paper 1 Flashcards
(118 cards)
1
Q
what is consensus vs conflict
A
Scientific
Approach – aiming
to find ‘social laws’
Theory acts as a
lens to view the
facts in to identify
causes of change.
Is school there to help you or control you?
2
Q
what is the consensus view
A
society works best when we all agree
3
Q
what makes functionalism a structural theory
A
Functionalism often is
referred to as a structural
theory because of the way it
views parts of society as
being linked in a structure.
• Each institution performs a
function for another.
4
Q
what is the new right
A
Political Stance rooted in consensus
theory
• Murray argued that excessive
government intervention to alleviate
poverty creates a dependency culture
• Unemployed and lone parents are
rewarded for reckless behaviour
• This creates an underclass with people
who are separated from the mainstream
norms and values of society this class
are causing an increase in crime
5
Q
what is marxism
A
Society is characterised by the conflict between the two main
classes: the bourgeoisie (people who own the means of
production) and the larger proletariat who have to sell their
labour to the bourgeoisie
The two classes struggle for power - all human interaction
(education, family, crime, religion) can be understood by
considering class conflict
6
Q
what is feminism
A
Conflict theory – based on gender
inequalities
• Rather than a ruling class ideology
there is a patriarchal ideology
• This helps to justify men’s position in
the world above women
• Every institution of society is patriarchal
• Varying levels of ‘solution’
7
Q
what is interactionism
A
Sometimes called symbolic interactionism
• People interpret the world around them to make it
meaningful
• How they interact with other people around them
influences this
• Therefore norms and values are not passed down
through socialization but through our continued
interactions
8
Q
what is labelling theory in sociology
A
Our sense of self based on how
we see ourselves and how
others see us.
• Becker says that our sense of
self is affected by the process of
labelling – people categorize us
and give us a label.
9
Q
what are the hamar tribes
A
live in ethiopia
males leap onto the backs of cattle and run across them
women are whipped before this ceremony to prove their devotion to men
10
Q
what is culture
A
the entire way of life of a particular society
11
Q
what is cultural diversity
A
differences and variety found in societies
12
Q
what is a subculture
A
a culture within a culture
13
Q
what is cultural hybridity
A
when cultures merge it is referred to as cultural hybridity
14
Q
what is high culture
A
cultural products and activities that are seen to have very high status
15
Q
what is popular culture
A
cultural products and activities that are enjoyed by the majority of a population
16
Q
what is consumer culture
A
Culture where social status, values, and
activities are centered on the purchase
and consumption of goods and services
17
Q
what did Douglas say about cultural deprivation
A
Working class children
may lack the “correct”
values and attitudes to
do well.
18
Q
what did Adorno (marxist) say about popular culture
A
popular culture is a way of
socialising the masses into a subordinate and
obedient set of values and attitudes.
19
Q
what is socialisation
A
the life long process by which individuals learn the norms and values of society
20
Q
what are norms
A
customary rules of behaviour that coordinate our interactions with others
21
Q
what are values
A
beliefs which the majority of society agrees on
22
Q
what are roles
A
positions in society
23
Q
what is the main agent of primary socialisation
A
the family
24
Q
what are the agents if secondary socialisation
A
education
media
peer group
religion
workplace
25
what did parsons say about primary socialisation
2 basic processes involved in primary
socialisation:
- the internalisation of societies culture
- The structuring of personality
26
what is canalisation
the channelling of certain behaviours
27
what are verbal appellations
Using different words and phrases with different sexes
28
what are differentiated activities
promoting different activities between boys and girls
29
what did statham say about gender
found that by the age of 5 most children have acquired a clear gender identity
30
what is margaret meads study of samoan culture
suggested that very little trauma is associated with adolescence and the transition to adulthood is discreet
31
what did postman say about childhood
disappearance of childhood, the media s to blame foe exposing children to the adult world too young and sexualising them
32
what did McRobbie and Garber say about youth subcultures
Girls were absent from most research on youth subcultures.
When they did appear, it was brief, or it reinforced
stereotypical views of girls, often just presenting them as the
passive ‘girlfriends’ of the male subculture members, or
commenting on their attractiveness.
