Sociology Exam Review (my version)

Sociology Exam Review (my version) (I recommend doing all readings she suggests) (I also, recommend looking at the lectures for any terms you can’t explain here) Jan 17/19: Family IS: Excerpts from Chapter 14: Sections 14.1 and 14.2 only Readings: - Acosta, Katie L. “We Are Family.” Contexts, vol. 13, no. 1, Feb. 2014, pp. 44–49, doi:10.1177/1536504214522008. - Lan, Pei-Chia. 2019. "Raising Global Children Across the Pacific." Contexts 18(2):42-47 Pay particular attention to being able to understand and give examples of these key terms and to answering these study questions. Terms From the Textbook: Marriage : legally recognized social contract between two people, traditionally based on a sexual relationship, and implying a permanence of the union macro, meso, and micro approaches to studying family: Macro : checking global patterns (ei. how have family forms changed throughout history?) Micro : (dynamics amongst individuals within families, ei. How does a wife do certain things differently from the husband) Meso : (Dynamics among groups, ei. How do peers influence choices of partners? (ei. Your friend group has a ideal man for you, and they influence your decision/ other family members expecting you to act a certain way for your family and putting pressure on you) exchange theory : when each person is contributing to a relationship and bringing in things to support one another (ei. Skills, money, experiences) monogamy/polygamy: polygamy : more than two people can be involved in a relationship/ monogamy : two people in a marriage only Kinship : blood and/or governmental relationship between individuals family life cycle vs. family life course: family life cycle : The set of predictable steps and patterns families experience over time (there’s a chart that states the different stages of a married couple with kids, and how they’re referred to differently as they children age) family life course : A sociological model of family that sees the progression of events as fluid rather than as occurring in strict stages. functionalist approach to studying marriage and family : Functionalists see the family as one of the essential building blocks for stable societies. They tend to see the nuclear

family as the ideal family for industrial societies and argue that it performs positive functions such as socializing children and providing emotional security for parents. (if families are no longer nuclear then it will show a shift in society) critical sociology approach to studying marriage and family : Socially recognized groups of individuals who may be joined by blood, marriage or adoption and who form an emotional connection and an economic unit of society. (They look at macro, meso and micro approaches to studying family) (they look for inequality in family dynamics, and universally) Symbolic Interactionist approach to studying marriage and family: (looking at what family means to people, their cultures beliefs etc) What are some critiques of the functionalist approach to defining and understanding families? : Downplaying Conflict. Being out of Date. Ignoring the exploitation of women. Functionalism is too deterministic. What are the trends in each of the following (not specific statistics, just whether they are increasing/decreasing/staying the same): - Traditional nuclear family (husband, wife, children) : - Standard family (mother, father and children all in the same house): decrease - Single parents: increase - Cohabitation: increase - Same-sex couples: increase - People staying single: increase Typology : a way of describing a group through a specific type of behaviors or attitudes (ei. Having 3 students (group) and then sub-grouping them based off of their attitudes towards school (Nerd; someone who enjoys school and tries hard, Drop-out/slacker Someone who doesn't care about school and would rather to other things) Be able to answer these questions: From the article "Raising Global Children Across the Pacific." ● What does the term "concerted cultivation" mean and how does it apply to the families described in the article? - Talks about how we know there are different forms of ideals and cultures that are valued so we are putting effort onwards them. (i know my kid will benefit if they speak french so they have exposure to it and it will help them later in life) making an effort to cultivate other cultures/ behaviours ● What differences are there between how families in Taiwan and families who have immigrated to the U.S. from Taiwan approach creating cultural capital? Why are they different? - From the article "We Are Family" ● What did the author's research on sexually nonconforming Latinas reveal about the ways that they try to negotiate acceptance from their families? What strategies did they use? ● Why does the author say that these women attempted to gain acceptance rather than distance themselves from their families?

