soci201_TR_11am_2nd_set
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jim_shearer Plus on November 30, 2010
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68 terms
Terms | Definitions |
|---|---|
 too close to the set | "The real programming on television is the commercial"... The effects ... arise from the new ways in which the medium packages and transmits information. Viewers often think in terms of likes/dislikes but are "too close" to recognize that this packaging and transmission reshapes our attitudes and behaviors. Television changes who knows what about whom; for example, what children know about parenting. Another example is what the voters know about government proceedings (speeches, debates, etc.) in congress from watching CSPAN. Another example is asking whether we like a movie after watching it. |
| video nursery | In a television culture, children are more suspicious of adult authority... Children have reduced their innocence by uncontrolled viewing of television programs with subjects and concepts that are beyond their ability to process from their limited life experience. It changes the way we grow from childhood to adulthood. EXAMPLE: children watch daytime talk television (Oprah Winfrey, Dr. Oz, etc.) which discusses issues of adult life. The children are exposed to this without the filter of their parents providing written material or private discussion in advance. |
| gender blender | Television has exposed the traditional roles and statuses of gender to all genders and has blurred the distinctions between the genders by breaking down the more traditional segregation of the genders. It alters our sense of appropriate gender behavior. EXAMPLE: Women are exposed to what males consider to be appropriate female behavior in the workplace and males are exposed to what women consider male shortcoming in the domestic setting. Together, over time these alter the gender roles practiced in a television-influenced society. |
| presidential pimples | Television has decreased the isolation of a public figure's private life from their public life. Furthermore, television often highlights a public figure's personality as well as their personal life to a greater degree than their positions or policies. Examples are JFK's marital infidelities or Obama's recent sports injury. JFK's foreign policy problems included the Cuban missle crisis and Obama's policies attempt to address foreign policy with asian and european centers of power as well as domestic economic issues. |
| shared problems | Televison depicts many aspects of our culture and this tends to "normalize" the more extreme elements and persons in the culture. This perceived normalization offends those at the opposing extremes by depicting their opposites as "normal". At the same time it also offends the very same extreme elements by depicting them as "more normal" or mainstream and therefore less special than they may choose or prefer to be depicted. EXAMPLE: Gay individuals often wish to be portrayed as mainstream due to their roles in many aspects of society. This offends those that consider gay people to be marginal members of society. When gay individuals are accepted as regular members of society some of these same gay individuals perceive this acceptance as 'lessening' their uniqueness within society. |
| Plato's arena | This provided/provides a shared, simultaneous experience in one location that produces social and political interconnectedness. The model (example) of this is that a maximum of 5000 citizens could participate at one time. The SIGNIFICANCE is that modern communications connects far more than 5000 people at a single point in time to a communication event. This could not occur in antiquity. |
| television's arena | This provided/provides a shared, simultaneous experience in many locations that produces social and political interconnectedness. An example is that many more people than 5000 can participate in this experience. The SIGNIFICANCE is that many more people can participate in the experience at many locations. In some cases (YouTube) they can experience this interconnectedness over a short span of time as well. |
| skills (Turk's definition) | The mastery of craft, knowledge of processes and materials along with the ability to conceptualize the product and the technical ability to produce it. EXAMPLE: Machinists and electrical engineers must learn the materials they craft designs from and the technology that permits them to design and create the products they supply to marketing and manufacturing professionals. |
| deskilling | The usage of technology to reduce the need for workers to develop advanced skills in their work and therefore diminish their role and value as workers. EXAMPLE: Making french fries in a fast food restaurant does not involve highly skilled chefs/cooks because the raw products are supplied ready to prepare and the technology of the fryer monitors the heat and time needed to prepare the finished product. |
| Turk's priorities for education | This includes providing people with critical thinking skills and developing cognitive, analytical, and expressive skills to the fullest. The SIGNIFICANCE of this is that people can adjust to changes in the structure of opportunities as technology and work methods change. If people have too much emphasis on learning the technology they are not prepared to adapt to change. |
| emphasis on technical education | This includes more emphasis on mathematics, computer science, and technical training. The SIGNIFICANCE is that this education is done at the expense of broader skills which permit people to adapt to changing structures of opportunity. |
| current trends in technology design | These/this results in a small number of highly-skilled individuals that design, program, and maintain equipment which lower-skilled workers are employed to use without the need or necessity to develop higher skills. The SIGNIFICANCE is that advanced education in technically-oriented specialities can only be applied by a limited number of individuals in the work force and comes at the expense of broader learning emphasizing cognitive, analytical, and expressive skills which can make individuals more adaptable to changes in the structure of opportunities in the workplace. |
