Unit 4: Social Institutions

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Unit 4 Social Institutions

• Ch 11 The Family
• Ch 12 Education
• Ch 13 Political and Economic Institutions
• Ch 14 Religion
• Ch 15 Sport

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Ch 11 The Family

• Family

• A group of people related by marriage, blood, or
  adoption.
• The family were born into is our family of
  orientation. It provides children w/ a name,
  identity, a heritage. It directs (orients) a
  child into their community society. It also
  gives them an ascribed status in the community.
• The family of procreation is established by
  marriage. Marriage is a legal union based on
  mutual rights obligations.
• The family of procreation becomes the family of
  orientation for the children created from the
  marriage.
• The nuclear family is a family structure composed
  of one or both parents children.
• The extended family consists of 2 or more adult
  generations of the same family whose members
  share economic resources live in the same
  household. It includes grandparents,
  aunts/uncles, cousins, etc

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• Patterns of family structure

• Patterns of behavior w/in a family relate to
  inheritance, authority, place of residence.
• Who inherits?
• Patrilineal descent inheritance are passed
  from the father to his male descendants.
• Matrilineal descent inheritance are passed
  from the mother to her female descendants.
• Bilateral descent inheritance are passed
  equally through both parents.
• Who is in authority?
• Patriarchy the oldest man living in the
  household has authority over the rest of the
  family.
• Matriarchy the oldest woman living in the
  household has authority over the rest of the
  family.
• Equalitarian authority is split evenly b/w
  husband wife.
• Where to couples live?
• Patrilocal Lives w/ or near the husbands
  parents.
• Matrilocal Lives w/ or near the wifes parents.
• Neolocal Establishes a residence of their own.

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• Marriage arrangements

• Marriage ceremonies take many forms, but they are
  all a ritual designed to communicate that a new
  family has been formed that any children born
  to them can legitimately inherit the family name
  property.
• Monogamy is the marriage of one man to one woman
  (although increasingly this can include a
  monogamous gay/lesbian couple). This is the most
  widely practiced form of marriage in the world
  today.
• Polygamy is the marriage of a male or female to
  more than one person at a time.
• Polygyny is the marriage of one man to 2 or more
  women at the same time.
• Rare, occurs legally in parts of Africa, India,
  the Middle East.
• Polyandry is the marriage of one woman to 2 or
  more men at the same time.
• Men are usually brothers.
• Only known to have been common in 3 societies
  Tibet, Polynesia, the hill peoples of India.

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• Choosing a mate

• All cultures have norms laws about who may
  marry whom.
• Exogamy refers to the mate-selection norms
  requiring individuals to marry someone outside
  their kind or group (Exo means outside).
• Ex. The incest taboo is a norm forbidding
  marriage b/w close relatives. What qualifies as
  incest varies from one society to another.
• Endogamy refers to the mate-selection norms
  requiring individuals to marry someone w/in their
  own kind (Endo means inside).
• Ex. Norms laws requiring someone to marry w/in
  their own race, though these norms are becoming
  weaker.
• If by free-choice not a social norm other terms
  are used
• Homogamy refers to the tendency to marry someone
  similar to oneself.
• Ex. Same race, religion, socioeconomic status,
  etc
• More common
• Heterogamy refers to a marriage b/w people w/
  different social characteristics.
• Ex. Different race, religion, socioeconomic
  status, etc
• Less common, but due to more integration
  media exposure.

REQUIRED
BY LAW OR NORM
OPTIONAL
End Section 1
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• Sociological views of the family

• Functionalism Focuses on the benefits provided
  by families.
• Socializes children
• Provides socioemotional maintenance (providing
  acceptance support). W/o this, children would
  not develop normally may develop low
  self-esteem, inability to express emotions, etc
• Provides an orderly means for reproducing
• Regulates sexual activity all societies have
  rules norms governing sexual behaviors (incest,
  age limits, etc) which are usually enforced by
  the family
• Transmits social status provides economic
  resources to enter desired occupations as well as
  the values common in each social status
• Provides economic benefits they take care of
  what is needed to survive.

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• Conflict Theory Focuses on male dominance. B/c
  most family structures throughout history have
  been patriarchal patrilineal, women have been
  considered the property of men. So most families
  have a built-in gender inequality. Traditionally
  women provide free cooking, cleaning,
  child-rearing, making it possible for men to work
  outside the home for wages thus controlling the
  family finances. Women are kept dependent
  powerless.
• Symbolic Interactionism Focuses on family
  interactions they contribute to childrens
  socialization development of a self-concept.
  Our 1st interactions are w/ our family these
  interactions help children acquire personality
  social characteristics. These relationships are
  constantly changing (ex. w/ marriage, having
  children, divorce, retirement, etc).

