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Sociologists (A level) > Sociologists > Flashcards

Sociologists Flashcards

1
Q

Scott

A

Upper class - Old boy network, integrated elite - keep in contact with classmates, marry other members of the upper class

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2
Q

Kenway

A

Upper class - girls put down state-educated girls to keep up self-esteem

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3
Q

Mackintosh and Mooney

A

Upper class - social closure - education, leisure and daily lives are separate and not accessible to the public

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4
Q

King and Raynor

A

Middle class - child centredness - family spend time and effort on ensuring middle class values are passed onto children

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5
Q

Bourdieu

A

Middle class - Family provide social, economic and especially cultural capital to give an advantage to children at school

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6
Q

Goodwin

A

Middle class - Yummy mummies - defined by peer approval

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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

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8
Q

Wright

A

Middle class - have partial control in the workplace - exploit the lower class but are exploited by the upper class

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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

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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

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11
Q

Bowles and Gintis

A

Working class - hidden curriculum - ruling class teach working class to be passive and obedient to maintain class inequalities.

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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

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13
Q

Murray

A

Underclass - achieved status - underclass are lazy, workshy, immoral criminals and dependant on benefits, so it’s their fault

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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

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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

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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

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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

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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

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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

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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

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21
Q

Billington

A

Gender - masculinity is dominant, femininity is subordinate, especially in relationships and according to the media

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22
Q

Nakuamura

A

Gender - internet is a forum of support for women facing discrimination and inequality

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23
Q

Ferguson

A

Gender - cult of femininity in women’s magazines - talk about caring for family, marriage and appearance

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24
Q

Skelton

A

Gender - hidden curriculum - labels boys and girls differently, pushes certain subjects towards certain genders

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25
Q

Kelly

A

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

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26
Q

Adkins

A

Gender - horizontal segregation (genders have different types of jobs) and vertical segregation (genders have different ranks/statuses in similar jobs - men are higher up)

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27
Q

Connell

A

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)

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28
Q

Nixon and Mort

A

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

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29
Q

Jackson

A

Gender - ladettes - assertive females who acted like Male ‘lads’, swearing, drinking, fighting etc. Media portrayed them as undesirable for society

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30
Q

Weeks

A

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

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31
Q

Skelton

A

Gender - hidden curriculum - labels boys and girls differently, pushes certain subjects towards certain genders

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32
Q

Kelly

A

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

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33
Q

Adkins

A

Gender - horizontal segregation (genders have different types of jobs) and vertical segregation (genders have different ranks/statuses in similar jobs - men are higher up)

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34
Q

Connell

A

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)

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35
Q

Nixon and Mort

A

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

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36
Q

Jackson

A

Gender - ladettes - assertive females who acted like Male ‘lads’, swearing, drinking, fighting etc. Media portrayed them as undesirable for society

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37
Q

Weeks

A

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

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38
Q

Plummer

A

Gender - Homosexual career - gay males join a subculture where being gay is the norm and peers accept their identity

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39
Q

McCormack

A

Gender - declining homophobia - OFSTED now check that schools protect sexual orientations and gay people are more accepted and even praised in schools

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40
Q

McIntosh

A

Gender - label of ‘homosexual’ - there are expectations around being gay like being effeminate and having a certain appearance

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41
Q

Rich

A

Gender - Patriarchal society - women are socialised into a subordinate role as available to men. Lesbians focus on empowerment

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42
Q

Ghuman

A

Ethnicity - duty, loyalty, honour and religious commitment are extremely important to Asians

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43
Q

Anwar

A

Ethnicity - culture clash - 2nd generation immigrants’ western views clash with their parents’ traditional views

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44
Q

Butler

A

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

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45
Q

Watson, Joly and Shaw

A

Ethnicity - generation gap - Asian girls prefer western culture, but heir parents try to pass down their values. This causes conflict due to their differences

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46
Q

Driver and Ballard

A

Ethnicity - academic success (Indians) - Family places a lot of pressure on children to get the best possible grades and follow the sciences

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47
Q

Archer and Francis

A

Ethnicity - academic success (Chinese) - spend a lot of money and effort, and put great pressure on children to ensure educational success

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48
Q

Coard

A

Ethnicity - Institutional racism and ethnocentrism - schools are discriminatory against ethnic minorities and focus on English history and works

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49
Q

Gillborn

A

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
Q

Alexander

A

Islamaphobia - media portrays Muslims negatively so people unnecessarily fear them now

51
Q

Sewell

A

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
Q

Back

A

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
Q

Gill (Ethnicity)

A

Ethnicity - Blasians - British Asians who adopt a black identity

54
Q

Burdsey

A

Ethnicity - Code switching - Asian footballers adopt a white identity around their team, but an Asian identity at home

55
Q

Nayak

A

Ethnicity and class - white wannabes - working class whites who adopt black culture, especially in their music tastes

56
Q

Phillips

A

Ethnicity - National identity - history lessons focus on English history, helping to create a national identity shared between classmates

57
Q

Shuden

A

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
Q

Kumar

A

Ethnicity - expanding ‘Britishness’ reduced ‘englishness’ - harder to identify an English identity than a Scottish, Irish or welsh one

59
Q

Hewitt

A

Ethnicity and class - white backlash - white working class people are mad that ethnic minorities get priority in the workplace

60
Q

Hall (ethnicity)

A

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
Q

Parsons (youths)

A

Age - youth, family - family has 2 functions - primary socialisation, and stabilisation of adult personalities. Adolescence is when children become independent

62
Q

Griffin

A

Age - youth, media - media say youths are dysfunctional (lazy), deviant (breaks norms/values) and suffering a deficit (get mad easily, always missing out)

