Final

Question 1

What is privilege?

Answer 1

An invisible package of unearned assets based on group membership. Meritocracy works to make privilege invisible.

Question 2

Meritocracy

Answer 2

belief individuals are rewarded and judged based purely on their moral worth, abilities, and skills.

Question 3

Why do sociologists consider privilege to be social not personal?

Answer 3

Social not personal as a result of the structure of society and the way we organize ourselves based on our culture and beliefs.

Question 4

Why is privilege often invisible to those that possess it?

Answer 4

Privilege is often invisible to those who possess it because of the normalcy of dominant groups. Dominant groups are taught to think of their lives as neutral, normal, and average.

Question 5

What constitutes a false parallel?

Answer 5

Inaccurate comparisons of inequality that so not take history, context, and power dynamics info account. “Discrimination vs. Isms”

Question 6

What is the difference between discrimination and “-isms” according to McIntyre?

Answer 6

Discrimination: unfavorable treatment of people based on group membership, behavior, sex, race discrimination
Isms: acts of discrimination at the individual level or that are consistent with societal patterns. Reinforces power, inequality, oppression at the societal level

Question 7

Why do sociologists think it important to distinguish between the two?

Answer 7

Discrimination and Isms the difference is sociologists generally think it’s important to take context into account and the general picture. There’s a difference when white and black people experience discrimination.

Question 8

What is the structural explanation for class inequality?

Answer 8

The structural explanation for class inequality is that the structure of society creates unequal access to resources and opportunities. Ex) The lower class has limited opportunities (set up), and the upper class has more supplies. “Unequal playing field”

Question 9

How does the educational system fit into considerations of class inequality?

Answer 9

There is a lack of opportunity between schools because of characteristics such as location. Culture is not a consequence and schools are not evolving.

Question 10

What is the cultural explanation for class inequality?

Answer 10

The cultural explanation of class inequality is that each class has their own beliefs and values that get passed on to their children through socialization. This is sociological but not as prominent today. Ex) The values and beliefs of the lower class is not compatible with success in American life. Stay in the class born into.

Question 11

What is social capital? How does it relate to class inequality?

Answer 11

The resources that social networks provide people. The resources given to the rich vs. the poor are different causing the “unequal playing field.”

Question 12

Why do structuralists think that cultural explanations blame the victim?

Answer 12

This is because cultural theories focus on the culture of poverty instead of looking at how society is structured. Your “expectations” of someone and how you treat them based on those expectations that will influence their performance and outcomes, and also differ between classes.

Question 13

What is a legitimating rationale?]
Legitimating Rationale: cultural belief system that justifies inequality (makes it make sense), necessary any time there is inequality.

Answer 13

Legitimating Rationale: cultural belief system that justifies inequality (makes it make sense), necessary any time there is inequality.

Question 14

What is achievement ideology? Why are sociologists critical of it?

Answer 14

Achievement Ideology: the idea that anyone who works hard enough can succeed. Problematic because even low-wage jobs are scarce, resources are not evenly distributed, and the structure of society does not allow everyone to “achieve.”

Question 15

What are some consequences associated with achievement ideology?

Answer 15

Consequences associated with achievement ideology are that you can work really hard and keep trying just for things to not work out and and that others believe you are not trying if you do not succeed.

Question 16

How have social factors influenced social mobility?

Answer 16

Most mobility is as a result of changes in the structure of society not individual effort. (ex. Industrialization, immigration)

Question 17

What are some of the emotional and mental consequences of class inequality?

Answer 17

Emotional and mental consequences of class inequality are that it causes individuals to blame themselves instead of society when they do not succeed. Also individuals of the dominant group tend to believe that where you end up is a product or lack of your effort.

Question 18

What is the main point of “The Land of Opportunity”? How does it relate to our discussion of class inequality?

Answer 18

How it relates to achievement ideology- american history classes can emphasize that america is the land of opportunity and all you need to do in life is work hard

Question 19

What is the main point of “Working Class, Growing Pains”? How does it relate to our discussion of class inequality?

Answer 19

The main point is that traditional markers of adulthood (stable employment/income, marriage, home ownership, etc.) have become increasingly delayed, disorderly, reversible or abandoned.
Relates to class discussion because lower classes already struggle so it is even more difficult for them to reach these traditional markers of adulthood.

Question 20

Why do sociologists view race as a socio-historical construction?

Answer 20

This is because race is what we make it to be, in other words, racial classifications/groupings are defined by society not by biology (varies cross-culturally).

Question 21

What is the difference between phenotype and genetic differences?

Answer 21

Phenotype: physical appearance (superficial/outside)
Genotype: biological makeup (very little genetic differentiation between between people)

Question 22

What are the consequences of racial classification? What does it mean to say that Whites and non-Whites are constructed as dichotomous of one another?