Migration can challenge traditional gender roles when the absence of one spouse leaves the other one with both greater decision-making power and independence. What do these terms mean? Family migration : when a family moves to another country, there are 3 classes 1. Economic class : migrants who move here for the economy, better jobs etc… 2. Humanitarian class : refuges 3. Family class : those who move to a country through family sponsorship (grandma joining her children in another country, visa) Transnational families : families that are scattered across different borders Doing family : shifting the language of family from a unit to a verb, derives from the concept of family practices. It is based upon the assumptions that neither are families fixed structures, «sets of positions and statuses» Jan 24/26: Religion Readings: - IS: Excerpts from Chapter 15: - Read from the beginning of the chapter until you get to the table of the religions of the world - Then, read Sections 15.2 and 15.3 Pay particular attention to being able to understand and give examples of these key terms: 4 dimensions of religion: beliefs, ritual, spiritual experience/connection, community Marx's views on religion (focus on capitalization and alienation): Has a spiritual response to a condition of alienation, Durkheim's (functionalist) views on religion: sacred/profane, totem, collective consciousness, collective effervescence: Profane : everyday sacred stuff Weber's views on religion (critical theory): believes it’s intertwined with capitalism, He also believed that modernism declined the beliefs religion disenchantment of the world: the elimination of a superstitious or magical relationship to nature and life Protestant ethic and capitalism Berger – sacred canopy, pluralism, privatization of belief, secularization: Berger’s approach to religion is based on the phenomenological perspective in sociology. Phenomenologists study the ways in which the world, and ourselves within it, first come to presence in experience and only later become separate objects, social structures or selves.

For Berger, religion therefore provides an “ultimate shield” for humanity—a sacred canopy –because it protects the meaningful world of the cultural order and fixes it in place by reference to a divinity that exists outside of the fragile human order. He stated that religion is a culture created by humans, and that we have this idea of religion that protects us from instability. For it to work we have to forget that we created it in the first place. Rational choice theory of religion: Rational choice theory states that the most basic human motive is individual self- interest, and that all social activities are a product of rational decision making in which individuals continuously weigh the benefits of choices against their costs - Rational choice theory of religion : Stark proposes that “as societies become older, larger and more cosmopolitan they will worship fewer gods of greater scope” Feminist approaches to religion: religion’s contribution to misogyny; gendered power relationships in religion Theorists within this area of study look at religion’s contribution to the oppression or empowerment of women within society, as well as provide analyses of the challenges that women face within different religious practices Woodhead’s 4 strategies that women use to negotiate gender and religion 1. The consolidating strategy of women who accept the existing gendered distribution of power within their religion as a means of affirming and consolidating the security and predictability that traditional gender roles provide; 2. The tactical strategy of women who take part in and use religion in order to have the intimate interaction and support of other women; 3. The questing strategy of women who seek out different forms of religion like New Age spiritualities, meditation or Wikka in order to find fulfillment through an inner spiritual quest (rather than addressing the social power structures of religion directly); 4. The counter-cultural strategy of women that reject traditional religion and create religious communities that focus on empowering women (eg. the goddess feminist movement of Starhawk and others). Secularization and its three types: Secularization : the decline of the importance of religion societal secularization (macro) : the separation of religion from politics “the shrinking relevance of the values, institutionalized in church religion, for the integration and legitimation of everyday life in modern society.” organizational secularization (meso) : the efforts made by religious organizations themselves to update their beliefs and practices to reflect changes in contemporary life individual secularization (micro) : manifested in the decline of church commitment

