SOC Test 4 (Chapters 10-14)

Our religious values and way we worship are shaped by society and our family's position in the stratification system. ____: ____ ____ of Religion: -____: religion perpetuates prevailing power structure -Proletariat: religion is sedative the opiate of the people -Offers escape from reality, low risk of rebellion, justify well-off as having earned it -____: ____ ____: "pattern of people belonging to religious groups that espouse values and characteristics compatible with their social status and self-interests" -Religion of poor: obedience, affluent: tolerate others, view factors that limit opportunities as evil Racial Bias, Gender, Religion -Religion has multiple and contradictory effects on society (meaning system could teach tolerance, but belonging system tolerates offensive jokes) -Structural system can support prejudice or discrimination -Structural and informal systems together could also support discrimination Is Religion Dying? -High unaffiliation, individuals claim to be spiritual Measure of Religiosity: attendance, belief in God, church membership, giving to charitable causes By 2060... Muslim numbers nearly equal to Christians, Atheist down due to low birth rate, India have most Muslims with Hindu majority, 4/10 Christians sub-Saharan Africa 2 Types of Values (standards of judgement people decide based on goals and outcomes) ___, ____ ____: the diminishing influence and role of religion in everyday life (more pervasive in Meso/Macro, still exists Micro: religion) Does Religion Foster War or Peace? -Christians: nationalistic loyalty US V THEM -Liberal theories: God can speak thru variety of channels -____ categories (racial groups -> ethnicity/economic differences) reduces social hostilities) -Rise of global fundamentalism: local reaction to modernization and globalization (results in ___: threats to traditional culture and perspective) Technology: 95 Theses -> Printing Press -TV and Multimedia Worship (spread messages, meet consumer demand) Same-sex marriage (still define marriage between man and woman: legalization has increased in changing attitudes among denominations: ordination of gay or lesbian bishops or ministers: Episcopal -> Anglican) Increase in support 2 Catalysts for change in Religious Organizations 1) ____ in society (competence and commitment rather than truths beyond control) 2) ____ and social media (spread messages across world) -Beliefs do not have to be objectively true

-CT, Class Base -Marx -Weber: Elective affinity . . . . . . . . . . . . . . . . . . -Ideal, Real -Secularization . . . . . . . . . . . . . . . . . . . -Crosscutting -Anomie -Secularization -Globalization

Divorce - ____ ____: Divorce and its Social Consequences: -High _____ cost (men have harder time ____ adjusting, women have harder time ____ adjusting) -____ can help relieve poverty, children's adjustment depends on age and how well the parents handled the divorce Marriage, Divorce, and Public Sociology -National family patterns and policies in the US (obtaining a divorce is relatively easier here, some groups want it to become harder, some say healthy marriages help society, not unhappy ones: sex-ed programs successful when talking more of how to have and sustain a ____ ____ than just sex) ___ is only one aspect of a relationship. Global family patterns and policies: -More young people decided to ____ and ____ marriage due to increased access to contraceptives, desire to acquire careers first -Processes and decisions at each level affect other levels

-Contract Breaking -Emotional cost -Financially -Alimony -Healthy relationship, sex -Delay, forego

Types of Religious Organizations: 1) ____: centralized coordinating bodies or associations that link local congregations with a smaller history and theology (US: a denominational society) -Freedom of religion, prohibition of a state endorsed church Denominational Structures: 1) ____ polity/structure: authority of local congregations, make own decisions (Baptists, United Church of Christ, Mosques) 2) ____/Hierarchical: pattern of governance placed within authorities over local churches in the central hands of bishops (RCC) -Bishop decides priest/minister (Methodists) 3) ____: middle ground between the 2 (authority is shared) (Presbyterian) NRMs/Cults: a rise to meet needs not met thru traditional religious organizations (beginning phase often new religion not denomination) Cult is used as a descriptor, now use NRM ____, ____, and ____ were all NRMs. Most not dangerous to members today. Dominant religions in any society generally support the dominant political systems and ideologies of that society. Religion and Family: Many sacred ceremonies in religion are family affairs Religion and Politics: -Theocracy: rule by God, religious leaders, accordance with God's presumed wishes Religious dominance, Theocracy, Official State Religion, Separation, Tool to Legitimate Actions by Government, Religious organizations eliminated, State dominance -Civil religion: set of beliefs, rites, symbols that sacralize the values of society and place the nation exists in context of transcendent meaning, often giving it divine significance (flag) Protestant Ethics and Capitalism: Weber: areas in Europe where ____ had greatest following, capitalism grew fastest 1) _____: 1's destiny (people looked for signs of status) 2) ____: the doing of God's work, have the right attitude 3) ___-___: living a simple life (no luxuries: ____ ____) 4) _____: each individual faced his/her destiny alone by God. Marx: stay in place, Weber: change was brought -____ of ____: God wants you to be wealthy (megachurches, Televangelism) ___: religion has some positive consequences that hold society together (functions) 1) ___ ____ sense of belonging/unity to others, common sense of purpose (Durkheim: suicide) 2) ____ ____ ____ and ____: often socializes norms, stability thru absoluteness 3) ____ ____ Fundamentalist religions: maintain status quo, Shinto/Confucianism/Buddhism: promote change (Depends on religion, time/place)

-Denominationalism -Congregation -Episcopal -Presbyterian . . . . . . . . . -Christianity, Buddhism, Islam . . . . . .. . . . . . . . .. . . . . . . . . -Calvinists -Predestination -Calling -Self-denial, delayed gratification -Individualism -Gospel of prosperity -SF -Social Cohesion -Legitimating Social Values and Norms -Social Change

Religious sanctions encouraging conformity are strong (made sacred) -Religion helps explain the meanings of life, death, suffering, injustice, and events beyond our control -____'s ____ ____: view such questions belong to a different realm beyond the mundane, elicit feelings of awe/reverence/fear -Religion ____ (makes sacred and unquestionable) the culture we live, classes/castes we belong to, attitudes we hold, and adhering to morals. US VS. THEM Components of Religion: 1) ____ system (MI): ideas and symbols religion uses to provide a sense of purpose in life and help explain why suffering, injustice, evil exists. (dance for rain, big picture for events otherwise chaotic/irrational) 2) _____ system (MI and ME): interpersonal networks and emotional ties that develop among adherents to a faith (kinship network often found before adhering to religious doctrines) 3) _____ system (ME and MA): develop a system of control and screening of new revelations (new methods of assigning leaders, raising funds, continuation of group) ____ of ____: develop established roles, statuses, groups, and routine processes for replacing leaders after death for next generation survival Local: ____ (people who regularly gather for religious services) Individuals and committees have specialized tasks (bureaucracy: goal displacement, alienation) Becoming Part of a Faith Community: MI -socialization, family determines religious context growing up -Learning meaning system both ____ and ____ (taking classes vs. observing others) -commitment to organization (sz to make sacrifices to structural system) ___: Look most at meaning system: interpreting objects differently from members of larger society, results in distancing, different behaviors among groups Meaning system made up of 3 elements: 1) ____ (stories that transmit values and embody ideas about life in the world) (not implying untrue) 2) ____ (ceremonies or repetitive processes often used to invite a sense of awe) Islam: _____ (conformity of behavior) FIRST THEN ____ (conformity to beliefs and doctrines) - Baptism: 1: pray five times a day or go to church, 2: believe in a god 3) ____ (an object or action that represents something else therefore meaning beyond its existence: emotion-laden, information with immediacy sacred symbols: used extensively in rituals to represent myths) All 3 are interdependent, interrelated Seeking Eternal Benefits: ____: -Benefits are ____ (Churchgoers are consumers to obtain a product, Churches are franchises in a competitive market, Clergy are entrepreneurs - produce commodities to meet consumer demand) -____ economic analysis disagrees