End Section 2
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• The nature of the American family

• Although there are many exceptions most families
  in America (no matter of what race or ethnicity)
  have the following characteristics
• Nuclear (only one set of parents children in a
  single home).
• Bilateral
• Democratic (partners share in the decision
  making)
• Neolocal
• Monogamous

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• Marriage

• The marriage rate is the of marriages per yr
  for every thousand members of the population.
• Why do people marry?
• Love
• To enter a powerful family
• Advance a career
• Conformity/pressure from family /or friends
  (over 90 of people in America get married)
• Arranged marriages
• Partners chosen will be based on attributes such
  as class/caste, wealth, family reputation,
  appearance, etc
• Etc

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• The divorce rate is the of divorces per yr for
  every thousand members of the population.
• Causes of divorce at the individual level
  include
• The age of people when they get married (the
  it is, the less likely they are to get divorced).
• How many yrs the couple has been married (the
  it is, the less likely they are to get
  divorced).
• The nature quality of the relationship. The
  more respect flexibility that exists b/w the
  partners the the chance of divorce

• Divorce

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• Notes from psychology (YES, you need to know
  these!)

• About ½ of marriages end in divorce.
• Success or failure of a marriage basically stems
  from 2 things
• How often they share intimate happy moments.
• How couples handle conflicts.
• Happy couples argue, but they
• - LISTEN to each other.
• - Focus on SOLVING THE PROBLEM.
• - Show RESPECT.

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• Causes of divorce at the societal level include
• Economic prosperity (people are more likely to
  get divorced when times are good less likely
  when times are bad probably b/c theyre more
  willing to take chances in good times, or can
  afford to).
• Changing values about divorce. Americans are
  less likely to stigmatize people who get
  divorced.
• The financial independence of women no
  longer have to stay w/ a male provider.

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• Domestic violence

• Early research on domestic violence made it
  appear limited mostly to lower classes. This
  research was distorted b/c it came from police
  public hospital records (wealthier people are
  more likely to avoid the police go to private
  hospitals).
• Almost ¼ of adults in the US report having been
  physically abused as children. Abuse includes a
  slap, shove, kicking, punching, biting, severe
  spanking, or threatening w/ a weapon.
• Estimates are that ¼ girls 1/10 boys are
  victims of sexual aggression (in the home or
  outside).
• At least 4 million women are beaten by their
  husbands each yr. This is underestimated
  partly b/c ¾ of spousal abuse takes place when a
  couple is separated most research is done on
  married couples.

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• Husband abuse is much more common than most
  people realize. Physical violence against
  husbands is almost equal to that against wives
  HOWEVER, much of the violence committed by women
  involves self-protection or retaliation.
• Verbal psychological abuse, like neglect, are
  also problems.
• Sibling violence seems to be the most common form
  of domestic violence.
• Elder violence hasnt been studied long, but is
  expected to as people begin living longer.

End Section 3
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• Types of families

• Today, the traditional American family (working
  dad, homemaker mom, 2 kids) accounts for less
  than ¼ of all American families compared to
  over 60 in 1950.
• Current families are increasingly likely to be
• Blended families
• Single-parent families
• Childless marriages
• Dual-employed marriages
• Cohabitation
• Same-sex domestic partners
• Singles only
• Have boomerang kids

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• Blended families

• A family formed when at least one of the partners
  in a marriage has a child or children from a
  previous relationship.
• About 40 of households in the US contain
  biologically unrelated individuals (besides the
  married couple).
• Half-siblings are brothers or sisters who share
  EITHER the same biological mother or father.
• Step-siblings are related by marriage of one of
  each of their parents, have no biological
  relationship.
• Major problems facing blended families
• 1. Financial often have to pay alimony /or
  child support.
• 2. Stepchildrens antagonism may resent new
  marriage new siblings
• 3. Unclear roles Power struggles may occur b/w
  stepparents stepchildren, especially if
  children are teenagers.

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• Single-parent families
• s come from the 2010 Census

• Over ¼ of American families is a single-parent
  family.
• Only 10 of these children live in a male-headed
  household. Why?
• Women in all social classes are still more likely
  to win custody of their children (although this
  has been ).
• Unwed mothers mothers abandoned by their
  childrens fathers make up a large part of poor
  single-parent households these women
  marry/remarry at a very low rate.
• Although much fewer, an of well-educated
  professional women head single-parent households
  by choosing to have a child alone. This is
  largely due to the single parent stigma .
• Adolescents (youths 12-17 yrs old) in
  single-parent families or w/ step-parents are
  more likely to have delinquency problems, often
  due to single parents lack of time /or .

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• Childless marriages

• In the past, married women w/o kids were pitied
  looked down upon. Today, more married women are
  choosing not to have kids. Why?
• stigma about being childless
• To pursue personal /or career goals
• Wait too long no longer able
• Incapable of having kids
• Are these marriages happier than those w/ kids?
• Typically, if the couple wants kids, but cant
  have them, theyre less happy. If they chose not
  to have kids, than theyre usually happier.

