ISS Exam 1

Question 1

Continuous Approach

Answer 1

Suggests that there is a linear progression from very poor to very rich, rather than several ordered groups

Question 2

Categorical Approach

Answer 2

Suggests that inequality is structured by distinct groups that have somewhat clear, and possibly fluid, boundaries and that may be associated with the personal identities of people within the specific groups

Question 3

Economic Dimensions of Class Structure

Answer 3

Social class is seen as a group of people with relatively common wealth, income, occupation, and education
Objective method of identifying class -> difficulty determining when one group ends and the other begins
Relationships among variables are not perfect

Question 4

Cultural Dimensions of Class Structure

Answer 4

The behaviors, lifestyles, attitudes, beliefs, and preferences, common among members of the same social class

Question 5

Cultural Capital

Answer 5

Used to imply knowledge of or comfort with ‘highbrow’ or upper-class behaviors.
Also used to acknowledge the cultural traits of the middle, working, and lower classes

Question 6

Social Capital

Answer 6

The benefits and resources one can obtain through their social networks and interpersonal connections

Question 7

Objective Method (for identifying class)

Answer 7

Uses measures such as income, wealth, education, and occupation to identify groups of people who constitute social class

Question 8

Subjective Method (for identifying class)

Answer 8

Allows individuals to identify their own social class

Question 9

Reputational Method (for identifying class)

Answer 9

Allows other people to identify people’s social class

Question 10

Warner Class Groups

Answer 10

• Upper-upper
• Lower-upper
• Upper-middle
• Lower-middle
• Upper-lower
• Lower-lower

Question 11

Davis and Gardner Class Groups

Answer 11

• Upper
• Upper-middle
• Lower-middle
• Working
• Working poor
• Underclass

Question 12

Coleman and Rainwater

Answer 12

Upper-Americans: upper-upper, lower-upper, upper-middle
Middle-Americans: middle, working
Lower-Americans: upper-lower, lower-lower

Question 13

Intergenerational Transmission of Class

Answer 13

The process by which parents and other adults affect the social class that children ultimately will join

Question 14

Social Reproduction

Answer 14

The process by which social class is recreated from generation to generation through conscious and unintentional practices, behaviors, and social connections

Question 15

Learning Generalization Hypothesis

Answer 15

Describes how lessons learned in part of life affect behaviors and outcomes in other realms

Question 16

Class Awareness

Answer 16

An understanding of the class that an individual is a part of
“I belong to this class”

Question 17

Class Identification

Answer 17

Knowing what kinds of resources are/are not available based on class

Question 18

Class Solidarity

Answer 18

Individuals within a certain class tend to gather together and avoid other classes
Embodiment of one’s class

Question 19

Class Action

Answer 19

Behaviors or actions that reinforce class solidarity

Question 20

Income

Answer 20

Flow of money going to factors of production
Ex. wages and salaries, rental income, interest from savings

Question 21

Wealth

Answer 21

Current value of a stock of assets owned by someone or society as a whole
Ex. savings in bank accounts, ownership of property, shares/stocks in business

Question 22

Inequality of Condition

Answer 22

Disparities in the resources, power, and prestige that people or groups currently have

Question 23

Inequality of Opportunity

Answer 23

Disparities in access to important resources such as education and occupational experience
Opportunities that people have early on in life that allow them certain beneficial experiences

Question 24

Power

Answer 24

Influence, authority, or persuasion
The ability to make others do what you want them to do

Question 25

Prestige

Answer 25

The status or esteem associated with certain traits or positions
An indicator of the importance or standing that reflects the value that others associate them with

Question 26

Social Differentiation

Answer 26

A general term that refers to the fact that people are not the same within society based on differing traits
Ex. hair/eye color, age, race, ethnicity, etc.

Question 27

Wealth Distribution

Answer 27

A list of all households according to their total wealth, reveling the total percentage of households at various wealth levels

Question 28

Income Distribution

Answer 28

A list of all individuals according to their total income that reveals the percentage of people at various income levels
Highlights the degree to which income is received unequally

Question 29

Social Stratification

Answer 29

The ranked ordering of people based on their social and economic traits

Question 30

Achievement

Answer 30

When a person’s position in the social structure is primarily the result of individual merit

Question 31

Ascription

Answer 31

When a person’s position in the social structure is the result of factors beyond their control –> race/ethnicity, gender, social class at birth

Question 32

Functionalist Theory

Answer 32

Approach inequality as a normal and necessary part of society
Assumes deep, innate differences among people and that societal structure reflects a hierarchy of talent among individuals
All positions are necessary for the healthy functioning of society

Question 33

Conflict Theory

Answer 33

Assume that force and oppression lead to inequality
Dominant classes/elites impose their will on lower classes to maintain order

Question 34

Positive Statements

Answer 34

Objective statements about ‘what is’, statements of fact that can be demonstrates as true or false
Positive means factual

Question 35

Normative Statements

Answer 35

Statements about ‘what should be’, intended to be evaluated as true or false

Question 36

Descriptive Research

Answer 36

Explains who, what, where, when, why, and how with no effort to identify causes

Question 37

Casual/Explanatory Research

Answer 37

Attempts to identify which variables lead to change in other variables

Question 38

Prescriptive Research

Answer 38

Offers solutions for change
Goal to identify and evaluate strategies for altering relationships

Question 39

Scientific Research

Answer 39

Designed to isolate and identify what we know about the world

Question 40

Research Design

Answer 40

The systematic planning and execution of scientific research

Question 41

Research Design Steps

Answer 41

1. Identify a question
2. Specify unit of analysis
3. Specify key concepts
4. Specify variables
5. State hypothesis
6. Select sample
7. Choose an appropriate research method
8. Carry out statistical analysis to answer question
9. Write and disseminate the results

Question 42

Statistics

Answer 42

A set of techniques for collecting, organizing, and interpreting information or data, as well as the numbers produced using these techniques

Question 43

Variables

Answer 43

Clearly defined indicators of concepts
Independent  does the explaining
Dependent  what the research is trying to explain

Question 44

Descriptive Statistics

Answer 44

Measures and techniques that illustrate or describe data but do not generalize the description to a larger group/groups

Question 45

Inferential Statistics

Answer 45

Measures and techniques that allow researchers to make general claims about the population from information about a sample

Question 46

Paradigm

Answer 46

Fundamental points of view that distinguish science

Question 47

Davis and Moore’s Theory of Stratification

Answer 47

Every society has positions that must be filled in order for it to function correctly, but some positions are valued at a higher level –> causes inequality

Question 48

Talcott Parson’s Theory of Social Action

Answer 48

Every society has a dominant value system that is a result of the historical and environmental circumstances unique to that society
Status rather than talent/skills determines who should have the vital positions