Assignment#4_TheSocialDimensionsofInequality

docx

School

Central Michigan University *

*We aren’t endorsed by this school

Course

302

Subject

Sociology

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by UltraElectronPony5

SOC 302 Assignment #4: The Social Determinants of Inequality Your Name : Desiree Falkenhagen 1. Find a picture/song/poem/photograph/advertisement/television program/movie (something that you can copy and paste here) that says something important about some aspect of “lookism” or “ableism” in the U.S. a. Paste it here or summarize it for me in a few sentences (if pasting is difficult or if you are dealing with a long poem, song, movie, etc.). Don’t just give me the URL. b. What is the message or theme that this artifact portrays about the “body” either reproducing a kind of inequality or working to reduce a kind of inequality? This message/quote/definition is looking to try and reduce the inequality against ableism as it is clear that a lot of people look down on those with disabilities. I see it as my friend who has a disability but is unable to get the assistance he needs as he needs a handicapped parking spot, but when the idea of getting one comes up, he is afraid of receiving any discrimination for being so young and using a cane and handicap parking spot. This quote is so important to try and reduce this idea that disabilities are inferior and an issue in society as they are just a part of someone that, in most cases, cannot be changed.

2. Max Weber introduced us to the concept of status groups. Think of a status group in the U.S. It could be a group to which you belong or a group that interests you (whether you belong or not). a. What is how this status group suggests that it is distinctive and different from other groups? Think here in terms of ways of maintaining boundaries and social closure. When looking at the differences between the other groups and that of the ethnic and cultural status groups as there are differences like the economic group being the class based on economic position, the ethnic and cultural group is all about shared cultural, ethnic, or racial identities and create a community, and then there are the professional groups that have shared occupations and educational backgrounds. Then there is the aspect of differing cultural identities as Ethic and Cultural group members often have a strong sense of cultural and social identity that goes beyond economic factors. Their identity is rooted in shared traditions, beliefs, and cultural practices while others focus on factors like income, education, and occupation. There is also discrimination as those in this group are mostly discriminated against due to their identity while the other two are based on occupation and economic status. b. What are how this group makes claims that it is prestigious and worthy of honor? Think here about aspects of a distinct lifestyle and ways of making claims to desirable resources. Some of the ways that the Ethical and Cultural group thinks it better than others are based on the beliefs of their emphasis on cultural heritage and tradition. They also tend to discuss the preservation and showcasing of cultural history. There is also their belief that they have cultural and creative arts that go above others. Language and Identity are important as they tend to promote and express this greatly in their communities. They also tend to support education greatly as these communities do not have the best education. They also tend to do a lot of advocating for minorities, which is seen as a prestigious act.

3. C hapter 4 in your textbook and the videos from Cherlin, Lareau, Calarco, and/or Reeves focus on how social class, in particular, affects family life and experiences in schools. In answering the questions below, make sure that you draw explicitly on this material. a. Our families and our educational experiences can both open doors for opportunity and close them (reproducing social inequality). Discuss how your family and your experiences in schools (K-12 through college) have influenced your decision to enroll in college. Discuss how your own experiences are like or different from what the literature suggests about how social class (and other social statuses) affect family and school experiences. (NOTE: Let me know if you would rather not discuss your situation.) To be honest, I was sort of forced into going to college by the schools. I knew from the start I would have to go to school at some point as I wanted to be a teacher, so I would have to go at some point, but both my family and my school said that it is way better to go right after. It was sort of like peer pressure when it came to applying for colleges as every year, my school would bring it up, and then senior year came around and we had an entire week set aside to apply for schools and such, hence sort of forcing a lot of us to apply. There was also the fact that I was very smart so my family said I had to go to college right after school to not lose any knowledge. Now when it comes to the textbook, I can agree with the article/interview written with Jessica Calarco as the way I acted based on my lower middle-class status affected the way I learned. I was afraid of failure as it would mean consequences. I was also taught “…that teachers’ directions should be followed and, if their children made mistakes, they should face consequences.” b. Our families and our educational experiences can both open doors for opportunity and close them (reproducing social inequality). Discuss how your family and your experiences in schools (K-12 through college) have influenced any challenges or difficulties you have faced in school. Discuss how your own experiences are similar to or different from what the literature suggests about how social class (and other social statuses) affect family and school experiences. (NOTE: Let me know if you would rather not discuss your situation.) To be frank, I have not had many issues with the school other than the idea that my mom put into my head as her words in my k-12 schools were to always get the best grades to get into college, but now that I am in college, her phrase is always “College is hard, as long as you get a passing grade, it will be okay.” This has sort of influenced how I am doing in college as this entire year has not been the best in getting on top of things as I am just going day by day, which is normal in my working-class status as a college student.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