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• Dual-employed marriages

• Marriages in which both spouses work outside the
  home.
• Disadvantages
• Less time for kids
• Often places a disproportionate amount of
  work/stress/guilt on the wife
• Women still typically do more of the household
  child-raising duties
• Some men may feel conflicted if their wife earns
  more than they do.
• Advantages
• Greater feelings of control, independence,
  self-esteem for women who choose to work.
• More
• Men dont have the stress of being the
  sole-provider
• Happier wives means happier husbands ?

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• Cohabitation

• Living w/ someone in a marriage-like arrangement
  w/o the legal obligations responsibilities of a
  formal marriage.
• has been
• Only about ¼ cohabitating couples stay together
  more than 4 yrs
• If they do marry, they tend to be less satisfied
  in that marriage more likely to divorce later.

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• Same-sex domestic partners or marriages
• Singles

• B/c there is still a stigma attached to
  homosexuality, its impossible to know how many
  Americans are gay. The has been estimated to
  be around 10.
• More homosexual couples are living together
  openly some states are now allowing them to
  marry or have civil unions.
• Currently 35 states DC allow gay marriage.
• More Americans are choosing to remain single.
  Why?
• stigma on being single
• Pursuing career /or personal goals

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• Boomerang kids

• Adult children who return to the home of origin
  or who continue to live w/ their parents.
• American adults 18-34 yrs old are more likely to
  live in the parents home now than they were 30
  yrs ago.
• About ¼ adults lived w/ their parents in 2004.
• Why are more people becoming boomerang kids?
• Continuing education
• Cant afford to live alone
• Marrying later
• Divorcing
• Consequences for parents can be a financial
  burden, lack of privacy, /or marital
  dissatisfaction.
• Consequences for children besides circumstances
  that caused them to move in can be a lack of
  freedom feelings of guilt/shame.

End Section 4
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Ch 12 Education

• The bureaucratic nature of schools

• In the early 1900s, school administration was
  based on a factory model. Educators believed
  education should be mass produced. Although
  schools now attempt to be more personalized, they
  are still highly bureaucratic in nature, based
  heavily on specialization, rules procedures,
  impersonality.
• Why follow a bureaucratic model?
• Teachers, guidance counselors, librarians,
  administrators, etc are specialized which allow
  for more efficiency.
• Its also more efficient to group students by age
  /or ability.
• Teaching similar content allow materials to be
  purchased in bulk testing can be standardized.
  Also allows students to transfer schools
  continue learning the same things.

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• Challenging formal education

• Formal schooling (education that is provided
  regulated by society) is criticized as not
  meeting the expressive, creative emotional
  needs of all children.
• Reforms to education began in the 1920s w/ the
  humanistic movement has 3 main ways of
  democratizing education
• 1. The Open Classroom is a non-bureaucratic
  approach education based on democratic
  relationships, flexibility, non-
  competitiveness. They avoid the sharp
  authoritarian line b/w teachers students.
  It also abandons standardized curriculums
  the use of graded report cards as it
  believes competition isnt a good motivator.

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• 2. Cooperative Learning takes place in a non-
  bureaucratic classroom structure where
  students study in groups w/ teachers as
  guides instead of controlling agents.
  Emphasizes cooperation, not competition.
• Benefits include
• - Uncooperativeness stress among students
  .
• - Academic performance .
• - Students have more positive attitudes
  toward school.
• - Racial ethnic antagonism .
• - Self-esteem .
• 3. Integrative Curriculum is an approach to
  education based on student-teacher
  collaboration in determining the
  curriculum. Subject matter is selected
  organized around certain real-world
  themes. Emphasizes a hands-on approach.

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• Back-to-basics movement

• Began in the 1990s, alongside the cooperative
  learning integrative curriculum. Started by
  people worried by low scores on achievement tests
  who wanted a return to traditional curriculum
  based on more bureaucratic methods.
• Started due to a 1983 report entitled A Nation at
  Risk which claimed Americas schools were
  deficient the US was in danger of being
  overtaken by some economic competitors.
• Encouraged more bureaucratic solutions tougher
  requirements at school (more core classes, longer
  school days/years, more achievement tests, more
  homework for high-schoolers, tighter
  discipline).

