SOCIOLOGY EXAM 2
Sociology 103 with Singh at Rutgers University - New Brunswick/Piscataway
About this deck
By: Anisha Panday
Created: 2011-11-02
Size: 84 flashcards
Views: 121
Created: 2011-11-02
Size: 84 flashcards
Views: 121
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Weber argued that power can emanate from three different sources:
economic classes, status groups, and political parties. This is unlike Marx, for whom the “economic” was the paramount factor in social relations.
Marx, thought the “__________” was the paramount factor in social relations.
economic
Power is:
•Power is “the chance of a man or of a number of men to realize their own will in a social action even against the resistance of others . . .”
Class is:
•Class - People who share “life chances” based on their “economic interests in the possession of goods and opportunities for income.”
Status is:
•Status – “a specific, positive or negative, social estimation of honor.”
classes are stratified according to their relations to the ______________________; whereas status groups are stratified according to ________________ as represented by __________________
classes are stratified according to their relations to the production and acquisition of goods; whereas status groups are stratified according to the principles of their consumption of goods as represented by special styles of life.”
Legitimisy
•The public perception of an action or command as “just”. And, thus, discursive means that construct around such an act/command an aura of being “just”
•It is these two forms of capital _____________ and ____________ that constitute the “externality” that is internalized via the habitus.
•It is these two forms of capital (cultural and economic) that constitute the “externality” that is internalized via the habitus.
The Habitus: ____________________
•As a structure of perceptions, dispositions, and actions, the habitus “generates and organizes practices and representations”—it structures an individual’s experience of and orientation to the social world.
•Your point of view or disposition is determined by your position within a space defined by two “principles of differentiation”: _____________ AND ______________
•Your point of view or disposition is determined by your position within a space defined by two “principles of differentiation”: economic capital and cultural capital.
Capital
This requires that individuals and groups possess symbolic capital. Commonly labeled prestige, honor, reputation, or charisma, symbolic capital is converted economic or cultural capital denied as capital, “recognized as legitimate, that is, misrecognized as capital” (Bourdieu 1990b:118
•Bourdieu uses the term symbolic violence to refer to ____________
acts leading to the misrecognition of reality or distortion of underlying power relations.
•The struggle to impose the legitimate categories according to which social life is understood is, for Bourdieu, __________________
•The struggle to impose the legitimate categories according to which social life is understood is, for Bourdieu, at the root of all action.
Mills power elite were:
•The economic elite •The political elite •The military elite
Donations in elections represent
•Donations in elections: “portrayed as a form of voting –people show that they care by putting their money where their mouth is, anyone can contribute, and the money raised reflects the wishes of the people.”
Corporation vs government
Corporation supports government financially,
Weber says power is
For Weber, the authors say, power is the “ability to make someone do something against their will.”
Steven Lukes says power is
. Steven Lukes : recognizing the existence of non-decisions; no one noticed power was exercised; “the dog didn’t bark.”
Field Theory of Power
Field theory of power: “the mere presence of a powerful social agent alters the social space for others and causes them to orient themselves towards the powerful agent.”… “power is most effective (and least recognized) when it shapes the field of action.”
Global corpocracy
combination of corporation and democracym –A corporate driven system that celebrates the idea of democracy
Corporate uncoupling
•Corporate uncoupling is not from national government. Corporate uncoupling is from the nation itself, and it involves abandonment of loyalty to any particular nation’s interests or those of its citizens, even as ties to the nation’s government may intensify…. •It is a strategy to further corporatize all aspects of life in every nation by freeing companies from responsibility to any particular country. •The erosion of countervailing power…
Market Democracy
•Choice as consumers or investors emphasized over political choices. •This idea has a lot of force….as it appeals to our desires; has the whole fetish of the commodity supporting it. Whole nations will often swear by this… •But the principle here is one dollar, one vote; not one person one vote. Gives the rich much higher political representation.
Three ideal types of legitimate dominate:
•Weber distinguishes three “ideal types” of legitimate domination: rational-legal authority, traditional authority, and charismatic authority.
Three ideal types of legitimate dominate continued:
•Since these are abstract constructs, they do not actually exist in pure form. In effect, public authority derives from a combination of these types. But social systems may exhibit an over-influence of one or another of these types of domination.
Legitimacy
•“Legitimacy” - the public perception of an action or command as “just”. And, thus, discursive means that construct around such an act/command an aura of being “just”
Schooling for the upper class
•“…the system of formal schooling is so insulated that many upper class students never see the inside of a public school in all their years of education.” •“Schools primarily teach vocabulary and inflection, styles of dress, aesthetic tastes, values, and manners.” •“These schools become ‘surrogate families’ that play a major role ‘in creating an upper-class subculture on almost a national scale in America.”
Schooling for the upper class
•“training not restricted to the formal school setting…informal education…usually begins with dancing classes in the elementary years, which are seen as important for learning proper manners and the social graces. Tutoring in a foreign language may begin in the elementary years, and there are often lessons in horseback riding and music as well.”