-Durkheim's Sacred Realm -Sacralizes . . . . . . . . . . . -Meaning -Belonging -Structural -Routinization of charisma . . . . . . . -Congregations -Formal, informal -SI . . . . . . . . . . . -Myths -Rituals, Orthopraxy, Orthodoxy -Symbols -RCT -Nonmaterial -Utilitarian

Early Families: -Families have shifted from being ____ ____ of ____ to ____ of _____. -Work and family used to inhabit the ____ ____. -Shift in legal structure in 16th/17th century. (women could inherit own property like males if in same lineage: later pushed patriarchy) -Then the ___ happened. Post-___: -___ led to people ____ ____ for ____. -Work was now completed ____ the ____. -Led to creation of what is known as separate sphere: (Work ____ the ____ became ___ dominated, work ____ became ____ dominated. '____ of _____' -> family became more private, seen as essence of magic) As the view of family changed, so did the view of children... In the ____ family unit, children were ____ ___ -A ____ on life until they could eat, then walk, then work on their own. -High _____ ____ = necessity for ___ of _____ (difference in ages, mothers dying while giving birth, more than one wife) Modern conception of childhood didn't come into being till the turn of the 20th century (Child Labor Laws of the 30s) -Children as ____ ____ - 'blank slates' (Locke) -____ became a protected - and increasingly prolonged - time period. -QUALITY over quantity. Now children learn culture and family teaches the culture, not working. The (myth) of the American Nuclear Family: -_ parents, _ children (to replace the population): 1 parent works (usually?) ____ ____ for a wage. -1 parent (usually _) does not work for wage and stays ___ ____ to care for children. -Myth: perpetuated by 50s TV shows (Leave It To Beaver), Only a reality for ___-____ and ____-_____ American homes. -____ class/____ class never had this as a reality (both parents worked). Definitions of Family: -____ _____: one man, one woman and 1/more biological or adopted children (Cosby, Family Guy) Has DECLINED. 'The Nuclear Family' -____-_____ _____: all other types of families (Modern Family) Includes single parents, cohabitation, same-sex, or step families from divorce or death of partner. What is a family? US Census definition: group of people ____ ____, connected by ____ or ____ ties. VS. ____ ____: social links and boundaries, defined by biology and social custom, establishes who is related to whom; family bonds -Census does not consider ____ or ____ people a 'family' unless there is a ____ or ____ tie between them. -Census does not consider ____ ____ to be a family. -A '_____ _____' - kin, shared home, we decide whom we consider family. (FRIENDS or family we CHOOSE because we do like them.) Rights Families Only Have: -Hospital Visitation Rights (pre-2015: no same-sex) -Inheritance -Medical Decisions -Tax Benefits Definitions and Typical Compositions of Family Change With Social Norms -Most basic institution of society because (it is where we learn social norms, most of us spend our lives in a family, major life events are in a family context: gender roles and manners learn: we DO family, social construction) ____ of ____: one you are born into or adopted into ____ of _____: you create for yourself Theoretical Perspectives on Family: Symbolic-Interactionism: most MICRO: -Define what is normal based on those around us -Couples ____ ____ relationships -Humans are ____ ____ that ___ family. (Differences in your family versus the family you grew up in.) Can change your definition of family and make that your child's norm. Rational Choice Theory: -Patterns in family are _____ to the extent that they ____ members. -If people feel like they ____ ____ than they ____, relationship turns sour. (Putting more in than the other: feelings of resentment) Need for RECIPROCITY. Financial concerns: much more likely to divorce.

-Economic units of production, units of consumption -Same sphere -Industrial Revolution -IR -IR, leaving home for work -Outside the home -Outside the home, male, inside, female, cult of domesticity -Productive, small adults -Strain -High infant mortality, lots of children -Tabula rasa -Childhood -Middle class, upper class -Lower, working -2, 2 -Male, outside home -Female, in home -Traditional family -Non-traditional family -Living together, biological, legal -Kinship system -Cohabitation, unmarried people, legal, biological tie -Close friends -Familistic package -Family of orientation -Family of procreation -Socially construct -Active agents, do family -Reinforced, benefit -Give more, receive

Becoming a Faith Community: Micro Level Analysis: Seeking ____ ____: RCT: -Views church-goers as ____ obtaining a '____' -Counter to the way most ____ ____ understand their ____ ____ -A jaded perspective, obtaining an ____ to get this reward/____ -Aggressive religious entrepreneurs, how can we make money off of believers? -____: ____ ____: "pattern of people belonging to religious groups that espouse values and characteristics compatible with their social status and self-interests" -We learn ___ ____ and ____ through ____ -We are unlikely to adopt a faith ___ ____ in our _____ (does not exist in their ____: if we do not already know someone who practices) -Most people believe because they want to _____ (Durkheim: give us a community to belong to) -Survival of a religious group depends on how willing members are to ____ (give of themselves thru time and money) (churches are non-profits, not for-profit organizations: need congregation members willing to sacrifice in support) -More ____ in religious membership now than ever (no affiliation or atheism, changing) -Becker: rules for joining a religion are like joining a ____ (new-comer fake it till you make it and see does this work for them) Religious Adherence Around the Globe: -Lines shifting, usually just cross ____ _____. Christianity, Islam, Unaffiliated ___ and the ____ of _____: S-I: -Religious meaning systems made of -____: stories that transmit values (TRUE in some _____ _____) -_____: ceremonies or repetitive practices to invoke a sense of aw, involve acting out ____, create a group environment: collective effervescence -_____ (sacred ___ used extensively in ____ to act out ____) -All three are ____/____ -All come back to a sense of continuity, morality based groups, best way to live our lives (see in national policy) Religion and Modern Life: Meso: -Types of religious organizations: Micro/Meso Connection -_____ and ______: a distinct religious body within a broad heading (Christianity: Eastern Orthodox, Roman Catholic, Protestant | Jewish: Orthodox, Conservative, Reform, Reconstruction) centralized coordinating bodies or associations that link local congregations with a smaller history and theology Share name, traditions, and identity -Key conditions for _____s: -freedom of ____, -prohibition of ___-_____ _____ Structures: 1) _____: smallest level, stops at local-level churches, which have the power (hire/fire, own property, control finances) 2) _____: the other end of the spectrum. Also known as ____ _____: governed by bishops, local-churches are headed by a bishop (one level up) (Roman Catholic Church: congregations known as parishes) RIGIDLY STRUCTURED 3) _____: the middle, authority is shared, neither can trump the other meet locally, regionally, nationally, internationally (locals have say in national and international meetings) it also does not stop at the local level. (2 and 3 do have churches of same name, not talking about that) New Religious Movements (NRMs) and Cults: -Sociologists say NRM because the term cult has become negative -NRMs usually: -originate with a _____ _____, -are hard to study because members fear _____ (being made fun of) -Come from immigration or within an existing religion, with a member turned leader having a revelation, or things that need to be changed Religion and Politics: -_____: ruled by God, rulers in accordance with God's presumed -___ _____: set of beliefs/ideas that sacralize a society's values, transcendental meanings which now connect, seemingly ordained by a deity (under God added in Cold War) Religion can reinforce the _____'s _____ or have conflict with ____ over morality and justice -US ____ _____ not explicitly Christian (because of religious pluralism) but mentions God in many areas <- Religion dominates , _______ , _____ _____ _____ , separation , religion ____ ____ ____ to ____ actions of government , religious organizations _____ to _____ _____ for ______ , State dominates -> -Where does the US sit in the links b/t religion and state timeline? Is Religion Dying or Reviving? -Marked increase in ____ ____ -Yet indication (micro) of ____ _____ in US and Canada -_____ of candidates raised in political campaigns throughout US history -The 'intensely religious' are more visible because they are loud, are not a majority Secularization: The diminishing influence of religion on our everyday lives -____ _____ (Voas/Chavez, 2008): ______ undermines religious belief and activity: meta studies only show 2-3 decades, need to see at least 4, very slow trend for the decline, more decline in moderate Religion: Fostering War or Peace? -Most religions advocate for peace and harmony, but reality is often different -Congregations may be labeled 'Unamerican' (The religions that draw in the most members are _____, have distinct ___ ___ and ____ ___, the peaceful messages do not) -____ ____ may indicate ____ of ____ (by a religion noting that other theologies also provide a pathway to salvation and enlightenment) -Global rise of ____ ____, a local reaction to the globalization of modernism: literal interpretation of holy books, unlikely to believe in tolerance or pluralism, the only truth -___ ____ ____: more contact with antagonist groups causes more peace and less anger/hostilities -____/Coextensive Lines of Differentiation, ____ Lines of Differentiation Social Policy -Some religious groups allow same-sex marriage, more Americans favor -Others, most, do not still recognize same-sex unions as legitimate -Some denominations allow gay and lesbian clergy members, but still a resistance among many religious members -Many religiously affiliated people still oppose the recognition or acceptance of transgender people -TRADITION: things change slowly in these groups