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• Alternatives to the public school system

• A current debate in education is over school
  choice. The idea is that competition among
  schools will improve schools overall.
  Students/parents choose the schools they believe
  best fits their needs. There are several ways of
  accomplishing this goal
• The Voucher System
• Charter Schools
• Magnet Schools
• For-Profit Schools

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• The Voucher System

• A system in which public school funds may be used
  to support public, private, or religious schools.
• Families w/ children attending public school
  continue to pay nothing. Families w/ children
  attending religious or other private school would
  receive a voucher from the gov.t to help pay a
  portion of the tuition equal to the amount the
  gov.t spends per child in the public school
  system w/ the remaining amount to be paid by the
  parents.
• Has had a mixed reaction. Only 6 states allow
  it. 36 states prohibit it in their
  constitutions.
• Some courts reject it as unconstitutional (due to
  public going to religious institutions) but
  some cases of vouchers have been upheld.
• Some favor it for choice forcing schools to
  compete.
• Some oppose it for draining public school funds
  potentially leading to racial class segregation.

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• Charter magnet schools

• Charter schools are publicly funded schools
  operated like private schools by public school
  teachers administrators.
• They dont have to answer to local school boards
  have more freedom to design their own
  curriculum use different teaching methods.
• Magnet schools are public schools that focus on a
  certain area such as fine arts or science.
• The are designed to enhance school quality
  promote desegregation. They have been shown to
  be a significant factor in improving urban
  education.

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• For-profit schools

• Schools run by private companies on gov.t funds.
• They borrow from modern business practices to try
  to be more efficient, productive, cost
  productive.
• The belief behind these schools is that gov.t is
  too wasteful ineffective so a capitalistic
  approach would allow the best schools to survive
  weak schools would fail.
• Lack public oversight critics argue that these
  schools may put profits above student needs.

End Section 1
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• The functionalist perspectives view of education

• According to functionalists, social institutions
  exist b/c they meet one or more of societys
  basic needs.
• A manifest function is an intended recognized
  result.
• Some manifest functions of education are to teach
  academics, transmit culture, create a common
  identity, select screen talent, promote
  personal growth.
• Schools help transmit culture by instilling the
  basic values norms of the society.
• They create a common identity by teaching a
  common language, sharing national history w/
  patriotic themes, teaching similar content.
• They select screen talent through intelligence
  achievement tests. Their results can be used
  for tracking (placing students in programs
  according to academic ability levels).
• They promote personal growth by exposing students
  to various activities experiences (ex.
  assemblies field trips).

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• A latent function is an unintended unrecognized
  result.
• Some latent functions of education include
• Day-care facilities
• Making friends finding dates
• Training grounds for athletes
• A dysfunction is an unintended negative result.
• Some dysfunctions of education include
• Can perpetuate unequal social-class structure
• Delinquents can meet commit various crimes

End Section 2
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• The conflict perspectives view of education

• The conflict perspective attempts to show that
  the popular conceptions about the relationship
  b/w schools society arent entirely accurate.
• In a meritocracy, social status is based on
  ability achievement instead of parental status.
  In theory, all individuals have an equal chance
  to develop their abilities for the benefit of
  themselves their society.
• Meritocracy is based on competition (the social
  process that occurs when rewards are given to
  people on the basis of how their performance
  compares w/ the performance of others doing the
  same task or participating in the same event).
• Although the US claims to be a meritocracy, some
  barriers for certain people have been identified
  to true merit-based achievement such as gender,
  race, ethnicity socioeconomic status.

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• Why the inequalities?
• Minorities are more likely to live in poorer
  areas w/ lower quality schools. In turn, they
  score lower on the SAT/ACT cant get into
  higher level universities. Thus, they tend to
  get into lower-paying careers keeping them
  their children in a lower socioeconomic status
  which repeats the cycle.
• Cognitive ability is the capacity for abstract
  thinking.
• Cultural bias is the unfair measurement of the
  cognitive abilities of people in some social
  categories.
• B/c some tests measuring cognitive ability have a
  cultural bias, some groups of students score
  lower than their actual abilities.
• So why are tests culturally biased?
• Language of the test some students may not know
  certain words due to lack of exposure or having
  learned it as a 2nd language.
• Lack of comfort in the testing environment.
• Lack of understanding of the importance of the
  test.
• Lack of nutrition for impoverished children.

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• Educational equality exists when schooling
  produces the same results of achievement
  attitudes for lower-class minority children as
  it does for less disadvantaged children.
• Research has shown that even the best teachers
  often evaluate students on the basis of their
  social class their racial/ethnic
  characteristics.
• 2 methods of promoting educational equality are
• School desegregation is the achievement of a
  racial balance in the classroom. W/o adequate
  support, desegregation can harm students of all
  races. W/ support, minority students get better
  jobs not just b/c of the education but b/c they
  get exposed to behavior, dress, language often
  required by employers.
• - Exposure to different groups of people can
  lead to better racial relations. This is the
  basis for multicultural education (an
  educational curriculum that emphasizes
  differences among gender, ethnic, racial
  categories).
• Compensatory education refers to the specific
  curricular programs designed to overcome a
  deficiency (ex. Head Start).

