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I am taking Intro to Sociology because this is a topic that I am interested in. I am interested to learn about social change and human behavior. I applied to do dual enrollment at Delta because I want to expand my knowledge and give myself a better chance of getting into a good college, so I can get out of my home town. Also, my mom said I should take the class and I listen to my mom.

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This section of reading discusses vaguely what to expect in the remainder of the text. This particular section brings up the idea of consumer culture, which as a teenage girl I find that partake in. As I read through this section I thought of the clothes that I just ordered, despite having plenty of clothes that are just fine. I looked at that idea from different angles as the book mentioned. On the smaller scale I can explain my actions as being influenced my peers. All my friend are getting new summer clothes, so I should too. Additionally, I got a sense of instant gratification and excitement from ordering something new. I ordered new stuff because of the satisfaction I get from shopping and because since I am a teenager, every time I get some extra money it is like its burning a hole through my pocket and I have to spend it. On a larger scale I though about the social pressures to follow trends. It is normalized to follow micro trends and in thinking about that I realized that some of the things I ordered I most likely will not be wearing next summer when its out of style. This was definitely an interesting train of thought that I got out of just the first page of reading assigned.

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This section of the reading starts off with the vague definition of sociology. Henslin compares sociology with other social sciences. I found it interesting to see how differently people could view the same subject (juvenile delinquency) because of there different backgrounds in terms of social sciences. I thought about how a person with a background of criminology might approach the idea compared to a person with a sociology background. I figure a person with a background of criminology might look at the juvenile justice system when addressing juvenile delinquency where as a sociologist would look at the affects of social class as mentioned in the text.

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JCB Chapter 1: Jeans/Discovering Sociology

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JCB Chapter 1: Jeans/Discovering Sociology

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Chapter one focuses on Jeans as a consumer item. The analysis of jeans offers insight on how the common items we own can demonstrate a lot about personal identity, social structure, and values.

Personal identity

This section discusses what jeans can mean to an individual and how it can be a form of self expression. Personally, jeans are a staple in my wardrobe. I use jeans as a way to convey my style and to feel most confident. In a way to me wearing jeans shows a lot about my personality and my attitude. If for instance, I am wearing jeans I am most likely feeling more put together and confident than if I were wearing sweatpants. Jeans as well as all other items of clothing and accessories can tell a lot about a person. based on the way a person is dresses can lead people to form opinions and ideas on what that person is like.

Social Structure

Chapter one also delves into the social structure associated with the production and consumption of jeans. This section highlights the economic system and what steps jeans go through before getting into the hands of consumers. the idea that the production process involves underpaid labor workers. A connection I made was to the well known brand SHEIN. The brand is known to have questionable labor practices and to exploit workers. That idea reflects the issues in the economic system, as exploitation of labor workers is a regular occurrence across the board.

Social values

The popularity of jeans illustrates the social value of consumerism. People place a great deal of value in material items. Consumerism promotes personal fulfillment and the idea that social status can be gained through material goods. As a teenager I see the affects and pressures of consumer culture up close on the daily. One particular instance that I can recount is when me and a group of my peer were bored in class and guessing the price of each of our outfits. One of my friends who is well off had and outfit that cost upward of one thousand dollars. I was shocked as it was a normal Tuesday morning and this girl woke up and put a thousand dollars on her body. I was more shocked when I compared the price of what I was wearing to her. This event pressured me to buy more quality pieces of clothing in order to look as 'expensive' as she did. I definitely feed into consumer culture more often than I am proud to admit.

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Sociology has a unique perspective. It has a variety of different focuses all pertaining to society and social contexts. Henslin emphasizes that sociologists focus primarily on ideas like social class, structure, and interactions.

Something that I recognized is that social sciences can have some overlapping perspectives on a subject. Which I think shows the complexity of social issues.

The different types of sociology (structural/ interactional) are also discussed.

Structural focus on how membership to a group affects behavior. An example that resonates with me is that since I am Asian/mixed and grew up in an Asian house hold, I try to do well in school because of our value for education.

Interactional focus on individuals. It focuses on what people do when they are around each other.

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A microscope kit for kids. I remember feeling proud of myself for saving enough money from birthday gifts and doing chores to get something that I liked. I thought that if got a microscope it would make me smarter. A reason that is so desired to be seen as smart is because I come from a large family with plenty intelligent and well educated women. I always have been curious, as a kid, most of my money was spent on science kit and books. That is most likely because I am raised under the expectation of greatness. I am Asian the stereotype is that I am going to grow up to be a doctor or lawyer or something along those lines. so, since I learned to read I have always been motivated to learn new things. thus, buying a microscope instead of a Barbie. Another aspect that motivated my purchase is that when I was younger I hated to be girly. I used to want to be different than other girls so that was my form of rebellion. I have definitely grown out of that. While i do keep my value of education I do not try to hide my femininity anymore. The last thing that motivated my purchase is my mom. My mom is very smart and I have always felt the need to live up to her standards. Basically, she said I should get a microscope , so I did. Because I listen to my mom.

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In this sections Berger describes sociology as a way of thinking that delves deeper social contexts. Berger sees sociology as more than an academic study. He views sociology as a way to understand peoples actions and behavior based on the social setting, context, etc.

An example Berger brought up was a sociology class at a southern college. He discusses what the classes attitude might be like when discussing the subject. I thought about how my predominately white high school matched his description.

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This particular section had me confused for a little bit confused. I figured it out though.

Mills discusses sociological imagination which is the understanding how personal problems connect to larger issues. For instance, body dysmorphia is not just an internal issue it is also connected to the beauty standard and athletic expectations. Mills explains that personal troubles reflect larger public issues. This idea makes me wonder if personal troubles would lessen if public issues lessened? I figure that it probably would.

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This sections focuses of the different sociological perspectives regarding food. one of the perspectives that I found interesting was the section about food as a totem. It explains how food is a cohesive force. Food brings people together and can have symbolic meanings that are significant to different groups of people. I have noticed that often when I meet new people we will find ourselves bonding over food. Often the only way to get the whole family together is if there is a meal involved.

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Body rituals of the Nacirema are something I have never heard of before. The rituals mentioned are very unique to the Nacirema. I am curious what lead this group of people to adopt these beliefs and rituals? The group is described as magic ridden people, which shocked me because I do not believe in magic besides in movies. Is there a scientific explanation for how the rituals get the wanted result?

One of the things if found interesting was that intercourse was such a sensitive topic. I have never heard of limited intercourse at certain moon phases. How does intercourse even related to the moon cycle at all? Is it just a preventative measure? I am very interested in this culture and have plenty of questions.

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This sections talks about nonverbal communications and how body language can communicate a message. As soon as I read that part I thought about how me and my best friend are always on the same page. We can read each other very well just by each others body language. For example, I can always tell if she has something to say to me privately even if she's across the room based on her mannerisms and behavior in the moment. She can tell when I am overwhelmed with something because I pretty much go mute. We also same the exact same thing at the same time often.

A way I think I use nonverbal communication is through my face. I have been told on more occasion than one that I have an expressive face. My mom tells me often to 'fix my face'. My face usually speaks before my mouth does. Which is not the best because I always look like I am judging (because I am) and I have a smart mouth. I am very expressive and easy to read.

One this that I do not understand is how some people are not able to understand body language or read the room. I think it is weird that people do not understand body language.

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This sections explains how sympathy is a huge part of how people interact with each other. Sympathy is where people try to put themselves in another persons shoes, feel what others are feeling, and take action by helping and being kind to another person. Clark explains that sympathy creates moral rules and good behavior.

One way I commonly see sympathy used in my life is at school. Some people use other peoples sympathy to their advantage. At school we call them "pick me girls". They project the image that they are different from everyone else, and they make people feel bad for them. those types of girls use the sympathy from others to get attention. It is interesting to me that people use sympathy to their advantage.

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JCB  Contrasting Marxist and Durkheimian

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JCB  Contrasting Marxist and Durkheimian

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Marxist and Durkheimian have unique views that provide different perspective to understand society

Marxist

-focus on conflicts and inequalities of society

- sees society divided into classes (ruling class and working class)

-recognizes how the economy shapes social structure

-understanding power dynamics is key to changing society

Durkheimian

-focus on social stability

-society is a complex web where each part works together to form a harmonious whole

-emphasizes the role of shared values and norms

-understanding these social facts is key to maintaining social order

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New study explores why cliques thrive in some high schools more than others

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New study explores why cliques thrive in some high schools more than others

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I read an article about high school cliques and why they are more common in some schools.

The article explains that the commonality of cliques has to do with the size and diversity of the school. With a greater amount of students it is easier to form groups based on similarities. School with greater diversity allows for students to find people they identify with. It is emphasized that it is human instinct to sort ourselves out, so no matter the size and context of the group there would be some form of separation. It is also emphasized that cliques form base on the environment. For example, at a school whos focus is primarily academic it is more likely for friendships to be formed for academic reasons. That fact resonates with me as most of my school friends are in the same honors classes with me and are the girls that I study with. We are all friends despite our different ethnicities, culture, hobbies, sports, etc. It is interesting that a common goal can bring a group of people together despite our differences

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At almost any American high school, the elements of teen social networks are readily apparent: the cliques, the pecking orders and the varying degrees of self-segregation by race, age, gender and social status.

For years, sociologists have identified seemingly universal human instincts that spur this kind of sorting. These include the desires for familiarity and certainty, for control and dominance, and for security and support.

But as ubiquitous as those instincts are, students in some schools form more cliquish, hierarchical and segregated social structures than in others. What accounts for the variation?

It turns out that the organizational setting of a school itself, its "network ecology," has a big impact. Schools that offer students more choice - more elective courses, more ways to complete requirements, a bigger range of potential friends, more freedom to select seats in a classroom - are more likely to be rank-ordered, cliquish and segregated by race, age, gender and social status.

By contrast, pecking orders, cliques and self-segregation are less prevalent in schools and classrooms that limit social choices and prescribe formats of interaction. Smaller schools inherently offer a smaller choice of potential friends, so the "cost" of excluding people from a social group is higher. In addition, structured classrooms guide student interactions in prescribed routes and encourage students to interact on the basis of schoolwork rather than on the basis of their external social lives.

Those are among the conclusions of a new study, published online today in American Sociological Review. The lead author is Daniel A. McFarland, professor of education at Stanford Graduate School of Education.

"Educators often suspect that the social world of adolescents is beyond their reach and out of their control, but that's not really so,'' McFarland said. "They have leverage, because the schools are indirectly shaping conditions in these societies."
Datasets on friendships
The study draws on an analysis of two datasets about friendships. One considers friendships at the classroom level and the other at the school level. At the classroom level, the researchers tapped into detailed data of friendships and social interactions compiled by McFarland at two very different high schools over a two-semester period. The school-level data came from the National Longitudinal Study of Adolescent Health.

The researchers found that large schools tend to accentuate the quest by adolescents for friends who are similar to themselves, an instinct that sociologists call "homophily." Bigger schools offer a broader range of potential friends, as well as greater exposure to people who are different. It's a mixture of freedom and uncertainty that spurs students to cluster by race, gender, age and socioeconomic status.

But a school's size is only one factor. The researchers also found that a school's openness to choice spurs cliques and social-status hierarchies as well.

In schools with a strong focus on academics, where teachers have a hand in setting the pace and controlling classroom interactions, teenagers are less likely to form friendships based on social attitudes imported from outside the school. Instead, friendships are more likely to develop out of shared school activities and similar intellectual interests.

As the researchers put it, a positive educational climate strengthens the school's "system membrane" and makes it more impervious to external criteria for friendship such as race or social status. In other words, a more rigid school setting can sometimes promote more open-mindedness in making friends - a potentially valuable quality in adulthood.

McFarland cautioned that the study doesn't mean that students are necessarily better off in small schools with less choice. For one thing, the practice of putting students on particular tracks based on their apparent academic prowess often has the side effect of segregating students according to race. A bigger and more diverse student population may well foster self-segregation, but a smaller and more elite school is almost inherently more segregated in the first place.

Beyond that, the likely influence of these structural topographies may be complicated and contradictory. Different kinds of students are likely to thrive in settings with different blends of supervision, freedom and uncertainty.

"We're not proposing that we all go to a forced boarding-school model,'' he said. "The truth is that we are not sure which kind of adolescent society is best for youth social development, let alone what position in them is best."
More studies on the way
The main goal of this study, he continued, is to shed light on how a school's environment affects the shape of adolescent social networks. The next round of studies, he said, will look at which kinds of social networks and social networking positions best help adolescents prepare for adulthood.

"There likely isn't a simple answer," McFarland said. "What may work well for a shy child may not work well for a gregarious one, and neither solution may prepare them well for the realities of adulthood. We just need to study it and see."

The study, "Network Ecology and Adolescent Social Structure," was supported by the National Institutes of Health, the National Science Foundation, Duke Network Analysis Center and Stanford's Center for Computational Social Science. McFarland's co-authors are James Moody of Duke University and King Abdulaziz University, David Diehl of Vanderbilt University, Jeffrey A. Smith of the University of Nebraska-Lincoln and Reuben J. Thomas of the University of New Mexico.
Edmund L. Andrews is an editor, writer and communications consultant who wrote this story for Stanford Graduate School of Education.