-Eternal benefits -Consumers, product -Religious people, own behavior -Afterlife, product -Religious outlook and behaviors, socialization -Not practiced, society, society -Share -Fluidity -Subculture -Within groups (diff. denominations) -Symbols, creation, meaning -Myths, metaphorical sense -Rituals, myths -Collective effervescence (CE) is a sociological concept coined by Émile Durkheim. According to Durkheim, a community or society may at times come together and simultaneously communicate the same thought and participate in the same action. -Symbols -Interrelated/interdependent -(an object or action that represents something else therefore meaning beyond its existence: emotion-laden, information with immediacy sacred symbols: used extensively in rituals to represent myths) . . . . . . . . . . . . . . . . . . . . . . . -Denominations, Denominationalism -Religion, state-endorsed church -Congregational -Episcopal/Hierarchical Structure -Presbyterian -Charismatic leader, persecution -Theocracy -Civil Religion -State's power, state -Civil Religion . . . . . . . . . . . . . . . . . . . . -Theocracy, official state religion, used as tool to legitimate, outlawed to eliminate competition for loyalty -Separation/used as tool . . . . . . . . . . . . -Unaffiliated people -Religious commitment -Religiosity -Secularization thesis, modernization -Nationalistic, in-groups and out-groups -Religious Pluralism, secularization of theology -Religious Fundamentalism -The Contact Hypothesis, Parallel, Crosscutting

Family Dynamics: Micro: -Mate Selection, even in Global North: not entirely individual choice. Limited by geographic proximity, ethnicity, age, social class. -Norms: Societal Rules: unwritten norms varying from cultures. -____ (prevents sexual jealousy) -____ (less biological diversity) -Both LIMIT the number of possible mates. -Homogamy -Finding a Mate: -Arranged marriages -Free-choice marriages -Mate Selecting: ____ ____: narrow potential partners (dating is a 3-stage process: a series of sequenced decisions: stimulus, values, roles and needs) Who Holds the Power? Power relations (MI) shaped by cultural norms (MA) 2 Areas: ____-____, ____ ____ -D-M: Patriarchy, Matriarchy, Egalitarian -Second shift Family as an Institution: MESO -2 Main Forms of Marriages (Monogamy, Polygamy - Polygyny, Polyandry) -____ ____ (2 or more adult generations that share tasks and living quarters) -Nuclear families Feminization of poverty -Socioeconomic Status and Position (inequalities passed down thru social class: Concerted Cultivation: nonphysical sanctions, Natural Growth: physical punishment) social class -> parenting -Dual Worker Families -GN: support DWF with family-friendly policies -Family and Medical Leave Act National and Global Issues: -Same sex marriage -Divorce (contract breaking) -____ ____: when married children live separately from either set of parents -Bilateral kinship systems: tracing lineage thru both parents -Countermovements: strengthen marriage thru modesty of women, separation of sexes, rejection of some Global North trends Family Research Council: no-fault lines NO. Family life linked to global patterns (contraceptives, career starting) -Family conflict and disorganization (cannot carry out expected roles) -Voluntary (divorce, separation) -Involuntary (illness) -Crisis by external events (war, economic conditions) -Failure to communicate role expectations and needs

-Exogamy -Endogamy -Filter Theory -Decision-Making, Work Roles -Extended Families -Neolocal residency

____ iI the single most important influence on a child's school achievements. -Homogenous societies: centralized goal setting and school decisions with little controversy -Heterogenous societies (US): many different subcultures with own needs and interests ____: ____ (PLANNED/FORMALIZED) AND ____ (RESULTS OF PROCESS) JUST AS IMPORTANT: -M: teach skills necessary to become ____ _____ ____ ____, ____ children to be ____ members, ___ individuals for ____ ____ (____ ____: placing students into different groups within classes), promote ____ ____, enhance personal individual and social ____ -L: ____ and ____ underaged children, weaken ____ ____, provide opportunities for ___ ____ to develop, provide contexts for the development of ____ and ____ ____ Can School Bring Equality in Society?: Equal Educational Opportunities Act of 1974 -Provide common curriculum for all children regardless of background -Allow diverse background children to attend the same schools -Provide equality within a given locality 3 Practices Tend to Lead to Inequality in Schools: 1) ____ ____ ____: ___ (shadow education) 2) ____ ____ (2 common forms: 1) ____: not in US, different secondary schools to address needs of students with different abilities) 3) ____ ____ -Elementary and Secondary Education Act (equitable state and local funding for higher poverty and lower income schools -Harlem's Children's Zone Approaches to learning typically reflect a society's ___ and ___ values 1) Capitalism: individualization, competition 2) Socialism: cooperation and collaboration

-Family -SF, Manifest, Latent -Effective participants in society -Socialize, productive -Select, key positions -Ability grouping -Social participation -Development -Confine/supervise -Parental control -Peer cultures -Friendships, mate selection . . . . . . . . . . . . . . . . . . . . -Assessing student achievement, testing -Student Tracking, streaming -School funding -Social, economic

Education: An Overview: -___ ____: schooling that takes place in a ____ ____ with a set ___ (even home-schooling) -Development of ____ based on nation's level of ____ (industrially), ____ values (norms, hierarchy), ____ ideology (who is in charge) ____ ____ has benefits for country. Micro Level Theories: Individuals within Schools: Symbolic Interactionism and the Classroom: -Classrooms are ____ ____ of peers that reflect patterns of the ____ ____. -School creates structure that influences how individuals ____ their ____. -Family socialization: homogenous, School is the first taste of diversity. The SECOND stop for socialization. Kids create world with meaning within their social circles (Bill is just one of the kids.) How we interpret school changes over time and with technology. Rational Choice Theory and education settings: -Students considering dropping out ____ ____. (working full time, boredom, armed forces, immigration status, trauma, teen pregnancy or caring for someone else) -____ ___ influenced by many factors. (low money, poor funding, lack of benefits, dealing with parents, student apathy, lack of support or leadership) Micro-Level Interactions: Statuses and Roles in the Education Sys. -Status: Student -Roles (____ ____): complicated by? (5) -Feminization of higher education -Teachers more likely to give privileges to male students (being called on), increases confidence and test scores -Girls more likely to receive teacher's pet status -Heteronormativity (LGBT: most likely to experience harassment) -Do not behave well when hungry (free and reduced lunches: physical stigma: just not eat) -High cases of bullying, high cases of not reporting it -Status: Teacher (the front line in implementing goals of _, _, _) -Roles: Expected to ____ ____ while ____ their _____ (can lead to teacher burnout) -Fill role of teacher AND counselor -Overemphasis on test materials -Status: Administrators: managers of the school system -Key admins are responsible for most school _____. -Quality of ____ ____ can influence ____ ______.

