Soc Unit 2

defensive othering

"A way to cope with being a member of a subordinate group within a system of oppression and privilege by supporting stigmatizing labels but asserting that the label is true for other members of the social category, but not for oneself" reinforcing the power of stigmatizing labels by arguing that the label is true for other members of their social category, but not for themself (other Rigby players are too masculine and other women non-rugby players are too weak)

emphasized femininity

"an exaggerated form of femininity "oriented to accommodating the interests and desires of men"" -the rugby players had tension between their female identities and the rugby stereotypes

gap widens between MC/WC classroom strategies and success as grade level increases

"micro profits" add up to disproportionately benefit the MC -classes get larger and their is more material to cover --> students have to be more overt to get help from rteachers -teachers become harsher--> WC students have even more reluctance to ask for help

Q1 - The author introduces various explanations for the high rates of sexual assault on campus. One of these is the "rape culture" approach which includes the idea of "rape myths." What does this approach claim? While the authors are generally in support of this idea, they ultimately claim that rape culture alone cannot explain the incidence of sexual assault on college campuses. Why not?

"rape myths" = idea that there are inherent characteristics/nature of men, women, consent and sexuality that lead to sexual assault, rape culture = rape is pervasive and normalized due to societal attitudes about gender and sexuality -rape culture explanattiondoesntt take into account other factors that must be present for sexual assault to occur (the institutional arrangements such as physical proximity to victims/how dorms are set up)

people identifying as LGBT has increased

(the actual amount of LGBT people isn't necessarily increasing, less stigma around identifying etc) -has increased most among millennials, millennials were socialized differently than older people

challenges in measuring he LGBT population

-an unambiguous definition of these categories is requires -desire, identity, and behavior all play into sexuality --> which of these categories you use to measure homosexuality changes data (very few people say that they have homosexual desires, they act in homosexual ways, and identify as homosexual) --> measures have to be valid/reliable

overview

-its important to recognize the interconnected roles that children, parents, and teachers play in stratification

tables of vignettes pg 43-45

-parents/their children have very similar responses --> socialization plays a role in attitudes towards these situations, middle class and working class families socialize their children differently -less variability in the middle class responses

calarco's suggestions

-teachers need to be explicit in their expectations so that children do not have to rely so much on their class based strategies -parents need to acknowledge privilege and teachers need to acknowledge privilege differences of their students (to avoid subconsciously perpetuating privilege) -teachers need to say no and need to be backed up in saying no by administration her opinion on programs to give WC kids self-advocacy strategies: not the solution because it is difficult to change culture based habits, these efforts are also one sided (focused on the deficits of EC kids, doesn't recognize the privilege of MC kids) -only way to really change class culture is with immersion (working class kids in middle class institutions for example boarding schools adopt MC strategies)

three inequality propositions

1) we can't escape inequality (all societies will have some degree of natural inequality 2) we/societies determine the type/extent of of inequality that exists (by our different policies/practices) -ex: tax policy impacts income inequality - income made off of investments is taxed less --> example of a tax policy that benefits the wealthy. can also use taxes to decrease inequality through social welfare programs etc 3) we develop ideology to explain/or legitimize the inequality in society -ex: American dream ideology

What is the "browning" of America and what does it mean for the future of race in America? Does this browning undermine the traditional black-white color line, or reinforce it?

America is becoming more diverse/whites are slowly becoming the minority (when all other races are grouped together) This browning makes the black-white divide more like a white-nonwhite (there are significant populations of other minorities) or black-nonblack divide (some argue that demographic distinctions between races will be between blacks and all other races because outcomes for races that immigrated are improving with each generation (their setbacks were a result of immigration) but blacks conditions aren't improving as much (they're typically not immigrants)

11/16

Bridges Reading (LGBT)

11/6

Calarco Conclusion

11/4

Calarco chapters 3/4/5 (only responsible for chapter 3)