| equality of opportunity | This concept uses similar resources applied to a group of people and results in different personal results for the individuals. The objective is to have better results for individual people (individualistic). EXAMPLE: Students are provided educational opportunities and those students that excel are advanced rapidly while those that do not are left behind rather than being assisted to overcome their difficulties. |
| equality of outcome | This concept uses similar or virtually identical resources applied to a group of people and results in similar results for the group as a whole. The objective is to have better results for the group as a whole (collectivistic). EXAMPLE: Students are provided educational opportunities and the entire group must demonstrate mastery of the material in order for the group to progress. Those group members that experience difficulty are provided with assistance so the group can advance. |
| gatekeeping | This functions to determine which people may assume certain roles. Some common examples are credentialing, registration, and licensure. |
| tracking | This sorts students into different educational programs based on perceived abilities. An example is guidance toward vocational training or higher academics. |
| cultural capital | This represents cultural resources that are used to create more resources. Examples include early educational opportunities for children (ABC's, manners, music, languages) or continuing education options and opportunities throughout the lifecourse of individuals. |
| labeling theory | This symbolic interactionist concept focuses on the significance of items like name, reputation, groups and affiliations, etc. These symbols of identity shape expectations for the lifecourse of individuals. Typical examples are being a practicing member of a religion, professional organization, fraternal organization, gang or set, clique, indentification with personal ethnic group, etc. |
| hidden curriculum | This refers to the attitudes and unwritten rules of behavior that are taught along with formal content presented to students. This has two elements, the cognitive and the social dimension. The SIGNIFICANCE comes from both the cognitive and social dimensions. The cognitive dimension is how children make sense of the world around them. The social dimension attempts to educate children away from particularism and affectivity toward affective neutrality and universality. |
| sociological imagination | This concept highlights the distinctions between personal troubles and public issues. An example would be the personal troubles such as spouse abuse leading to divorce and social circumstances such as poverty leading to divorce. |
| mainstreaming | This is the attempt of educators to incorporate students with various abilites into regular school activities. EXAMPLE: This is accomplished by placing students with hearing or vision defects into the classroom with students that have normal abilities. |
| social promotion | This is passing students from one educational level to the next without having mastery of the material involved at the lower educational level to build upon. The SIGNIFICANCE is that the student is poorly prepared to succeed at the higher level of education and increasingly likely to fail at that higher level. |
| grade inflation | This is the trend to give higher scores for the same achievements or demonstrations of ability. |
| functional illiteracy | This is having insufficient reading and writing skills to function adequately in everyday life. |
| a central sociological principle of education | A nation's educational system reflects its culture. Western education revolves around choice and individualism. An example is that in western education students have elective classes as well as required courses. |
| a core value of Japanese society | Solidarity with the group rather than valuing individual achievement. |
| Ray Rist | This individual did research that concluded that teachers felt they could assess and assign children to workgroups by the eighth day of kindergarten. |
| self-fulfilling prophecy | This term was coined by Robert Merton and means a false assumption becomes true simply because it was predicted. An example would be a child that is thought to have academic problems without proper evaluation will be treated that way and eventually start to display academic problems. |
| cognitive dimension of the hidden curriculum | This refers to how knowledge is organized and how children make sense of the world. In the education of young children in most western societies there are many activities that are done in sequence but are compartmentalized and unconnected by central themes. There is constant change and little choice in the activities. Time is the authority regulating these activities rather than the people participating in or organizing the activities. SIGNIFICANCE: Together, these facors socialize the children to a social environment resembling assembly line work. |
| social dimension of the hidden curriculum | This refers to teaching children about the society they will enter and about the the school system that they learn in. The SIGNIFICANCE is that the children will learn the aspects of society such as affective neutrality and universalism that they have not been taught in the home where they have learned affectivity and particularism before entering school. |
| submission of self | This theme of the social dimension of the hidden curriculum teaches children to put aside their own wishes in favor of those of the authority figure in the class, the teacher. An EXAMPLE would be learning to be called upon in class rather than shouting out responses. |
| an emphasis on materialism | This theme of the social dimension of the hidden curriculum teaches children to place value on possessions. An example is the activity of Show and Tell which permits children to demonstrate the value of their possessions to classmates. |
| an emphasis on competition | This theme of the social dimension of the hidden curriculum teaches children to place value on accomplishment compared to their peers. This accomplishment is rewarded by material items as well as teacher approval and attention. Lack of accomplishment may be punished as a negative reinforcement. |