Social Clubs
-hard to get into
Habitus
The habitus is a mental filter that structures an individual’s perceptions, experiences, and practices such that the world takes on a taken-for-granted, common-sense appearance
•it is through the habitus that one acquires a _________________________________
•it is through the habitus that one acquires a “sense of one’s place” in the world or a “point of view” from which one is able to interpret one’s own actions as well as the actions of others.
•The habitus refers to an individual’s __________ or __________________ through which the social world is apprehended and expressed through both verbal and bodily language.
•The habitus refers to an individual’s “dispositions” or “mental structures” through which the social world is apprehended and expressed through both verbal and bodily language.
Habitus is a
•The habitus is an “internalization of externality”
•Your point of view or disposition is determined by your position within a space defined by two “principles of differentiation”: _____________ and _________________
•Your point of view or disposition is determined by your position within a space defined by two “principles of differentiation”: economic capital and cultural capital.
Economic capital
•Economic capital refers to the material resources—wealth, land, money—that one controls or possesses.
Cultural capital
•Cultural capital refers to nonmaterial goods such as educational credentials, types of knowledge and expertise, verbal skills, and aesthetic preferences that can be converted into economic capital.
The habitus
•As a structure of perceptions, dispositions, and actions, the habitus “generates and organizes practices and representations”—it structures an individual’s experience of and orientation to the social world.
•A central consequence of this circular process is the legitimation and reproduction of a stratified social order that advantages some groups while disadvantaging others.
•A central consequence of this circular process is the legitimation and reproduction of a stratified social order that advantages some groups while disadvantaging others.
Social positions
In addition to cultural capital, social positions are also endowed with varying degrees of social capital or networks of contacts and acquaintances that can be used to secure or advance one’s position.
Symbolic capital
•This requires that individuals and groups possess symbolic capital. Commonly labeled prestige, honor, reputation, or charisma, symbolic capital is converted economic or cultural capital denied as capital, “recognized as legitimate, that is, misrecognized as capital” (Bourdieu 1990b:118).
Capital to be effective
•To be effective, capital must be deployed in a “disinterested” fashion such that all strategies, interests, and calculations appear to be untainted by self-serving ambition.
Symbolic Violence•
Bourdieu uses the term symbolic violence to refer to acts leading to the misrecognition of reality or distortion of underlying power relations.
Postmodern feminism
•Categories of gender even when defined for emancipatory purposes, are performing to a juridicial discourse of representation. •The Juridicial discourse •the limitations of the representational discourse undermines the politics of feminism.
Bazooms power
•Power: Formal and informal
Women's agency
•“The notion of agency suggest that workers in all fields, regardless of their formal option, actively take at least some control of their own destinies.”
Gender
Gender: an “institutionalized system of social practices for constituting people as two significantly different categories, men and women…”
Gender system over time
•Gender system – “not that it never changes but that it sustains itself by continually redefining who men and women are…(ibid.).”
Rissman argues that:
• Argues that there have been four different traditions of understanding gender.
–Gendered selves
–Structure vs personality
–Doing gender
–Gender as social structure
Gendered Selves
Focuses on the development of gender differences and their relative importance for behavior.
–Biosociological explanations:
•male aggressiveness and female nurturance
•Complex interactions between environment and biological predispositions
–Gendered socialization:
•Childhood socialization creates masculine men and feminine women.
•Gender stereotypes are reinforced during childhood.
Nancy Chodorow reinterprets the Oedipus complex
•“the fact that the child’s earliest relationship is with a woman becomes exceedingly important for the object-relations of subsequent development periods; that women mother and men do not is projected back by the child after gender comes to count.” (Chodorow)
Gendered Sociolization
•Others arguing without a psychoanalytic approach also come to a similar conclusion:
–Through nurturing children, women develop psychological orientations that value love and affection, more than power, violence, or ‘competition.’
•
•“Intensely held emotions, values, and inclinations developed during childhood coalesce into a person’s self-identity.
Weakness of socialization theories
•According to Risman:
–Presume behavioral continuity throughout the life-course; people are capable of behaving contrariwise.
–Oversocialized conception of human behavior.
–Reified male/female dichotomy
–Economic and political conditions produce beliefs, attitudes, and preferences for action that overcome those acquired during childhood.
Structure vs Personality
•Sex differences are “deceptive distinctions.” “Men and women behave differently because they fill different positions in institutional settings, work organizations, or families….Men and women in the same structural slots are expected to behave identically.”
Structure vs personality in corporations
•In corporations, “when women had access to powerful mentors, interactions with people like themselves, and the possibility for upward mobility, they behaved like others –regardless of sex –with similar advantages….Women were less often successful because they were more often blocked from network advantages, not because they feared success or had never developed competitive strategies.”
Can men mother?
•Similar findings in the domestic sphere. Men can also mother, when structural contingencies so demand.
•Gender would nearly disappear when external structural conditions and roles converge for women and men.
Critique of structure vs personality
•This formulation, however, does not account for the fact that “gender itself is a structure deeply embedded in our society.”
Doing Gender
•“once a person is labeled a member of a sex category, she or he is morally accountable for behaving as persons in that category do.”
•Gender is not something that we are but something we do.