End Section 3
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• The symbolic interactionist perspectives view of
  education

• Symbolic interactionists are interested in how
  schools transmit culture through the
  socialization process. They are particularly
  interested in the hidden curriculum (the
  nonacademic agenda that teaches children norms
  values of their society).
• Schools socialize children to transition from
  their families to the competitive adult
  occupational world.
• Conformity achievement are emphasized through
  testing grading.
• Patriotism a sense of civic duty are
  transmitted though a view of history that favors
  the US.
• Textbooks convey values by what they exclude as
  much as by what they include. Examples include
  past treatment of women minorities.
• Teachers can unintentionally effect a students
  performance based on his/her expectations of the
  students ability. This creates a
  self-fulfilling prophecy (a prediction that
  results in behavior that makes the prediction
  come true). When teachers expect children to do
  well, they are more likely to do so, when they
  expect them to do poorly, they are more likely to
  do so as well.
• Teachers can also unintentionally foster sexism.

End Section 4
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Ch 13 Political and Economic Institutions

• The link b/w economics politics

• The economic institution is the set of functions
  that concern how goods services are produced
  distributed for a society.
• B/c economic decisions affect how resources are
  shared b/w organizations the general public,
  conflicts arise. The political institution is the
  institution through which power is obtained
  exercised. It has the responsibility for
  handling the conflicts that come from certain
  economic decisions.
• Think of economics as the distribution of
  resources politics as the exercise of power.

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• Power authority

• Power is the ability to control the behavior of
  others even against their will.
• Power takes different forms.
• Ex. political, , fame, personality, etc
• Coercion is control through the use or threat of
  force.
• A political system based on coercive power is
  inherently unstable the people will want to
  rise against it.
• Authority is power accepted as legitimate by
  those subject to it.
• Ex. teachers grade students, gov.ts collect
  taxes, etc
• Forms of authority
• Charismatic authority comes from the personality
  of an individual.
• - Leaders have strong personalities can
  often inspire trust.
• - Temporary - gone as soon as leader dies.
• Traditional authority is authority w/ legitimacy
  through custom.
• - Kings pass their kingdom to sons.
• Rational-legal authority is the authority of
  gov.t officials based on the offices they hold.
• - The power is w/ the office, not the
  individual. They still have to obey laws.

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• Types of political systems

• Democracy type of gov.t in which the supreme
  authority rests w/ the people (majority rules).
• In a representative democracy individuals are
  elected to represent the people.
• Assumes not everyone in modern society can be
  actively involved in all political decision
  making that elected officials who dont satisfy
  the wishes of the majority wont win reelections.
• Totalitarianism a political system in which a
  ruler w/ absolute power attempts to control all
  aspects of a society. Characteristics of a
  totalitarian gov.t include
• One political party usually controlled by 1
  person.
• A monopoly over military resources.
• A planned economy directed by the state.
• Police terror crush opposition, spy
  intimidate.
• Indoctrination instruction in the gov.ts
  beliefs.
• Propaganda censorship gov.t controls media.
• Religious or ethnic persecution often create
  enemies of the state (someone to blame for
  gov.t failures).
• Authoritarianism a political system controlled
  by elected or nonelected rulers who usually
  permit some degree of individual freedom. In b/w
  democracy totalitarianism.

End Section 1
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• Voting in the US

• The US has one of the lowest voter turnout rates
  in the industrialized world w/ usually around ½
  of eligible voters voting.
• This is partly due to a low level of confidence
  in political leaders.
• The choice voters have is limited by several
  factors
• The power of political parties to get elected
  to a high office, a person usually must have the
  support of one of the major parties. To get
  party support, a candidate must appeal to the
  most voters possible, which means candidates
  resemble each other in many ways.
• The cost of running a political campaign. No ,
  no campaign.

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• Political socialization is the informal formal
  process by which a person develops political
  opinions. The major agents of political
  socialization are
• The family about 2/3 Americans follow the same
  party as their parents
• Education the more educated the person, the
  more likely they are to being politically
  knowledgeable active.
• Mass media - draws attention to various topics,
  emphasizes some problems while downplaying or
  ignoring others. Determines what people talk
  about forces politicians to take notice.
• Economic status occupation we tend to vote
  based on how issues affect our wallets.
• Age gender younger people tend to be more
  liberal. Women tend to be more concerned w/
  womens issues.
• Race religion are also factors

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• 2 models of political power

• Democratic societies have 2 models of political
  power
• Pluralism is when political decisions are the
  result of bargaining compromising among special
  interest groups. No one group holds the majority
  of power.
• Power is widely distributed throughout a society.
• Functionalists focus on pluralism how decisions
  are made based on the goals values shared by
  the general public.
• Interest groups (groups organized to influence
  political decision making) help advance their
  cause(s).