11/11

Chapter 8 - gender

10/21 Stratification

Conley chapter 7

another example of how you need tot chose indicators wisely

Latinx and hispanic essentially mean the same thing, yet way less people identify with the term latinx ("Latinx" not good indicator of how many hispanics, wouldn't accurately capture a phenomenon, its young college educated people identifying with latinx)

chapter 5 - attention

MC kids were more overt/more disruptive in seeking attention, WC was more suddle -becomes more significant as kids move up in grade level because teachers have less time to devote to students --> more overt students are going to get all of the attention -middle class students pursued recognition for their unique talents, skills, and experiences -working class students pursued recognition for the connections they could make with other people and with the material and for the assistance they could provide. they did so obliquely and when it was clear that teachers had the time -middle class students got the bulk of positive attention

chapter 4 - accommodations

MC students negotiate exceptions/accomodations WC students thought of the rules as fixed (parents put emphasis on respecting the teacher) The result of MC bending the rules is that they have more opportunity for creativity, they are more likely to have comfort and convenience (for example by asking to go to the bathroom when not supposed to, more comfortable ultimately = more able to learn) -we often think of parents as the ones negotiating accommodations but students are doing the same thing -WC received more/worse consequences, but not because they misbehaved more just because MC pushed back against punishments more (goes against existing theories that WC misbehaves more)

the woman question

Many theories can be applied to the study of gender and power (see slide) structural functionalist perspective: there's a reason for gender differences, these differences cause people to take on different roles in the family which allows society to function -criticisms: relies on circular reasoning, relies on assumptions about heteronormativity, sexuality, and wha society should look like (assumption that families function because theres a man and a woman as parents and they each have their separate roles I think). book - doesn't explain how/why gender roles change throughout history, doesn't make into consideration how other identities affect gender roles

class system and Marx

Marx felt that society was divided strictly into two classes - the proletariat or working class and the bourgeoisie or employing class -Erik Olin Wright developed the concept of contradictory class locations, which is the idea that people can occupy locations in the class structure that fall between the two "pure" classes defined by Marx.

normative identification

Positioning themselves as closer to conventional notions of femininity and heterosexuality than other female ruggers (aligned themselves with the norms and values (prescribed by dominants) of the subordinated group)

propping up dominants

Reasserting the superiority of men as athletes and as the standard for athletic play/recognizing that they're "subordinate" to the "dominant" men, recognized men as subordinate athletes, maintained m=boundary between men and women

gender and schools

Studies show that gender inequality is rampant in schools. Boys and girls are treated differently by teachers and there are different expectations for their behavior and performance. T extbooks and other materials used in schools often reinforce gender stereotypes. f

intersex

a lot more common than people think, same rate as Down syndrome yet there is a way bigger stigma (would think bc so much of society is organized around binary gender categories, society has a hard time when they can't group a person into one of these categories)

gender gender roles

a social position; behaviors and a set of attributes that are associated with sex identities -Gender roles are sets of behavioral norms assumed to accompany one's status as a female or male. -Evidence shows that gender roles have more to do with social status than biology.

status hierarchy system

a system of stratification based on social prestige -prestige is based on status --> status can come from occupation/education/etc but in more general terms it comes from society/peers (it is relational) -occupation plays a big part in determining social prestige -- prestige doesn't always have to di with income (ex: priests have prestige but don't make that much money)

chapter 7

alternative explanations

socioeconomic status

an individual's position in a stratified social order. usually determined by income, occupation, and educational attainment (there are economic and social dementions) --> combines Marx and weber's ideas of class

Q3 Armstrong makes the arguments that sexual assault disproportionately affects middle/middle upper class whites women Q4: What policy changes are suggested in the article? What are your opinions of their suggestions for changes regarding alcohol and sexual assault policies on college and university campuses?

argues that this is the case because African American frats typically dont have houses and African American social scenes are typically more gender eglatarian, white middle class people are socialized differently --> have different expectations and also makes them choose the party dorms --> allows the same kinds of people to live together which perpetuates the party culture programs right now focus mainly on education, but culture develops in response to institutional arrangements - need to combat all levels. can create better housing or more hangout spaces and make student body more diverse, consistent enforcement of alcohol policy (enforce it in frats too), education should shift to educating about coercive behaviors and the role of alcohol, universities must communicate with places were sexual assault occurs

LGBT "identity" in the research is a conservative measure of the number of LGBT people in the U.S.

