed members
  • rise in protest to larger denominations
  • usually have a charismatic leader/founder
  • weber argues that all sects are originally based on personal charisma
45
Q

cults

A
  • service-based and organized around some sort of supernatural or mystic ideas rather than exclusive set of religious beliefs or doctrine that must be rigidly followed
  • services often cost money
  • clients or customers rather than followers or converts
46
Q

Refresh on functionalism

A
  • Auguste comte, herbert spencer, emile durkheim and talcott parsons lead
  • takes society as a unit of analysis
  • likens society to a living organism that has different but interrelated systems that function to maintain the whole
  • Social fact: religion serves as a form of external constraint
  • Order/Social control: most religions promote a standard of behavior in keeping with the tenets of their system of belief
47
Q

Bronisław Malinowski

A
  • religion is primarily concerned with conditions of emotional stress that threaten social harmony
  • helps promote social solitary
  • religion is a tool for teaching social norms and values
48
Q

Herbert Spencer

A
  • functional differentiation
  • reduction of disharmony
49
Q

Emile Durkhiem

A
  • studied aboriginal Australians and found that religion helped to integrate the people into a moral whole thought
  • Collective consciousness/conscience
  • Collective effervescence
  • Moral order
  • Rituals
  • Separation of the sacred from the profane
  • according to durkheim, society exists over and above us as a moral entity/reality
  • social cohesion/control
50
Q

Talcott Parsons

A
  • religion provides a general guideline for conduct
51
Q

Karl Marx

A
  • religion is the opiate of the masses
  • marxism and hence conflict perspective of religion
  • religion functions as an instrument of hegemony (instils false consciousness by promoting the belief that class-based hierarchy was God’s plan)
  • religion serves the interests of the elite/bourgeoisie by pacifying the proletariat
  • Religion creates an illusion that eases the pain produced by exploitation and oppression. (opium of the poor)
52
Q

Postmodernist Perspective on Religion

A
  • believe that religion is influenced, interpreted, or shaped by postmodern philosophies
  • postmodern society is in constant pursuit of lifestyle choices and construction of personal identity
53
Q

what is the concept of spiritual shopping

A
  • postmodern view on religion
  • belief that religion is losing its traditional power to impose religious beliefs on people
  • individual consumerism has replaced collective tradition
  • profound impact of globalization
54
Q

How do feminists view religion

A
  • a patriarchal institution that perpetuates gender inequalities
  • most organized religions are male dominated
  • places of warship often segregate the sexes
  • religious laws may give women fewer rights (despite modern changes)
  • women get subordinate roles that marginalize their participation
55
Q

Liberation theology

A
  • progressive school of though that advocates social justice for the poor
  • opposes the oppression of the poor by the corrupt
  • fights against class system
  • rooted almost exclusively in the Catholic Church in latin america
56
Q

How is religion a force of social change

A
  • not all marxist share Marx’s claim that religion is a conservative force supporting the ruling class
  • Engels recognize that religion in some special circumstances could bring about radical social change
  • Otto Maduro (neo-Marxist) suggested that religion could play a progressive role in political struggles of oppressed - as the clergy can echo the voices of the oppressed
57
Q

Max Weber’s exploration of protentantism

A
  • protestant belief in predestined “elect” who would be saved during second coming of christ
  • membership in this group was achieved by material success and hard work
  • religious influence inspired the start of capitalism
58
Q

Disengagement thesis

A
  • important component of secularization
  • church was once the center of social, economic and political life but slowly withdrew
  • The impact of science, media and cultural diversity means people’s religious belief are no longer certain or relevant.
59
Q

Education is a social institution. How is it an influence, category, and tool?

A
  • Influence: it influences socialization, status formation, social order and economic productivity
  • Categorization: educational creates an enduring set of ideas about education and how it can be used to accomplish that are deemed important to society
  • Tool: education serves as a powerful instrument for promoting ideas among impressionable youth, provide skills, modify behaviours, social interaction and conflict are negotiated
60
Q

How did public education rise in Canada?

