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Identities Flashcards

1
Q

Scott (class)

A

Upper class - old boy networks, social closure, intermarriage, high culture

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2
Q

Macintosh and Mooney (class)

A

Upper class - status and class is based on occupation

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3
Q

Kenway (class)

A

Upper class - privately educated school girls exclude others by devaluing comprehensive students

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4
Q

King and Raynor (class)

A

Middle class - child centred

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5
Q

Bourdieu (class)

A

Hidden curriculum, rewards, social, cultural and economic capital

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6
Q

Goodwin (class)

A

Middle class - yummy mummies, gain status through inclusion/status symbols

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7
Q

Saunders (class)

A

Middle class - hgih disposable income/conspicuous consumption

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8
Q

Wright (class)

A

Middle class - in a contradictory class position, exploited by upper class, exploit working class

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9
Q

Willis (class)

A

Working class - lads, fatalistic about futures, unskilled manual labour work

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10
Q

Mac an Ghail (class)

A

Working class - deindustrialisation has caused high unemployment and a crisis of masculinity for working class males

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11
Q

Bowles and Gintis (class)

A

Working class - what we learn in education corresponds to what we need to know in the workplace, working class are socialised into exploitation

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12
Q

Mertens and D’haenens/Helsper (class)

A

Working class - digital underclass, children are victims of this

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12
Q

Bourdieu (class)

A

Working class - hidden curriculum, rewards, social, cultural and economic capital, working class have less of this so don’t succeed

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13
Q

Murray (class)

A

Underclass - underclass are lazy and workshy

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14
Q

Jordan (class)

A

Underclass - critical of Murray, underclass is made up of elderly, disabled, long-term sick, etc

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15
Q

Pakulski and Waters (class)

A

Postmodernism - we are now defined by what we buy, not what we do with reagrds to occupation

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16
Q

Offe (class)

A

Postmodernism - fewer and fewer individuals share a common, unifying experience of full time work, the days when people had a job for life have gone

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17
Q

Skeggs (class)

A

Postmodernism - found that working class woman had instrumental attitudes to work, worked to buy products, gain status

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18
Q

Parsons (gender)

A

Women = expressive roles and males = instrumental roles - based on biological functions

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19
Q

Oakley (gender)

A

Gender socialisation within the home - manipulation, canalisation, domestic activities, verbal appellations - hegemonic roles

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20
Q

McRobbie (gender)

A

Girls socialised in protective environment of home - bedroom culture and the cult of femininity

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21
Q

Nakuamura (gender)

A

Women increasingly use the internet as a forum of support e.g. Everyday Sexism Project - message board where women can share experiences of discrimination and abuse

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22
Q

Billington (gender)

A

Media presents masculinity as dominant and women as subordinate

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23
Q

Ferguson (gender)

A

Content analysis of women’s magazines - idea of a cult of femininity - promotes the idea that women should care for appearance and marriage etc

