SOC 2160 Study Guide - Final Guide: Social Dominance Orientation, Symbolic Racism, Stereotype Threat
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EXAM #2 STUDY GUIDE: SOCIOLOGY 2160
Minority status & self-appraisals I: Self-concept theory...
The distinction between cognitive vs. affective, situational vs. biographical.
The meaning of "high" vs "low" self-esteem, & the distinction between self-esteem & the self-concept.
The meaning of "high" vs "low" self-efficacy, & the distinction between self-efficacy & the self-concept
The four processes involved in self-esteem formation.
Identity salience (what it means).
Minority status & self-appraisals II: Empirical findings on the relationship between....
race & self-esteem -- including the contradiction between the findings of early "doll" studies and later
race & self-efficacy
social class & self-esteem -- and how this relationship changes with age
minority status & ethnic/racial identity salience.
[Contemporary Racial Attitudes:] Trends in the attitudes of white Americans with respect to the principle of
racial equality vs. support for racial policies)
Factors that predict support for the principle or racial equality vs. racial
policies (e.g., education, southern residence, age, vs. “symbolic racism,” a “structuralist” perspective on racial
inequality, “self-interest,” gender, & white religious fundamentalism).
Implicit racial prejudice…
- What is it, & through what research method is the concept measured?
- What does evidence suggest about (a) variations in levels of implicit” prejudice toward specific racial groups, and
(b) the impact of such prejudice on behavior toward members of affected groups?
“Social dominance orientation”… (see racial attitudes summary handout)
what it means & how it might be measured
its relationship to gender
its impact on policy-preferences (e.g., support for military action, the death penalty, gay rights, aid to the
poor, affirmative action)
The distinction between explanations of educational attainment/performance that stress “academic
engagement” “cultural capital,” “social capital,” “biased treatment” (by the formal educational system),
and “school quality.” Be able to determine whether or not a specific empirical finding would
support/contradict each perspective.
Central assumptions of the Bowles and Gintis hypothesis, Self- Fulfilling prophesy, Stereotype-Threat, and
"Oppositional Culture” hypotheses…
The kind of research (discussed in class) from which each hypothesis is derived (e.g., survey vs experiment vs.
field research), AND findings that would support each hypothesis
Findings of the Oakes study ("Classroom Social Relationships: Exploring the Bowles and Gintis
hypothesis") with respect to...
the relationship between race, class and track placement
the nature of teacher-student relationships and peer relationships in high/low track (more positive/negative in
the relationship between track placement and students' self-esteem/educational aspirations
the relationship between track placement and students' overall satisfaction with the school