Answer 22

In early American History, the unequal distribution of resources between racial groups was largely
Racial classification serves as the bases for racial stereotypes. We take these superficial ideas of a race and use those in order to classify in which race you belong in (example: face structure, etc). Dichotomous is the idea and that Whites and Nonwhites are thought of as completely opposite of each other.

Question 23

What is cultural racism?

Answer 23

Cultural racism is a system of advantages and disadvantages based on race. Cultural messages, institutional outcomes and individual beliefs/actions.

Question 24

How do sociologists distinguish prejudice and discrimination from racism?

Answer 24

Prejudice is a preconceived judgement or opinion, a belief, result of the society we live in, everyone’s a little prejudice Discrimination is unfavorable treatment of people based off group membership, an attitude.

Question 25

What does passive racism entail? Active racism?

Answer 25

Passive Racism: subtle and less intentional, going along with the status quo (more common)
Active Racism: intentional acts of racial prejudice and discrimination directed towards persons of color

Question 26

What are the dominant legitimating rationales for racial inequality in the U.S.?

Answer 26

Dominant legitimating rationales are biological deficiencies and cultural deficiencies.

Question 27

What are the dominant structural and cultural sociological explanations for racial inequality?

Answer 27

Structural
Racially Homogeneous Networks, racial residential segregation, The Wealth Gap, Systemic/Institutional Racism
Cultural/Individual
Colorblind Racial Ideologies, Active Racism, Passive Racism, Unconscious Racial Prejudice

Question 28

Structural racism

Answer 28

(whites hold positions (political & economical), implicitly associated with wealth & power)

Question 29

Racially Homogeneous Networks

Answer 29

who we surround ourselves by tend to look like us; “social capital,” white networks have more stuff to pass on
racial residential segregation: Our cities today are just as segregated as they ever have been, (studies show that white neighborhoods have more than minority neighborhoods)

Question 30

racial residential segregation

Answer 30

Our cities today are just as segregated as they ever have been, (studies show that white neighborhoods have more than minority neighborhoods)

Question 31

The Wealth Gap

Answer 31

Wealth is passed from one generation to the next so the gap persists and grows (wealth acts as a safety net (ex: car accidents)); for many years the government regulated the collection of wealth for minority groups

Question 32

Systemic/Institutional Racism

Answer 32

historical legacy of systemic inequality until 1960’s segregation went unchecked; for most of history whites were the only ones who could have power

Question 33

Colorblind Racial Ideologies

Answer 33

By ignoring how race continues to influence society

Question 34

Active Racism

Answer 34

intentional acts of racial prejudice and discrimination directed towards persons of color (racist joke)

Question 35

Passive Racism

Answer 35

subtle and less intentional (more common) whites going along with the status quo (laughing at racist joke)

Question 36

Tatums view on Racism

Answer 36

if you are not actively acting against racism, you are supporting it; metaphor of the walking runway: actively walking vs. passively standing but still moving forward

Question 37

Unconscious Racial Prejudice

Answer 37

?

Question 38

How does today’s racism/discrimination operate in comparison to previous eras in American history? What is smiling discrimination?

Answer 38

The idea is basically that racism and discrimination today tends to be more subtle and not as nasty as it used to be. In early American history, the unequal distribution of resources was largely attributed to biological deficiencies. Whites had freedom, wealth, and power because they were biologically superior. Think back to the landlord that wasn’t nasty, he was smiling and pleasant.

Question 39

What is the main point of “Race at Work”? How does it relate to our discussion of race inequality?

Answer 39

The main point was to show that when a white, hispanic and black of similar skills and training are sent to the same job, the white is most likely to be hired, then the hispanic, then the black. When a white with a criminal record was thrown into the mix, it was equal to the hispanic and then the black. Discrimination still plays a role in the labor market, whites are most likely to be hired than minorities and POC. Blacks get downward channeled and whites had upward channeling.

Question 40

What is the main point of “Here’s What Economists Don’t Understand About Race”? How does it relate to our discussion of race inequality?

Answer 40

Economists don’t think about historical tendency about race when in comes to race. The structure is important when thinking about economic disparities.

Question 41

What is the main point of the “House Rules” podcast we listened to in class? How does it relate to our discussion of race inequality?

Answer 41

It emphasizes the fact that racism is not always obvious. The black participants did not know they were being discriminated against when they spoke to the super about housing. They were told that there were no rooms left, but the white participant was told otherwise. This is an example of passive racism. In this case, the black participants thought the super was being genuine about not having any housing available. However, when they heard the voice recording of the white participant, they understood the passive racism that had occured.

Question 42

How did European “ethnics” become white? What changes made this possible?

