Class Notes (835,007)
Canada (508,866)
Sociology (2,104)
SOCIOL 1A06 (735)
Lecture

Culture.docx

6 Pages
46 Views
Unlock Document

Department
Sociology
Course
SOCIOL 1A06
Professor
Sandra Colavecchia
Semester
Fall

Description
Culture Consumerism “How do the examples of hip hop music and the heavy metal show the power of consumerism to commodity dissent?” Commercialization of Childhood  Unprecedented, sophisticated, powerful  Use of researches, psychologists  “cradle to grave”; brand loyalty  Advertisers want to form habitat format for kids  Impacting quality of life for children (fatasses, depressed) Pierre Bourdieu Economic capital converted into:  Social capital (family, networks/having connections)  Cultural capital (educational qualifications, fine/elite culture, cultural and linguistic strengths)  Middle class kids more likely to receive these forms of capital  Explains intergenerational reproduction of class  Even middle class who can’t afford to send kids to private school, still do because they want their kids to go to school with the wealthiest people (they want their kids to have social capital)  If you have social capital and cultural capital you will do better economically  If you are born to poo parents you are more likely to be poor, if you are born to middle class you are more likely to be born to middle class ECT.  Middle and upper class convert their economic capital into giving social and cultural capital to their kids E.g.: of Cultural Capital  Gold, sailing  Travel  Symphony  Private school The Rights Revolution/ Culture Wars The rights revolution: struggle for rights by groups that have historically faced marginalization, such as aboriginals, and gays and lesbians  James Davison: American sociologist  Groups opposed because of differences in belief systems  Not exclusive to western Culture Wars  Gay and lesbian rights  Abortion/stem cell research  Separation of church and state  Gun ownership  Euthanasia  Censorship Contextualization: violence presented as a legitimate way to deal with conflict  Violence that is not punished  Impact of violence (the emotional impact on victims not shown) Socialization Nature vs. nurture We need social interaction for: brain, intellectual, social, and physical development (fine and gross motor development)  Sociology does not refute importance of biology  Historical and contemporary studies of feral and neglected children E.g.: Genie Wiley  Spent 13 years of her life stuck in a room E.g.: twins who have been apart Socialization:  Birth to death  Self-concept develops in relation to others  Skill set (physical, mental, emotional, social skills)  Agents of socialization  Explicit learning vs. subtle/nuanced learning  Cross-cultural variation Agents of Socialization  Family  School  Peers  Media  Religion (presence or absence)  Athletics Primary Socialization  Childhood: family is most important stage  Most important age of socialization  Medias become so strong (Disney) Secondary Socialization (ch 4 SIQ Furstenberg et al)  Transition to adulthood longer and more discontinuous (back and forth, starting fam going back to school ect)  Harder for young people to find jobs, longer for people to be financially stable  “growing up is harder to do” Charles Cooley ch 3 “Looking-glass self”  How people developed a sense of self  Our self-concept is tied to how we think others view us  Says that reactions of others help us to see and understand ourselves  Constantly imagining how other sees us and that shapes our sense of self Looking-glass self: Our self-concept is tied to how we think others see us Q: How might we apply the concept of the looking-glass self to experiences of being overweight or having acne? We might worry what others are thinking about us, they might assume wrong judgements about our life styles, (doesn’t exercise or shower…) George Herbert Mead “Taking the wrong of the other”: the ability to interpret or understand another person’s perspective  None of us are born with this skill we have to learn it Q: how might we take the role of the other in deciding how to prepare for a job interview or date? Involves three stages “taking the role of the other”: 1) Imitative stage 2) Play stage 3) Game stage Imitative stage  Young children (2 and under)  Don’t know how to take role of the other  Don’t now the notion of being separate Play Stage  Not understanding one’s position in relation to the larger social group  Game Stage  Understanding one’s position in relation to the larger social group Meads “Generalized other”  Understanding how others in general might respond or react to us  The idea if you understand in general how people we don’t know will respond or react to us  We are able to do this by internalizing the values and beliefs of the larger society Gender socialization  Begins from birth and socially constructed  Learning of masculine and feminine roles  Gender socialization is more important than biological  Toys designated to male or female  Explicit or nuanced
More Less

Related notes for SOCIOL 1A06

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit