exam 1

construction involves defining the problem and using estimates as facts

the assumption that social problems are the result from the pathologies of individuals

frees the institution from any blame and efforts to change them; controls "problem people" in ways that reinforce stereotypes; legitimizes person-control programs

every culture has a tangible essence that defines it and it then explains politics as a consequence of that essence

how suffering is structured by historically given process and forces to constrain free will

assumption that social problems result form social conditions

need balance prospective of the average citizen who uses this
institutional framework of society is a source of many social problems

humans act towards things based upon the meanings they ascribe to them; social problems do not exist until defined by society

problems are the result of dominance over, and exploitation of, some groups by others

dramatic instance
retrospective determinism
misplaced concreteness
personal attack
appeal to prejudice
authority
composition
mass media

secondary traumatic stress disorder that occurs among people who work with victims of trauma

punitive rules that forces us to conform to sexual standards

unequal distribution of people across social categories that have differentiated access to scarce resources

lined out areas where minorities lived
black neighborhood were systematically labeled "high risk" regarding mortgage

deregulation of market
subprime loans
reverse redlining

offered subprime mortgages to black neighborhoods

schools have to meet a certain requirement to get more funding
poor, urban school are often targeted and seen as failing

work
lifetime limit
eligibility

success of welfare lies in the ability to find employement for recipients

high skill
high wage
require training and specialization

low skill
low wage
service based jobs

- marriage is an emerging divide (degree of education)
- marital quality is declining for the moderately educated middle, but not for the highly educated
- divorce rates are up for moderatley educated relative to highly educated
- moderately educated middle is dramatically more likely than highly educated to have children outside of marriage
- children of highly educated parents are more likely to live with mother and father

family lives of th emoderately educated are beginning to look like those of the least educated because too burdened by financial stress, partner conflict, and single-parenting

integrates sex, parenthood, economic cooperation, and emotional intimacy

personal growth, emotional intimacy, and shared consumption

increased individuality has changed the way people think of marriage
changes in marriage patterns are related to a variety of worse outcomes

divorce is becoming easier to allow people to exit bad marriages, not a cause but a symptom of inequality

dislike of school
poor material circumstances
unhappy childhood
low expectation for the future

- a large proportion of unmarried parents are in "marriage like" relationships
- most fathers are involved during the pregnancy and immediately after birth
- unmarried parents are much more disadvantaged than married
- most do not last
- father involvement declines over time
- welfare programs important

reduce unplanned pregnancies
increase union stability
make access to high quality early education and health care regardless of marital status
policies addressing effects of postsecondary and penal policies on families