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• Elitism is when a society is controlled from the
  top by a few individuals or organizations.
• Power is concentrated in the hands of a few w/
  common interests backgrounds w/ the masses
  having little political power.
• Conflict perspective followers focus on elitism
  how the key economic, political, military
  leaders overlap to form a unified group known as
  the power elite.
• - In the US, the power elite is said to be
  educated in select boarding schools, military
  academies, Ivey League schools. They belong
  to the Episcopalian Presbyterian churches.
  They also come from upper-class families, have
  many mutual acquaintances, share many values,
  intermarry.

End Section 2
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• The 4 factors of production

• The basic resources required to make all goods
  services.
• These are necessary in every economy

They take the risks doing
something new arent considered part of labor
The only factor that assists in
production is a result of earlier
production
45

• Economic systems

• These 3 systems each answer the questions of
  production (What, how, for whom to produce?) in
  different ways. They also have different beliefs
  on how the factors of production should be used.

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• Characterized by private (or corporate) ownership
  of property the pursuit of profit.
• Consumers, workers, entrepreneurs have freedom
  of choice.
• Minimum of gov.t interference they should
  protect citizens from abuses.

• Capitalism

47

• Inadequate competition

• Over time, mergers acquisitions have led to
  larger fewer businesses dominating various
  industries. This has led to a in
  competition which has several important
  consequences
• 1. Inefficient resource allocation including
  (instead of investing in the company, executives
  may get big bonuses benefits).
• 2. prices output artificial
  shortages
• 3. Economic political power
• Monopoly - A market structure w/ only 1 seller of
  a particular product. They control production
  distribution of a product or service.
• It is a price maker.
• Ex Utilities determined by the gov.t
• Mostly illegal
• Oligopoly A market structure in which a few
  very large sellers dominate the industry.
• The product may be exactly the same or different.
• Ex Coke Pepsi
• Sometimes the businesses may take part in price
  fixing.
• Illegal.

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• Communism (Your book calls this socialism DO
  NOT CALL IT THAT!!!)

• Is an economic system which calls for the
  collective, or state, ownership of land other
  productive property.
• Karl Marx observed the plight of the workers
  during the Industrial Revolution wrote The
  Communist Manifesto (along w/ Friedrich Engels)
  in response.
• He believed that history was an ongoing struggle
  b/w the classes.
• He believed that the workers (proletariat) would
  rise up against the capitalists (bourgeoisie) in
  a violent revolution. These violent revolutions
  would continue until eventually the capitalist
  system would by overthrown everyone would work
  for the benefit of society share in its rewards
  equally.
• Marx would become known as the father of
  communism ( socialism).

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• How countries implement communism

• Failures of communism lack of profit motive,
  poor central planning, corruption, etc.

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• Socialism (Your book calls this Mixed economic
  systems)

• An economic political philosophy based on the
  idea that the benefits of economic activity
  (wealth) should be fairly distributed throughout
  a society.
• This is achieved through the principle of
  collective (meaning public or gov.t) ownership
  of the most important means by which goods
  services are produced distributed, as well as
  some other major industries.
• In other words, the public controls the centers
  of economic power.
• Instead of emphasizing competition for profit
  (like many capitalist nations), socialists tend
  to emphasize cooperation social responsibility.
• A major socialist movement began during the
  Industrial Revolution as the gap b/w the rich
  the poor .

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• How countries implement socialism

• Welfare states are countries that provide
  extensive social services at little or no cost.

Around 50-60 of income goes to taxes - middle
upper classes pay a higher
End Section 3
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• Corporations

• A form of business controlled by shareholders,
  who have limited liability limited control,
  recognized by law as a separate legal entity
  having all the rights of an individual.
• Gives it the right to buy sell property, enter
  contracts, to sue/be sued.
• Shares of stock (certificates of ownership) are
  sold to shareholders (or stockholders) who own
  the company.
• If the company is profitable, they get a of its
  profits.
• If it goes into debt, they may lose their
  investment, but no more.
• Top corporate officials can influence gov.t
  decisions by using their wealth power to punish
  or reward elected officials. They may donate to
  campaigns or leave if they disagree w/ the
  gov.ts economic policies taking jobs w/ them.
• A corporation is run by its board of directors.
  Interlocking directorates occur when the heads of
  corporations sit on one anothers boards. This
  magnifies their power/influence greatly.

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• Conglomerates
• Multinationals

• A firm that has at least 4 businesses that each
  make unrelated products, none of which make up a
  majority of its sales.
• The idea is to avoid
  putting all your eggs
  in
  one basket.
• Makes it difficult to
  know who owns
  what.
• Corporations that make goods /or provide
  services in different countries (can also be
  conglomerates).
• Some of the most powerful multinationals have
  sales volumes greater than the economic output of
  some countries (p. 447).
• Able to move resources, goods, services,
  across national borders.
• Can be beneficial b/c they transfer new
  technology, create new jobs, generate more tax .
• Can be detrimental b/c they may be too powerful,
  pay low wages to workers, export scarce natural
  resources, /or interfere w/ the development of
  local businesses.