because many people don't identify as LGBT but have had homosexual behaviors etc

cultural capital

beliefs, attitudes, behaviors, etc that give you advantages in institutional/network contexts

previous research

bias in student teacher interactions -studies suggest teachers can underestimate certain types of kids, Calarco says there are gaps because teachers tend to change there responses more based on behaviors (also they're not acting negatively towards wc kids just granting requests to mc kids) student resistance and teacher authority: -idea that working class kids reject authority is limited because research was done among adolescents, Calarco found that middle class kids were actually more resistant

How is poverty defined in the US? Strengths/limitations to this approach? What would be an alternative measure of poverty?

by the poverty line (level of income deemed adequate, 3 times the amount needed for food) limitations: the cost of living is different in different areas, poverty is somewhat relative, something else that I missed... also maybe doesn't take into account wealth/that people have debt ways to measure poverty more accurately: consider wealth, define it more locally, consider cost of health/education/housing, consider the current government (don't know exactly what this point was)

11/1

calarco chapter 2 - the inconsistent curriculum overview: shifts in teacher expectations were common (from activity to activity, moment to moment, etc), sometimes favored stratedgies of def. and sometimes of influence -expectations rarely explicit -students relied ore heavily on class based coaching received at home (when expectations unclear, mc students assumed strategies of influence would result in rewards while wc students assumes they would result in reprimands -teachers play a critical role in determining whether students strategies result in rewards or reprimands -cultural capital theory: teachers should always have fixed expectations that favor the mc, not true

how has college enrollment changes the occupational structure? how has it stayed the same?

changed - more women have entered he workforce same - you would expect to see women in a greater number of occupations, but there are sill many more mean in the labor force, still more women in females associated jobs, eetc -as women fill new positions, these positions decline in satus and get payed less -more men have engineering/maht/etc jobs --> biased hiring (preconceived onions about who is good at what), gender roles and socialization and institutions (for example girls may not be encouraged to do these jobs in heir families, girls and boys are treated differently in schools) -by middle school, there are differences in boys/girls' success -- they are nurtured differently, here brains aren't different at this point

11/5

chapters 6-7

identifying with dominants

claimed a heightened status relative to other members of their subordinated group (women) through closer identification with the behavior and traits associated with men

how do calarco's observations challenge assumptions about class based cultures and larger patterns of inequality? add more?

cultural capital theory = idea that there's a good fit between the values of the middle class and of schools, there's a hidden curriculum in which certain behavioral norms (middle class behaviors) are instilled in students -the fact that clear teacher expectations led to similar behaviors between MC and WC challenges the idea that (class is the main thing that determines how students act?) shows that its not just class that determines the "fit" between students and the school but that teachers play a role?/socialization doesn't completely determine stratification -teachers expectations shift - undermines assumptions of consistent fit between middle class values and school expectations (sometimes teachers dont want students to act in "middle class ways") -this does not mean that schools are neutral institutions, however --> teachers granted MC help even when it went against their expectations

discuss the culture of poverty and the concept of perverse incentives. how might these ideas be used to argue against social welfare programs for the poor? how do sociologists like Julis Wilson and Mario Luis Small response to these arguments?

culture of poverty: the argument that poor people adopt certain practices that differ from those of middle-class, "mainstream" society in order to adapt and survive in difficult economic circumstances -used to argue against welfare because promotes the idea that people are poor because of their attitudes belief, culture, etc (poverty is their own fault and their attitudes aren't going to change) perverse incentives: reward structures that lead to suboptimal outcomes by stimulating counterproductive behavior; for example, welfare—to the extent that it discourages work efforts—is argued to have perverse incentives. wilson and small: how hard someone works isn't enough to explain poverty, have to consider the context and structural reasons people can't work (ex: might not have the skills that the jobs in your area require, might not have transportation too jobs, ec) wilson: deindistrialization, globalizatttcion, gentrification, discrimination, etc are key causes of poverty Mario Luis small: victims of poverty shouldn't be blamed for their inability to escape it

calarco's definition of class

defined by parent occupation and education middle class = at least one parent has a 4 year degree and at least one parent has a professional or managerial job working class = typically only a high school diploma, worked full time, food service jobs etc socioeconomic class: income, occupation, and education --> calarco's definition of class varies from this definition

sexuality

desire, sexual preference, and sexual identity and behavior -Much like gender differences, sexual practices vary across time and place, which suggests that sexuality is as much a social construct as gender.