-Formal education, prescribed setting, curriculum -Curriculum, development, cultural values, political -Literate population -Small societies, larger world -Interpret their reality . . . . . . . . . . . . . . . . -Analyze costs -Teacher attrition -Ethnicity, Gender, Sexual Orientation, Socioeconomic standing, Experiences of Harassment (Bullying) -Support students, judging, performance -Management -School principals, school performance -School, community, society

Micro Interactions: Latent functions (The ____ ____): The Three Other Rs: Rules, Regulations, Routines -What really happens inside a school? (Mean Girls) -Cliques: social structures within the school, you do not know unless thru observation or someone else telling you. Formal teachings sometimes do not enter the informal (math). (Plastic dress code rules) The informal system: What really happens in a school. -The ____ ____: -Functionalist perspective: this ____ information teaches students how to ____ in ___ and ____. (Must know formal information and succeed socially in different social settings.) -Conflict theory: this ____ information helps to ____ _____ _____. (perpetuates the larger world: the haves and have-nots are established) A formal education system (compulsory schooling) does what? Originally: -Way to spread ____ ____. -Way to teach better ____ ____ (the dominant profession of the time). -An institution of ____ (reproduce the class system that exists.) -School was needed as children became part of the unit of consumption. Children must remain monitored (3-5: delinquency). -Now school is a necessary distraction. The _____ school structure: Weber's ____ model: -Schools have a ____ __ ____ -____ _____ -Specific ____ and _____ covering course content and discipline. (One size fits all). -_____ ____ among members (personal relationships downplayed: if parent is teacher...) -Governed by _____ (what is best for the group) -Leads to ____ ____ ____ (apathy, alienation) -We like to think schools are ____, not so much. Meso: Education and the Social Institution of Family: -Education decision-making at the meso level. -Local-level influences: community conflict: -Selections of ____ ____ -____ ____ courses (what is taught, how, to which age groups: focus not just on ___ but healthy relationships how to get and maintain) -National level influences: -The __ _____ leaves education in the hands of each ____. (Transgender restrooms: how should the federal government intervene? Should they?: desegregation) -Federal government wields power thru ____. Macro: Why societies have education systems: -Functionalist perspective: -Formal and informal education serve crucial purposes in society -School structure and processes remain ____ when they help society ____ ____ (Pass along skills needed to maintain social orders.) -Conflict theory on Stratification and Education: -Why is this fair? Automatically being tracked in this role? -_____ of _____ (Education serves to set up, pass on socioeconomic status: the largest SES determinant is the family of orientation) -Education institutions are tools of the ____ _____ ___. (meet self-interests of the _____.) -Without ____ ____ ____, students cannot compete equally in the job market. Macro: The role of education in stratification: Who gets ahead? -Schools are supposed to be _____ (allocated according to abilities), yet ____-_____ and _____ children receive more and better education that _____ _____ _____ children. Why? -Assessing ____ _____: testing (vocabulary and definitions: unfamiliarity with the language of standardized test questions) -____ _____ (often first impressions than abilities: separation within the same schools: a shade of _____: good or bad), -School funding (what your school offers/is available) -____ _____: higher SES parents can give children more opportunities externally for standardized test help or school help (tutors) Education and Public Policy: -Education policy in US: -Bush administration focused on ____ _____ _____ _____ (one size fits all) -Obama administration focused on creating ____ _____ (Common Core) (giving same information at same time, standardized - no creative aspect) -Trump increasing ____ ____ and promoting ____ _____ (no research proven for them to be better) -There is no ____ ____ ____ _____ _____. Global Political Issues in Education: -____ _____ in education has improved but remains a concern -Available ____ ____ ____ in Global South affects girls' school attendance -Girls who cannot afford ____ and _____ miss school during days they ____. Educational challenges in the Global North: -High school used to prepare young people for ____ _____. -By 1990s, high school has become preparation for _____. -_____ is now almost necessary for finding a ____ _____. " school climate, a general social environment that characterizes aspects of a school's social climate " value climate - "impacts students' motivations and aspirations" "Equal educational opportunity means that children are provided with equal facilities, financing, and access to school programs." -Vocational learning -School choice/charter schools: lottery, public schools left: stratification

-Hidden Curriculum -Latent, succeed in schools and society -Latent, maintain class differences -Religious beliefs -Agricultural methods -Stratification -Bureaucratic -Division of labor -Administrative hierarchy -Rules and procedures -Formalized relations -Rationality -Rigid behavioral patterns -Meritocracy . . . . . . . . . . . . . . . . . . . -Reading material -Sexual education, sex -US Constitution, state -Funding -Stable, function smoothly -Reproduction of class -Powerful affluent groups -Equal education opportunities . . . . . . . . . . . . . . . . . . -Meritocracy -Middle-class, elite, equally qualified poorer -Student achievement -Student tracking, gray -Shadow education -No Child Left Behind (It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills) -Common standards -School choice, charter schools -One size fits all solution . . . . . . -Gender equity -Clean drinking water -Pads, tampons, menstruate -A job -College -College, decent job

Ideologies and Attitudes about Politics/Economics: -___: all-powerful sovereign, individuals are motivated by selfish concerns and desires to gain power, individuals should have no rights, because it is more important to control people -___: humans are naturally ___ and free, government exists only if they preserve the freedom of the individuals (must have the consent of the people) Wealthier people are more likely to vote. Socialized to believe in their impact on policies, educational background, follow news, more flexible schedule. Those with less money feel little relevance or apathy to the process/their effect. ___ and ____ ____ is influenced by other meso institutions. Societal purposes and functions of ME political/economic institutions: 1) To maintain ____ ____ 2) To serve as an ___ in disputes 3) To ____ citizens 4) To ____ the group in relations with other groups - BOTH: 5) To make plans for the ____ of the group. (direct or capitalist: supply and demand regulate, less government planning) 6) To ____ for the ____ of their citizens. -Positive human rights: provided by government or up to individuals/local communities (health care) -Negative human rights: what government cannot do to people (abuse, exclusion, exploitation) ____: a course of action adopted and pursued by a government, ruler, or political party (complex because of unanticipated consequences) ME/MA: Economics: the social institution that deals with the production and distribution of goods A ____ relationship with political power. Types of Governments: 1) ____: power concentrated in hands of the an absolute monarch, dictator, or small group not accountable to the people. -Backing of a regime -Some are benevolent (Castros: literacy) 2) ____: any form of government that almost totally controls people's lives (social and economic institutions) -Oligarchy -Hitler, Stalin ___ _____: terror used by state to control the citizenry or terrorize another nation 3) ____ governments: characterized by accountability of the government to citizens and a large degree of control by individuals over their own lives (at least 2 political parties, smooth transfer of power thanks to documents) Ideal characteristics: 1) Citizens ____ in selecting the government 2) ____ ____ are guaranteed 3) Government powers limited by a ____ 4) Governmental structure and processes are ____ ____ _____ (head of government is Prime Minister, has a President or Monarch with less power) _____ (head of government is President) ____ ____: each party is given a number of seats corresponding to the percentage of votes received in the election (controversial: Electoral College vs. popular vote)

-Hobbes -Locke, social. . . . . . . . . . . . . . -Power, resource distribution -Social control -Arbiter -Protect -Represent -Future -Provide, needs -Policy. . . . . . . . . . . . . . -Reciprocal -Authoritarian -Totalitarian -State terrorism -Democratic -Participate -Civil liberties -Constitution -Spelled out -Parliamentary -Presidential -Proportional representation