End Section 4
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• The 3 economic sectors

• The primary sector is the part of the economy
  producing goods from the natural environment.
• Ex. Farmers, miners, ranchers, fishermen, etc
• The secondary sector is the part of the economy
  engaged in manufacturing goods.
• Ex. Factory workers, often called blue-collar
  workers.
• The tertiary sector is the part of the economy
  providing services.
• Ex. Teachers, cops, doctors, actors, mechanics,
  etc
• Before the Industrial Revolution, most workers
  were in the primary sector. Afterwards, more
  were in the secondary sector. W/ more recent
  technological advances occurring post-WWII
  requiring less manufacturing, most workers now
  work in the tertiary sector (77 of Americans).

ACTIVITY
BUSINESS INVOLVED
STAGE
Woodcutter
Primary
Furniture maker
Secondary
Retailer
Tertiary
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• Occupational structure

• Occupations are categories of jobs that involve
  similar activities at different work locations.
• Ex. Teacher, cop, electrician, dental assistant,
  etc - all involve similar training no matter
  where they work.
• While manufacturing jobs have been going
  overseas, the US has been gaining some jobs in
  high-tech industries. However, there are two
  concerns
• Many of the jobs being gained offer lower pay.
• The new jobs require different skills then those
  people have who used to work in manufacturing.
• Since the 1970s many major corporations have been
  downsizing (the process by which companies
  their full-time workforce). To save , they then
  their contingent employment (hiring of
  part-time, short-term workers). Contingent
  workers receive lower pay no benefits. Some
  believe that this trend is the gap b/w the
  haves the haves nots is causing workers to
  have less confidence in their management.

End Section 5
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Ch 14 and 15 Quiz
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Ch 14 Religion

• Religion sociology

• A religion is a unified system of beliefs
  practices concerned w/ sacred things.
• Sacred means holy or set apart given a
  special meaning that goes beyond immediate
  existence.
• Secular (or profane) refers to the non-sacred
  aspects of life. Not unholy, just commonplace.
• What is sacred in one culture can be secular in
  others vice versa.
• What is sacred can become secular over time
  what is secular can become sacred.
• Sociologists approach religion as a human
  creation focus on the social aspects of
  religion that can be observed measured.
• Read p.492-93 Indias Sacred Cow

End Section 1
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• Functionalism religion

• Religion exists in some form in almost all
  societies.
• Evidence of religion can be traced back to 50,000
  B.C.
• Emile Durkheim was the 1st sociologist to look at
  religion scientifically wonder why religion can
  be found in so many societies. He concluded that
  societies used sacred symbols as a mirror for
  themselves, that through religious rituals,
  people worship their societies remind
  themselves of their shared past future
  existence.
• Other social functions of religion include
• Gives approval to the current social arrangements
  justifies social norms/ attitudes makes them
  legitimate (to give official authority to). It
  explains why some should have power or not, why
  we should do some things not others, etc
• Encourages a sense of unity provides a social
  order causes us to work together (but can also
  divide a society).
• Provides a sense of understanding gives us a
  sense of place in the world eternal
  significance to our short existence.
• Promotes a sense of belonging helps us feel
  connected to others.

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• The conflict theory religion

• The conflict theory focuses on how religion works
  to discourage or encourage social change.
• Karl Marx believed religion was the opiate of
  the masses. People believed they shouldnt do
  anything to go against their faith even if it
  kept them bad circumstances. He believed that
  religion was a tool for those in power to keep
  their power that the workers should abandon
  religion.
• He saw religion as working against social
  change.
• Max Weber explained how the of
  Protestantism helped the of capitalism. He
  noticed that capitalism emerged in NW Europe in
  the US. Some Protestant sects saw work as a
  moral obligation which led to what Weber called
  the Protestant ethic (a set of norms attitudes
  stressing hard work, thrift, self-discipline).
  This came in large part from John Calvins
  beliefs that God rewards his chosen ones in this
  life, consumption beyond necessity is sinful,
  that life material goods should be used to
  glorify God. This led to the spirit of
  capitalism (the obligation to reinvest in
  business rather than spend it) the growth of
  business.
• He saw religion as possibly helping to cause
  social change.

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• Symbolic interactionism religion

• Peter Berger believed that when humans create
  religious traditions they are providing a cover
  of symbolic meanings to lay over the secular
  world. They use these meaning to guide everyday
  social interaction.
• They give people a way to identify what is sacred
  what is not.
• They provide stability security.
• People are more likely to become religious in
  uncertain times b/c religion can help provide
  them w/ a sense of certainty relief (like the
  idea of an afterlife or affirmation that a
  decision made is the morally correct one).