standards of equality

equality of opportunity: idea that everyone has an equal chance to achieve wealth, social prestige, and power because the rules of the game are the same for everyone -merittocracy is not possible without it (a society where states and mobility are based on individuals attributes, abilities, and achievements, not wealth or social status) equality of -was important for civil rights activists (because people did not have equality of opportunity) equality of condition: idea that everyone should have an equal starting point (people given different things to even the playing field) -progressive taxes are an example of an equality of condition policy -affirmative action also attempts to even out discrepancies in starting points -equality vs equity equality of outcome: each player ends up with the same amount regardless of the fairness of the game -criticisms: leads to laziness/free rider issue (people hope others will pull the extra wight when responsibility is shared) -decreases social inequality, however

How do traditional measures of sex, gender, and sexuality erase our ability to see the key ways that gender varies in our society?

erases our ability to see the nuances that they are constructs?

forms of stratification

estate system: a politically based system of stratification characterized by limited social mobility caste system: a religion-based system of stratification characterized by no social mobility class system: an economically based hierarchical system characterized by cohesive, oppositional groups and somewhat loose social mobility -what divides us most in the U.S. -theres movement within the hierarchy -theres tension among groups - when groups benefit it costs other groups -people don't always fit into one group (90% of people consider themselves middle class) --> class can be thought of in many different ways -a certain income has different implications in different locations/if you have kids etc -class can be thought of as either owning means of production or working for people that own it limits to the class system: there are different ways to define class which can contradict each other (for ex, whether you own means of production and salary) -u.s. stratified by socioeconomic class (income, education, occupation) elite-mass dichotomy system: has a governing elite — a few leaders who broadly hold the power of society. social mobility: he movement between different positions within a system of social stratification in any given society, can be either horizontal or vertical and can take place on the individual or group level.

Calarco Chapter 1 - coached for the classroom (appendix/intro notes not included here, see nb)

ethnography: participant observation -drawbacks: bias of researcher, white coat effect, harder to generalize results (only looking at one school) chapter 1 overview: middle class parents teach strategies of influence and working class parents teach strategies of deference, children internalized these lessons -cultural capital often treats stratification as the product of cultural matching, but middle class parents don't teach their children to comply with teacher's expectations (not a cultural match)/teachers don't always favor strategies of influence -*socialization is linked tot stratification

evidence that gender is not considered a binary in other cultures can show that we don't have a gender binary in the u.s. because its "natural"

ex: a third gender is recognized among some navajos ex: hijras in india - biological men that dress as women, recognized as their own gendeer

american feminism

first wave: from the mid 19th century until women won the right to vote in 1920. campaign organized around gaining voting rights for women (suffrage movement) second wave: 1960s and 70s, often associated with the issue of women's equal access to employment and education third wave: -criticized second wave for only focusing on middle class white straight women (the most recent period of feminist activity and focuses on issues of diversity and the variety of identities that women can possess.)

11/18

gender and intimate relationships (Armstrong reading)

gender

girls outperform boys, teachers give harsher punishments to boys, etc -but Calarco didn't notice differences on help-seeking/self-advocacy between boys and girls --> parents taught them same things (gender matters, but doesn't seem to affect how students deal with challenges, she found that girls and boys performed similarly)

race

greater percentage of hispanics identify, then asians, then blacks, then whites -the average age of white people is higher than the average age of these other groups, this trend could actually just be a result of the fact that there are younger people)

income and education

greater percentage of lower income people identify, greater percentage of less educated people identify (not causal relationships)

thinking sociologically, what factors might influence how easy or difficult it is for immigrants to transition into American society?

how willing they are to assimilate/how strongly they hold onto their culture - Americans are more accepting of immigrants who make an attempt tot adopt American culture appearance - more white looking = more accepted

identifying with dominants normative identification

identifying with the values associate with dominant groups identifying with the normative values prescribed by dominants for subordinated group members