| valuing work over play (the primacy of work over play) | This theme of the social dimension of the hidden curriculum teaches children to place value on school work activities more than play activities. EXAMPLE: This is accomplished by rewarding children for accomplishing those school work activities while ignoring or discouraging play activities during school time. It can also be reinforced through the physical arrangement of the classroom by segregating toys from items associated with school work such as the teacher's desk, blackboard, etc. |
| affective neutrality | This concept of the social dimension of the hidden curriculum is the RESULT of weaning the child away from the particularism and affectivity of the family where the child expresses their needs, desires, prejudices, and uniqueness TOWARD the promotion of universality and treating people the same. EXAMPLE: The children begin to learn that the prejudices they learn in the home are not acceptable ways to think about and treat the other students in their classroom. They are taught to value the other children as their peers and equals. |
| affectivity | According to Talcott Parsons as cited in the Richer article, this term is used to mean that children act based on their emotions expressed as needs, desires, prejudices, and feelings. EXAMPLE: Individual children are taught in the home that they are very special to their parents, are highly valued and loved. When they enter the school system they begin with this belief and they act as if this is true. This is an early example of the social construction of reality by the child. They believe what they are taught in the home so they will act as if it is absolute truth. |
| particularism | According to Talcott Parsons as cited in the Richer article, this term is used to mean that children are taught in the family to judge others based on prejudices and a sense of personal uniqueness. EXAMPLE: A child may be taught in the family that to have the eye color or hair texture of their parents and other family members is a highly positive trait and that others that have different traits are inferior in some way. |
| universalism | According to Talcott Parsons as cited in the Richer article, this term is used to mean that children are educated through the social dimension of the hidden curriculum to judge others based on a sense of equality rather than from particularism learned in the family. EXAMPLE: When children start in the school experience they are taught that they should try and treat all the other children equally instead of favoring one classmate more than another. A further example is that they are taught to play well together rather than isolate into groups of children that are similar. This is ideal culture rather than real culture since children may (and often do) resist this. |
| biological sex | This is the set of physical attributes that characterize male and female. Examples of these attributes are the organs of reproduction and secondary sex characteristics. |
| gender from a social perspective | This is whatever behaviors and attitudes a group considers proper for males and females. This can vary from one society to another. EXAMPLE: Only males wear pants and only women wear aprons in Amish society. The SIGNIFICANCE is that is is one of the most powerful devices by which society controls its members. |
| formal family photographs | These are visual representations of the social construction of reality involving adults in relationships and their offspring symbolizing power structures within that group of people. The sociologic symbolism is expressed by posing the people so that the image implies the roles occupied by the people within the image. EXAMPLE: Usually the primary male of a family is depicted in the highest part of photograph. The same is true in other family portraits of various members of a family unit. Even if the patriarch is not the most economically affluient member they are still depicted as the "head of the household" by convention. |
| functions of television | This may include obtaining information, education, entertainment (distraction, relaxation, and leisure), babysitting, developing an image of the self, and companionship among many others. |
| television watching | This is one of the least depicted activities in the television medium. |
| female disparity in wages | This is a target of the second and third waves of feminism. One factor that is pertinent to this issue involves time spent in early childcare and parent/child bonding. This time in the lifecourse of women in most societies is still typically a female-only responsibility regardless of socioeconomic status. Factoring of this social reality into the economonic scheme of capitalist society will force this point of value conflict to resolve as females continue to gain economic influence in capitalist economies. This might create a more positive environment for children if it is attainable throughtout society and not only for the children of economic priviledge. |
| Arlie Russell Hochschild's observations of gender and the workplace using a contemporary example of United States industrial culture | This individual observes that males traditionally see the domestic environment as a refuge from the stress of the workplace. Females in paid work often view the workplace as more rewarding on several psychosocial levels than the domestic environment. This has many manifest and latent functions for the employer and the famlies of employees. EXAMPLE: A man may come home from work and have few additional tasks and responsibilities outside the workplace and therefore relax whereas a wife and/or mother may come home from a day in the workplace to all the traditional responsibilities of the home providing little opportunity for relaxation and renewal. |
| waves of feminism (in western societies mainly) | In western societies these occured aprroximately along the objectives of voting rights for women (suffragist movement) in the 1920's, the conciousness-raising movement in the 1960's (equal opportunities regardless of gender), and a third wave encompassing the world-wide plight of women in all societies on many levels. |
