Sociologists Flashcards
(122 cards)
1
Q
Scott
A
Upper class - Old boy network, integrated elite - keep in contact with classmates, marry other members of the upper class
2
Q
Kenway
A
Upper class - girls put down state-educated girls to keep up self-esteem
3
Q
Mackintosh and Mooney
A
Upper class - social closure - education, leisure and daily lives are separate and not accessible to the public
4
Q
King and Raynor
A
Middle class - child centredness - family spend time and effort on ensuring middle class values are passed onto children
5
Q
Bourdieu
A
Middle class - Family provide social, economic and especially cultural capital to give an advantage to children at school
6
Q
Goodwin
A
Middle class - Yummy mummies - defined by peer approval
7
Q
Saunders (class)
A
Middle class - conspicuous consumption - middle class are targeted by advertising as they have a high disposable income and buy goods to display their middle class identity
8
Q
Wright
A
Middle class - have partial control in the workplace - exploit the lower class but are exploited by the upper class
9
Q
Willis
A
Working class - ‘lads’ were anti-school as they wanted to follow sir father’s into manual labour jobs, and learnt coping mechanisms to deal with their boring jobs
10
Q
Mac an Ghail
A
Working class - men suffered a ‘crisis of masculinity’ after losing their manual labour jobs as they had no platform to display their masculinity
11
Q
Bowles and Gintis
A
Working class - hidden curriculum - ruling class teach working class to be passive and obedient to maintain class inequalities.
12
Q
Mergers and D’Haenens
A
Class - Digital divide - more middle class people have access to the internet by 13%. Working class use it for entertainment mostly
13
Q
Murray
A
Underclass - achieved status - underclass are lazy, workshy, immoral criminals and dependant on benefits, so it’s their fault
14
Q
Jordan
A
Underclass - ascribed status - underclass have the same values and attitudes as the rest of us and feel a sense of shame, would work if given the chance
15
Q
Pakulski and Waters
A
Class - Social identity - has been a shift from production to consumption in defining identities -> defined by what we buy now, not what we do
16
Q
Offe
A
Class - Social identity - our jobs don’t define us because we all have equal opportunities and don’t have a job for life anymore. He media provides cultural experiences - breaks down class barriers
17
Q
Skeggs
A
Working class, gender - women have instrumental attitudes to work - just a means to an end and getting an income, and don’t define them. Society is meritocratic and social mobility is possible
18
Q
Parsons (gender)
A
Gender - expensive (female) and instrumental (Male) roles - women look after the children and the household, while men are the breadwinner and protector
19
Q
Oakley
A
Gender - parents use manipulation (encouraging gender-appropriate behaviour, canalisation (directing interests), verbal appellations (using masculine/feminine descriptions) and domestic activities (e.g getting daughters to help with housework) to socialise children into stereotypical gender identities
20
Q
McRobbie and Garber
A
Gender - Bedroom culture, culture of femininity - girls retreat to bedrooms with a best friend to discuss fashion, make-up etc and prepare for a real boyfriend
21
Q
Billington
A
Gender - masculinity is dominant, femininity is subordinate, especially in relationships and according to the media
22
Q
Nakuamura
A
Gender - internet is a forum of support for women facing discrimination and inequality
23
Q
Ferguson
A
Gender - cult of femininity in women’s magazines - talk about caring for family, marriage and appearance
24
Q
Skelton
A
Gender - hidden curriculum - labels boys and girls differently, pushes certain subjects towards certain genders
25
Kelly
Gender - boys choose the sciences because textbooks contain pictures/examples of boys and things they like, and boys dominate the classes by shouting out + getting equipment first
26
Adkins
Gender - horizontal segregation (genders have different types of jobs) and vertical segregation (genders have different ranks/statuses in similar jobs - men are higher up)
27
Connell
Gender - types of masculinity - hegemonic (traditional, dominant), complicit (share household responsibilities), subordinate (less powerful with lower status) and marginalised (had masculine jobs but lost them - ‘crisis of masculinity’ experienced)
28
Nixon and Mort
Gender - new man - became cool to take pride and care over their appearance. New fashion, aftershave, hair gel etc for men led to a sexualisation of the Male body and a change in consumption patterns
29
Jackson
