Test Three Review.docx

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SOCL 1101
Shelley Mc Donough Kimelberg

Nicole Hicks Sociology 1101 -- Exam Three Review Family  Know the difference between marriage -- endogamy (marrying within, more common)/exogamy (marrying outside of a particular group like age, race, education)  Family forms -- industrialization effect = separate spheres (public vs private)  Vocab -- what's the word for being a "true" woman << if nuclear family is held up, the wife is perfect in the home o Betty Friedman called it the "cult of true womanhood" -- ^^ this is crap! Women can be in the public sph  Study about how men and women divide up household chores - second shift for women o All these women go into the workforce... but it's a stalled revolution...we haven't changed our expectations (Women change, but NO match in changes in the home and not comparable in the workplace - look at maternity leave policies!)  "Care work" jobs can be paid or not.... think day care, babysitting, mommas, taking care of elderly, etc. << unpaid labor force = women. Reproductive labor! Almost always done by women, and is devalued Education  Formal/manifest education - obvious. We go to math class to learn how to multiply and take square roots...  Latent education - we learn to show up to class on time, and raise our hands, lining up, etc. NORMS -- hidden curriculum  Conflict theorist on education = It's a way to create subordination, exacerbated by existing inequalities in cultural capital (we value cultural things like knowing about opera over lower-class capital like knowing about foreign music). Stratified on class differences. Reproduction on existing class (poor kids go to poor schools with crappy teachers, etc.) o Oppositely, some believe that education is a meritocracy and acts as an equalizer!  Functionalist theory = education is about assimilating people into roles so they can be a nice part of society  Credentialing = elite using education as a way to distinguish themselves (baseline requirements increase as more and more people get higher ed) -- the degree may not be needed really - a job used to require a HS diploma, now it's a college diploma  School segregation - how and why it occurs o De facto (even with laws, seg. levels remain high. no intervention, it just happens this way. B/C of segregation in housing) vs. de jure (laws say you have to integrate, so you should... Brown vs. Board - you can't require people of different colors to go to different schools) o ^ Maybe this wouldn't matter if all schools were equal. Socioeconomically low neighborhoods have the same bad schools. Put a nice school in a poor neighborhood! Think Boston with bussing minorities all over (JUST in the city - what the heck happened to the suburbs) - moved poor people to different places (poor white kids swapped with poor black kids). The nice suburbs didn't have to leave. o Choice programs, like the 3 zones in Boston. Also, magnet schools, charter schools (still public), public schools, etc. << can have their own problems!! Charter schools have a "creaming" effect Economy  Shift from different forms of economy = subsistence --> agricultural (MARKETS develop!)--> industrial --> post- industrial (U.S. today) o Hourly wage introduced in industrial econ....doesn't matter if someone buys the product or not  ^ Specialization, separation between work and home, etc. LOOK AT NOTES  Fordism = assembly lines! Specialization again. Separates worker from his work because you don't make the whole product o Post-industrial - service and knowledge ecnonomy*********** Huge growth in service sector/ economy (replaces what we lost below...except you make a lot less and need a higher education)  1970s and 80s, ^^ Deindustrialization = large factories shut down or move overseas. Manual labor, low education (but still well-paying with benefits because of unions) jobs decreased :(  Capitalism (open/free market, some gov't involvement, private ownership of means of production) vs socialism  In the labor force --> employed and unemployed -- actively looking
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