Accommodation : adapts to be more compatible with secular life (ei. Religions that prevent women from having rights, would now allow them to work/recieve better opportunities so that they stay with the religion) (same sex marriage too) Resistance : creating stronger boundaries Lyn Davidamn : conducted a study on jewish orthodox women, one was on the accommodation end (women were able to go to university, wear what they wanted) and one was more on the resistance end (a village that was extremely strict, they had uniforms, lived only in their community, only received jewish education.) Why does Nancy Ammerman say that we shouldn't assume religion is disappearing ,but we may need to ask different questions? What does her research tell us? She argued that religion is taking different forms, she interviewed people of their religion. And asked them to take photos of important places to them, asked them to journal. She found that there were four discourses that people talk about religion: theistic : talking about their lives as god was in them extra-theistic : feeling moments of transcendence (feeling as one with the universe or with nature or with other humans) ethical spirituality : emphasizes on helping others and doing what's right spiritually of everyday life : feeling the fullness of life and feeling like life is more than it’s supposed to be She found that there was an overlap in religion and spirituality Religion was found in more ways than church and praying Jan 31 / Feb 2: Media Readings: - IS: Chapter 8 (all) - DeCros, Faustina M., Christina B. Chin, Jenny Jong-Hwa Lee, Nancy W. Yuen, Meera E. Deo, and Noriko Milman. 2018. "Asian Americans and Pacific Islanders on TV." Contexts 17(4): 12-17. Pay particular attention to being able to understand and give examples of these key terms: technology digital divide knowledge gap e-readiness media new media media globalization technological globalization Functions: commercial

entertainment social norm life-changing gatekeeping panoptic surveillance cyberfeminism neo-luddites, technophiles And, make sure that you can answer these study questions. Give specific details and practice defining terms in your own words. From the reading "Asian Americans and Pacific Islanders on TV": ● What, specifically, are the authors investigating? What time periods and data are they using? ● The authors refer to Lori Kido Lopez's concept of "cultural citizenship." What does that term mean and how is it relevant? ● What concerns do the authors raise about representations when they take into account such things as: platform, locations, screen time, types of roles, and portrayals? From lecture: What are some examples of how headlines misrepresent scientific findings? Patterns of Representations: Invisibilizing : Who’s not shown in the media. Ornementalizing : What type of characters are seen on the sideline or “token characters” Whitewashing : Depicting Black characters but without including anything that is specific to the Black experience. Problematizing : Only showing depictions of group members displaying problematic behavior instead of a range of behaviors. Stereotyping : Portraying all members of a as being the same (either positively or negatively) What is the MAPL system? CRTC (Canadian Radio-television and Communications Commission)? How are the two related? CRTC: is a commission that oversees radio-television and communications commission. It establishes Canadian content policies. MAPL is a part of it. MAPL : For music to be CanCon - Music: to be considered canadian it must have at least 2 things: - M: Musica created by a canadian - A: Artist is canadian - P: Production has to be done in canada or performed in canada - Lyrics: needs to be written by a canadian

cultural transmission: Cultural transmission refers to the way people come to learn the values, beliefs, and social norms of their culture. universal access to education: This term refers to people’s equal ability to participate in an education system. The modern idea of universal access arose in Canada as a concern for people with disabilities. inclusion/mainstreaming: “Inclusion” is a method that involves complete immersion in a standard classroom, whereas “mainstreaming” balances time in a special-needs classroom with standard classroom participation. manifest (primary)/latent(secondary) functions of education: manifest (or primary) functions, which are the intended and visible functions of education; and latent (or secondary) functions, which are the hidden and unintended functions. Manifest examples: socialization, “socialization agencies that teach children how to get along with others and prepare them for adult economic roles” Conformity to Authority & Law, Social placement Latent examples: Another latent function is the ability to work with others in small groups, a skill that is transferable to a workplace and that might not be learned in a homeschool setting. Social networks / friendships, Courtship, Sorting sorting/classification functions of education: classifying students based on academic merit or potential. hidden curriculum: : “The informal, less overt aspects of schooling that nonetheless influence and shape students by teaching them to be obedient, to value competitiveness, and so forth” Tracking: a formalized sorting system that places students on “tracks” (advanced versus low achievers) problems w/IQ tests: IQ tests have been attacked for being biased — for testing cultural knowledge rather than actual intelligence. For example, a test item may ask students what instruments belong in an orchestra. To correctly answer this question requires certain cultural knowledge — knowledge most often held by more affluent people who typically have more exposure to orchestral music grade inflation: a term used to describe the observation that the correspondence between letter grades and the achievements they reflect has been changing (in a downward direction) over time. Put simply, what used to be considered C-level, or average, now often earns a student a B, or even an A. labeling theory: teachers will label children ei. “Trouble maker, a plus student, fast learners/ slow learners'' = Creates a stereotype/expectation for those students Credentialism: embodies the emphasis on certificates or degrees to show that a person has a certain skill, has attained a certain level of education, or has met certain job qualifications. These certificates or degrees serve as a symbol of what a person has achieved, allowing the labeling of that individual. And, make sure that you can answer these study questions. Give specific details and practice defining terms in your own words.

