SOCIO 20 MARKERS Flashcards
GENDER INEQUALITY FEMALE DISADVANTAGE IN WORKPLACE
Adkins – Found evidence of horizontal and vertical segregation in the workplace disadvantaging the roles of women.
Beechey- Women are in ‘the reserve army of labour’
The Fawcett Society - The gender pay gap stands at 13.7% in 2019 - In 2015 is was 13.9% showing that the gap has closed but only slightly
GENDER INEQUALITY MALE DISADVANTAGE IN WORKPLACE
Mac an Ghaill- The Crisis of Masculinity. Deindustrialisation of the labour market has led to increased unemployment for men.
Willis – States that working class ‘Lads’ are fatalistic about their futures due to following in their father’s footsteps – Leading them into low status, low paid, basic manual labour jobs.
Doyal - Claims that as males dominate in high risk industrial jobs, they are more likely to suffer workplace accidents.
GENDER INEQUALIY FEMALE DISADVANTAGE IN EDUCATION
Skelton – Suggests that the hidden curriculum (such as attitudes of teachers) negatively influences subject choices.
Kelly – Suggests that Science is packaged as a boys subject – Boys are allowed to dominate science classrooms and examples in textbooks are male relates e.g. cars and footballs in examples. This leads to girls being disengaged from the subject.
Colley – Argues that subject choices are negatively influenced by:
-Perception of gender roles
-Subject preferences
-Learning environment
GENDER INEQUALITY MALE DISADVANTAGE IN EDUCATION
Willis – States that working class ‘Lads’ are fatalistic about their futures due to following in their father’s footsteps – Leading them into low status, low paid, basic manual labour jobs – This means that they developed anti-school attitudes in the workplace as they did not see the value in achievement (they did not need qualifications to get these jobs).
Mitsos and Browne – States that teachers treat males and females differently and that this can cause inequality for boys – They state that teachers are too lenient on ‘laddish’ behaviour of boys and that this can do them a disservice leading to their lack of achievement. Whereas they are hard on girls who are seen as breaking both the school rules and gender norms – ‘doubly deviant’ – This ensures that they achieve.
Sewell- Anti-school subculture due to lack of father figure
GENDER INEQUALITY FEMALE DISADVANTAGE IN CRIME
Home Office (2013)- women are more likely than men to be victims of domestic violence - 1 in 4 women experience domestic violence at some point in their lifetimes and 6–10% of women experience it in a given
Year.
British Crime Survey (2010)- 13% of girls aged 16-19 had experienced domestic abuse and only 7/100 rape cases reported to the police resulted in a conviction.
Walkate (2007)- suggests that female victims are largely ignored or hidden and police and court procedures discourage women from reporting crimes
GENDER INEQUALITY MALE DISADVANTAGE IN CRIME
Home Office (2010)- young men aged 10-17 were found to be responsible for 20% of all recorded police crime and young women responsible for only 4%. Messerschmidt (1993) The gang acts as a location for ‘doing masculinity’ which has to be ‘accomplished’ and proved. Faludi- young men committing crime is not considered ‘deviant’ as they express the qualities we admire in men.
GENDER INEQUALITY FEMALE DISADVANTAGE IN MEDIA
Total Film Magazine (2007)- Out of top 100 film characters of all time, only 21 are female.
Ferguson (1983)- Magazines organised around ‘a cult of femininity’ which promotes an ideal where excellence is achieved through caring for others, the family, marriage and appearance.
Billington- media portrays masculinity as dominant and femininity as subordinate. Women often occupied limited roles and were rarely shown in high status occupations, more likely to be in a domestic realm. Women were also often presented as sexual objects to be enjoyed by men.
GENDER INEQUALITY MALE DISADVANTAGE IN HEALTH
Taylor and Field- argue that males higher consumption of alcohol and drugs may be partly responsible for their higher mortality rate.
ONS (2001)- 67% of British people who consume alcohol at ‘hazardous’ levels and 80% of those dependent on alcohol are male.
Department of Health (2010)- on average females are likely to live 4 years longer than males.
