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SOC103 Reading Sociology Section 3

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Lorne Tepperman

PART III – SOCIALIZATION Chapter 10 – Online Interactions among Men Who Have Sex with Men: Situated Performances and Sexual Education - The Internet is a popular place for men who have sex with men (MSM) to find sexual partners - Research on MSM o Quantitative research  Risk behaviours among MSM who do and do not seek sex online o Qualitative research focus on the role of the Internet in the sexual lives of MSM  How men use the Internet for learning about gay culture  How men use the Internet for social networking  Men’s experiences seeking sex online o This study draws upon Erving Goffman’s notions of the presentation of self in analyzing men’s online interactions - Lombardo’s findings o Men learned to give legitimated performances of self in their online interactions  Presentations of selves that were appropriate to the particular online setting and purpose  Highlight the dominance of certain physical characteristics, similar to the offline sex-seeking world o Men learned to portray numerous and diverse selves through online interactions  Each one is appropriate to the particular setting o Men learned to construct the selves of their potential partners  Fit of a potential partner were given through active and passive means o Goffman’s concepts of the given and given off  Men must be careful about not only what they give and give off through their own actions, but also what is given and given off by their potential partners  These signals shape the social interaction o Online interactions are important for sexual education, which would be difficult to obtain elsewhere - Discussion o Men build and maintain erotic capital in online settings o Less is known about what men actually learn about sexual risk through online interactions o Future work should explore how men develop folk knowledge (sexual risk and safety) through online interactions o Findings illuminate the rules of engagement that men learned to seek sex online o Cyberspace holds the potential for many diverse subcultures in the sexual realm Chapter 11 – The Ecology of College Drinking: Revisiting the Role of the Campus Environment on Students’ Drinking Patterns - Higher education institutions are powerful learning environments for youth health capital - Higher education institutions shape student drinking culture by social norms and alcohol control mechanisms o Human activity defines and is defined by the social environment (Emile Durkheim) o Social norms theory  Drinking norms on campus environment modulate drinking patterns  Subjective perception  Social norms represent students’ own perceptions of the typicality (quantity) and moral acceptability (social expectations) of drinking behaviours displayed by peers  Collective perception  Social norms perceptions are shared by a given group of students exposed to the same environment o Alcohol control mechanisms  Subjective perception  Ease in alcohol availability on campus and supportiveness toward permissive alcohol control policies are considered individual-level risk factors for alcohol drinking patterns  Collective perception  Decreased institutional rates in problematic students’ drinking due to stricter enforcement and availability polices - Health lifestyles o Not random behaviours reflecting deliberate individual choices o Depend on life chances and life choices  Life choices are enabled or constrained by life chances o Governed by three specific modalities - Human activity is comprised of three specific modalities (normative, political, semantic) o Normative  To display a skilled performance in the negotiation of drinking-related sanctions (e.g., peer pressure) o Political  The impact of administrative power relationships on post-secondary students’ alcohol consumption through alcohol policies control led by campus authorities o Semantic  The performative components of the act of drinking whose definition rests on commonly held assumptions about drinking by members of a given student community about the meaning of this lifestyle o These pathways operate at the subjective and collective level  Subjective level incorporates students’ individual representations of the social environment  Collective level incorporates the sharedness in such representations proper to members of a given student community - Beauregard’s results o Normative  The collective measures (e.g., to hold liquor in public, social acceptance based on alcohol consumption) are risk factors for HED o Semantic  The subjective measures (e.g., drinking is a highly valued practice, drinking is common way to experience post-secondary life) are risk factors for HED o Political  The collective measures (e.g., drinking regulations are strongly enforced) are risk factors for HED Chapter 12 – Duality and Diversity in the Lives of Immigrant Children: Rethinking the “problem of the Second Generation” in
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