33
what did parsons say about youth
youth is an important transitional stage in which individuals learns to leave the family and establish independence
34
what did eisenstadt say about youth culture
way of bringing young
people into society.
youth culture becomes very
important, providing a shared set
of norms and values with peers,
and a sense of belonging.
35
what did abrams say about youth culture
Emergence of youth
culture was linked to
their emergence as a
distinct group with
spending power who
started to be targeted
by businesses and the
media.
36
what did jacobson et al find about youth deviance
multiple disadvantages in
the 200 people in custody they studies including
75% absent fathers, 50% deprived households
and most with disrupted education
37
what did farrington find about deviance
Cambridge study into
delinquent development sampled 400 young
males and and suggested that socio-economic
deprivation was a key predictor of future
criminality
38
what did muncle say about crime and youth deviance
small rises in recorded crime
creates a moral panic about female offending
suggesting rise in imprisonment of young women
is an over-reaction
39
what did lea and young find about ethnicity and youth deviance
statistics often miss out that
most UK crime is intra-racial meaning it takes place
within ethnic communities e.g. most crimes against
black males is against another black male and this
relates to wider issues of street culture, poverty,
deprivation which must be considered as explanations
40
miller, focal concerns
Miller suggested that
working-class boys were
socialised into a number of
distinct values that together
meant they were more likely
than others to engage in
delinquent or deviant
behaviour. Miller described
these values as "focal
concerns”
41
what are lea and youngs explanations of crime
say
that there are three main
explanations for crime
and deviance that may
particularly apply to
youth deviance.
• These are:
• Relative Deprivation
• Marginalisation
• Subculture
42
wat did murray say about youth deviance
youth in deviant
subcultures have not received the
appropriate socialization into the value
consensus
43
what is backers labelling theory
Becker is not interested, then, in what causes people to behave in a deviant way. Instead
he is interested in why people choose to label their behaviour as deviant and what effect
the label has (on the individual and for society).
• Labelling relates to power
• We all label each other but some have the power to make their label stick more – police
• This leads to a self-fulfilling prophecy as the labelled person accepts and internalises this
label and starts to change their behaviour to live up to the label
44
cicourel, the social organisation of juvenile justice
Aaron Cicourel caried out observations with the police and criminal justice services in
two US cities.
• He found that the process of dealing with potential deviant involves three stages:
• Stage 1: The police stop/interrogate/search an individual, based on their
interpretations of behaviour as ‘suspicious’ or ‘unusual’
• Stage 2: The police arrest the individual - this may depend on the suspect’s
appearance and manner and the replied the suspect gives the the police
• Stage 3: Probation officer – he/she has a picture of a ‘typical delinquent’ and assess
the suspect to see if they fit the profile
45
what did young say about social class and devient subcultures
Living in a ‘bulimic society’ –
encouraged to worship money,
status and success
• ‘Intensity of exclusion’ for those
who are deprived
• Working-class youth deviance is
an emotional response to
social exclusion and is more about
rebellion, risk-taking , anger,
frustration and exclusion
• Ultimately this is driven by a
desire for inclusion
46
harding, street casino
Like a casino, Harding saw gangs as a social arena
of competition where members struggle for
distinction, status, position and survival
• Success is determined by accumulating ‘street
capital’ like the chips in a casino
• This is a ‘high stakes game’ for young people
47
decker and van winkle, pulls and pushes
Reasons for joining youth gangs consists of
‘pulls’ and ‘pushes’
• Pulls – attractiveness of the gang; status,
excitement and money opportunities for
working-class youth
• Pushes – social, economic and cultural
disadvantages; feeling excluded and desire
to be protected may push toward wanting
status and safety
48
wills, learning to labour
Anti-school subcultures and social class
• Studied all-boys school in Birmingham of
working-class ‘lads’
• Lads saw themselves as failures but had found
this as ‘good’ – formed an anti-school subculture
which gave them status
• They did not value education and were just
waiting to inevitably gets jobs at a factory like
there dads
• Followed them up again in the factory and found
no change in attitude
49
what did messerschmidt say about gangs
gangs act as a
location for ‘doing masculinity’ which has to
be proved
50
what did harding say about masculinity
how masculinity is
accomplished depends on the environment
– those without paid employment will find
other means to achieve their masculinity
51
what did campbell say about masculinity
antisocial behaviour has
become the key means by which young
men express their masculinity to them
being denied legitimate masculine status
through academic success, employment or
being the breadwinner
52
what did heidenson say about females and deviant subcultures
control by the family in terms of how
much and for how long they are allowed out of the house.