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New study explores why cliques thrive in some high schools more than others

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At almost any American high school, the elements of teen social networks are readily apparent: the cliques, the pecking orders and the varying degrees of self-segregation by race, age, gender and social status. For years, sociologists have identified seemingly universal human instincts that spur this kind of sorting.

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I found myself surprised by Henslin's overview of six distinct research methods within sociology(surveys, participant observation, experiments, secondary analysis, and document analysis). Initially, I had perceived sociology as mostly subjective, driven more by interpretations and theories than by experimental methods. However, learning about these systematic approaches challenged my preconceptions. The detailed explanations of each method, their respective strengths, and the ways they contribute to forming a comprehensive understanding of society unveiled the scientific side of sociology that I had not fully understood. It's intriguing to see how sociologists combine qualitative insights with quantitative information to ensure their studies are grounded in factual evidence. This revelation has deepened my comprehension of sociology as a field that investigates complex social dynamics through diverse approaches, enriching understanding of society in meaningful and systematic ways.

I realize how these research methods can be applied not only in academic settings but also in everyday life. For instance, I can use participant observation to understand the dynamics of my workplace, gym, or school better, observing interactions up close and personal. This approach allows me to gain deeper insights into decision-making processes, relationship dynamics, and the influence of informal norms on behavior within these social environments.

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Pager's study investigates how having a criminal record affects job prospects, revealing that ex-convicts receive significantly fewer callbacks from employers compared to those without a record, despite having similar qualifications. This highlights the discrimination ex-convicts face when trying to re-enter the workforce. The study powerfully illustrates how sociological research can expose critical social issues and advocate for change. By using an experimental design, Pager provides clear evidence of systemic biases in hiring practices. This research calls for policy changes to support the reintegration of ex-convicts, emphasizing the need for a more inclusive and equitable job market. Reflecting on this study, it is evident how sociology can uncover inequalities and drive social justice efforts. This issue resonates with me personally, as I have observed similar struggles among friends and family members who face racial discrimination in the job market. Seeing how their race affects their employment opportunities underscores the importance of Pager’s findings and highlights the need for comprehensive efforts to address all forms of discrimination in hiring practices.

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This section focuses on how sociologists research sociological topics. I found that research is done in a similar manner as in physical science. However, it is different as many of the preferred topics of study for sociologists are not measurable the way other things like weight or distance are. As I read through this section, I connected the methods used in sociology to methods used in my chem class last year. For example, in chemistry I would observe chemical reactions and record data. In sociology observations are made based on behavior and patterns.

It is emphasized that advertisements are not only a marketing technique but also reflect societal norms, values, and behaviors. Advertisements create perpetual ideals of success, happiness, and beauty as they portray idealized lifestyles which consumers are drawn to. They lead to the idea that success is measured by the amount of stuff a person owns and the quality of those things as well as promoting the idea that a person is better off if they have the thing being advertised. I see this a lot with products that I use like make up. Sometimes I see advertisements on Tik Tok while scrolling the first thing they say is “you need this brand new (insert product)”. I notice that when I see the same advertisement constantly, I will end up buying the product. Advertisements have a lot of power to influence human behavior which is the entire point, but I did not realize the full extent of the influence. I also notice that they have influence on what me and my friends are interested in and talk about in our free time. For example, me and my group of friends follow a brand called Sol de Janeiro on Instagram and the posts on the account advertising their products have come up in conversation on more than one occasion and we all buy from the company regularly.

Some of these readings have had me questioning if anything I do is truly my decision or if it is all the result of the sociological influence in all aspects of my life?

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Required entry: JCB p. 105 Coffee Shop Ethnography

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Required entry: JCB p. 105 Coffee Shop Ethnography