WORKING CLASS DISADVANTAGE IN WORKPLACE
More likely to be in a secondary labour market (Barron and Norris) - low pay, poor promotion and less job security
Willis- follow their father’s footsteps; go into manual labour jobs.
Mac An Ghaill- deindustrialisation causes crisis of masculinity which leads to unemployment
WORKING CLASS DISADVANTAGE IN EDUCATION
Willis- follow their father’s footsteps; don’t try hard in school so don’t get higher qualifications. Scott –. Their hidden curriculum only teaches upper class values such as acceptance of authority, also social closure means that the working class can’t gain the same networking that the upper class gains. Bourdieu-Education system is biased towards the culture of the dominant classes and it devalues the knowledge and skills of the working class through the ‘hidden curriculum’. Furthermore, he argues that the main function of education is social reproduction and education discriminates against the working class because they lack the cultural capital to succeed.
WORKING CLASS DISADVANTAGE IN CRIME
Walmsley et al - 41% of prisoners are from the lowest social classes. But only 19% of the overall population.
Jacobson et al – Found that children and young people in custody - three quarters have absent fathers, half had to live in a deprived household, half had run away, from care – “Complex backgrounds”.
Youth Lifestyles Survey (1999) - Found that the lowest social classes are more likely to be persistent or serious offenders.
WORKING CLASS DISADVANTAGE IN MEDIA
Mertens and D’Haenens (2010) - Studied the digital divide in Brussels and found a clear link between class and internet usage - Those from the lower social classes used the internet less (81% were users as opposed to 94% of middle class people). Those from the lower social classes used technology as a form of entertainment, whereas the middle classes used devices more to boost their knowledge and to research different information helping in education and employment. Helsper points out that the government plans to make public services ‘digital by default’ meaning that these individuals will be unable to access them. They also found out that children from poorer homes are becoming victims of a "digital divide" because their parents lack the skills to help them use the internet as effectively as their middle-class counterparts, says research. Children from better-off backgrounds not only had greater access to the world wide web at home but were more likely to exploit its array of resources. Cornford and Robins - Surveillance used by companies to influence individual decisions and target them as consumers (including personal data). It is used to target the working class and passes on ‘ruling class ideologies’ which benefit the upper class.
ETHNIC INEQUALITY IN WORKPLACE
Barron and Norris - Suggests that the ‘ethnic majority’ E.g. White British as found in the Primary Labour Market (characterised by high pay, high status, good fringe benefits such as private pensions and healthcare), whereas ethnic minorities are found in the Secondary Labour Market (characterised by low pay, low status, lack of fringe benefits, poor working conditions).
Wood et al - Did a field experiment to examine job applications - they found that people with names associated with an ethnic minority background would have to make 16 applications before they got a positive response, compared with 9 applications for ‘white-sounding’ applicants.
Gov.uk - Overall, in 2017, 75% of the working age population of England, Scotland and Wales (people aged 16 to 64 years) were in employment in 2017, the Other White ethnic group had the highest employment rate out of all ethnic groups (81%), and the Pakistani/ Bangladeshi group had the lowest (55%).
ETHNIC INEQUALITY IN EDUCATION
JASPER - Argues that black Afro-Caribbean boys are negatively treated by teachers in schools and are negatively stereotyped as ‘non-achievers’ – This can then lead them into trouble meaning they do not achieve in education.
GILLBORN – Argues that black Afro-Caribbean boys face institutional racism at school and that they are put into lower sets and entered for lower tier exams limiting their chances of success – This can again narrows their future opportunities.
MIRZA – Studied black Afro-Caribbean girls and found that they faced institutional racism and negative labelling from teachers. Although they did resist this and achieve in education they still faced these negative attitudes and potentially do not achieve as well as they could due to lack of support from teachers.
ETHNIC INEQUALITY IN CRIME
SOCIAL TRENDS 2017 –Black people are almost 7X more likely to be stopped and searched than white people.
HOOD - Black men were more likely than white men to receive custodial sentences for offences which have fines or community services as punishments. This shows evidence of ‘institutional racism’ in the police force.
HARDING – ‘Street Casino’ study shows that black Afro-Caribbean boys in London are more likely to be dragged into gang culture – He states that this happens in areas of deprivation and that the government need to act on this