____: the ends justify the means. (Monarchies used the powers of the states as means to obtain wealth, new territories, and trade dominance) ____: ____: the ability of a person or group to realize it's own will in group action, even against resistance of others who disagree -____ is also the allocation of economic resources in a society and what factors influence patterns of resource distribution 2 Power arenas: ____-____, ____ system ____/____ power: power that is considered legitimate and rightful by those subjected to it (adherence, consent) Illegitimate power/____: living under a military regime or being kidnapped/imprisoned without charge (sustain of power thru brute force) Leaders control behavior of individuals thru... -Physical force, -symbolic control (media), -rules that channel behavior toward desired patterns (laws) of conduct ***Power formula: ___ + ____ = power Gaining Legitimate Power: 1) ____ Authority: passed on thru generations, within a family line, monarchies 2) ____ Authority: power based on claim of extraordinary, even divine, personal characteristics (transitional periods where society is unstable: Jesus, Muhammad, Macron) 3) ____-____ Authority: Most typical legitimate power in modern nation-states. NOT the person, BUT the position. ____: those with power over the economy can control government officials and convince public that was is good for the wealthy is good for everybody (5 companies: Disney, T-W, NC, Bertelsmann, Viacom: control 90%) Micro levels of power: running a household, parenting Meso: interest groups to influence political processes (cities, countries, states, provinces) ____: How loyalty for the power of the state is created. -Treatment of flags (social construction of meaning around that symbol) -Socialization of individuals instilling a strong sense of legitimacy and authority of the reigning government in a society (learning the values, behaviors, attitudes thru school, media, nation) ____: Humans tend to vote for their own benefit, regardless of whether the actions would be fair to all citizens. Many actually vote for policies which harm them, may not be own experiences just the 'right thing to do'. ____ model of power (MA): Power is distributed among various groups so that no one group has complete power. Thru interest groups, you and I influence decision-making processes. -A powerful government balances a powerful corporate world, that check one another. NGOs (nongovernment organizations, coalitions) Tea Party, Indivisible Movement ___ Model: Inevitable that a small group of elite will rule societies. Individuals have limited power thru IGs. Michel's ___ ___ of ___: In democratic AND totalitarian societies, leaders have influence over who succeeds them and to whom they give political favors to, thus leading to people in elite positions abusing their power. Pareto's ___ of ____: a counter-group will take over, become corrupt themselves C. Wright Mills: inevitable interlocking power in US ****___'s ____ ___ Model: a few wealthy citizens of the US 'rule America'. -Young age, socialized with each elite to become rules (a network of connections: ____ ____) Congress has minimal power.

-Machiavelli -Weber, Power -Nation-state, economic -Authority, legitimate -Illegitimate, coercion . . . . . . . . . . . . . -Consent, force -Traditional -Charismatic -Rational-Legal -CT . . . . . . . . .. . . . . . -SI -RCT -Pluralist . . . . . . . . . . . . . . . -Elite -Iron Law of Oligarchy -Circulation of elites -Domhoff's Power Elite, higher circles

Types of Economics Systems: 1) ____ or ____ systems: driven by the balance of supply and demand, allowing free competition to reward the efficient and the innovators with profits (private ownership, individualism) -Invisible hand the unseen forces working in the economy, less government planning -____: because workers are a production cost, setting max labor output with smallest wage, 2 main classes (capitalism causes this split) (worst: state capitalism) Criticism: profit is the only value which drives the system 2) ____/____ systems: the government or another centralized group oversees production and distribution 'communal good' Criticism: placing both economic and political power in hands of some can cause tyranny 3) ____ economic systems: ____ ____: to collective or group planning of the development of the society, but within a democratic political system (good of the whole, private profits less important: checks and balances) ____ ____ industries are this (Social Security, Medicare/aid) -Any time a government bails out the economy or protects consumers. National/Global Systems: -____-____ a political, geographical, and cultural unit with recognizable boundaries and a system of government (changes as disputes over territory occurs) -201, 195 recognized by the UN -Notions of the n-s and nationalism are so accepted, rarely think of these as social constructions of reality (the nation is an imagined reality with great influence over us) Revolution: social and political transformations of a nation that result when states fail to fulfill their expected responsibilities ME-MA connection: States having closed, semi-closed, or open primaries. Do the political parties or the states set the rules (both meso institutions)? Should there be consistency? No uniformity. Global Interdependence: most affluent nations have a democracy, but not all poorer societies are socially ready or willing to change (liberalization) Instead there should be a focus on economic development ____: armed conflict within, between, or among societies or groups = organized mass violence, NOT inevitable. A SOCIAL CONSTRUCTION. ____: with more power comes more control in war decisions, leaving lower SES citizens disproportional in deaths during wars because of military being an avenue of employment 2 Primary Methods to Avoid War: 1) ____: theory of conflict management, preventing undesirable behaviors by another group or country -RCT: does not work b/c terrorists are often irrational 2) ____ (treaties, diplomacy) Peace settlements based on equality. ____: planned use of random, unlawful violence or threat against civilians to create fear and intimidate citizens to advance the terrorist group's political or ideological goals -Eye of the beholder. -___: help predict when conditions are ripe for terrorism (conflict or strife within societal systems, socialize and reinforce behavior: origins of anger) -____: unequal distribution of resources and oppression of minority groups

-Market or capitalist -Marx -Planned/centralized -Mixed, democratic socialism -Public service -Nation-state . . . . . . . . . . . . . . . . . . . . . . . . . -Revolution -War -CT -Deterrence -Negotiation. . . . . . . . . . . . . . . . .. . . . -Terrorism -SF -CT

Family Dynamics Micro: (family members in immediate household) Mate selection: -Norms governing choice of ____ ____: societal rules and intimate choices -____ (incest taboo) (outside of own immediate group) -____ (minority and religious groups to preserve group's culture) -______ (Homophily: marrying those more like us) Homogamy is much less rigid in structure Finding a Mate: -____ ____ (someone other than the couple selects partner) more common in traditional, patriarchal societies (political alliances and economic arrangements) -____-____ ____ (increasingly prevalent when women gain more rights) (based on idea of romantic love) Who holds the power? Authority in marriages. -Decision-making in marriage. -_____: most typical authority pattern -_____: emerging, but not yet a reality in most households -____ ____ suggests the spouse with the most resources has the most power (Really, as women gain more, more egalitarianism, no direct shift in power) Who does the housework? -The ____ ____ refers to the housework and child care women do after their '____ shift' jobs -Clear positive relationship between equity in household and successful marriages -____ ____ (taking care of children and parents) Family as an Institution (Meso) -Structure and parts of the family institution -Types of marriages: -_____: most common in industrial, post-industrial societies (between 2 individuals) -____: 1 person married to more than one person at the same time -____ (male: one sided) -_____ (female) -____ ____: marry one then another, not at the same time (much more acceptable) Extended and Nuclear Families: -____ ____: usually the eldest male is the authority figure -Movement towards _____ ____ because: -Urbanization, -Fewer arranged marriages (male children preferred), -Growing equality between men and women. Economic Institution and the Family: -Poverty and family in the US -The ____ of poverty -Relationship between decline in ____ and loss of ____ ____ and increased ____ -Marriage is increasingly an institution for the ___-____ middle and upper classes. (hopelessness, passivity) -____ ____ ____: two incomes relieves economic strain, but complicates family life. -US is slower to adopt family friendly policies: Family and Medical Leave Act of 1993: how many weeks? paid/unpaid? An either/or situation. Growing up with working parents: effects on kids? -Working ____: -No effect, -____ working outside the home is considered 'normal' and had no real effect on childhood development -Working ____: -Mixed bag, -Negative if: ___ who work feel guilty about leaving kids, negative effect on development, -Positive if: __ do not feel guilty about working/leaving National and Global Family Issues: MA -Same-sex marriage: June 2015, legalized by Supreme Court -Rapid increase in support for same sex marriage -Same sex partnerships were previously _____ ____ (did not know how to treat it) Growing Up With Same-Sex Parents: -No discernible difference in childhood development, except tended to be more open-minded. The ____ matters more than the sex of the parents: _ vs. _: have more resources, more supervision, higher family income Divorce: contract breaking: macro-level social issues like no-fault divorce laws contribute to divorce (divorce culture) -Divorce rates as low as 1970 Likelihood of Divorce Higher When? -Marry young, -Less education, -Lower income, -Previously divorced, -Divorced parents, -Divorce as more socially acceptable today ('no fault' or 'irreconcilable differences' make it easier to do) Effects of Divorce on Kids: -Positive emotional effect when parents relationship were caustic and nasty (less exposure to parent conflict) -Negative: more likely to live in poverty due to reduction in household income, boys have more difficult time coping with blended families than girls -Less of a negative than fighting parents who stay together 'for the kids'