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As I was walking into the coffee shop there was an older man sitting outside on a tablet in the shade. He had a sign that said looking for work. There were two middle aged women standing outside with drinks in their hands. they were chatting about scams I believe. I walked inside and there was three people that I could see working one tall white guy and a white girl and a Latina girl. Two of them were making drinks. The other white girl walked out around the back and told me that she would be right with me, and then walked back. I sat down at a table in the middle of the room. At the table across me there was three people studying or doing work separately. they most likely do not know each other. One girl was wearing headphones and did not look up from her work once. A mother and daughter walked in and ordered drink. They were talking right behind me. There is a wide range of races in here, no lack of diversity. The barista picked up a drink and turned the label toward her and read out "Hannah". Most of the people in here are staring at their phones. One older man is sitting outside on a phone call with a hot drink despite the hot day. His posture is relaxed so I’m assuming it is a casual call. A middle eastern couple walked in they chatted with the barista for a little bit while they ordered that makes me think they either know that person or are regulars. I saw some people that I know from my high school they did not say hi either they were ignoring me or did not see me. In the past fifteen minutes I have been here i have not seen any strangers talk to each other beside when people are ordering and those are short polite conversations. most of the people in here right now are middle aged with the 1 or 2 other younger people as the exceptions. I go to this Starbucks a lot with my friends and usually there is more younger people. since school is out from the summer it makes sense that there is not. most of the people that have come in have mobile ordered so they walk in grab their drinks and leave. This girl across the room from me was looking. very stresses and started crying so the woman next to her started talking to her and telling her that is was okay. It was very sweet it was the same girl who did not look up from her work the other woman was older she seemed a little unapproachable but when she talked to the other girl she seemed very kind. that was very heartwarming to see. there is a couple that walked in they walked straight to order drinks and sat down after. they were very affectionate to each other. it is a little gross in all honesty. they walked out and another older lady that I hadn't seen walk in walked behind them. the older lady started chatting with the girl that was stressed again and as they conversation started to die down the older lady started to slowly walk away while the conversation was ending. at that point I had to get up and leave because my mom was calling me to come home.

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A way you can measure learning is based on standardized test scores and percentage grades of a group of students. This will Show the product of good teaching, as opposed to mediocre, teaching or bad teaching. If for example, A student is receiving good instruction they might eat produce better scores on the standardized testing, whereas if a student is receiving bad instruction, that might result in worse scores. Away this could be flawed is if for example, a student is not a great test taker, then they might have worse scores, no matter what. However if the scores are random enough, then it would ideally even out.

I think that to measure good teaching, potentially teachers could give a survey that asked the rigor of the chorus on a scale from one to 10. The students could be asked to rate the teachers teaching on a scale of one to 10. But, I think the best show of good teaching is based on student improvement, which also overlaps with student learning.

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JCB Chapter 10 Branding/The Self and Social Interaction

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JCB Chapter 10 Branding/The Self and Social Interaction

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This section focuses on how we develop our sense of self. The author mentions that we develop our sense of self in relation to others, and I did not think to put it that way, but it makes sense. We are the result of the world around us. Consumer culture is part of how people express their sense of self and identity. For example, I am a person who loves coffee so I go to Starbucks or Dutch bros often. I am also fashionable, so I buy new clothes way more often than I should.

One of the things that stood out to me was the concept of the looking glass self in which a person’s sense of self is developed based on the imagined perspectives of them from people around them. The example given was that if a girl is constantly told that she is pretty she might start to believe that her physical appearance is more valuable to her sense of self than her education or humor. I relate to that because a lot of the time when I do something dumb or am clumsy, I get comments from my family saying, “at least she’s cute”, “thank god you’re pretty”, or “pretty only gets you so far”. I struggled with this for a long time as it gave me the idea that I was nothing but looks. It took away from the fact that I am (in my opinion) smart. Similarly, my old cheer coach hated me and would always call me stupid, a moron, and “a dodo”. Before that I had never felt like I was genuinely stupid. But her saying that to me every day drilled the thought that I was dumb into me. I have gotten over the fact that people only think I am pretty, but I will probably never get over being called a moron every day. I know my coach’s words had such a negative impact on my sense of self because I still to this day have nightmares about her and still think that I am an idiot every time I am unsuccessful in aspects of my sport. People’s thoughts on me have a huge effect on the person I think I am.

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Achieved status

1. Student

2. Cheerleader

3. Artist

Ascribed Status

1. Daughter

2. Sister

3. Woman

Roles of a Cheerleader

I go to every practice. I go to the gym. I practice tumbling, jumps, and stunts. I go to competitions and college cheer clinics. I communicate with my coaches and teammates. I have to run and stay in shape. I teach stunts and learn stunts. I cheer on the sidelines. I pump up the crowd at football and basketball games. I go to summer intensive camps. I go the physical therapy for my injuries. I preform routines. I eat heathy to fuel my body. I drink water so I am hydrated.

The picture is my team after winning NCA nationals in Dallas, Texas. I won two years in a row. It is one of my biggest accomplishments.