4. We have discussed both cultural capital and social capital linked to social class and educational institutions. a. What are ways in which experiences in schools (K-12 and college/university) can enhance an individual’s cultural capital? Diversity in Student Body: Attending schools with a diverse student body exposes individuals to people from various cultural backgrounds. Interactions with students from different cultures foster cross-cultural understanding and appreciation. Cultural Curriculum: Many educational institutions include courses on cultural studies, anthropology, history, and related subjects. These courses provide a deeper understanding of different cultures and their significance. Language Learning: Learning a new language, either as part of the curriculum or through elective language courses, can greatly enhance an individual's cultural capital by enabling them to communicate with people from different language backgrounds. Study Abroad Programs: College and university study abroad programs offer the opportunity to live and study in foreign countries, immersing students in new cultures and languages. Extracurricular Activities: Many schools have cultural clubs, student organizations, and cultural events that allow students to participate in and learn about different cultural practices, traditions, and celebrations. Access to Cultural Resources: Educational institutions often have libraries and cultural centers that provide access to books, films, art, and other cultural resources from various parts of the world. Cultural Exchange Programs: Some schools have exchange programs that facilitate student exchanges with other institutions, giving students the chance to experience different cultures firsthand. Research and Projects: Engaging in research projects, papers, or theses related to cultural topics can deepen one's understanding and expertise in specific cultures. Field Trips and Excursions: Field trips to museums, historical sites, and cultural landmarks can provide hands-on experiences with different cultures and their history. Global Perspectives in Curriculum: Many educational institutions are integrating global perspectives and multicultural content into their curricula to broaden students' worldviews. Cross-Cultural Communication: Schools often provide opportunities to develop effective cross-cultural communication skills, a valuable component of cultural capital. Respect for Cultural Differences: Educational institutions may emphasize the importance of respecting and appreciating cultural differences, fostering a more inclusive and culturally aware environment.

b. What are how experiences in schools (K-12 and college/university) can enhance an individual’s social capital? Peer Relationships: Building strong friendships with peers can lead to enduring social connections that provide emotional support and opportunities for collaboration. Networking Opportunities: Interacting with classmates and alumni can help individuals establish valuable professional connections that may lead to job opportunities and collaborations. Student Organizations: Joining student organizations, clubs, and extracurricular activities allows individuals to meet like-minded people and develop connections with shared interests. Faculty and Staff Relationships: Establishing mentor-mentee relationships with professors and staff members can provide guidance, advice, and valuable recommendations. Research and Projects: Engaging in research projects or group assignments fosters collaboration and networking with peers who share similar academic or career interests. Study Abroad and Exchange Programs: Studying abroad or participating in exchange programs exposes individuals to international connections and cross- cultural relationships. Career Services and Workshops: Attending career-related events organized by schools can lead to interactions with potential employers and industry professionals. Professional Development Opportunities: Schools may offer professional development opportunities, seminars, and workshops that enhance an individual's skills and network. Cross-Cultural Interaction: Interacting with a diverse student body enhances an individual's ability to engage with people from various cultural backgrounds, broadening their social connections. Recommendations and References: Positive relationships with professors and mentors can result in strong academic and professional references, enhancing job or graduate school prospects. Information Access: Educational institutions provide access to information and resources that can benefit an individual's personal and professional growth.