Gender - ladettes - assertive females who acted like Male ‘lads’, swearing, drinking, fighting etc. Media portrayed them as undesirable for society
30
Weeks
Gender - dominant sexual codes - saying you’re ‘gay’ or ‘lesbian’ makes a statement about belonging/relationship to dominant sexual codes, but most people don’t say ‘I’m heterosexual’ often
31
Skelton
Gender - hidden curriculum - labels boys and girls differently, pushes certain subjects towards certain genders
32
Kelly
Gender - boys choose the sciences because textbooks contain pictures/examples of boys and things they like, and boys dominate the classes by shouting out + getting equipment first
33
Adkins
Gender - horizontal segregation (genders have different types of jobs) and vertical segregation (genders have different ranks/statuses in similar jobs - men are higher up)
34
Connell
Gender - types of masculinity - hegemonic (traditional, dominant), complicit (share household responsibilities), subordinate (less powerful with lower status) and marginalised (had masculine jobs but lost them - ‘crisis of masculinity’ experienced)
35
Nixon and Mort
Gender - new man - became cool to take pride and care over their appearance. New fashion, aftershave, hair gel etc for men led to a sexualisation of the Male body and a change in consumption patterns
36
Jackson
Gender - ladettes - assertive females who acted like Male ‘lads’, swearing, drinking, fighting etc. Media portrayed them as undesirable for society
37
Weeks
Gender - dominant sexual codes - saying you’re ‘gay’ or ‘lesbian’ makes a statement about belonging/relationship to dominant sexual codes, but most people don’t say ‘I’m heterosexual’ often
38
Plummer
Gender - Homosexual career - gay males join a subculture where being gay is the norm and peers accept their identity
39
McCormack
Gender - declining homophobia - OFSTED now check that schools protect sexual orientations and gay people are more accepted and even praised in schools
40
McIntosh
Gender - label of ‘homosexual’ - there are expectations around being gay like being effeminate and having a certain appearance
41
Rich
Gender - Patriarchal society - women are socialised into a subordinate role as available to men. Lesbians focus on empowerment
42
Ghuman
Ethnicity - duty, loyalty, honour and religious commitment are extremely important to Asians
43
Anwar
Ethnicity - culture clash - 2nd generation immigrants’ western views clash with their parents’ traditional views
44
Butler
Ethnicity - Cultural and ethnic identities - Asian families put pressure on girls to out importance on their ethnic/cultural identity as they will pass these values down
45
Watson, Joly and Shaw
Ethnicity - generation gap - Asian girls prefer western culture, but heir parents try to pass down their values. This causes conflict due to their differences
46
Driver and Ballard
Ethnicity - academic success (Indians) - Family places a lot of pressure on children to get the best possible grades and follow the sciences
47
Archer and Francis
Ethnicity - academic success (Chinese) - spend a lot of money and effort, and put great pressure on children to ensure educational success
48
Coard
Ethnicity - Institutional racism and ethnocentrism - schools are discriminatory against ethnic minorities and focus on English history and works
49
Gillborn
Ethnicity - institutional racism and self-fulfilling prophecies - teachers are racist towards black boys and don’t enter them for higher tier papers. They live up to this label of ‘disruptive’
50
Alexander
Islamaphobia - media portrays Muslims negatively so people unnecessarily fear them now
51
Sewell
Ethnicity - Hypermasculinity, cultural comfort zones - Afro-Caribbean boys usually grow up without a father so aren’t socialised, so stick with each other and follow rappers and their values of getting rich quick, objectifying women etc
52
Back
Ethnicity - hybrid identities, cultural masks/borrowing - Black, white and Asian youths share their cultures, and all try to fit in with each other, so adopt parts of all 3
53
Gill (Ethnicity)
Ethnicity - Blasians - British Asians who adopt a black identity
54
Burdsey
Ethnicity - Code switching - Asian footballers adopt a white identity around their team, but an Asian identity at home
55
Nayak
Ethnicity and class - white wannabes - working class whites who adopt black culture, especially in their music tastes
56
Phillips
Ethnicity - National identity - history lessons focus on English history, helping to create a national identity shared between classmates
57
Shuden
Ethnicity - national culture - British people are socialised into a common national culture through things like our language, symbols like our flag and our education
58
Kumar