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(H)      135-146: Goffman, The Presentation of the Self in Everyday Life

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(H)      135-146: Goffman, The Presentation of the Self in Everyday Life

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Controlling impressions in social interactions, as Erving Goffman explains in "The Presentation of Self in Everyday Life," involves how people manage how others see them and interpret the impressions they receive. Goffman compares social interactions to performances, where individuals adjust their behavior, appearance, and communication to fit in and achieve their goals. This means consciously showing qualities like confidence, friendliness, or authority through how they talk, act, and carry themselves. It's also about understanding how others perceive these cues to gauge acceptance or trust. These dynamics are influenced by cultural norms, social roles, and personal identity. People strive to be genuine while also meeting social expectations, balancing being true to themselves with fitting in. Goffman's ideas encourage thinking about how we present ourselves in different situations and how we understand and respond to others' presentations. This insight helps improve self-awareness, empathy, and how we build relationships by being more attuned to the social cues around us.

While reading I remembered during my first date with my now boyfriend at my winter formal, I was determined to impress him. I put a lot of effort into being polite and looking pretty. I carefully chose a dress that I felt confident in, ensuring it was appropriate for the occasion while still looking like me. I paid attention to details like makeup and hair, wanting to appear my best without seeming like I was doing too much. Throughout the evening, I focused on showing good manners, actively listening to him, and engaging in conversations. However, there was a moment during dinner when things got awkward because I ran out of things to talk about. Despite my best efforts, there was a lull in the conversation, and I struggled to find topics to keep conversation going. I tried to laugh it off and use calm and collected body language which helped to ease the tension, but it was a reminder that even with preparation, natural conversation can sometimes be unpredictable. Overall, I think that my conscious effort to impress this guy by seeming nicer than I am worked because we’ve been dating since last December. I realize that my attempts to put my best foot forward were a bit misleading because I am actually a menace.

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(H) 249-264: Thompson, Handling the Stigma of Handling the Dead

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(H) 249-264: Thompson, Handling the Stigma of Handling the Dead

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Thompson's discussion on handling the stigma of working with the dead highlights how professionals like funeral directors, morticians, and medical examiners often face discomfort and negative views from society due to their work. Thompson explains how these individuals manage such stigma by highlighting the essential and caring services they provide, emphasizing the dignity and respect they offer to the deceased and their families. By focusing on the valuable contributions their work makes to society, they challenge the negative stereotypes linked to their profession and help others see the importance of their roles. These professionals also create and join supportive networks with others in their field, sharing experiences and offering mutual support to cope with the emotional and social challenges they encounter. This sense of community is crucial for their emotional well-being and helps them stay positive about their work. Thompson also highlights the importance of education and public awareness in reducing stigma. By educating the public about the vital services they provide and the professionalism and care they bring to their work, these professionals can foster greater understanding and appreciation for their roles. Public outreach and community involvement can also help change perceptions and reduce discomfort. This insight into the sociology of stigma reveals the importance of recognizing and valuing the diverse and often misunderstood roles within our society. It underscores the strength and resilience needed to stay professional and compassionate despite societal prejudice. Understanding how these individuals deal with and overcome stigma can inspire greater empathy and respect for all professions, especially those handling sensitive aspects of human experience, and encourage us to reflect on our biases to contribute to a more inclusive society.

I have a great deal of respect for people who work with the dead because it seems to take a great deal of professionalism and hard work to get the job done and to combat the stigma surrounding their profession. It must take a strong person to be in a profession working with the dead. Personally, I do not think that i would have the kind of emotional resilience they have.

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Group conformity

Often times I find that if my friends do not like a certain person, then I will not talk to that person. Like for example my friend just broke up with her ex-boyfriend and I thought he was cool when they were dating but now I really do not like him mostly because they broke up. Typically, my opinions on other people will be similar to that of my friends. So, if they like a person on one day, then I like them. If on a different day they do not like them, then I guess I do not like them either. It is girl code and group conformity.

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Shopping, often seen as a routine activity, carries significant sociological implications, especially when looked at through the lens of gender. In many societies, shopping is viewed as a feminine activity, with women typically being seen as the primary shoppers. This perception is rooted in historical and social contexts that have shaped gender roles and expectations. In the early 20th century, consumer culture began to grow, and advertisements increasingly targeted women, portraying them as responsible for household purchases and family well-being. This idea was based on the belief that women were the main caretakers and managers of the home, reinforcing traditional gender roles.