-Marriage partners -Exogamy -Endogamy -Homogamy -Arranged marriages -Free-choice marriages . . . . . . . . . . . . . . -Patriarchy -Egalitarian -Resource theory -Second shift -Sandwich generation -Monogamy -Polygamy -Polygyny, polyandry -Serial monogamy . . . . . . . -Feminization (single mother: more likely after divorce to have the children) -Marriages, manufacturing jobs, inequality (middle class built on manufacturing jobs) -Well-educated -Dual Income families -12, unpaid . . . . . . . . . . -Dads -Moms -Insufficiently institutionalized -Number, 2 vs. 1

-Sociologists do not look to religion for ____ ____ (studying religion requires sociologists to ____ ____ from ____ ____: be _____) What does Religion do for us? -Religion often _____ (makes sacred/unquestionable) the ____ in which we live in. -Religion impacts our: lifestyles, gender roles, social status Components of Religion: 1) ____ ____: operates mostly at the ____ level. (____/____ for a sense of purpose in life) -Provides ____ ____ for understanding ____ (can go to the meso level) -Addresses each of ____'s _____ (interpretations of religions depending on the ____) 2) ____ _____: critical at the ____ level, also part of ____ _____. Interpersonal ____, ____ ____ between people. Often comes before adhering to faith/believing in a faith. -For older people, religion participation is increased because religious groups can become ____ ____ as their own age/die. 3) _____ _____: Religious groups need a system of ____ and ____ of new _____ (methods to designate new leaders) -Cannot survive without _____ of _____ (how leadership is paced from one leader to the next.) Needs to be charismatic and draw people to them. Established social structure of _____ (____), ____ (how we act between positions/statuses), and how to ____ ____. -Wide-spread loss of faith during the 1800s (Enlightenment) Early Sociological Thoughts on Religion: Durkheim: a very ____ approach. The function of religion is to hold people together. Sacred VS. Profane (utilitarian): "Religion is a unified system of ___ and ____ relative to ____ ____, things set apart and forbidden - beliefs and practices, which unite into a single ____ ____, called a church, all those who adhere to them." EX: Wine: serve to satisfy thirst (profane), in a religious sense, wine becomes sacred in communion in church or part of a mass, the Blood of Christ for believers. non-believers do not adhere to the religion, so do not see wine in its sacred meaning in the context of a church. In general, objects and acts are not _____, but it is how we ____ ____ (the meanings assigned: Symbolic-Interactionism) Elements of Religion: 1) unified system of beliefs and practices (practices could be as little as moment of silence/blessing or as complex as canonizing a saint/pilgrimage) 2) involving ____ ____ 3) in the context of _____ Different ____ use ____ ____ for ____ ____. It is the ____ which matter. Alabama Football: #1: Roll Tide, Big Al, Saban/Bryant (connects you to this community), Tailgating, Songs #2: The football itself #3: Gather in bars, houses, restaurants (viewing parties: cornhole, pong) -Everything that exists inside the structure has a function within the structure. Weber: Religion acts as a ____ for ____ ____. -Impact of religious ideas on ____ ____. -The ____ ____: Capitalism in Western Europe correlation. -Protestants brought an alternative to Catholicism (viewed as corrupt) -____ ____ in this life to earn ____ in the next. -Offered more _____ than Catholicism (straight way to Heaven in sacraments but took away the mysticism) -More ____ ____, more control for the individual Marx: Religion as ____ ____. Struggle is the influence for progress: inequalities spur social change and are inevitable in every society) -Religion is the ____ of the _____ -Creates ____ ____ for the poor to allow them to get thru an unsatisfied life -Religion provides a ____ for _____ -Props up unequal societal structures -_____/____ success of the ____ (do not question it) Offers escape from reality, low risk of rebellion, justify well-off as having earned it -Accept where you are -Sounds functionalist, but explained the then lack of peasant revolt

-Moral guidance, step away, personal beliefs, objective -sacralizes, culture -Meaning system, micro, ideas/symbols, big picture, chaos, culture's problems, society -Belonging system, micro, meso organizations, networks, emotional ties, extended families -Structural system, control, screening, revelations, routinization of charisma, statuses (positions), norms, access resources . . . . . . . . . . . . . . . . . -Functionalist, beliefs, practices, sacred things, moral community -Either, treat them -Sacred things -Community -Religions, different symbols, same ideas, Attitudes . . . . . . . . . . . . . . . . . . . . . -Catalyst, social change -Economic activities -Protestant Ethic (Calvinists) -Work hard, rewards -Uncertainty -Individual agency -Social control, opiate of the masses, illusory fantasies, justification for inequality, unquestionable/sacralized, affluent

MA: Power and the ___-____ (political or geographical unit with ____ ____ , system of government on its own) -Historically, ___ is a modern concept (greatest loyalty went to the lords working under, no sense of country, ____, or ___-___, did not travel, no broad concepts or abstract meaning) -Nation in largely an ____ ____ -Still, nation can exert tremendous ____ (a construction: bounds of map lines shift, arbitrary, no legit walls or fences, ____ are what stick and do not change) (If we believe it exists, it does and have consequences) ____ (social and political transformations result when state fails to fulfill expected responsibilities) and rebellions: -Typically occur when -government does not respond to citizens' needs, -____ emerges to challenge existing regime (not leading or with best equipment after the revolution b/c much different from divisiveness, us versus them, now bringing people together) Charismatic authority in times of social change or upheaval ME/MA political connections (political parties) -In US primaries, states have -___ (only respective parties), ___-____ (registered independents can cross lines), ____ (anyone can) (who gets to vote on who gets to be a national candidate) -Party ____ (a meeting at which local members of a political party register their preference among candidates running for office or select delegates to attend a convention.) -____ ____ of electors (only Nebraska and Maine) (could be a split of Electoral votes among candidates through the state's system) -___-____-____ ____ of ____ (made to remove vote splitting (the distribution of votes among multiple similar candidates reduces the chance of winning for any of the similar candidates, and increases the chance of winning for a dissimilar candidate) (Bush/Gore in Florida) -US is ____ ___ ___-___-___-___ ____ (popular vote winner may not always win the election, strategy on where to spend time and money) Other possibilities we do not use: ____: vote for all candidates and rank, 1st...2nd...etc., get so many points ___'s _____ ____: most approvals or _____: A, B, C, points system NH: 1st primary Futher down primary line, less choice after first few states go (Weber: bureaucratic and rationalization, lead to alienation and apathy if not in swing state after these few states b/c diff. states allowed to vote at diff. times) -Leads to low US voter turnout LA's jungle primary top 2 votes go to runoff, everyone on ballot

-Nation-state, recognizable boundaries -Nationalism, nation -Imaginated reality -Influence, cultures -Revolutions -Leadership -Closed -Semi-closed -Open -Caucuses -Proportional distribution -Winner-takes-all -Not a one-person-one-vote system -Ordinal voting -UN's approval voting -Grading