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24
Mitsos and Browne (gender)
Teachers less harsh on boys - does them a disservice
25
Willis (gender)
Working class males adopt anti-school behaviour where they adopt laddish form of masculinity
26
Skelton (gender)
Hidden curriculum reinforces gender socialisation e.g. attitudes of teachers and male/female subject choice
27
Kelly (gender)
Science is packaged as a boys subject through textbooks and being allowed to dominate classrooms
28
Colley (gender)
Gendered subject choices due to: perception of gender roles, learning environment, perception of tasks
29
Mac an Ghail (gender)
Working class males - fatalistic about unemployment due to fathers who face the crisis of masculinity due to de-industrialisation and feminised work
30
Adkins (gender)
Theme parks and pubs - evidence of sexual harrassment, horizontal and vertical segregation
31
Connell (gender)
Different forms of masculinity - hegemonic masculinity, complicit masculinity, marginalised masculinity, subordinate masculinity
32
Mort (gender)
New man - more feminised version of masculinity
33
Nixon (gender)
New man emerged due to Levi's advert (1985)
34
Jackson (gender)
Assertive femininity - 90s saw emergence of the ladettes - being loud, smoking, binge drinking and anti-school
35
Sharpe (gender)
Compared the attitudes of working-class girls in London schools in the early 1970s and then again in the 1990s. In the 1990s girls were more confident, more assertive, more ambitious and mor committed to gender equality (in the 70s the focus of the girls was love, marriage, husbands and children
36
Lincoln (gender)
Updated Mcrobbie's research. 90's Manchester - bedroom culture still existed but had changed as was less private (internet and boys allowed in)
37
Cashmore and Troyna (ethnic)
Rastafarians turned inwards - resisting racism
38
Hebdige (ethnic)
Rastafarians exaggerated identity in resistance
39
Ghuman (ethnic)
Asian parents push children to conform to Asian culture
40
Anwar (ethnic)
Culture clash can occur between Asian parents and Westernised children
41
Butler
Asian Muslim British girls identified most with being Muslim - also Westernised and career driven
42
Driver and Ballard (ethnic)
Indian parents push children in education
43
Archer and Francis (ethnic)
British-Chinese parents push children in education
44
Coard (ethnic)
Education is ethnocentric
45
Gillborn (ethnic)
Black Afro-Caribbea boys face institutional racism in education
46
Alexander (ethnic)
Myth of the asian gang portrayed in media, police then target this group
47
Hall (ethnic)
Stereotypes in the media due to the White Eye, black people portrayed as natives, entertainers or slaves
48
Moghissi (ethnic)
After 7/7 and 9/11 Muslims huddled together in the media
49
Sewell (ethnic)
Black Afro-Caribbean boys peer groups - hypermasculine - copy rappers on MTV
50
Parsons (age)
Child/Youth - childhood provides: the primary socialisation of children, and the stabilisation of the adult personalities of the population of society
51
Griffin (age)
Child/Youth - youths portrayed in media as deviant, dysfunctional and suffering a deficit
52
Heintz-Knowles (age)
Child/Youth - content analysis to study the way children are portrayed in entertainment television
53
McRobbie (age)
Child/Youth - young girls - socialise in home - safe environment. Best friend/cult of femininity encouraged
54
Sewell (age)
Child/Youth - black, wokring class youths adopt hypermasculine culture - anti-school
55
Willis (age)
Child/Youth - young, working class lads - fatalistic about futures - unskilled manual labour work - anti-school
56
Brannen (age)
Middle age - dual burden - middle age women - pivot/sandwich generation
57
Saunders (age)
Middle age - midlife crisis - conspicuous consumption - high disposable income
58
Hodkinson (age)
Middle age - goths - key source of identity being part of the subculture - inclusion
59
Willis (age)
Middle age - fathers act as role models for lads - unskilled manual labour work key source of identity
60
Mac an Ghail (age)
Middle age - working class men faced a crisis of masculinity due to deindustrialisation
61
Parsons (age)
Old age - elderly have less status in society, once children have group up and men have retired, the elderly lose their most important social role within the family - disengagement
62
Carrigan and Szmigin (age)
Old age - labelled by media as smelly and incontinent
63
Sontag (age)
Old age - middle and older age women face a double standard of ageing
64
Johnson (age)
Old age - the workplace is institutionally ageist
65
Voas (age)
Old age - turn to religion due to 2 reasons - the generational effect and the ageing effect
66
Hockey and James (age)
Old age - infantalisation in care homes
67
Clarke and Warren (age)
Postmodernism - old age is now a period for active ageing - age is changing
68
The University of the Third Age (age)
