SOC 2160 Study Guide - Final Guide: Social Dominance Orientation, Symbolic Racism, Stereotype Threat

66 views2 pages
23 Jan 2019
School
Department
Course
Professor
EXAM #2 STUDY GUIDE: SOCIOLOGY 2160
1.
Minority status & self-appraisals I: Self-concept theory...
a.
The distinction between cognitive vs. affective, situational vs. biographical.
b.
The meaning of "high" vs "low" self-esteem, & the distinction between self-esteem & the self-concept.
c.
The meaning of "high" vs "low" self-efficacy, & the distinction between self-efficacy & the self-concept
d.
The four processes involved in self-esteem formation.
e.
Identity salience (what it means).
2.
Minority status & self-appraisals II: Empirical findings on the relationship between....
a.
race & self-esteem -- including the contradiction between the findings of early "doll" studies and later
survey-based studies
b.
race & self-efficacy
c.
social class & self-esteem -- and how this relationship changes with age
d.
minority status & ethnic/racial identity salience.
3.
[Contemporary Racial Attitudes:] Trends in the attitudes of white Americans with respect to the principle of
racial equality vs. support for racial policies)
4.
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).
5.
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?
6.
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)
7.
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.
8.
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
9.
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
which track??)
-
the relationship between track placement and students' self-esteem/educational aspirations
-
the relationship between track placement and students' overall satisfaction with the school
Unlock document

This preview shows half of the first page of the document.
Unlock all 2 pages and 3 million more documents.

Already have an account? Log in

Get OneClass Grade+

Unlimited access to all notes and study guides.

Grade+All Inclusive
$10 USD/m
You will be charged $120 USD upfront and auto renewed at the end of each cycle. You may cancel anytime under Payment Settings. For more information, see our Terms and Privacy.
Payments are encrypted using 256-bit SSL. Powered by Stripe.