Individuals, Power, and Participation (MI) Success of a democracy involves ____ in _____ ____, the level and type of ____ are dependent in: -____ and _____ about politics and economics 1) ____ VS. the ____ (which is more important? is the ___ paramount or should the ____ wield control? both valid ideas) [some: purpose of government is to leave alone as much as possible or government should ensure survival of society and not a few, ensure equality] 2) ____ of _____ (should the ___ be equal or should the most able receive the most wealth? if so, is there a limit?) 3) ___ of ____ (Is social ____ desirable? Status quo: no till financial comfort threshold is made, other concerns will then move up: environmental and animal protection/welfare after basics of life and living are established aka food and shelter) Levels of participation in politics: -____ ____ more likely to vote. (socialized to believe they make a difference, education to understand issues and how their self-interests are impacted, time to follow news, and flexible schedule to vote -US ___ ___ ____ very low for Global North [is a ___, compulsory?] -___ ___ important for democracy [individual participation] (Poor subject to feel apathy, alienation to political participation: dangers to democracy) -AUS: Compulsory: high turnout, fines, longer vote times ME: What purposes do political and economic institutions serve? 1) Maintain ___ ___ (regulate, enforce law) 2) Serve as ____ in disputes (objective third party, i.e. mom in sibling disputes) 3) ____ ____ (internal and external disruptions) 4) ____ the ____ in relations with others (international goods/trade) 5) Make ____ for the ____ of the group (Who does the planning? Government or people with the money and power behind the government, both have positive and negative impacts and can both be susceptible to corruption) 6) ____ for the ____ of the group members (Social policy is complicated because of ____ ____ determined by the ____ ____ (whose words and opinions are heard and picked up) ME and MA systems of power and distribution -Both politics and economics focus on ____ and ____ ____ -Politics: social institution which determines the ____ ____ in society (____) -Economics: social institution with ____ of ____ and ____ -____ officials have vested interest in ____ (If ____ fails, ____ may fail as well: ____ sets up role in ____: 2008 Financial bailout pump money back in, 'Too big to fail' what effect on society and social system) Types of Government (How much governments actually have in regulation) 1) _____: power concentrated in absolute dictator, monarch, or small group not accountable to the people: 'submission to _____', ____ ____, propped by ____ regime 2) ____: '____ ___' power concentrated, but rulers do seek to control every aspect of life ____ ___, rule based on political ideology, ruling group known as ____ 3) ____: accountability of government to citizens, large degree of control by individuals, opposite of #1, _______, individuals affect their own outcomes and what the state looks like 1) Citizens ____ in selecting the government 2) ____ ____ are guaranteed 3) Government powers limited by a ____ 4) Governmental structure and processes are ____ ___ Can have either proportional representation or 'winner takes all' (winner gets 100%) Types of economic markets: 1) ____/____ driven by supply and demand, free competition, potential for _____ leads to some _____ ____, 2008, labor exploitation, rewards ____ and ____, goal is profit (more money brought than paid out), amount of control varies 2) ____/____: can lead to ____ ___: both economic and political power in same hands can lead to tyranny, government or other groups overseeing production and distribution, goal of '____ ____' all in reality no system is _____ _____ with complete elimination in privilege differences or private property 3) ____ ____/mixed: collective/group planning in democratic political system

-Participation in democratic processes, participation -Ideology, attitudes -Individual versus the state -Distribution in resources -Desirability of change -Wealthier people -Participation in elections, right, no -Voter turnout Social control -Arbiter -Protect citizens -Represent the group -Plans, future -Provide for the needs -Unanticipated consequences -Dominant philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . -Participate -Civil liberties -Constitution -Spelled out -Power, power relationships -Power relations (power) -Production of goods and services (production) -Government, economy, economy, state, state, regulation -Authoritarian, authority, unchecked power, military -Totalitarian, authoritative plus, oligarchy -Democratic, individuality -Market/capitalist, government control, exploitation -Efficiency, innovation -Planned/centralized, state capitalism, communal good, totally planned -Democratic socialism

____ is the ability of a person or group to realize its own ___, even in the face of ____ 2 Key Arenas of ____: 1) Nation-state (government) 2) Economic System National leaders exert control through: -___ ____ and ____ of ____ (Hong Kong protests) -____ control (Macron of France: French flags, EU flag, the word 'France' big: think in the direction they want you to by drawing your attention or purposefully not: widen the frame: framing (take a snapshot)) -____ of _____ (Supreme Court) -Economic control (a cycle/circular path, can exert power over government officials because officials depend on the pillars of economy to stay in power) -Power processes pervade and cut across all levels -____ can also be understood in terms of: -____ of ____ _____ -What factors influence ____ of ___ ____ Theoretical Perspectives of Power and Privilege: ____: ____ help people assume power (construction of reality that helps some people assume power) (figures, emblems, or individuals that represent power and authority) ____: people make political choices based on benefits and costs (perceived) ____: political systems serve important functions in society (how citizens legitimate the system) ____: state protects the privileged few and perpetuates inequalities (___ b/t classes, consolidate power/wealth, protect status quo) -If a government leader oversteps bounds, how far does public let it go till calling it out as illegitimate? ___ and ____: ____ of Power: -Social construction of politics: ____, ____, and power -____: process by which actions are justified (how what is becomes what should be) -____: power that is considered ____ and rightful by those subject to it -___ is ability given by position to issue orders, ____ is the consensus that those orders should be obeyed -How we come to think of behavior as both accurate and right -Governments have ____ power when citizens acknowledge their right to exercise power over them (Parents = authority teaching you to say 'bless you', do not question teacher, but if teacher is with FOO then yeah) Weber: force + consent = power -Examples of ____ power = dictatorship Types of ____: -____ ____: ___ arising out of tradition, common in societies with rigid social structures (do with ____ ____) -____ _____: ____ arising out of perception that leader is special, depends on the leader (him/herself), _____ not the ____ -___-_____ _____: ____ arising based on explicit rules, best displayed in the rise of bureaucracies (____ not ____, President, CEOs, once the ____ in ____ changes, no longer hold same ____) Self-Interest as Path to ___ -____ perspective (within this frame) -Both parties attempt to convince people that their policies will serve their ___-_____, do not have full info (policies can actually harm them) -But some people vote based on _____ -Politicians and voters are both ____ ____ (do best for themselves, regardless of what is fair) ____: Who rules? _____ model of power: Power distributes so no ____ ____ has complete power -____ ____ have influence by mobilizing large number of voters (how people gain access to power) _____ model of power: Powerful ____ try to maintain or strengthen their rule -Rule by small group of ____ is inevitable because how real world operates -Power is held by the people pulling the strings behind the curtains (wielding power thru their ___ ____ and making decisions that affect all citizens) Michel's Iron Law of Oligarchy: In democratic AND totalitarian societies, leaders have influence over who succeeds them and to whom they give political favors to, thus leading to people in elite positions abusing their power. Pareto's Circulation of ____: a counter-group will take over, become corrupt themselves C. Wright Mills: inevitable interlocking power in US Domhoff's Power ___ Model: a few wealthy citizens of the US 'rule America'. -Young age, socialized with each elite to become rules (a network of connections: ____ ____) Congress has minimal power.

-Power, will, opposition -Physical force and threat of violence -Symbolic -Rules of conduct -Allocation of economic resources -Patterns of resource distribution -SI, symbols -RCT -S-F -CT, conflict -Micro, Meso, Legitimacy . . . . . . . . . . . . . . . . . -Legitimacy, Authority -Legitimacy -Authority -Legitimate -Illegitimate . . . . . . . . . . . . . . . . . . . . . . . . -Traditional Authority, legitimacy, inherited line -Charismatic Authority, person, position -Rational-Legal Authority, position, person -Legitimacy -RCT -Self-interests -Values -Rational actors -Macro -Pluralist, one group -Interest groups -Elite, elites, elites, institution roles . . . (Social control, arbiter, protect, represent, future plans, provide for needs)

Family is the most basic institution of society. (learn many of the norms for functioning in the larger society) ___: we create relationship roles thru socialization and interactions with others. Modeling experiences on family of orientation, observing others, and developing expectations. Definitions may vary from person to person, the social construction of reality. Challenges of newlyweds include meshing the ideas of division of labor (holidays, disciplining children, economic resources) -We do not just learn family patterns, we ___ ____. -Humans are active agents who create their social structure thru int. The meso connection: religious bodies, legal systems, and other government entities define roles of the wife and husband (legal codes/duties) ___: Look for satisfaction of emotional, sexual, and economic needs. -Costs and benefits are often established by meso organizations and institutions (insurance programs, healthcare options, legal regulations) -In the mate process, estimate own assets and find the 'best deal' -Principal of Least Interest, reciprocity ___: Families fulfill certain purposes or functions that enhance the survival of individuals and societies. -Each part of system works with other parts to create a functioning society Changing Family Functions (Agricultural (largely self-sufficient, produce own food and shelter) to Industrial (wife and children now dependent on husband): socialization now more in schools, teachers are considered sub-parents) __: As long as there is an unequal allocation of resources, conflict in families will be inevitable. -Family systems are a source of inequality in general societies sustaining class inequalities. By passing on wealth, income, and education opportunities, they perpetuate the disadvantages of poverty.) -Some conflict is positive. ___: -Micro: the ____ approach: women within societal contexts, interpersonal relations and everyday reality as they interact with other family members (focuses on the ways females construct reality) -Similar to Weber's ____: understanding personal and social units from within one's experiences (empathic understanding of human behavior.) Similar to S-I. -Macro: similar to ___: Patterns of patriarchy and dominance lead to inequalities. ___ - family is chief source of female oppression until basic resources are reallocated within the family. -Domestic violence (competing interests) -Changes in the patriarchal family structure, education, and employment opportunities for women and childcare availability = more freedom, equity, and autonomy.