● How do functionalism, critical theory, and feminist theory differ in their approaches to studying education? From the reading "Friends with academic benefits": ● What research method does the author use? ● How does her work build on previous research? ● How do the three different types of friendship networks that she identifies differ -- both in structure and in impact? From Lecture: What is the "correspondence principle"? : the suggestion that education mirrors the workplace in its organization, rewards systems and a range of other factors. School structure reflects workplace structures Serves needs of the capitalist society Reproduces inequality What are some examples of the hidden curriculum? You are subtly being told which subjects are the most important: requirements vs electives. Who is most important?: who’s pictures are in the textbooks in school, who's being used as a reference for academic success. What did the 1970 Royal Commission on the Status of Women in Canada find regarding textbooks? Do you think those findings would be different today? Gendered depictions in textbooks: Interesting characters = male Fathers = understanding, kind, fun Mothers = stays home, make meals, discipline Examples in math texts use gender stereotypes Most professions portrayed as being for men What are some examples of how cultural capital plays a role in education? Cultural capital : Knowledge, behaviors, skills, tastes,mannerisms, language, etc. that are highly valued in society and impact chances of success. Which cultures are highly valued in society (ei. classical, fine literature, ballet etc…) IQ tests: Cultural knowledge vs intelligence, general knowledge of arts, literature and vocabulary Advanced knowledge of cultural forms: growing up with high culture, children from different cultures would have different exposure to certain levels of knowledge Knowing how to interact with education system: How parents interacted with the school: upper class parents went to talk to the school board personally/ lower class parents felt it wasn’t their right/place to talk to the school board

Feb 14/16: Doing Research Readings: - Van den Hoonaard, Deborah K. 2015. "In-Depth Interviewing." Pp. 99-119 in Qualitative Research in Action: A Canadian Primer, 2nd edition. Canada: Oxford University Press. - Van den Hoonaard, Deborah K. 2015. "Trust the Process: Analyzing Qualitative Data." Pp. 155-171 in Qualitative Research in Action: A Canadian Primer, 2nd edition. Canada: Oxford University Press. Be sure that you understand these terms from the readings: Standardized interview vs. in-depth interview Closed ended vs. open ended questions: Close ended : can be answered shortly or yes or no answers / open ended , gives the interviewee a chance to elaborate double-barrelled questions Probes Common errors and best practices in interviewing - Listen, open ended questions, body language Coding / codes Open coding vs. focused coding Researcher reflexivity: Researcher reflexivity is a type of critical reflection about the position you are taking as a researcher and how you have taken this stance into account in your research. (being aware of our biases and stating it in our research interviews) From Lecture: What are the five distinguishing features of sociological interviews (compared to journalism interviews)? 1. Identities are almost always disguised, 2. interviews are chosen systematically, 3. a larger number of people are asked the same questions 4. Responses are analyzed systematically 5. Responses are linked to sociology What is snowball sampling? In what ways does sociological research differ from journalism? What characterizes biased research? What are the benefits and drawbacks of sharing identities with people you are interviewing? Do we need to be concerned about the impact of our identities on our research when we are conducting quantitative (statistical) research? Why or why not? - When should we begin thinking about whether our values, beliefs, or identities might impact our research? What are codes? How are they different from themes? Assigning a label to something, to look back on patterns What is the difference between open coding and structured (or framework) coding? - Open/emergent: looking at the code and identifying those that stand out - Structured: going in with a list What is in vivo coding?