Ethnicity - expanding ‘Britishness’ reduced ‘englishness’ - harder to identify an English identity than a Scottish, Irish or welsh one
59
Hewitt
Ethnicity and class - white backlash - white working class people are mad that ethnic minorities get priority in the workplace
60
Hall (ethnicity)
Ethnicity - reactions to globalisation - 1. Accept it - cultural homogenisation (one global culture based on the west), 2. Take some parts - cultural hybridity, or 3. Resist it - cultural resistance
61
Parsons (youths)
Age - youth, family - family has 2 functions - primary socialisation, and stabilisation of adult personalities. Adolescence is when children become independent
62
Griffin
Age - youth, media - media say youths are dysfunctional (lazy), deviant (breaks norms/values) and suffering a deficit (get mad easily, always missing out)
63
Brannen
Age - middle age, family - pivot generation - responsible for caring for both the older and the younger generation (dual burden)
64
Hodkinson
Age - middle age, peers - goth subculture still viable for middle aged people, as they value educational success and can adapt their appearance for work, so a normal life is possible
65
Parsons (elderly)
Age - old age, family - the elderly disengage from society to allow younger people to take their jobs and bring new ideas into society
66
Carrigan and Szmigin
Age - elderly, media - media portray the elderly as smelly and incontinent and aren’t shown in adverts as much as younger people, even though they are rising in number and affluence
67
Sontag
Age - elderly, media - Double standard of ageing - especially in television, women are supposed to stay youthful, but men aren’t
68
Clarke and Warren
Age - elderly, peers - Active ageing - old age is the time to make new friends and find new hobbies and opportunities
69
Johnson
Age - elderly, workplace - ageism occurs in the workplace, and old people face negative stereotypes at work, as people think younger people are better at their jobs
70
Voas
Age - elderly, religion - old people are much more likely to be religious as they were brought up in a more religious era (generation effect), and they get more spiritual as they get closer to death (ageing effect)
71
Hockey and James
Age - elderly - old people are ‘infantilised’ - treated like children because they aren’t as capable
72
Featherstone and Hepworth
Age - elderly - age identities are being broken down because of de-differentiation (differences between age groups are becoming less clear) and deinstitutionalisation (society’s institutions are less associated with maintaining age group identities)
73
Shakespeare
Disability - victim mentality - disabled people are led to feel like victims of their disability
74
Les Ridley
Disability - 2/3 people feel awkward talking to a disabled person and 85% of people believe they face prejudice because of their disability
75
Barnes
Disability - The mass media generally represent disabilities negatively/oppressively
76
Gill (Disability)
Disability - learned helplessness - people having pity on you for being disabled can lead to you feeling sorry for yourself as well, and you feel as helpless as people think you are
77
Murugami
Disability - disabled people can construct a self-identity that accepts their impairment, but does not focus on it, but rather sees it as just another characteristic
78
Parsons (theory)
Functionalism- value consensus - everyone agrees on common norms and values that are reinforced by the agents of socialisation
79
Durkheim
Functionalism- social solidarity - togetherness, which is important for the agents of socialisation to run smoothly together
80
Saunders (theory)
New right - inequality and competition promotes economic growth. Britain is a meritocratic society
81
Marx
Marxism (founder) - only 2 classes (ruling and working class). The ruling class exploit the working class
82
Westergaard
Marxism - the class differences have become stronger in the late 20th century
83
Cohen
Interactionism/youth subcultures - mods and rockers - moral panic created around them because media amplified their defiance and created a self-fulfilling prophecy
84
Blackman
Youth subcultures - new wave girls - valued educational success, but resisted passive femininity at school by listening to reggae, bunking lessons, meeting in graveyards etc
85
Hebdige
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Youth subcultures - Rastafarians - created their own subculture as a result of their social alienation and unemployment.
Skinheads - exaggerated working class style and showed off their masculinity as a result of unemployment
Mods - respectable with aspirations to gain consumer status of middle class. Style had an affinity with black people.