-SI -Do them -RCT -S-F -CT -Feminist . . . . . . . . . . . . . . . . . . . . . . . . -Interpretative -Versethen -CT -Engels

____: learning skills such as reading and math via systematic instruction by a trained professional -Judgements of parents, teachers judgements, child's own acceptance of the label failure (3 strikes) ___: Interactions based on meanings they assigned to various traits, behaviors, or symbols -Popularity: a function of being well-known -Access to material and symbolic resources (increase visibility, increase advancements in competition) -Larger school organizations create structures that influence how individuals make sense of their reality with others ___ are part of the larger school organization at the meso level, and individuals only hold them during their time in the organization, agreeing on expected behaviors (obligations, challenges) Females are more capable of fulfilling roles expected in school, but males are often more privileged by teachers, scoring higher. -Teachers are ____ (control flow of students, activities, responsibilities, and privileges) -Influence of student family and peers also influence test scores -Males not in high school or higher education The ____ system of school includes the hidden curriculum, the education climate, the value climate, power dynamics, coping strategies in the classroom. -____ ____: general social environment that characterizes aspects of a school's social climate (atmosphere of excitement about learning) Classroom architecture and layout, teacher expectations, groupings of students by age and ability -Teacher's uses of encouragement, and responses to differences among students (class, gender, race) -Train white girls for higher attainment and status, control black boys -____ ____ (sex: low expectations for girls in math, boys in maturity SES: low income, undesirable neighborhoods race/ethnicity: less likely to expect minorities to succeed school location: rural than suburban = low expectations appearance/neatness oral language patterns: non-standard English language, vocab the ___ ____: tendency to measure current achievement based on past evaluations seating position (sides and back) student behavior tracking or grouping ____ ____: impacts student's motivations and aspirations (appreciating diversity and integration) -Climate can work to perpetuate inequality 3 Types of Schools: 1) ____ ____ ____: focus on helping predominantly lower income, racial minority students achieve success thru effort (community college) 2) ____ ____ ____: more economically and racially diverse, success through effort AND intelligence 3) ____ ____: assumes students are already intelligent (comparing grades with one another) (prestigious college) -School choice/charter schools: lottery, public schools left: stratification Power Dynamics and coping strategies: STUDENTS AND TEACHERS DEVELOP COPING STRATS 1) ____: acceptance of goals and means 2) ____: alternative methods to achieve goals 3) ____: rejection of both (rebellion) 4) ____: indifference toward goals (getting by) 5) ____ ____ ____: reject both in favor of another strategy (discipline problem, dropping out)

-Schooling -SI -Statuses -Gatekeepers -Informal . . . . . . . . . . . . . . . . . . . -Education Climate -Teacher Expectations -Halo effect . . . . . . . . . . . . . . . . . . . . . . . -Value Climate -Alternative high schools -Comprehensive high schools -Elite charter -Conformity -Innovation -Retreatism -Ritualism -Rejection with displacement

Structural-Functionalism: -Everything that exists in the structure exists because it serves a function. -Some functions include: 1) ____ ____ (thru marriage) 2) ____ and ____ 3) _____ (learn norms and values) 4) ____ ____ and ____ (one place of unqualified acceptance) 5) ____ ____ (determinant of life chances, lifestyle) 6) ____ ____ (unit of consumption not production) Conflict Theory: -Conflict in families are natural and result in power struggles -Conflict can be ____ because it forces ____ ____ and may bring change that ____ the unit. An Alternative Theory for Female Analysis: Feminist Theory: -Often have CT similarities. -Feminist scholars spotlight women as subjects of inquiry and ____ ____ in creating family, not just ____ ____. -Patterns of ____ and dominance lead to inequality for women.

-Sexual regulation -Reproduction and replacement -Socialization -Emotional support and protection -Status assignment -Economic support -Positive, constant negotiation, strengthens -Active agents, passive members -Patriarchy

Global interdependencies: cooperation and conflicts: -Democracies may not work in countries with different ___ and ____ -Imposing democracy may instead result in ___ ____ -Some countries see democracy as a ___-___ to advance ___ ___'s ____ (because of free trade) -Democracy is not usually a viable option till a country reaches affluent threshold for the whole population: 1) High levels of ___ ___-____ 2) Absence of extreme ___/____ ____ 3) ___ and ____ ____ (tolerant of diversity and compromise, includes point 4) 4) A strong and autonomous ___ ___, loud enough voice from either extremes, represent the median of a society 5) ____ oriented ____ 6) Functional, impartial ____ which holds ____ ____ (checks and balances) 7) ____ population 8) ____ ____ guaranteeing free ___ and ____ (to protest) Violence on the Global Level: -____ also known as ___ ___ __ (armed conflict within, between, or among societies or groups) -Why do nations ___ ___ ___? 1) Leaders use ____ (moral, religious, political) to _____ ____ (make the frame that we want to do that) 2) ___ is a social construction (have to sell it to get support, stress us versus them mentality: Goffman's presentation of self) Conflict Theory: those with power have the right to make ___ on ___ ___ ___, heavily recruit from ___ ____ (way to make living and earn money for school or house: for the wealthy, college is assumed and given, paid for thru parents or scholarship) -Gotta know thru counselors, make the grades, have the family cultural support How do nations avoid war? 1) ____: theory of conflict management, preventing undesirable behaviors by another group or country, more ____ in nuclear arms (if one country fires, the others will retaliate in kind, suicide mission for all involved) -May not work against ____ (viewed as irrational, eye of the beholder: ____, what is seen as irrational depends on POV, difficult to locate) 2) ____: resolving conflicts thru discussion to reach agreements, peace settlements based on equality tend to be more durable (no nation that began a war emerged as a clear or true winner, always losing something) -Protest marches, war memorials in museums, non-government peace organizations, private citizen groups _____: planned use of random, unlawful violence or threat against civilians to create fear and intimidate citizens to advance the terrorist group's political or ideological goals/power based on fear -____ ____: terror used by state to control the citizenry or terrorize another nation (often used in totalitarian governments) -____ strike randomly so governments have no clear way of dealing with them -Means by which those with little power can gain attention to their cause and (maybe) power -Most success in ___ ____ because you need to get the people behind an organized response -Political and religious root to which terrorism is committed -Sometimes no clear rational solution -Few act alone (cyber terrorism)

-Values and systems -Authoritarian dictatorships -Cover-up, affluent nation's wealth -Economic well-being -Wealth/income inequalities -Social and cultural pluralism -Middle class -Market oriented economy -Media, government accountable -Literate -Written Constitution, speech, assembly -War, organized mass violence -Go to war -Ideology, legitimize war -War -Decisions on going to war, poorer areas -Deterrence, weapons -Negotiation -Terrorism -State terrorism -Democratic governments