– women have no time for crime!
53
what did harding say about females and deviant subcultures
girls in a gang use their social skills to
carve out a role. They will never become leaders, but can
become ‘fixers’ (for example, hiding weapons and drugs
and trading information with rival gangs).Violence,
including sexual violence, against young female gang
members is common as a way of ‘keeping them in line’.
54
mac an ghaill, anti school subcultures
In his study of 'Parnell School', Mac an
Ghaill (1994) identified a male subculture
he called ‘the macho lads’.
• Valued the 3Fs (fighting, football and
f***ing).
• They showed extreme forms of ‘macho
behaviour’ – ‘hegemonic masculinity’ –
perhaps as a form of resistance to a
perceived threat to masculine identity. He
found evidence that they bullied academic
achievers and had a clear ‘anti-school
subculture’.
55
archer and yamashita, anti school subcultures
Archer and Yamashita (2003) studied boys in inner-
city London who showed anti-school values.
• They were attached to a ‘bad boy’ image, related
to ‘hyperheterosexuality’, and saw reading and
academic achievement as ‘soft’.
• They were committed to staying local, with limited
aspirations. They saw their local area as ‘unsafe’
and recognised you had to be tough to survive.
Their subculture or ‘gang’ was their ‘backup’ and
being a member and conforming was a key part of
‘doing masculinity’ within the male peer group.
56
carl nightingale, young black males in philadelphia
Studied young black males in Philadelphia.
• He argued that they consumed the mainstream US
culture through the media like everyone else,
sharing values like consumerism and money.
• However, they were excluded, both racially and
economically, from fully participating in the
mainstream means of achieving society’s goals.
Thus, some turned to violence and crime to achieve
these goals.
57
philip bourgois, drug dealing in new york
Studied Latino and African-American drug dealers
in New York’s El Barrio area.
• He discussed the ‘anguish of growing up poor’ in
the richest city in the world, arguing that this
creates an inner-city street culture in which
deviant practices become the norm. Drug-dealing
was their way of surviving and achieving respect.
• Bourgois saw it as understandable that they
might ask why they should take the subway to
work a minimum-wage job in the city, when a
million-dollar industry – drug-dealing – was on
their doorstep.
58
mac an ghaill, racial responses and gender
Class and gender intersect with racial stereotypes creating
different responses
1. Rasta Heads - young African-Caribbean males. Very
masculine as a response to perceived teacher labelling and
racism. Had open confrontation with teachers.
2. Warriors- Asian male subculture. Anti-school and showed
resistance. However, it was more covert and went largely
unnoticed by the teachers as they did not see Asian boys
as troublemakers
3. Black Sisters- Asian and African-Caribbean girls. Pro-
education and saw school as a means to achieve, despite
perceiving racism from the teachers. Showed open
defiance in some lessons, but still worked hard.
59
mirza, strategic rationalisation
The girls she studied resented teacher labels and
racism.
• However, they adopted a ‘strategic rationalisation’
of what they perceived to be unproductive lesson
time.
• Adopted strategies e.g. head down and getting on
with other work; seek advice from other sources,
avoid subjects where they perceived the teacher to
be racist and support each other academically.
• Mirza did not see this as a form of resistance, but
as a rational response to their negative school experience
60
archer, muslin boys and islamophobia
Considered Muslim boys and how they demonstrated their masculine and
religious identity in peer groups, against a backdrop of Islamophobia.
• They were also conscious of the protection that being a member of their
subculture gave them against other racial groups and the potential for racist
bullying.
61
strand and wilson, african boys and peer relationships
Found that negative peer relationships were a particularly significant issue in
the underachievement of African-Caribbean boys, whereas for white boys,
underachievement was more related to low self-esteem and lack of parental
aspirations.