Postmodernism - example of active ageing - learning for enjoyment
69
Featherstone and Hepworth (age)
Postmodernism - age is now becoming less relevant due to: desinstitutionalisation (institutions less associated with different ages e.g. education for older people), de-differentiation - life stages are becoming blurred
70
Blaikie (age)
Postmodernism - the retired are now an important consumer group who are targeted with a range of products and services. The grey £ is valued
71
Weeks (sexual)
Not many would say 'I am heterosexual' in relation to their identity, but to say 'I am gay' or 'I am a lesbian' makes a statement about belonging and your relationship to dominant sexual codes
72
Plummer (sexual)
Sees homosexuality as a process and discusses the homosexual career, where a male who has accepted the label of homosexual will seek out others and join a subculture in which stereotypical homosexual characteristics become the norm. This demonstrates how peers can support the acceptance of a homosexual identity
73
Mac an Ghail (sexual)
Heterosexual boys focused on the three F's: football, fighting, fucking. This was a way of trying to hide their sexuality and act as if they are really masculine
74
Rich (sexual)
Women's sexuality is oppressed by men in patriarchal society, through institutions such as marriage. Compulsory heterosexuality - women are socialised into a subordinate role, ensuring their availability to men. Women are not necessarily inherently heterosexual, but that this is forced upon them. Lesbian identity has been written out of existence or construction as abnormal
75
McCormack (sexual)
Found pro-gay attitudes of 6th form students - actively supported gay rights
76
Equality Act 2010 (sexual)
It is illegal to discriminate based on sexuality. Showing norms are changing and society is becoming more accpeting of LGBT identities as a result
77
Jackson (sexual)
Ladettes open about sex with peers, shows women's sexuality is becoming less oppressed - not taboo to talk about amongst friends
78
Anderson (national)
Nationality as social construction e.g. flags, the royals, etc. But we are socialised into identity of our imagined community
79
Phillips et al (national)
National curriculum supports Nationality e.g. British history and literature
80
Schuden (national)
British identity taught through range of ways - again symbolism - education (terms and curriculum), rituals (bonfire night etc), symbols (union jack flag, queen's head on coins), media (channels e.g. Welsh/Scottish BBC channels), fashion (British brands Burberry)
81
Sardar (national)
Global identity crisis, England lost traditions that made up its identity, Britain lost its empire that made up its identity
82
Hall (national)
3 reactions to globalisation: cultural resistance, cultural homogenisation, cultural hybridity
83
Hewitt (national)
Britain has seen a white backlash from the white working classes against what they perceive to be preferential treatment of ethnic minorities. This has encouraged a new form of white British nationalism or identity that has ocurred in Britain within the last decade
84
McLuhan (national)
Global village, increasing interconnectedness across the globe
85
Les Back (national)
Black, White, Asian youths on council estates in south east london exercise cultural borrowing - sharing cultures - slang, music, clothing. Therefore no one national identity - as it depends on individuals we associate with in our communities
86
Medical Model (disabled)
Sees disability as a medical problem, focusing on limitations caused by impairment. Leds to victim-blaming mentality, where the problem lies with the disabled individual, rather than with a society that has not met their needs. Need an example
87
Shakespeare (disabled)
Disabled people socialised into a victim mentality because they can use it as a reason for their failure
88
Ridley (disabled)
2/3 of people felt awkward talking to a disabled person. Less than 1/5 of people have disabilities from birth, Ridley calls the other 4/5 not yet disabled, because being able-bodied is not a lifetime guarantee. This Ridley says is awkward
89
Barnes (disabled)
Negative media portrayal of disability. Seen as victims, villians (James bond), burden, sexually abnormal (undateables), in need of pity. Rarely seen as 'normal'
90
Murugami (disabled)
Disabled person can construct a self-identity that accepts impairment but is independent of it
91
Equality Act 2010 (disabled)
It is illegal to discriminate based on disability. Showing norms are changing and society is becoming more accepting of disabled identities as a result
92
Positive Role Model Example (disabled)
E.g. Alex Brooker, Dame Sarah Storey, etc. Pick a role model and explain why they are displayed as a positive role model in the media. This shows that society is becoming more accepting and positive of people with disabilities

Sociology (9 decks)

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