63
Q

Brannen

A

Age - middle age, family - pivot generation - responsible for caring for both the older and the younger generation (dual burden)

64
Q

Hodkinson

A

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
Q

Parsons (elderly)

A

Age - old age, family - the elderly disengage from society to allow younger people to take their jobs and bring new ideas into society

66
Q

Carrigan and Szmigin

A

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
Q

Sontag

A

Age - elderly, media - Double standard of ageing - especially in television, women are supposed to stay youthful, but men aren’t

68
Q

Clarke and Warren

A

Age - elderly, peers - Active ageing - old age is the time to make new friends and find new hobbies and opportunities

69
Q

Johnson

A

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
Q

Voas

A

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
Q

Hockey and James

A

Age - elderly - old people are ‘infantilised’ - treated like children because they aren’t as capable

72
Q

Featherstone and Hepworth

A

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
Q

Shakespeare

A

Disability - victim mentality - disabled people are led to feel like victims of their disability

74
Q

Les Ridley

A

Disability - 2/3 people feel awkward talking to a disabled person and 85% of people believe they face prejudice because of their disability

75
Q

Barnes

A

Disability - The mass media generally represent disabilities negatively/oppressively

76
Q

Gill (Disability)

A

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
Q

Murugami

A

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
Q

Parsons (theory)

A

Functionalism- value consensus - everyone agrees on common norms and values that are reinforced by the agents of socialisation

79
Q

Durkheim

A

Functionalism- social solidarity - togetherness, which is important for the agents of socialisation to run smoothly together

80
Q

Saunders (theory)

A

New right - inequality and competition promotes economic growth. Britain is a meritocratic society

81
Q

Marx

A

Marxism (founder) - only 2 classes (ruling and working class). The ruling class exploit the working class

82
Q

Westergaard

A

Marxism - the class differences have become stronger in the late 20th century

83
Q

Cohen

A

Interactionism/youth subcultures - mods and rockers - moral panic created around them because media amplified their defiance and created a self-fulfilling prophecy

84
Q

Blackman

A

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
Q

Hebdige

A 
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.
86
Q

Fyvel

A

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
Q

Abrams

A

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
Q

Parsons (youth subcultures)

A

Youth subcultures - youth culture is a rite of passage - transition period from childhood to adulthood

89
Q

Eisenstadt

A

Youth subcultures - youth culture is a forum of frustration

90
Q

Rosak

A

Youth subcultures - Youth culture is due to the generation gap

91
Q

Hall (youth subcultures)

A

Youth subcultures - Hippies were opposed to capitalism

92
Q

Brake

A 
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
93
Q

Clarke

A

Youth subcultures - are an imaginary solution to social problems by gaining status within the subculture
Skinheads - territorial and negative/aggressive towards outsiders

94
Q

Sivanandan

A

Youth subcultures - Rastafarians - gave black boys a source of distinct identity. Resisted racism

95
Q

Cashmore and Troyna

A

Ethnicity/youth subcultures - Rastafarians turned inwards - asserted their own culture rather than adopting British culture

96
Q

Frith

A

Youth subcultures - punks formed as a resistance to the alienation of the working class

97
Q

Thornton

A

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
Q

Borden

A

Youth subcultures - skaters formed as a result of a common interest in skating, hip hip/indie music and graffiti

99
Q

Vale and Juno

A

Youth subcultures - modern primitives - a neo tribe focused on individuality through tattoos/piercings

100
Q

Hutnyk

A

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
Q

Hall and Jefferson

A

Youth subcultures - act as a way to resist the crisis of capitalism

102
Q

Polhemus

A

Youth subcultures - youth styles are fluid and people can choose from a range of fashions, music tastes and identities

103
Q

Maffesoli

A

Youth subcultures - boundaries between subcultures are becoming blurred and people combine elements from multiple at a time. Coined ‘neo tribe’

104
Q

Bennett

A

Youth subcultures - youth identity is fluid and neo tribe is a more relevant description than subculture today

105
Q

Clowned and Ohlin

A

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
Q

Coles and Walksley

A

Deviant youth subcultures - poorer people are twice as likely to commit crimes

107
Q

Jacobson

A

Deviant youth subcultures - many youths in custody have had disadvantages at home such as absent fathers or domestic violence

108
Q

Messerschmidt

A

Deviant youth subcultures - working and middle class males commit different types of crimes - white/blue collar crimes

109
Q

White

A

Deviant youth subcultures - gangs are linked to underclass conditions of poverty and social exclusion

110
Q

Harding

A

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
Q

Nightingale

A

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
Q

Bourgeois

A

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
Q

Hall, Blom-Cooper, Drabble and Hood

A

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
Q

Campbell

A

Deviant youth subcultures - the state removed legitimate masculine status through academic success, so deviance is the only way to gain status now

115
Q

Faludi

A

Deviant youth subcultures - males committing crimes isn’t deviant, but is an expression of the masculine qualities we admire

116
Q

Lees

A

Deviant youth subcultures - Girls face more control by peers in relation to reputation, so are less likely to be deviant

117
Q

Klein, Pearce and Pitts

A

Deviant youth subcultures - girls are equally violent but female gangs aren’t as evident in the UK than the US

118
Q

Heidensohn

A

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
Q

Pollak

A

Deviant youth subcultures - chivalry thesis - males are usually given worse punishments in court

120
Q

Shain

A

Deviant youth subcultures - Asian girls experience racism in school and either resist, ignore, blame parents or prioritise religion because of it

121
Q

Archer and Yamashati

A

Deviant youth subcultures - Harkton boys - anti school, strong commitment to their local area and adopt a ‘bad boy’ image

122
Q

Mirza

A

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

Sociologists (A level) (3 decks)

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