Q2: the three levels tithe contribute to sexual assault

individual level: expectations - people bought hat partying was supposed to be a part of college, expectations came from socialization (families, peers, etc) -expectatitons are gendered - expectations about how you're supposed to dress at parties, heteronormative expectations about how you're supposed to act, etc organizational level: b/c of the physical location of the dorm and because of institution rules such as no drinking in dorms and other aspects of dorms (no hangout spaces etc), women are shuttled to frats. universities make heterosexual peer cultures possible by congregating similar individuals (similar people live together). policies meant to be gender neutral have gendered consequences interactional level: behavior expectations at parties are gendered (women expected to be grateful to hosts for example), women are reliant on men since they shuttle them to the parties (cant go home when they want to, etc), who gets alcohol and who gets it first impacts interactions (usually brothers and then women receive alcohol, alcohol contributes to sexual assault)

under what conditions do teachers prefer that students use strategies of influence/deference

inference - when teachers have a lot on their plate they expect that students seek them out if they need help deference - during tests, when teachers dont want students to be disruptive, group work (teachers expect students to learn from their peers/struggle together), in situations when they want students to experience productive discomfort (want them to learn by struggling through something, teaches problem solving skills)

Gender as an institution (pg 297)

institutions constrain/inable certain types of behaviors --> gender determines what is acceptable to wear, what sports you can play, defines roles within families, etc) book: gender organizes our day to day experiences -gender also affects all other institutions (for example, affects experiences in the work place, military (who can do what and the different standards for men/women), etc -another example of gender as an institution: shapes language, for example "Latinx"

challenges for women in he workplace

less pay, sexual harassment, sexism, tracking to certain kinds of jobs, the feminization of jobs, double standards (are seen as either aggressive or too timid, while these behaviors in men make them good leaders) book: the glass ceiling - an invisible limit on women's climb up the occupational ladder

upwardly mobile middle/working class families showed more nuanced attitudes

mc (started as working class): more reluctant to have their kids ask for help than other mc parents --> their wc background still influenced heir attitude wc (parents that were financially successful but didn't necessarily have degrees): were not focused on entry into Elie schools like other mc parents (attitudes differed from other mc parents)

working class vs middle class parent responsibilities

middle class: middle class parents believed it was their role to ensure the children's academic success by teaching their children to use teachers as resources/ask for help, be assertive, and avoid consequences -avoiding consequences often involved parent intervention (middle class parents felt more comfortable negotiating with teachers, felt more like equals to teacher) working class: parents believed it was their role to promote character development b y teaching their kids to be respectful (book: has to do with negative stereotypes), teaching them good work ethic and to handle problems on their own/be self-reliant, teaching them tot be responsible/to accept consequences -working class parents less likely to challenge teachers because less confident in their own academic abilities (teacher is the "expert")

figure 8.1

more women are now enrolling in college than men (more women are also grabbing) - does it say why?

figure 8.2

more women have entered the workforce (but there are sill more men in the workforce)

gender and LGBT identification

more women identify than men, identification has increased among women more than men as well

Q3: ezzell's argument on the use of the word bitch

one could argue that by using the word bitch, women are taking power away from the dominant group, but ezzell argues that women's use of this word still perpetuates sexism because its still reinforces the idea that masculine = dominant "Tammie reinforced this sexist theme by [by positioning] the comp u players as masculine/though in relation to their feminine/weak opponents" (pg 117) -was used to subordinate her opponent

chapter 3 - assistance -- look att fun 3.1

overview: mc students sought assistance and were persistent, wc students dealt with problems on their own. when ex students did seek assistance, they waited for signs that requests were welcome. mc students sometimes received reprimands, but more frequently got the help they wanted and completed their work quickly and accurately. wc students spent more time struggling and often went without the help they needed to succeed -inconsistency w/ cultural capital theory: same argument from before + *mc students secured advantages not by complying with the expectations of schools but by making requests that went against expectations (more successful in school bc go against expectations not bc their culture fits with thtem) -children are an active part of creating stratification negotiated advantage: advantage that results from efforts to pressure institutions to grant requests for support, even when that support exceeds what is fair or required -MC students are quicker to ask for help, WC students spend more time struggling --> WC often didn't;t complete assignments, but sometimes there were productive discomfort benefits -MC also had teachers check their work and were therefore mote likely to get problems right

sex

perceived biological differences that society typically uses to distinguish males from females (emphasis on perceived)

Why do you think David Grusky sees residential segregation as important when it comes to combating poverty and inequality (quote pg 417)? what are some challenges in addressing residential segregation?

perpetuates a cycle of bad education for poor (bad schools in their neighborhoods) so they can't get out of poverty, segregation by income = segregation by race, integrated communities/when poor aren't all grouped together = poor have access to the same resources, schools, green spaces, role models, jobs, etc -- easier to get out of poverty) challenges - maybe that blacks move into affluent neighborhoods there tends to be white flight so hard to fix segregation that way, people tend to move to places where they will be surrounded by people like them?