End Section 2
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• Religious organization

• In Western societies, most people practice
  religion through some organizational structure.
• So religions can be organized by church,
  denomination, sect, cult.
• Sociologists consider a church to be a
  life-encompassing religious organization to which
  all members of a society belong.
• Exists when a religion the state are closely
  intertwined.
• Ex. Italy centuries ago under the Catholic Church
  or England under the Church of England.
• When Americans talk about a church we are
  actually referring to a denomination, which is
  one of several religious organizations that most
  members of a society accept as legitimate.
• Denominations arent tied to the state, so
  membership is voluntary competition for
  membership is socially acceptable.
• A sect is a religious organization formed out of
  a desire to reform an existing religious
  organization. They believe the current
  denomination has strayed from important beliefs
  or traditions.

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• A cult is a religious organization whose
  characteristics dont come from existing
  religious traditions w/in a society.
• They either get their views from outside the
  society or create them from w/in.
• Many people associate cults w/ radical beliefs
  behavior but many cults arent.
• So why do people join cults? B/c they
• Provide a supportive community to help overcome
  loneliness provide emotional ties. They often
  use family terms when talking about members.
• Emphasize immediate experience emotional
  gratification. Religion is felt rather than
  just being thought about.
• Claim to offer something authentic natural in
  an artificial world.
• Extremist cults emphasize security through strict
  authority. Provides converts w/ feelings of
  certainty safety.
• Indicators of cults are if they require
  separation from family friends, use of drugs,
  severe punishment or psychological conditioning,
  /or claims of special knowledge only insiders
  can know.

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• Religiosity

• Ways in which people express their religious
  attitudes behaviors in their everyday lives.
• There are 5 dimensions of religiosity
• Belief what a person believes to be true.
• Rituals religious practices people are expected
  to perform. They may be private or public.
• Intellectual dimension knowledge of holy or
  sacred scripture.
• Experience certain feelings attached to
  religious expression (ex. feeling close to the
  deity when praying).
• Consequences are the decisions commitments
  people make due to their religious beliefs.
  These consequences may deal w/ private or public
  issues (ex. abstaining from sex before marriage
  opposing abortion).

End Section 3
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• Development of religion in the US

• The 1st settlers to colonize what would become
  the US were looking for religious freedom for
  themselves the Puritans believed that they
  would be a religious example to the world. This
  has led to the idea of American exceptionalism
  the belief that the US is a special unique
  example of liberty democracy for the rest of
  the world to follow.
• Despite this the founding fathers believed in
  separation of church state.
• However, certain religious minorities have
  persecuted in Americas history.
• Religion has also influenced periods of American
  history (ex. Antislavery Prohibition
  movements).
• Today, slightly less than ½ of Americans are
  Protestant (particularly Baptist 16 Methodist
  8). Catholics are 24 Jews are 2. The
  unaffiliated (atheist, agnostic, no opinion) make
  up about 20 of the population.

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• Secularization in the US

• Secularization is the process through which the
  sacred loses influence over society.
• Ex. Education used to be provided primarily
  through clerics.
• Although its widely believed that religion is
  losing its importance in the US, it is still
  highly religious when compared to other
  industrialized nations.
• There are now over 300 recognized
  denominations/sects thousands of independent
  congregations in the US.

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• Fundamentalism in the US

• Fundamentalism is the resistance of
  secularization the rigid adherence to
  traditional religious beliefs, rituals,
  doctrines.
• It has been on the in the US for the last
  30 or so yrs.
• It exists in all religions Christian (including
  Catholics, Protestants, Morons), Muslims, Jews.
  However, in the US it mostly involves
  Protestants.
• Fundamentalists are politically conservative.
• Protestant fundamentalists in the US believe in
  the literal truth of the Scriptures.
• Protestant fundamentalists arent all the same.
  Denominations fundamentalism is predominately
  found in include Mormons, Baptists, Jehovahs
  Witnesses.
• Why is fundamentalism on the ?
• They offer absolutes in an uncertain world.
• They tend to be less formal impersonal than
  mainline churches.
• They claim to offer a more purely sacred
  environment.
• The internet has helped spread their message.

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• Religion, social class, politics

• Social class on average, Presbyterians,
  Episcopalians, Jews are likely to be at higher
  social classes Catholics, Methodists,
  Lutherans are likely to be in the middle
  Baptists are more likely to be at the lower
  social classes.
• Upper classes tend to express their religiosity
  through church membership, church attendance,
  observance of rituals. Lower classes tend to
  express their religiosity through private prayer
  emotional religious experiences.
• Political affiliation Jews Catholics are more
  likely to be Democrats, while most Protestants
  denominations are more likely to be Republicans.
• Jews Catholics have been discriminated against
  are more likely to favor stronger separation of
  church state. Protestants being in the
  majority are more likely to want to allow
  religion into public