5. Module 4 includes an interview with Richard Reeves who wrote the book Dream Hoarders . We played the Dream Hoarders game in class. (If you want to review, it is here: https://www.brookings.edu/articles/play-the-dream-hoarders-game/ a. Discuss three ways that the upper-middle-class people hoard opportunities for the children/families of the upper middle class. (1) Educational Advantage: Access to High-Quality Schools: The upper middle class often resides in neighborhoods with well-funded public schools or private schools, providing their children with an excellent education. They may use their financial resources to purchase homes in these neighborhoods, effectively limiting access for lower- income families. This reinforces educational disparities. Test Prep and Tutoring: Upper-middle-class families frequently invest in test preparation services and tutoring to help their children excel in standardized tests such as the SAT or ACT, which are often used for college admissions. This provides their children with a significant advantage in college acceptance. College Admissions: Many elite colleges and universities give preference to children of alumni (legacy admissions). Upper-middle-class parents who are alumni of prestigious institutions can help their children gain admission through this practice. Wealthy parents may make substantial donations to educational institutions, essentially buying a better chance of admission for their children. (2) Networking and Social Capital: Access to Exclusive Networks: The upper middle class has social connections with other affluent families. These networks can provide job opportunities, internships, and professional advice, helping their children secure advantageous positions in the job market. Internships and Job Opportunities: Through their social capital, upper-middle-class parents can help their children gain access to high-quality internships or job opportunities that may not be openly advertised or available to the general public. Cultural and Recreational Activities: Participation in exclusive clubs, extracurricular activities, and cultural events provides children with unique socialization experiences and opportunities to develop connections with influential individuals. (3) Financial Resources: Inheritance and Financial Support: The upper middle class can provide financial assistance, inheritances, or support for their children, enabling them to start businesses, buy homes, or pursue advanced education with fewer financial constraints. Homeownership: Owning property in desirable neighborhoods is often a form of opportunity hoarding. It not only provides a stable living environment but can also be a source of financial security and wealth accumulation for future generations. Healthcare Access: The upper middle class typically has better access to quality healthcare services, ensuring that their children are healthy and able to pursue opportunities without the burden of health-related issues.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

b. Discuss one policy or program that would expand opportunities for children born to families who are not in the upper middle class and would, therefore, reduce such hoarding. One policy or program that can expand opportunities for children born to families who are not in the upper middle class and reduce opportunity hoarding is "Universal Pre-Kindergarten (Pre-K) Education." Universal Pre-K programs aim to provide early childhood education and care to all children, regardless of their family's socioeconomic background. Here's how such a policy can help address opportunity hoarding: Equal Access to Early Education: Universal Pre-K ensures that children from all economic backgrounds have access to quality early childhood education. This levels the playing field by offering the same educational opportunities to all, irrespective of their family's income. Early Skill Development: Research has shown that early childhood education can have a significant impact on a child's cognitive and socio- emotional development. By providing a strong educational foundation, it helps to narrow the achievement gap that often exists between children from different socioeconomic backgrounds. Childcare Support for Working Parents: Universal Pre-K programs not only focus on educational aspects but also provide a structured environment for children during working hours. This allows parents, particularly low-income families, to work or seek employment, reducing financial stress and increasing opportunities for economic advancement. Promotion of Equality and Inclusion: Universal Pre-K programs can be designed to encourage integration and inclusivity. When children from diverse backgrounds learn and play together, it promotes tolerance and empathy, reducing social inequalities from an early age. Long-Term Benefits: Early educational experiences have been linked to improved educational outcomes in later years. By providing a strong educational foundation through Pre-K, children are more likely to succeed academically and pursue higher education. Support for Working Class and Low-Income Families: Universal Pre-K reduces the financial burden on families that might otherwise struggle to afford private childcare or preschool programs. This reduction in financial stress can have a direct impact on parents' career and education opportunities. Funding and Quality Standards: Implementing universal pre-K programs can also lead to increased investment in the early childhood education sector, improving the quality of education and opportunities for all children. Community and Parental Involvement: Universal Pre-K programs can serve as community hubs, promoting parent involvement and fostering relationships among families of diverse backgrounds. It's important to design and implement Universal Pre-K policies in a way that ensures they are accessible, high-quality, and inclusive, considering the specific needs and challenges of different communities. This can help address the opportunity hoarding that can occur when access to quality early education is disproportionately concentrated among more affluent families. Reducing inequalities in access to early childhood education is a critical step toward creating a more equitable society.

Assignment#4_TheSocialDimensionsofInequality

Related Documents