10/23

poverty Conley chapter 10

11/25

race Conley chapter 9

recall the quote "whatever we believe to be real is real in its consequences." how might we use this quote to speak about race?

race is a concept socially constructed by society, but we act in accordance with it so it is real in its consequences (symbolic interactionism) ex: the term hispanic only has meaning in the u.s. - people in Latin America are typically not descendants of Spain, they come from many different countries (have many different ethnicities I think you could say?) but they are all grouped together into one in the u.s. --> this grouping of people is real in its consequences, for example hispanics have a lower graduation rate than whites

11/20

rugby reading structure: data, findings, and discussion under each category

privilege and power (roscigno quote pg 188)

rules disproportionately favor the wealthy/priveleged/people with power in all realms of life not just in schools -ex: lower taxes on investments than on incomes, exam criteria for college admissions -people with power/wealth/etc are the ones creating the rules and the middle class also has the power to "manipulate" the rules since they have a better understanding of the rules --> rules that are meant to level the playing field/be universally applicable do not

culture emerges from institutional arrangements

rules, policies, the way dorms are set up, etc leads to the emergence of a particular partying culture (different rules etc at different schools leads to diff cultures)

sex vs gender

sex is based on biology (though perceived biology - I think this is getting at the fact that "males"/"females" aren't always entirely one or the other based on biology) while gender is based on normative expectations associated with the sexes

intersectional critique of 8.3?

shows wages gap between men and women, but this gap can vary a lot more depending on intersecting identities

what are the consequences for class based strategies for children once they get to college? difference between small vs large school?

small school - people are more likely to reach out to struggling students/students who may be using strategies of deference WC students might feel less comfortable going to office hours -fit between middle class strategies of deference and middle class college institutions (set up for strategies of influence)

stratified societies

societies where human groups within them are ranked hierarchically into strata along one or more social dimensions -people an be "ranked" in society by income, religion, political rights (for ex whether youre a citizen), status, gender, race, sexual orientation (social characteristics are used to stratify people)

different strategies of the middle/working class

strategies of influence: associated with middle class - treating teachers as resources, avoiding consequences, and being assertive/requesting support strategies of deference: working class - treating teachers with respect, tackling problems on own, taking responsibility for own actions these represent 2 different forms of socialization depending on class background

race

students' strategies were more similar to their peers' of the same class than of their peers of the same race intersectionality and class/race: different categories, sometimes overlap between minority/WC but not always

the article and theories/terms

symbolic ineractionism: the roles that people are expected to fill as male/female etc influence interactions (a micro-level theory in which shared meanings, orientations, and assumptions form the basic motivations behind people's actions.) socialization: colleges are institutions, they socialize studentts networks: peer networks influence who you spend time with, if you party etc. (a set of relations-essentially, a set of dyads- held together by ties between individuals) institutions: institutions such as the school, greek life, etc. play a role in perpetuating sexual assault culture

chapter 6: responses and ramifications

teacher bias: idea that teachers have bias against WC students (they're less likely to be put in advanced classes, more likely to receive harsh punishments, etc) -calarco says that at the school there wasn't really teacher bias because the teachers cared deeply about all of their students and wanted to level the playing field, however their actions still reinforced inequality. they also changed how they responded to students more based on behavior -they had good intentions, but the context of the institution put constraints on their behavior. for example, teachers said yes to MC's negotiations etc in order to avoid hassle and avoid pushback from students/parents -important they maintained good relationships with parents because important source of resources/money/support and parents could put teachers jobs in jeopardy

Inconsistent curriculum

teachers sometimes want students to use strategies of deference and sometimes strategies of influence but are rarely explicit about what they want

stratification

the hierarchical organization of a society into groups with differing levels of power, social prestige, or status and economic resources

what is the concept of the knapsack of privileges? how does this affect different ethnic and racial groups?

the idea that white people have "invisible" privileges that put them at an advantage in society, such as not having to educate their children on racism for their own protection or the fact they can buy bandaids of heir skin color

intersectionality

the interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.