Today, this trend continues, with women often shown as more interested in shopping and better at finding deals and selecting products. Stores and marketing strategies are frequently designed with women in mind, from the layout of shops to the types of products promoted. For instance, ads for household items, children’s products, and clothing often feature women, suggesting that these are women’s areas of expertise. This targeting reinforces the idea that women are mainly responsible for shopping and caregiving, contributing to gender inequality by placing more responsibility on women. It also affects women’s identities and behaviors, making them feel a duty to fulfill this role, while men may feel less involved or discouraged from participating in shopping. Understanding these dynamics shows how societal structures and cultural narratives shape our daily actions and roles, highlighting the need for more balanced responsibilities and a rethinking of traditional gender roles.

As a teenage girl, I find that I really enjoy shopping, and this interest often aligns with societal expectations about gender. Shopping is not just a chore for me; it’s a fun activity that I look forward to, whether I’m shopping for clothes, makeup, or accessories. This interest in shopping is reinforced by the way media and advertisements target young women. For example, fashion magazines, social media influencers, and advertisements all suggest that keeping up with the latest trends is important for girls. These influences shape my shopping habits, making me more eager to explore new styles and products. I’ve noticed that when I go to the mall with my friends, we spend hours trying on clothes and discussing the latest trends, which highlights how shopping serves as a social activity that strengthens our bonds. However, understanding that my enthusiasm for shopping is partly shaped by societal expectations helps me reflect on my behaviors and the broader context of gender roles. It makes me more aware of how these influences might pressure me to conform to certain standards and encourages me to think critically about my choices.

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Reading this section left me shocked by how readily people comply with authority, even when it goes against their moral beliefs. The article discusses the Milgram experiment, where participants were instructed to administer electric shocks to a stranger. Despite the apparent distress of the "victim," many people followed the orders, highlighting a disturbing tendency to obey authority figures without question. What shocks me most is how ordinary people can commit harmful acts simply because someone in a position of power tells them to. It makes me question the strength of personal morals when faced with authoritative pressure. The idea that someone could be convinced to inflict pain on another person because they were told to do so is both alarming and eye-opening. This revelation forces me to consider how authority and social pressures can influence behavior in ways that might lead to unethical actions. This understanding compels me to think about the importance of critical thinking and personal accountability. It is crucial to question authority and evaluate the morality of our actions, especially in situations where compliance could harm others. The Milgram experiment serves as a stark reminder of the potential dangers of blind obedience and the need to uphold our ethical standards, regardless of external pressures.

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I bought a Stanley cup because every other sixteen year old girl has one. I do not think my life would be any different if I did not have a Stanley cup. Teenage girl only really focus on themselves, so no one would care if I did anything differently. I do love my cup though it is a huge 40 oz purple cup and I bring it everywhere. It is practical because I am and athlete and I need to stay hydrated through out the day and it is great to bring to practice. I am satisfied with the purchase because of its practicality considering my lifestyle and I do think it made me feel more like I fit in, but not as much anymore since it is just a cup and I am used to it now.

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Ulta Beauty is a brand that I connect with. Ulta teaches consumers specific lessons about their lives, consumption habits, and the role of free enterprise. The brand promotes the idea that beauty and self-care are essential to personal confidence and success. This message is conveyed through marketing campaigns, a diverse range of products, and the creation of a shopping environment that emphasizes the importance of beauty in everyday life.

Ulta’s branding emphasizes the empowerment that comes from self-expression through makeup. By offering a wide array of products, from affordable drugstore brands to high-end luxury lines, Ulta encourages consumers to explore and invest in their personal appearance. The store's layout and services, reinforce the idea that taking care of one's appearance is both a valuable and enjoyable pursuit. This narrative fosters a culture of consumption where beauty is connected to self-worth and social acceptance, encouraging frequent purchases and brand loyalty.

However, these messages also carry ideological implications, particularly regarding how Ulta pays its workers. While the brand promotes an image of beauty and empowerment, there have been concerns about the wages and working conditions of its employees, especially in retail positions. Reports of low wages and high demands in the workplace contrast sharply with the luxurious and uplifting image that Ulta projects. This disparity highlights the tension between the company's consumer-facing ideals and its labor practices, suggesting that the pursuit of beauty and self-improvement often comes at the cost of fair labor standards.

Many of Ulta's ideological messages have reached the level of hegemony, coming to be seen as common sense. The notion that beauty and self-care are essential for personal and professional success is widely accepted in contemporary society. The idea that regular investment in beauty products is necessary to maintain one’s appearance and confidence has become deeply ingrained, influencing consumer behavior and societal norms. This hegemonic influence extends to the broader acceptance of corporate practices that prioritize profit and consumer satisfaction, often at the expense of fair wages and working conditions.