• They also found that Asian and African boys tended to have positive peer
support.
• Thus, anti-school attitudes seem to develop more among some ethnic groups
than others, and intersect with other factors in contributing to
underachievement in school
62
cohen, folk devils
Studied media coverage of mods and
rockers in 1960s following an altercation
between youths on a bank holiday in
Clacton
• The media exaggerated these reports
and started to predict more fights in the
summer
• Cohen interviewed various stakeholders
and found the coverage was out of
proportion to the actual event – these
fights were no different to other brawls
• The media had created a moral panic
about young people and turned mods
and rocked into folk devils
63
young, the police and hippies
Looked at the meanings attached to
interactions between police and hippies.
• The police tended to see the hippies as dirty,
scruffy, idle ‘pot-heads’ (constantly smoking
marijuana).
• They brought these meanings to any
interaction they had with the hippies.
• The result was that drug-taking (which had
been a peripheral activity) started to
become a central part of the hippies’ identity.
64
what did steven goldberg say about gender
Gender is based on
nature – genetic
differences create
natural differences in
attitudes and abilities.
Men have an inbuilt
‘dominance tendency’
which is why they
occupy top roles
65
what did wilson say about nature
The need to reproduce
requires men to be
more promiscuous to
‘spread the seed’.
Women need to
nurture children and
stay faithful to the
father to ensure the
proper upbringing of
the child.
66
what did parsons say about nature
Sex-role
differentiation theory
argues that males and
females are socialised
by the family into
different roles.
However, these roles
are based on their
‘natural’
characteristics.
Men are instrumental
whereas women are
expressive.
67
what did stanley and wise say about gender
Suggest gender is
socially constructed as
behaviours are
connected to the way
we are brought up and
the influences of those
around us such as
peers, teachers, the
media, workmates
and religions.
68
what did hey say about nurture
Peer group influences
on female identity.
Found that the norms
of teenage female
peer groups are
rooted in patriarchy
and expectations of
how girls should be.
69
what did mac and ghaill say about nurture
Boys leanr to be men
in their peer groups at
school by policing
their own and other’
sexualty.
Gender power is
based on ‘hyper
masculinity’ and is the
main source of
identity for the
‘macho lads’ who
valued the 3Fs
‘fighting, football and
f***ing’
70
what did mead say about nurture
Suggested that
gender identity is
learned. In her study
there was evidence of
cultural flexibility of
genders within 3 New
Guinea Tribes.
Arapesh – both sexes
showed gentleness
and flexibility (fem)
Mundugamour – both
aggressive and rough
(masc)
Tchambuli – gender
roles reversed to
western norms
71
what did Sue Lees say about passive femininity
The importance of appearance is described by Sue Lees (1993) in
her study of female teenagers in London schools.
• These girls put great stress on looking right. Lees argues that this is
not a natural feminine thing neither is it a sign of vanity. Rather, it is
something girls are forced into in order to show they are ‘good’ girls
rather than ‘slags’.
72
what did blackman find about assertive femininity
Carried out a study of different youth subcultural
groups (New Wave Girls) within a school.
• These were 10 popular academically-able girls
who shared an interest in punk and new wave
music.
• They did not conform to the traditional
expectations of femininity; they were able to
resist masculine control, parental control and
school control.
73
what did Connell say about hegemonic masculinity
Hegemonic masculinity is the most common masculinity
today
• This is the traditional and culturally dominant view of
being masculine
• In Connell’s hierarchy of masculinity these men are
usually white and supress their emotions
74
what is complicit masculinity
Men take more of a shared role in the family
• In the hierarchy of masculinity these men sit just
below hegemonic masculinity, whilst they do not
fit into all the characteristics of masculinity they do
not challenge it
• These masculinities benefit from women’s
subordination but not to tend to appear to involve
active domination
• These men are likely to be seen as respectful or pro-
feminist
• Television advertising increasingly reinforces a
more complicit masculinity, with commercials for
cleaning and household products regularly featuring
male rather than female actors.