Q4: ezzell's examples of other areas where defensive othering functions. how does access with approval differ from access without approval from the perspective of the subordinate group in question?

the processes of identifying with dominants, normative identification, and propping up dominants occur when a subordinated group seeks access to a dominant institution but still expects approval from members of the oppressor class examples: when women in powerful positions actively keep other women out, successful women or women of color arguing against affirmative action, etc. (pg 125) subordinate groups may seek access to dominate institutions without seeking approval: they may seek access in attempt to change the institution, challenge institutional norms, etc. this is most likely to occur when subordinates have achieved a sense of group consciousness around subordinated identities and solidarity among members

something to keep in mind with this book in general

the setting complicates the patterns observed

chapter 3 and existing theories

theory that non cognitive skills are important to learning such as knowing when to ask for help -she buts up against this by saying that teachers ultimately decide the result of those skills being utilized (if they result in something beneficial to learning or if they will be given consequences etc) -the MC ultimately often resisted auhority by utilizing these skills

do we continue to keep categories such as race and gender in discourse by studying/paying attention to them?

these categories/indicators have very real consequences -ex: lesbian women more likely to get expelled

can working class students attain cultural capital at elite institutions?

they can learn the cultural capital of their peers and MC students can also learn the cultural capital of their WC peers -mc students can learn from wc students' cultural capital: can learn tot be more patient, polite, and more persistent in working through problems on their own -"socio" category of socioeconomic class is more "sticky" than economic part -- can change economic status but culture of class raised in will stick around

hetersoexyfit

tough, assertive, fit, yet feminine identity

hidden curiculum

unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school -schools teach kids to act in middle class ways

does context matter do children learn from eachother

wc students in mc schools might receive more encouragement to seek support, might receive more unsolicited support, and might be more comfortable seeking help around mc peers wc students did not adopt their mc peer's strategies -- they viewed these strategies as disrespectful, didn't always link behaviors to their benefits -friendships were usually formed along class lines (because of neighborhood segregation, wc students more involved in school activities where they made friends, etc) as you move up in level of education, spaces become more elite (however there are more opportunities for cross class interactions)

What does poverty look like in the U.S. compared to other industrializing/industrialized nations? What might explain our unique situation?

we have more poverty, there are less policies put in place to prevent it our fragmented government - power is very divided so its difficult to develop a comprehensive safety net timing - European countries that became capitalist more recently had political institutions that were able to protect the weak through welfare etc (when u.s. became capitalist it didn't have this yet) race - authority was shifted from federal government to state and local governments to restrict blacks from participating in democracy --> much weaker safety net

wealth vs. income

wealth: family or individual's net worth (total assets minus total debt) income: money received by a person from work, transfers, or returns on investment wealth/income gaps: -wealth tends to stay the same from generation to generation/they take longer to change, and for this reason there is a large wealth gap between whites and minorities -easier for next generation to have a different income than there parents -- the income gap between whites and minorities is much smaller than the wealth gap. -ex: 2 students with the same abilities/gpas etc may get the same job after college with the same salary, but one may have debt from school (lower wealth of this persons parents has been maintained for this person) "Wealth- the value of financial assets such as savings, real estate, stocks, and bonds, minus any outstanding debts" -wealth can be used o invest in an education "Income- money received from sources such as wages and salaries as well as from the interest, dividends, and rent generated by wealth"

class system and weber

weber's concept of class is based on grouping people according to common opportunities available in the marketplace -- emphasis on the value of property or labor in the marketplace -class not based on income, can offer things to the marketplace such as your level of education, your skilled or unskilled labor, your ideas (startups), your goods/services (to sell them) --> bringing these things to the marketplace gives you opportunities which place you in a certain class

what are the consequences of this curriculum for middle and working class students

when expectations aren't clear students rely on what they've been taught at home (middle class students end up getting more help) -when teacher expectations are explicit, working class/middle class students act similarly

more detail = a better understanding of datta

when you break the increase in LGBT identifying people up by age, you see that the increase is mostly among millenials another example: the average household income has increased, but when you break it up by income really it is mostly the top 20% and top 5% households that have increasing income

nature and nurture

you can't separate the two, both influence gender