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86
Fyvel
Youth subcultures - teddy boys - absence of fathers due to WWII meant boys weren’t socialised, so became deviant/thrill-seeking and wanted excitement after the boredom of WWII
87
Abrams
Youth subcultures - teddy boys - affluence without responsibility - had a disposable income but no responsibilities so spent their money on clothes, music and going out
88
Parsons (youth subcultures)
Youth subcultures - youth culture is a rite of passage - transition period from childhood to adulthood
89
Eisenstadt
Youth subcultures - youth culture is a forum of frustration
90
Rosak
Youth subcultures - Youth culture is due to the generation gap
91
Hall (youth subcultures)
Youth subcultures - Hippies were opposed to capitalism
92
Brake
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Youth subcultures - are a magical solution and allow freedom and experimentation to pursue pleasure
Hippies - mainly middle class and resisted their parents’ middle class values and consumer culture
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93
Clarke
Youth subcultures - are an imaginary solution to social problems by gaining status within the subculture
Skinheads - territorial and negative/aggressive towards outsiders
94
Sivanandan
Youth subcultures - Rastafarians - gave black boys a source of distinct identity. Resisted racism
95
Cashmore and Troyna
Ethnicity/youth subcultures - Rastafarians turned inwards - asserted their own culture rather than adopting British culture
96
Frith
Youth subcultures - punks formed as a resistance to the alienation of the working class
97
Thornton
Youth subcultures - media can incorporate subcultures’ styles into everyday fashion.
People can gain status just within a subculture (subcultural capital)
Ravers - based on common interests (Neo tribe)
98
Borden
Youth subcultures - skaters formed as a result of a common interest in skating, hip hip/indie music and graffiti
99
Vale and Juno
Youth subcultures - modern primitives - a neo tribe focused on individuality through tattoos/piercings
100
Hutnyk
Youth subcultures - cultural exchange - when cultures of different countries affect each other - does not tend to happen, as British culture usually affects others without them affecting ours
101
Hall and Jefferson
Youth subcultures - act as a way to resist the crisis of capitalism
102
Polhemus
Youth subcultures - youth styles are fluid and people can choose from a range of fashions, music tastes and identities
103
Maffesoli
Youth subcultures - boundaries between subcultures are becoming blurred and people combine elements from multiple at a time. Coined ‘neo tribe’
104
Bennett
Youth subcultures - youth identity is fluid and neo tribe is a more relevant description than subculture today
105
Clowned and Ohlin
Deviant youth subcultures - youths may not join criminal subcultures depending on their background, but may if they can’t achieve valued goals like success, money etc
106
Coles and Walksley
Deviant youth subcultures - poorer people are twice as likely to commit crimes
107
Jacobson
Deviant youth subcultures - many youths in custody have had disadvantages at home such as absent fathers or domestic violence
108
Messerschmidt
Deviant youth subcultures - working and middle class males commit different types of crimes - white/blue collar crimes
109
White
Deviant youth subcultures - gangs are linked to underclass conditions of poverty and social exclusion
110
Harding
Deviant youth subcultures - ‘street casino’ - gang members try to gain street capital to get respect from each other
Girls use social skills to be fixers for gangs (hide weapons/drugs)
111
Nightingale
Deviant youth subcultures - Black boys in Philadelphia joined deviant subcultures because they wanted to be a part of mainstream culture but were marginalised and rejected
112
Bourgeois
Deviant youth subcultures - Latino and African American drug dealers in New York sold drugs because they refused to work for minimum wage when a million-dollar industry was available to them
113
Hall, Blom-Cooper, Drabble and Hood
Deviant youth subcultures - Black people are over represented in crime statistics and are more likely to be charged and receive custodial sentences than whites
114
Campbell
Deviant youth subcultures - the state removed legitimate masculine status through academic success, so deviance is the only way to gain status now
115
Faludi
Deviant youth subcultures - males committing crimes isn’t deviant, but is an expression of the masculine qualities we admire
116
Lees
Deviant youth subcultures - Girls face more control by peers in relation to reputation, so are less likely to be deviant
117
Klein, Pearce and Pitts
Deviant youth subcultures - girls are equally violent but female gangs aren’t as evident in the UK than the US
118
Heidensohn
Youth subcultures - Girls are doubly deviant - break norms/values of society and expectations of women, but they aren’t researched as much as research is malestream
119
Pollak
Deviant youth subcultures - chivalry thesis - males are usually given worse punishments in court
120
Shain
Deviant youth subcultures - Asian girls experience racism in school and either resist, ignore, blame parents or prioritise religion because of it
121
Archer and Yamashati
Deviant youth subcultures - Harkton boys - anti school, strong commitment to their local area and adopt a ‘bad boy’ image
122
Mirza
Deviant youth subcultures - Black Afro-Caribbean girls resist racism in schools by going against the school rules of dress, style and appearance, but still value educational success