A
  • industrial revolution demanded a disciplined, trainable, and literate workforce
  • 1846 education seen as a way of achieving economic modernization
  • Egerton Ryerson promoted the idea of a
    school system that would be universal, free, and compulsory
  • Education produce social order, tool of assimilation
61
Q

Schecter’s ideas

A
  • argues that compulsory state run public education is based on centralization and uniformity
  • legitimizes and supports social inequality
  • instrument of social control of the emerging working class
62
Q

why were provincial school boards set up

A
  • act as executive bodies to set up and maintain large systems of “normal schools”
  • enforces a code of discipline
  • enacted hierarchical authority relations
63
Q

malacrida’s ideas on sorting children by intellectual abilities

A
  • there are 3 ways:
    1. truancy laws - punishing those who do not come to class
    2. tests and curriculums that standardize expectations of education success
    3. “health” testing conducted via medical and psychological evaluations
64
Q

education after wwII

A
  • economic expansion demanded and increasingly educated work force
  • this caused the expansion of post-secondary education institutions
65
Q

human capital thesis

A
  • industrial societies invest in schools to enhance the knowledge and skills of workers
  • theory used to justify low income among marginalized groups, which is attributed to low human capital
66
Q

The assimilation model

A
  • education in canada historically based on a monocultural model that emphasizes assimilation into the dominant culture
  • english canada was perceived as a white protestant nation and new comers were expected to fit in
  • fails to recognize the racial bias and discrimination both inside and outside of the school system
67
Q

Multicultural education

A
  • federal government implemented its official policy of multiculturalism in 1971
  • idea was to preserve and promote cultural diversity and remove barriers that denied certain groups full participation in Canadian society
  • study and celebration of lifestyles, traditions, and histories of diverse cultures
  • museum approach of overlooking different cultures
68
Q

Three fundamental assumptions of multicultural education

A
  1. learning about one’s own culture would improve educational achievement
  2. learning about one’s culture would promote equality of opportunity
  3. learning about other cultures would reduce prejudice and discrimination
69
Q

the hidden curriculum

A
  • the lessons about expectations for behavior that tend to be more informal
  • delivered through socialization and instructs shared norms and values
  • those would find this positive are often structural functionalists
  • conflict theorists look at this as a was for reproducing social class (performs a latent dysfunction)
  • correspondence principle: argument that the norms and values instilled in school corresponds to those expected in the capitalist society
70
Q

Anti-racism and Anti-oppression education

A
  • decolonising education and promoting inclusivity
  • seeks to expose and eliminate the institutional and individual barriers to equity
  • creates a classroom where:
  • stereotypes and racist ideas are exposed
  • sources of info are examined
  • alternative/missing info is provided
  • reasons for racism are explored
  • emerged in 1980s with understanding that racial inequality exists and must be addressed
71
Q

disipline as a component of the hidden ciriculum

A
  • refers to controlled behaviour, not to the punishment administered for say speaking out of term
72
Q

punishment in education

A
  • common at all levels of education is the “routinization” of an individual
  • punishment is enacted when rules are not followed
73
Q

Michel Foucault’s docile body

A
  • representing of an individual that has been conditioned through a specific set of procedures and practices to behave the way administers want them too
  • occurs through three forms of disciplinary control:
    1. Hierarchical observation: observation/surveillance
    2. normalizing judgement: judged and compared against others
    3. the examination: normalizing gaze that establishes over individuals visibility through with one differentiates and judges them
74
Q

stereotype threat

A
  • breed through negative stereotypes in education
  • the idea that negative stereotypes about n group to which an individual belongs will impact their academic performance
  • even when the expectation is not directly explicitly to an individual student, negative outcome is still possible
  • response to negative stereotype is to underperform (self fulfilling prophecy)
75
Q

Jeannie Oaks and Tracking

A
  • the process where students are divided into categories so they can be assigned into groups of various class
  • ranked according to different levels of aptitude and projected outcomes
  • inferior quality of lower track education sometimes comes from those students lessened expectations
76
Q

cultural reproduction theory

A
  • involves legitimization of inequality
  • element is the reproduction of social structure
  • socioeconomic status largely impacts educational achievement
  • mostly related to the resources that a family cannot provide for their child’s education
77
Q

Jean Anyon’s five schools

A
  • studied 5 new jersey schools looking into the hidden curriculum and came up with the following classifications of schools
    1. Working-class schools
    2. Semi-skilled or unskilled jobs
    3. Middle-class schools
    4. Affluent professional schools
    5. Executive elite schools
78
Q

working class schools

A
  • fathers held semi-skilled or unskilled jobs, some unemployed
  • schoolwork entailed: following steps, mechanical adherence to rules, little decision making
79
Q

middle-class schools

A
  • parents worked in skilled, well paid trades professional jobs or owned small businesses
  • schoolwork focused on “getting correct answers”, follow directions but have some individual choice, answers found in books and by asking teacher
80
Q

affluent professional schools

A
  • students parents are lawyers and engineers
  • the schoolwork entailed: creative activity, expression of ideas and concepts, work involves thought and expression and should show individuality
81
Q

