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sociology ms mccarthy > identity > Flashcards

identity Flashcards

1
Q

define identity

A
  • the way people see themselves and how others see them
  • in the process of socialisation we acquire a social identity - what happens when we internalise the socialisation process and it becomes part of how you view yourself
  • different aspects of identity have different importance depending on the individual eg. being homosexual and being heterosexual
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2
Q

name the two types of identity

A
  • individual eg. music, clothes
  • group eg. school, religion, ethnicity
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3
Q

what are the positive views of identity

A
  • identity covers protected characteristics which means they are protected by law
  • some identities that were once stigmatised are now accepted
  • eg. pronouns being asked
  • can create a sense of belonging and community among those with similar identities
    ?
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4
Q

negative views of identity

A

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5
Q

what is intersectionality

A
  • the idea of having more than one identity
    ?
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6
Q

how do Neo marxist and intersectional feminists explain social inequalities

A

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7
Q

why are functionalists suspicious of intersecting views of society?

A

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8
Q

kimberley crenshaw

A

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9
Q

hybrid identities

A

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10
Q

how do interactionists (social action theory) view individuals?

A
  • as having a lot of agency (power to make changes) and choose to go along with social institutions
  • BUT they can also choose to resist or even replace them
  • as being capable of rising u against social control and challenging the powerful institutions
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11
Q

who are interactionists

A

Weber and George Mead

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12
Q

how do interactionists view society

A

as the product of human interactions and the meanings that humans give to those interactions

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13
Q

what does historic interactionist Weber believe about human motivations

A

we can make generalisations on 4 human motivations

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14
Q

what does weber believe are the 4 human motivations

A
  1. traditional
  2. affective
  3. value-rational
  4. instrumental rational
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15
Q

what does ‘traditional’ motivation mean

A

respecting the past eg. going to school because your religion tells you have a duty to be educated

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16
Q

what does ‘affective’ motivation mean

A
  • acting on powerful emotions and thinking about the consequences eg. you enjoy going to school so you go
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17
Q

what does ‘value-rational’ motivation mean

A
  • believing in a certain moral code eg. going to school because you believe it to be wrong to skip school
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18
Q

what does ‘instrumental-rational mean’

A

scientific style thoughts which does things to get certain results eg. you go to school because having qualifications will get you a good job

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19
Q

what does contemporary interactionist Howard Becker think about interactionism

A
  • the labelling theory suggesting that ur interactions cause us to develop labels that affect how other people view us
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20
Q

what is the affect of labelling

A
  • we internalise the labels - even the deviant ones - and believe they are part of our identity
  • self fulfilling prophecy
  • can lead to a master status which overrules over all the other labels
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21
Q

how does consensus perspective: functionalism view identity

A
  • trace it back to human biology
  • think it is healthy to conform to biological identity
  • view gender identity as based on biological sex
22
Q

how do functionalists view national identity

A

important for integrating people around shared values

23
Q

how do functionalists view privileged identities

A
  • don’t believe in them because of meritocracy
  • everyone gets a fair chance in society and inequality results from people having different talents and abilities
24
Q

how does conflict perspective: marxism view identity

A
  • one is more important than others: class
  • focusing on others is a distraction and playing into the hand of the ruling class
25
Q

describe the most important identity for marxists

A
  • being either P or B is the most important thing about you, and denying it is false class consciousness
26
Q

how do Neo marxists view identity

A
  • have a looser understanding on what it is to be ruling class
  • other privileged identities are engaged in oppression without realising it
27
Q

how did conflict perspective: 1st/2nd wave feminists view identity

A
  • focused on women’s gender identity and the way it was oppressed in a patriarchal society
  • tended to overlook the distinctive experience of women from other backgrounds eg. working class overlooked by middle class women
  • tended to adopt the view that if the laws could be changed to remove discrimination against white middle class women, all would be right for women everywhere
28
Q

how did 3rd wave feminists see identity

A
  • in the 1990s, it was clear that despite much of the legal discrimination against women and been removed, many of the problems hadn’t
  • the focus had to be shifted to other aspects of women’s identity (making Crenshaw’s intersectionality ideas so popular)
29
Q

what does intersectional feminism represent

A
  • represents 3rd ave feminism with the recognition of trans identities in the 2010s (4th wave ish)
30
Q

what were traditional feminists concerned with surrounding 3rd/4th wave feminist movements

