theories Flashcards
Marxist and functionalist similarities
both say w/c cant afford stuff
- func - choice - if they work hard enough its based on merit - harder for w/c though
- Marxist - oppressed through structures don’t have a choice only wither to regret capitalism
marx + func similarities
both say media contributes to spreading values
func - consensus values
marxist - dominant ideology
marxist and functionalist differences
marxist - cant afford stuff - ideological dominance influencing you into wanting it cant succeed - economical pressures
func- strain theory - choice to work - value consensus goals
marxist and func differ
marixst spread ideological bourgeois values
func - consensus values
positivist like what experimental techniques
> pre coded questionnaires - macro
secondary data - official statistics, documents
structured interviews _ quantitative data
interpretivist (interactionalist) like what experimental techniques
> unstructured interviews
open ended questionnaires
primary data - covert observation, ethnographies
longitudinal studies
structuralist theories like
overt non participant
anti structuralist like
covert non- participant
primary data adv
primary data disadv
secondary data adv
secondary data disadv
Durkheim- natural experiment
statistics of suicides in Europe - suicide rates vary systematically with other social event
Rosenthal and Jacobson - field experiment
Californian primary school specific pupils where told to teachers would ‘spurt’ and high IQ’s and did
Elton may- field/lab
Hawthorne effect
Harvey and slatin - lab experiment
teachers expectations of students - whether teachers held fixed ideas about pupils of different social classes
m/cstudents were favoured
labelling theories
Harvey and slatin interview
Charkins et al
durkheim
official statics
> exam results - w/c underachievement
> crime - knife crime in w/c areas
> census - how many people living in one house - w/c underachievement
demack, sean, drew
GCSE exam results analysis 65,000 - large sample
documents public
Ofsted report - school policies
unstructured interview adv
> builds rapport comfortable - able to expand on topic giving more qualitative date
> able to ask follow up questions - valid - interpretivists - interactionist would like this
unstructured interview disadv
> hard to quantify and find trends - risk to being subjective
> not reliable - cant be repeated - making it only relevant to that group - not representative can’t be generalise
Sharpe - unstructured interviews
girls attitudes to education/ work to find whether they had high aspirations
hart and Risley - structured interview
childern from different social classes find out how many words they knew by three
willis lads - unstructured interview
w/c ‘LADS’ anti-school subculture talk freely in their own words about their views on school teachers and work
sullivan- structured interview
tv shows different groups of students watch correlation to achievement in school
jolly Amish study - unstructured interview
power relationships between men and how sex and sexuality is seen in the community - undercover midwife
Oakley - unstructured interview
experiment of becoming a mother with newly mothers
Bowles and Gintis - questionnaires
measured students personality traits comparing students school grades found concentration between traits and middle class
Ireson and Hallam- questionnaire
impact of sets in schools they asked over 6,000 students and their experience of being in the set and lower sets are less postive about school
lacey - questionnaire
follow up questions to question the anti and pro school subcultures
wilkinson
genderquake how peoples views and expectation of girls have changed over the years
pre-coded questionnaires adv
> quantitative date - finds trends - macro - marxist like
> reliable - repeatable - generalisable
pre coded questionnaires disadv
> no verstehen - not good when studying subcultures - willis lads
> not qualitative date - doesn’t give an in-depth- unable to expand on their answer could lead to misinterpretation
covert participant observation adv
> gains vestehen in depth - qualitative data - interactionist +
> no hawthorne effect unaware they’re being observed - natural behaviour - valid data
covert observation disadv
> unethical - did’nt give consent to being observed
> not representative can only be generalised to small samples as can’t exactly replicated - not macro - postivists
wright
2*
non participant + overt
race relation in primary school, conflict with teachers and pupils based on race -inner city
patrick - g
2*
covert participant
knew a member - Glasgow gangs- studied how the gangs deviant behaviour became law breaking - power structures
griffin black like me
cover participant observation
dakened the colour of his skin to look black to experience racism in American 1960s
(looking for jobs)
punch
covert non participant
Amsterdam police tried to be accepted, ver identified e.g searching houses and people
(went native)
overt non-participant adv
overt non-participant disadv
gerwitz
ethnographies adv
> high validity
> verstehen as builds rapport
ethnographies disadv
> unable to identify patterns - macro positivists not like
> not reliable cant be repeated only be applied to that situation
longitudinal studies adv
> insight into unique situation that may not be able to be studied in other ways
> gives valid data quantitative able to find trends micro scale - interactionalist
longitudinal studies disadv
> micro not macro - positivist dont like
participant tend to drop out over time - less representative harder to generalise
malinowski - incest study
incest happened but was not a problem until action of incest was labelled and publicised by island elders consquences the youth committed suicide due to the labels