Critique of doing gender
•Risman argues that the “doing-gender perspective is incomplete because it slights the institutional level of analysis and the links among institutional gender stratification, situational expectations, and gendered selves.”
•Extrapolated to “doing difference.”
Gender as social structure
•Proposes that treating gender as a social structure incorporates each level of analysis.
•“Conceptualizing gender as a structure has consequences for every aspect of society.”
•Risman adopts Anthony Giddens’ theory of structure: “social structures shape individuals even as individuals are shaping their social structure.”
Practical consciousness
•Practical consciousness –much of social life is so routine that actors will not articulate, or even consider, why they act. Structure makes action possible as well as constrains it.
Judith Butler and postmodern feminism
•Postmodern feminists, such as Judith Butler, ask “And what do you mean by ‘women’?”
•Butler (1990:145–7) rejects the very idea that “women” can be understood as a concrete category at all, construing gender identity instead as an unstable “fiction.”
Post modern feminists separate ___ from _____
•In short, while modern feminists in separating (biologically determined) “sex” from (socially constructed) “gender” helped rupture the idea of a stable or essential self, Butler takes this rupture to an extreme by upending the alleged “biological” dimensions of sexuality.
Gendered subjectivity is _____
•Butler conceptualizes gendered subjectivity as a fluid identity and contends that the individual subject is never exclusively “male” or “female” but rather, is always in a state of contextually dependent flux.
Butler is an important figure in the ____ theory
queer
In short, “sex is a norm” (Osborne and Segel, ) even gay and lesbians
Sexual behavior is _______ constructed
•The undergirding emphasis in all these projects (gay/lesbian, queer, feminist) is that the categories of normative and deviant sexual behavior are not biologically but rather socially constructed.
Butler on gay people
Butler points out that discrimination against gays is a function not of their sexuality but of their failure to perform heterosexual gender norms
Objectivity in Sociology
This creates a problem: how do you study your society “objectively” when you as the ‘subject’ has been created out of that very social substance
Habitus
Habitus is the set of socially learnt dispositions, skills and ways of acting, that are often taken for granted, and which are acquired through the activities and experiences of everyday life.
Smith felt women in sociology were ______
Alienated from their feeling/things they've been through to be unbiased
INformal Slavery
•After the Civil War, the South established the Black Codes to subjugate African Americans •Federal government sent troops into the South in 1866, and a period called Reconstruction began.
Civil war amendments
–13th amendment, 1865, abolished slavery.
–14th amendment, 1868: “all persons born in the United states, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside”. People were citizens of the United states first and citizens of states second.
15th =every one can vote
Plessy vs Ferguson legalized:
•End of Reconstruction in 1877. The rise of Jim Crow laws. •U.S. Supreme Court’s 1896 Plessy v. Ferguson decision. Legalizing racial segregation. "separate but equal"
Brown vs Board of Education
•Beginning with Brown v. Board of Education, the court has applied the “strict scrutiny test” to laws using racial classification. •Requires a “compelling government interest”.
US law and the Chinese
•1882, federal Chinese Exclusion Act •Many states passed laws banning marriage between Whites and Chinese.
Predjudice drugs
•origins of several U.S. drug laws reflect racial prejudice and discrimination. –Prohibition in part because of prejudice against Catholic immigrants; – opium was banned partly because of prejudice against Chinese immigrants; –cocaine was banned partly in prejudice against African Americans; Marijuana was banned partly because of prejudice against Mexican American immigrants
New racism, from open to covert
•Increasingly covert nature of racial discourse and practices •Avoidance of racial terminology •Incorporation of “safe minorities” •Re-articulation of the Jim crow type of racial practices
Laws dont prevent races from living with one another, social practices sneakily do:
•In contrast, “covert behaviors and strategies have largely replaced Jim Crow practices and have maintained the same outcome –separate communities.” •“Blacks are denied available housing from 35 percent to 75 percent of the time… are likely to be shown fewer apartments, be quoted higher rents, or offered worse conditions, and be steered to specific neighborhoods.”
•Low-income families report less discrimination, because of segregated neighborhoods.
•Thus, blacks who have attended college report more discrimination than those who have not. •
Colorblind racism
–Combines elements of liberalism with culturally based anti-minority views to justify the contemporary social order. –Operates in a “very indirect ‘now you see it now you don’t’ style racism.”
Four central frames to color-blind racism
Four central frames to it: Abstract liberalism Naturalization Cultural racism minimization of racism
Naturalization
•“That’s the way it is.” Birds of a feather flock together.
Abstract liberalism
•“I am all for equal opportunity, that’s why I oppose affirmative action.” •“Ignores the effects of past and contemporary discrimination on the social, economic, and educational status of minorities.” •Safeguards white privilege
Triracial system
•Whites • •Honorary whites • •Collective Black
Alienation from each other at the Slaughterhouse
-noisy, lots of work
About this deck
By: Anisha Panday
Created: 2011-11-02
Size: 84 flashcards
Views: 121
Created: 2011-11-02
Size: 84 flashcards
Views: 121
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have used this website for three exams, and I see a huge difference in my test results.”
Naj
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