Executive elite schools

A
  • students fathers help jobs as vice-presidents or presidents of major corporations
  • work required developing analytical powers, reasoning, conceptualizing rules to solve a problem
82
Q

Canadian textbooks

A
  • often fail to adequately represent minorities
  • indigenous writers are often not represented as a significant source of information on their own culture
83
Q

disqualified knowledges

A
  • coined by foucault
  • knowledges that have been disqualified as inadequate for their task
84
Q

credentialism

A
  • practice of valuing credentials over actual knowledge and ability when hiring and promoting staff
  • in indigenous society, qualification is gained through learning from elders but does not come with paper credentials
85
Q

5 best practices from BC

A
  1. Collaboration between school district personnel and local Indigenous communities
  2. Commitment by administrators and teachers to incorporating Indigenous content into the curriculum
  3. Creation of influential positions dedicated to Indigenous education
  4. Relationship-building between Indigenous and non-Indigenous communities in the district
  5. Willingness of school district authorities to share responsibility for making decisions with Indigenous communities
86
Q

Long-Term Adjunct Instructors

A
  • number of low paid Long-Term Adjunct Instructors has increased due to economic and social factors (increased # of uni students, reduction of government investment in post secondary)
  • major challenges: high levels of job competition, low pay, poor work conditions, strained relationships with full time faculty, dependence of positive student evals
87
Q

Online teaching

A
  • driven by: tech advancements, increasing accessibility, cuts to post secondary funding, private organizations
  • challenges: motivators are political and financial, access without mobility, alienation, high drop out rate
88
Q

underemployment

A
  • Involuntary part-time work for people seeking full-time employment
  • Low-wage, low-skill employment for people with valuable skills, experience, or academic credentials
89
Q

plargerism

A
  • role models discourage it but are seen indulging
  • plagiarism is a free enterprise
90
Q

five interpretations of social change

A
  1. Modernism
  2. Conservatism
  3. Postmodernism
  4. Evolution
  5. Fashion
91
Q

modernism

A
  • change = progress
  • view society as advancing in a straight path
  • Auguste comte saw positivism as an aspect of modernism
  • social darwinism suggests the progression from simple to complex
  • Herbert Spencer coined the phrase survival of the fittest in his application of Darwinism to societies
  • up to mid 20th century, idea way tech would create heaven on earth
91
Q

Lewis Henry Morgan

A
  • part of modernism
  • argued that societies progress through 3 stages
    1. savagery
    2. barbarism
    3. civilization
92
Q

downsides of modernism

A
  • Noam chomsky argues modernism has narrow vision “whatever benefits dominant class is justifiable on the grounds of progress”
  • technology and industry have created many problems like pollution and longer work hours
93
Q

conservatism

A
  • see social change as potentially more destructive than productive
  • customs must be preserved
  • belief in cycle of civilization (civilizations rise and fall in predictable manners)
94
Q

downside of conservatism

A
  • conservatisms are apt to use the slippery slope argument (one social change causes imminent collapse of whole system)
95
Q

the luddities

A
  • case study in conservatism
  • waged a battle against modernization of the textile industry in England, early 1800s as their work became obsolete
  • opposed manufacturing of need
96
Q

Particularist protectionist

A
  • an opposition to globalization
  • focuses on the socioeconomic, political and cultural problems caused in their home territory by globalization
  • ex/ ISIS
97
Q

universalist protectionists

A
  • an opposition to globalization
  • promote the interests of the poor and marginalized groups worldwide
  • ex/ doctors without borders
98
Q

Postmodernism

A
  • relates to narrations
  • challenges idea that researchers can speak for the people without giving them a direct voice
  • technology is seen as separating social class based on accessibility
99
Q

Virtual class

A
  • postmodernist view
  • arthur krocker describes the virtual class as those who have gained power from making the world virtual
  • Three ways in which this diverse group acts like a class.
    1. Virtual class responsible for the loss of jobs by those who do not belong to the class
    2. The virtual class limits access to information on the Internet “Privileged corporate codes”
    3. Virtual class restricts the freedom of creativity, promoting instead “the value of pattern-maintenance
100
Q

Evolution

A
  • Evolution is a model of social change in which change is seen as an adaptation to a set of circumstances
  • survival of best fit (not fittest)
101
Q

Fashion

A
  • model of social change that promotes changes fro its own sake
  • change doesn’t always reflect value change, improvement

SOCI 201 (5 decks)

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