| public issue | According to Mills, this is a problem that people experience that is beyond the local environment of the individual and a person's inner life. Mills goes on to say this comes about from many reasons that overlap to form the larger structure of social and historical life. EXAMPLE: If a person becomes unemployed and there are no job opportunities because the work that they and others do is obsolete or a large employer closes or leaves the community, state, or nation, they are experiencing this type of problem. The problem is not due to their abilities, skills, or desire to work. |
| personal trouble | According to Mills, this is a type of problem that an individual experiences that is due to one or more factors that an individual has some level of control over. The values cherished by an individual are felt to be threatened. EXAMPLE: If a person becomes unemployed because they are a poor worker or have a problem getting transportation to their workplace then the individual is experiencing this type of problem. It may be possible for the individual person to improve their ability to do their job or to find some way to get reliable transportation to work. |
| apathy | According to the Mills article this condition comes from not being aware of any cherished value and not feeling that the values are under threat. EXAMPLE: If an individual does not feel any desire to live in a clean environment and does not believe it is valuable to maintain a clean environment they will experience this condition when environmental matters are being discussed and decided in the society. A further example is 'fracing' in the Marcellus Shale. If individuals do not place great value on clean drinking water supplies and are not aware that this 'fracing' process is a threat to clean water supplies the individuals will experience this condition with regard to the 'fracing' process and its regulation. |
| cherished values | According to the Mills article these are the feelings, beliefs, and conditions in a society that are considered to be very important in the society. EXAMPLES: Most societies place high esteem on strong family life, good work ethic, the need for a safe food supply, and so on. When these feelings, beliefs, and conditions of life are threatened it can be a public issue within the society. |
| well-being | According to the Mills article this condition is experienced when people cherish some set of values and feel no threat to those values. EXAMPLE: If people place great value on a safe food supply and feel that current regulations and inspections of the food supply are working correctly then they experience this condition. A more abstact example is if the members of society value loyalty to their nation and feel that the great majority of fellow citizens share this feeling then this condition is the result. |
| the experience of uneasiness, anxiety, or a deadly unspecified malaise | According to the Mills article this condition is experienced when people are unaware of any cherished values but still feel that some aspect of their well-being is threatened resulting in unspecific feelings of helpless and hopeless. EXAMPLE: In regard to economic recovery in the United States many citizens are unaware of any particular cherished values that could be supported through public policy to aid in the recovery and feel threatened that the recovery will fail to take root and progress. |
| "technological society" | According to the Turk article, this term implies that as technological advances increase in our society this advance will require more of the workforce to become more technically sophisticated when the opposite is largely true. Advancing technology is resulting in the deskilling of the workforce which diminishes the role of workers. EXAMPLE: As computer-controlled machinery is introduced to manufacturing processes the operators of the machinery need less skill and mastery of the production process to produce the same output. The computer-controlled machine is replacing this need for skilled workers so lesser-skilled workers may be employed, typically at lower wages and benefits, to accomplish the same objective. |
| mastery (of craft) | This is the knowledge of processes and materials along with the ability to conceptualize the product and the technical ability to produce it. EXAMPLE: Professional chefs must learn about nutrition, cuisines, preparation techniques, time management, product selection and ordering, many business aspects of the restaurant field and so on. All this knowledge of the restaurant industry requires time and effort to develop to the fullest potential resulting in an executive chef that cannot be replaced by lesser-skilled cooks. |
| education versus training | According to the Turk article this stresses developing critical thinking skills, along with cognitive, expressive, and analytical skills to the fullest instead of concentration on narrow skill sets that do not permit adapting to the changing structures of opportunity in the modern workplace. EXAMPLE: Students should attempt to develop skills such as good written communications and the abilities of critical thinking and analysis to challenge taken-for-granted assumptions. By doing this they are prepared to rapidly change, adapt, and update their skills as technology changes the conditions of the workplace and society in general around them. |
| observational and evaluative bias | This concept was discussed in the article by Carol Gilligan. It refers to how the masculine perspective of early social scientists distorted their views of social phenomena. EXAMPLE: The male perspective of attachment and separation of the child and mother considered the female trait of long term attachments between mother and daughter to be an inability to attain the male norm of separation of mother and son. When viewed from a female perspective the mother and son exhibit the inability to maintain the long term attachments that are found between mothers and daughters. |