- Using words or phrases from the interviewee as codes. Is a type of open coding What kinds of tools can you use to do your coding? Otter, a voice recording Ai Feb 28 / Mar 2: Groups & Organizations Readings : - Textbook Chapter 6 (all) Pay particular attention to these key terms from the readings: Society - and Simmel's definition of it: “Society exists where a number of individuals enter into interaction.” micro/meso/macro levels of analysis Types of groups: aggregate vs category: aggregate: in same place w no connection (walking downtown) category: shared characteristic but not connected primary and secondary groups (and their functions) Primary: emotional and expressive needs (family and friends) Secondary: less personal, larger (classroom, work place) in group/out group: an in-group is the group that an individual feels they belong to, and believes it to be an integral part of who they are. An out-group is a group someone doesn’t belong to; often there may be a feeling of disdain or competition reference group: A reference group is a group that people compare themselves to — it provides a standard of measurement. Large groups and their forms (domination, cooperation, competition): domination , power is concentrated in the hands of leaders while the power of subordinates is severely restricted or constrained. In extreme versions of domination, like slavery, loyalty and efficiency are low because fear of coercion is the only motivation. cooperation on the other hand, power is distributed relatively equally and loyalty and efficiency are high because the group is based on mutual trust and high levels of commitment. competition , power is distributed unequally but there is latitude for movement based on the outcome of competition for prestige or money. Loyalty and efficiency are relatively high but only as long as the pay-offs are high. Leadership: Informal: (a group project for a class) there were informal leaders, (the task leader (focusing on the task), emotional leader (checking in on everyone) and the joker) Formal leadership: instrumental (goal orientated, task focused) expressive (more supportive) Leadership functions: instrumental vs. expressive leadership styles: democratic, laissez faire, authoritarian Democratic : Democratic leaders encourage group participation in all decision making.

goods available in the marketplace while rendering available products uniform, generic, and bland And these key terms from the lecture: ● collective democratic organizations ● cultural interaction spaces ● Additional Study Questions In our education module a couple of weeks ago, you read "Friends with Academic Benefits." ● How do the concepts of reference groups and social networks relate to that article? In the chapter you read this week, you'll see a box with a case study called "Best Friends She's Never Met." ● Why does Bauman argue that online communities are "frail" communities? Do you think that the online writing community described can be considered a primary group even though they've never met? From Lecture: ● How did feminist bookstores blend bureaucracy and collective democracy in their operation? Mar 14/16: Crime & Deviance Readings: - IS: Chapter 7 - Contreras, Randol. 2015. “Becoming a Stickup Kid.” Contexts 14(4): 20–25. Pay particular attention to being able to understand and give examples of these key terms: From the reading: deviance crime moral entrepreneurs moral panic sanctions positive vs negative informal vs formal: Informal sanctions emerge in face-to-face social interactions. For example, wearing flip-flops to an opera or swearing loudly. Formal sanctions, on the other hand, are ways to officially recognize and enforce norm violations. If a student is

caught plagiarizing the work of others or cheating on an exam, for example, they might be expelled. Functionalist Approaches: Functionalists point out that deviance is a social necessity since it reinforces norms by reminding people of the consequences of violating them social disorganization theory: serts that crime is most likely to occur in communities with weak social ties and the absence of social control strain theory: notes that access to socially acceptable goals plays a part in determining whether a person conforms or deviates. Critical Approaches: Critical sociology looks to social and economic factors as the causes of crime and deviance. crimes of accommodation: Crimes committed as ways in which individuals cope with conditions of oppression and inequality. "street crime" vs. white collar crime: street crimes like armed robbery or assault. White- collar or corporate crime refers to crimes committed by corporate employees or owners in the pursuit of profit or other organization goals Feminist Approaches: Feminist analysis focuses on the way gender inequality influences the opportunities to commit crime and the definition, detection, and prosecution of crime. doubly deviant: Women who are regarded as criminally deviant are often seen as being doubly deviant. They have broken the law but they have also broken gender norms about appropriate female behavior secondary victimization: Secondary victimization occurs when the women’s own sexual history and her willingness to consent are questioned in the process of laying charges and reaching a conviction, Symbolic Interactionist Approaches: Symbolic interactionism is a theoretical approach that can be used to explain how societies and/or social groups come to view behaviours as deviant or conventional. deviant activities and identities are socially defined and then “lived” as deviant. differential association theory: stating that individuals learn deviant behaviour from those close to them who provide models of and opportunities for deviance labeling theory: primary/secondary deviance: Primary deviance is a violation of norms that does not result in any long-term effects on the individual’s self-image or interactions with others. Speeding is a deviant act, but receiving a speeding ticket generally does not make others view you as a bad person, nor does it alter your own self-concept. Secondary : Secondary deviance occurs when a person’s self-concept and behaviour begin to change after their actions are labelled as deviant by members of society. The person may begin to take on and fulfill the role of a “deviant” master status: a label that describes the chief characteristic of an individual. From Lecture State Monopoly of Violence: The concept of the "state monopoly of violence" refers to the idea that in modern societies, the state has the sole legitimate authority to use force and violence to maintain social order and enforce laws.