A
  • by focusing on trans identities, they felt the women’s issues were being crowded out by the other identities
  • called TERFS (trans excluding radical feminists)
31
Q

CLASS

A
32
Q

describe what it is to have an ‘upper class’ identity

A
  • made up of a fairly small number of wealthy extended families who are interconnected by marriage
  • inherited land and wealth
  • tend to share a common background in education eg. Eton
  • SCOTT argues that the main purpose of these schools was to mould the people into certain outcomes
  • promoted values of conservatism and tradition
  • same cultural values with contacts within the community
  • acceptance of privilege, conservative values
  • high culture interests/pursuits
  • MCINTOSH AND MOORLEY - key feature is invisibility - social closure (eg. boarding schools)
33
Q

how is the upper class changing

A
  • decline of social class as an identity (young people have more of a choice with identities)
  • decline in numbers
34
Q

describe what it is to have a ‘middle class’ identity

A
  • non manual workers
  • can be split into 4 groups (according to SAVAGE)
  • groups share similar values
  • focus in work and home, likely to have mortgages, living in the suburbs
  • encourage good education
  • belief in the pursuit of working hard to get qualifications and deferred gratification
35
Q

possible changes in the middle class

A
  • Tony Blair’s ‘we are all middle class now’
  • increase in numbers to do more accessible uni
36
Q

what are SAVAGE’S 4 groups for the middle class

A
  1. doctors and lawyers
  2. managers
  3. self employed owners of small businesses
  4. white collar
37
Q

(middle class) describe doctors and lawyers

A
  • gained from a long and successful education, value cultural assets eg. knowledge
38
Q

(middle class) describe managers

A
  • likely to have worked their way up in the company, defines status in terms of standard of living
39
Q

(middle class) describe self employed owners of small businesses

A
  • independent, faith in hard work and discipline
40
Q

(middle class) describe white collar workers

A
  • children of manual workers
  • pay and status in decline due to rise in better tech
41
Q

describe what it is to have a ‘working class’ identity

A
  • those in manual job
  • having a very strong sense of the economic/social class position
  • identify very strongly with each other (due to the collective nature of their jobs)
  • many workers belonged to trade unions which represented workers’ interests and engaged in industrial action
  • typically labour voting
  • live in close-knit communities made up of extremed kinship networks
42
Q

possible changes in the working class

A
  • now, the traditional working class identity is less important because of the decline in manual work over the last 30 years
  • new working class (mainly found in the S/East community) see work as a means rather than a community
  • no heightened sense of class injustice or political loyalty
  • HUTTON found a decline in trade union membership
  • SKEGGS found that w/c women felt humiliated and not proud due to their w/c background and started to take extra pride in their appearances
43
Q

possible subgroups of the WC

A
  • urban underclass held by those in the margins of society
  • MURRAY identified this as the ‘new urban underclass’
  • living in council estates of depressed inner cities
  • long term unemployment, drug problems
  • children socialised into this
44
Q

argument to MURRAY’s ‘underclass’

A
  • not everyone believes in exists
  • studies show that those living in poorer conditions hold the same values as everyone else
  • feelings like low self esteem are not a choice, neither is unemployment
45
Q

what is objective social class

A
  • based on the view that people can be placed in a social class by using a scale or measurement device eg. the NS SEC, which places people according to occupation
46
Q

what is subjective social class

A
  • comes from what people think themselves to be/how they define themselves
  • could be based on occupation and a number of different factors
47
Q

which group has seen a decline in the number of people who identify as that class

A
  • groups that lie in-between middle and working classes, since their occupation may not fit in either group objectively
  • eg. service sector jobs
48
Q

postmodernists ideas on class

A
  • PALUSKI AND WATERS
49
Q

what do PALUSKI AND WATERS argue about social class

A
  • suggest there has been a shift from production to consumption in the definition of identities
  • we are defined by what we buy, not what we do
50
Q

what does OFFE believe about social class

A
  • in today’s society, fewer and fewer individuals share a common/unifying experience of full-time work (what used to shape the culture of social classes)
  • we are all able to create our own identities regardless of social class
51
Q

how does media have an effect on our social class

A
  • gives access to an endless range of information and cultural experiences
  • has broken down many class and social barriers that may have existed 30 years ago
52
Q

what is the counter argument to a class-free society

A
  • not everyone would agree that today’s society is as class free as it seem
  • social class background remains the most significant indicator of outcomes such as education, health and life expectancy

sociology ms mccarthy (2 decks)

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