75
what is marginalised masculinity
Sense of loss suffered by young
men as there is a lack of roles
available for them in society once
they leave school
• These men usually subscribe to
masculine social norms but
belong to a marginalised group
such as a minority ethnicity,
disability or subordinate social
class
• This means they are not afforded
the same status as the
hegemonic masculine man
• This can be seen as a response to
a decline of traditional
masculinity identities and the rise
of women in the work place
76
what is subordinated masculinity
Men behave differently to expected values of hegemonic
masculinity
• The culturally dominant masculinity constantly reassets
itself through the oppression and marginalisation of others
• Those who do not conform are frequently subject to
physical, psychological and symbolic violence
• Often associated with gay men
77
what did emma reynolds find about subordinated masculinity
Studied boys in final year of primary school
• Some construct alternative masculinities – gentle academic,
artistic and non-sporting
• Found boys who are academic find quickly that this conflicts
with hegemonic masculinity and they risk being teased
• They study hard but adopt strategies to avoid being seen as
feminine such as down playing success, teasing others and
behaving badly to disguise their positive attitudes towards
study.
78
what did Francis say about masculinity
boys tend to be disciplined more
harshly bit still dominate the classroom and their
aggressive behaviour is tolerated
79
what did spear say about gender inequality in education
male teachers have hostile views
towards girls in their subjects and held traditional view of
the place of women in society
80
what did sue sharpe say about females in education
found females were under
achieving because their education was regarded by
teachers as less important - female identity revolved
around love, marriage and children
81
what did sue sharpe find about subject choice in education
masculinity and femininity is
socialised through the hidden curriculum which
suggests the subjects they should study
82
what did alison kelly find about subject choice in education
Science is a masculine
subject – it is packaged as masculine through
examples used in class and textbooks. Boys are
also able to dominate the classroom during
practical lessons
83
what did frosch et al say about subject choice in education
Boys who value academic
success and committed to work are often seen as
feminine
84
what did williams say about gender inequality in the workplace
men defend gender boundaries
at work by various means such as the non-
acceptance of women’s authority or sexual
harassment
85
what did adkins say about gender inequality in the workplace
sexual work has become a central part of
women’s jobs – the service sector such as bar
work women are expected to engage in ‘sexual
servicing’ by being attractive, having sexual
banter and using sexual innuendos
86
what did mac an ghail say about inequality in the workplace
boys are facing a ‘crisis of
masculinity’ as boys are socialised into thinking
that they must have a job, be a breadwinner for
their family but these ‘working-class, masculine
jobs are declining
87
what did connell say about changing gender identities
masculinity is changing
and men are becoming more
InTouch with their feelings sharing
the household labour and childcare
88
what did gershuny say about changing gender identities
men were
doing a greater amount of
childcare and housework
89
what did mort say about changing gender identities
‘metrosexual man’
is a heterosexual male who is
concerned with their image and
invests in personal groom – David
Beckham, Harry Styles etc.
90
what did mac an ghaill say about crisis of masculinity
the future male generation
are at peace with educational failure as they seek
alternative sources of status in activities which they
can stress their masculinity such as delinquency and
gang violence
91
what did canaan say about crisis of masculinity
Researched
working class men in Wolverhampton
asking ‘what is the most important
thing about being a man?’
• Employed men who had jobs said
fighting, drinking and sexual
conquests
• Unemployed men said that having a
job was the most important thing as
a lack of job makes them feel
emasculated
92
what did faludi say about issues of masculinity
Looked at the reaction of working class men to the successes of feminism
combined with the crisis of masculinity.
• She looked at the ‘Spur Posse’ a group of young men who gained brief notoriety in
the US
• The aimed to sleep with as many girls as possible to ‘gain points’ and this number
would then be printed on a t-shirt
• One member was charged with the rape of a 12-year old girl – when questioned by
Faludi he said ‘well she has a body’
• Faludi argues that this attitude towards women and increasing sexual violence can
be seen as part of their masculinity issue – it is their one remaining source of
power.