| Nancy Chodorow's conclusions about masculine and feminine personality and roles | This/these concept(s) are discussed in Carol Gilligan's article. The main point is that women's experience of relationships was not due to anatomical differences of the sexes but because women are universally, largely responsible for child care. The SIGNIFICANCE is that early social development is experienced differently by male and female children. The different experiences produce differences in personality development. One of these differences is that female children have the attribute of empathy developed in their personality to a greater extent than male children do. |
| attachment and separation | This/these concept(s) are discussed in Carol Gilligan's article. The main point and SIGNIFICANCE is that children of both sexes are raised to value attachment and separation from their mothers differently. Male children are encouraged toward separation and away from attachment. Female children are allowed to foster ongoing attachment and are not as driven toward separation from their parents, more specifically their mothers. EXAMPLE: Male children are discouraged from attachment to their mothers by being mocked as "momma's boys" where a female child would be positively regarded as being a "good daughter" for her attachment to her mother. The SIGNIFICANCE is that male gender identity is threatened by intimacy (emotional attachment) and female gender identity is threatened by separation. |
| breastfeeding | This practice of early child care was discussed in the context of attachment and separation as well as contrasting the differences between western and other societies throughout the world. The SIGNIFICANCE is that western societies have vastly different norms regarding the length of time this is practiced from other societies and cultures despite the best available objective scientific data about the practice. These different norms affect issues of attachment and separation in society. |
| moral reasoning | This concept involves how individuals determine what is right and wrong or good and bad. Carol Gilligan's article highlights that this reasoning (or judging) process is greatly affected by moral development based on gender. EXAMPLE: Research on play activities of male children shows a high value on the rules of a game even if those rules are unreasonable to participants. Female children, in contrast, will value cooperation and compromise in play activities and will try to compensate for the unreasonableness of the rules of play. |
| morality of rights | This concept places the importance of individual rights above all others when making moral judgments. SIGNIFICANCE: This is commonly associated with a masculine persepective of moral reasoning. It is a consequence of an emphasis on separation instead of attachment. EXAMPLE: Male moral reasoning favors following rules and laws in a legalistic fashion and exploiting the flaws in these rules and laws to individual advantage since the agreed rules and laws permit this. |
| morality of responsibilities | This concept places the greater weight of moral judgement on leading a life which includes obligations to oneself, ones' family, and others. SIGNIFICANCE: This is commonly associated with a feminine persepective of moral reasoning. This is a consequence of placing higher moral value on attachments and resolving conflicting responsibilites. EXAMPLE: Female moral reasoning balances the responsibility to be a paid worker outside the home environment that supports the economic needs of a family with the responsibilities of sustaining family life within the home environment. |
| mediocrity (in U.S. education) | This is a problem in the United States where students are not required to perform as well as past students using the same standards. This is addressed by reducing the standards or accepting lower achievement levels as a new standard. EXAMPLE: The SAT test was changed in 1996 and the scores of previous test takers were adjusted to account for this change which improved the overall scores without improving the quality of education. |
| 1920 | This was when certain women achieved the right to vote in the United States. The SIGNIFICANCE is that this was considered to be the hallmark event of the first wave of feminism. Another significancant factor was that only certain classes of women were permitted to vote since some women had a master status of belonging to a racial minority. These minorities were largly excluded from voting regardless of gender. This point of value contradiction was ultimately resolved by The National Voting Rights Act of 1965. |
| nepotism | This practice was used as a way to place individuals into certain jobs and professions based on family connections in societies prior to the widespread acceptance of credentialing in industrialized nations. EXAMPLE: A craftsman or artist would often train their offspring in the technicalities of the trade or art and the offspring would then start working in the trade or art without further formal training outside the family. This system was replaced by the credentialing system where degrees and diplomas allowed individuals to be eligible for certain jobs rather than family background and training. |
| social integration and education | This function allows the formation of a national identity which stabilizes the political system. The SIGNIFICANCE is that if people identify with a society's institutions and perceive them as the basis of their own welfare, they have no reason to rebel. |
| functions of education | Some of these items include: teaching knowledge and skills, cultural transmission of values, social integration, and acting as a gatekeeper and sorting device for occupations. The SIGNIFICANCE is that this is the way a society that values credentials responded to the older system of nepotism from the functionalist sociological perspective. |
| school funding | This concept in educational opportunity involves how the local education system gets capital resources to operate. The SIGNIFICANCE from a conflict theory perspective is that most educational systems obtain capital from local property taxes. Since poorer communities have less capital from these taxes, the students in these communities have poorly capitalized schools which typically results in poorer educational opportunities. |
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