● After this lecture and the Contreras readings, can you name other consequences of the War on Drugs beyond mass incarceration? ● Which communities are most affected by the War on Drugs? Overdose Deaths : The War on Drugs has focused primarily on law enforcement and punishment rather than treating addiction as a public health issue. As a result, drug users often face criminal charges instead of receiving treatment, and they may be reluctant to seek help for fear of arrest. This approach has contributed to the opioid epidemic, which has resulted in tens of thousands of overdose deaths each year. Increased Violence: The War on Drugs has led to increased violence, particularly in countries where drug trafficking is prevalent. Drug cartels and other criminal organizations engage in violent turf wars and engage in corruption and other criminal activities to protect their interests. Stigma and Discrimination: The War on Drugs has stigmatized drug users and has led to discrimination against individuals with a history of drug use. This stigma can make it difficult for people to find employment, housing, and other essential services. Loss of Civil Liberties : The War on Drugs has led to a loss of civil liberties, particularly with regard to search and seizure laws. Law enforcement agencies have been granted expanded powers to conduct searches and seize property without warrants or probable cause. Thinking about sociology: ● How can we, as sociologists, try to understand violence? ● How can we research and write about urban violence without further stigmatizing marginalized communities? As sociologists, we can try to understand violence by examining the social, economic, and political factors that contribute to it. This includes analyzing structural inequalities, power dynamics, and cultural norms that perpetuate violence Mar 21/23: Health, Body, & Medicine Readings: - IS: Chapter 19 - Vowel, Chelsea. 2016. “The Myth of the Drunken Indian.” Chapter 17 (pp. 151-159) in Indigenous Writes. Winnipeg, MB : HighWater Press. As you go through this module, pay particular attention to being able to understand and give examples of these key terms:

● WHO definition of health ● medical sociology ● Cultural meaning of illness ● stigmatization of illness ● contested illnesses ● social construction of illness experience ● social construction of medical knowledge ● Global health ● social epidemiology ● epidemiological transition ● Health in Canada ● differences by race/ethnicity ● gender differences in health outcomes ● medicalization ● SES differences in health outcome ● disability and stigma ● ableism ● Functionalism ● sick role ● Critical sociology ● social determinants of health ● commodification of health ● biopolitics ● Symbolic interactionism ● medicalization and demedicalization of deviance Think about these questions: For "The Myth of the Drunken Indian" reading: ● What are the key myths that Chelsea Vowel identifies about Indigenous people and alcohol use? ● What evidence does she use to refute those myths? ● How does this reading illustrate the social construction of illness and medical knowledge? ● How does this reading relate to post-colonial theory? For "His and hers...health care" video (IN CLASS): ● Why does Dr. Johnson say that we've been lacking information about women's health? ● What are some specific ways that this has been (or is being) addressed? ● How would a critical theorist explain this situation? For "Mental health for all" video (IN CLASS): ● What does Dr. Patel mean by "task shifting"? What are the key components of it? ● Is this approach only relevant for developing or underdeveloped countries? Is there a place for it in Canada?