Answer 42

When the Irish, Jews, slaves, Germans, Italians, were compared to the Anglo-saxons of America, you could tell the differences. However, when they were compared to black people and Asians, their whiteness was apparent. They then came up with the word “Melting Pot.” European “ethnics” would become white. They would go to cases to determine if they were considered “white” or not. The court would give many reasons why some (Asian, Indians) couldn’t become “white” citizens even though Indians were from the Caucasian race. They were able to be considered “white” after World War II and people started looking for houses

Question 43

How did federal housing policies institutionalize segregation and wealth disparities?

Answer 43

How federally subsidized loans and mortgages were given to families wanting to buy a home in white neighborhoods but not given to those who wanted to buy in black neighborhoods. The black neighborhood were red lined.

Question 44

Why do property values go down when a neighborhood changes from white to nonwhite? Who plays a role in this?

Answer 44

This is because living in a non white neighborhood is seen as dangerous, poor, and hazardous. The banks played a major role in this. Even though the president passed a law saying there should be fair housing opportunities, banks continued this by doing something called black blocking. White people were paid to leave neighborhoods where black people reside. The property was then sold to black people at a higher price. Loans were generally given to white people, but not as often black people.

Question 45

What happens to measures of racial disparities in places like education and welfare rates when groups of similar income and wealth are compared?

Answer 45

When you are comparing between racial groups of the same income and wealth along with the education and welfare rate, the differences disappear. This shows how wealth is important. Black families have ⅛ of the wealth that white families do.

Question 46

How do sociologists distinguish between sex and gender?

Answer 46

Sex is the biological identity of female or male.
Gender is cultural expectations regarding the proper behavior, attitudes, and activities of men and women.
Gender is what society deems as masculine and feminine
Gender varies across culture
Gender varies across time, even within the same society
Gender is socially constructed

Question 47

What are some examples gender socialization?

Answer 47

Gender policing: when an individual receives a negative response when they step outside those gender cultural expectations

Question 48

What does it mean to say that we “do” gender?

Answer 48

“Doing” gender is the idea that there’ a performative aspect to gender. Example: Our presentation of self, our mannerism, our pattern of speech, our body language, etc.

Question 49

What does it mean to say that gender is policed?

Answer 49

Gender policing is when an individual receives a negative response when they step outside their gender cultural expectations.

Question 50

What does it mean to say that gender has an institutional component to it?

Answer 50

There’s differences in expectations in our social institutions for boys and men and girls and women. Labor market is extremely sexed, male dominated and female dominated institutions.

Question 51

What are some of the key ways that gender (femininity and masculinity) are socially constructed in U.S. society?

Answer 51

Specific traits and words that are associated with femininity and masculinity (the wordle)
Gender varies across cultures, time, and even within a society. What may be considered masculine today may not have been in the past or won’t be in the future. What may be masculine in a culture may not be the same in other cultures.

Question 52

What is the legitimating rationale of gender inequality in the U.S.?

Answer 52

Is a belief system in society, biology plays a role that women are more nurturing and men are more tough and strong. The idea that gender inequality is a result of biological enate differences between men and women.

Question 53

male-dominated?

Answer 53

Sociology is male dominate: The idea that positions of authority are generally reserved for men

Question 54

Male-identified?

Answer 54

Male identified: The core cultural ideas about what is considered good, desirable, preferable, or normal are associated with how we think about men and masculinity.
This is basically saying that the traits we associate with masculinity are more valued than traits associated with females.

Question 55

Male-centered?

Answer 55

Male centered-idea that most of the attention in society is on men and what they do

Question 56

What is the main point of “What Gender is Science?” How does it relate to our discussions of gender inequality?

Answer 56

There are economic and institutional factors as to why women in America don’t participate in STEM programs.
The modern university system developed to incorporate women as women, leading to the creation of more human oriented fields
Women in affluent countries have the luxury of selecting less lucrative care and social service work occupations

Question 57

What are some ways women are portrayed in advertising?

.

Answer 57

The most important ideal of a female is beauty, and they are guilty if failed. Women’s bodies are things/objects

Question 58

What are some ways men are portrayed in advertising?

Answer 58

Men are strong and masculinity is seen in violence, big and powerful.

Question 59

How does advertising portray sex? Why does Kilbourne find this problematic?

Answer 59

Sex is trivialized and used to sell everything. This shows that sex is the only thing that matters and that you are only desirable if you are young and thin. It is problematic because women’s sexual behavior is rewarded in society and they are viewed as objects.

Question 60

What are some outcomes Kilbourne links to the way women are portrayed in advertising (listed towards the end of the film)?

Answer 60

Young girls see women in the media and believe they must fit that standard of beauty, this can lead to mental issues and even eating disorders. Women become insecure because they cannot achieve the unrealistic body type portrayed in the media.
Links sex and products to sell
Links erotic sex to violence