93
what did wilkinson and sharpe say about women in. work
increased participation and success of
women in paid work means that
traditional notions of female identity are
being abandoned
94
what did wilkinson say about women in work
there has been a
shift in values, ‘genderquake’ in women
aged under 35 compared to their
mothers and grandmothers
95
what did jackson say about changing women
found that girls take on
laddish behaviour – this blurs masculinities
and femininities
• A ladette is a young woman who behaves
boisterously assertive, crude or engages in
heavy drinking
96
what did denscombe say about changing women
increase in female
risk taking behaviours associated with a
ladette culture
97
what did butler say about changing women
Asian women in Coventry and Bradford were keen
to move beyond the traditional ‘Asian woman’ role by challenging
cultural gender identities, going to work and establishing their
independence from partners
98
what did collier say about changing gender identities
Lads
magazines still objectify
women in an explicitly sexual
fashion – there is a whole
media industry devoted to
encouraging women to perfect
their figure, make-up and
sexual desirability for the
benefit of men – the same
does not exist for men
99
what did gittens say about changing gender identities
Rising divorce rate shows a less passive
female gender role
• However...
• There is a lack of women in top jobs – 15.5% pay gap
between men and women in the UK
• Many women who work still have the dual burden
• Research treats men’s and women’s experiences
homogenously and ignores class and ethnic differences
in experiences
100
what is disability
disability is a term referring to those living with a physical or mental implement
101
what is a master status
The label ‘disabled’
carries with it a
stigma (negative
label) that affects
all interactions
between the
disabled person
and others,
creating whatinteractionists
would call a
‘master status’
102
what did zola say about disability identity
Sociologist who was disabled due to polio ‘the very vocabulary we use
to describe ourselves is borrowed from [discriminatory able-bodied]
society. We are de-formed, dis-eased, disabled, dis-ordered, ab-
normal, and, most telling of all, called an in-valid’.
103
what is learned helplessness
describes the way that some
disabled people may internalise the idea that they are
incapable of changing a situation, and thus fail to take
action to help themselves.
104
what did murugami say about learned helplessness
argues that a disabled person has the
ability to construct a self-identity that accepts their
impairment but is independent of it.
• So they see themselves as a person first, and see their
disability as just one of their characteristics.
105
what did finkelstein say about the origins of disability
society’s negative perception of
disability could be because of capitalism
and the emphasis on work as a source
of identity, status and power
106
what did watson say about disability inequality
Disabled people may
respond to the constant
assumption that they are
helpless and dependent by
developing low self-esteem
and worth
107
what did scott find about blind people
Observed interaction between medical
professionals and blind people in the USA.
Found blind developed a ‘blind personality’
(internalised the expert's view that they
should be experiencing psychological
problems in adjusting to the loss of sight)
108
what did scott find about blind people
Observed interaction between medical
professionals and blind people in the USA.
Found blind developed a ‘blind personality’
(internalised the expert's view that they
should be experiencing psychological
problems in adjusting to the loss of sight)
109
what did plummer say about males and sexuality
argues homosexuality
is a process of discussing the
homosexual career
Males who accept the label of
homosexual seek out others and join
subculture with norms of stereotypical
homosexual characteristics
110
what did weeks say about makes and sexuality
more
attention is paid to those
who are not heterosexual
and is more of an issue for
these people
111
what did ghumann say about british asians
Tradition, religion and family values played an important
part in the upbringing of second-generation Asians in
the UK
112
what did gilroy say about black identities
The shared experience of racism and
powerlessness can transcend differences in
background and history to create a ‘black’
identity
113
what did spencer et al say about eastern european migrants
suggest that Eastern
European migrants spent relatively little time
socialising with British people
114
what did downey say about european migrants
found evidence of racism against
European migrants in the rural community she
studied, which largely came from a perceived
threat and fear of numbers that did not
necessarily have a basis in reality
115
what did cashmore and troyna say about ethnic minorities
tendency for ethnic
minorities to ‘turn inwards’, to seek support from within
their own ethnic community as a response to the racism that
they experience
116
what did winston james say about black identity
suggests that the experience of
racism unified the culture and identity of African-
Caribbeans in the UK
117
what did jacobson say about resistance and hybridity
many young Pakistanis are adopting a
strong Islamic identity as a response to social exclusion
from white British society
118
what did modood say about changing ethnic identity
second-generation ethnic minorities from
both African-Caribbean and Asian backgrounds felt much
more British than their parents, while still seeing their
ethnic origin as a key part of their ethnic identity