In conclusion, Ulta Beauty’s role as a cultural pedagogue shapes consumers’ perceptions of beauty, consumption, and free enterprise. While the brand promotes positive ideals of self-expression and empowerment through beauty, it also perpetuates ideological messages that reinforce consumerism and obscure the ethical implications of its labor practices. These messages have become so ingrained in societal norms that they are often accepted without question, highlighting the powerful influence of corporate branding on cultural values and behaviors.

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The campaign for a $15-hour minimum wage and the right to unionize in the fast-food industry aims to improve workers' lives. Many fast-food employees earn low wages that don't cover basic living costs, so a higher wage would reduce poverty and improve their quality of life. Unionizing allows workers to negotiate better pay, benefits, and working conditions, tackling issues like unpredictable schedules and lack of benefits. Growing public support for fair wages and labor rights puts pressure on employers and lawmakers to make changes. However, challenges include resistance from fast-food companies, high employee turnover, fear of retaliation, and laws that make unionizing difficult. Despite these obstacles, the push for higher wages and union rights continues to gain momentum, driven by the need for better working conditions and economic fairness.

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Chapter 3 looks at the fast-food industry to understand global economic trends, labor practices, and cultural impacts. The authors explain how fast-food chains have spread worldwide, bringing convenience but also affecting labor and the economy. They describe the difficult working conditions in the industry, such as low pay, no benefits, and high turnover, making these jobs unstable and with little chance for promotion. The chapter also discusses workers' efforts to organize and fight for better wages and conditions, like the campaign for a $15 minimum wage. It connects fast-food jobs to bigger economic changes, like the move from manufacturing to service jobs, and explores how fast food affects eating habits, family life, and social interactions. Overall, the chapter uses the fast-food industry to show the complexities of global work, highlighting economic, social, and cultural aspects of globalization.Working a summer job at McDonald’s has shown me the challenges of low pay in the fast-food industry. The minimum wage isn’t enough to cover basic expenses or save for the future. Even though I work hard and deal with the fast pace and demands of the job, the low pay makes it tough to feel financially secure. This experience helps me understand why people are pushing for a $15 minimum wage to improve the lives of workers like me.

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Ehrenreich conducts an experiment in “Nickeled and Dimed” to reveal the tough realities of living on low wages in America. She takes on various low-paying jobs like waitress, hotel maid, and retail worker, describing the financial hardships faced despite long hours of work. Ehrenreich also discusses the physical toll, such as constant standing and exposure to harsh chemicals, and the emotional strain of feeling disposable in these jobs. Her account exposes issues like stagnant wages, lack of benefits, and job insecurity, criticizing the socio-economic structures that perpetuate inequality and poverty.

“Nickeled and Dimed” resonates with me because it reflects my family’s struggles with low-wage jobs. Growing up, I saw how my parents worked hard in multiple jobs to make ends meet, yet they still faced financial insecurity and had to manage bills carefully. Ehrenreich’s descriptions of the physical demands and emotional toll of these jobs remind me of the sacrifices my parents made to support our family. Her account reinforces my belief in the need for fair wages and better working conditions for all workers, based on the challenges I’ve seen my family go through.

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“Over the Counter at McDonald’s” provides an in-depth look at the highly structured and standardized work environment of McDonald’s employees. Leidner explores the company’s meticulous training programs, which are designed to ensure that every interaction with customers is consistent and efficient. She describes how workers are trained to follow specific scripts and procedures, leaving little room for personal discretion or creativity. This standardization, while efficient, often leads to a sense of dehumanization among employees, who may feel more like cogs in a machine than valued individuals. Leidner also examines the implications of such a work environment on employee morale and identity, noting that the repetitive nature of the tasks can lead to job dissatisfaction and burnout. Despite these challenges, she acknowledges that some workers find ways to assert their individuality and cope with the constraints of their jobs. The reading offers a critical perspective on the fast-food industry’s labor practices and their broader implications for workers’ rights and well-being.

Like the employees in Leidner’s research, I experienced the strict rules and scripted interactions designed to ensure everything runs smoothly and looked the same. Working under these conditions sometimes makes me feel like I have to set aside my own personality to meet company standards. Despite these challenges, I found ways to connect with customers on a personal level, which helped me find satisfaction in my job despite its limitations. Leidner’s insights into balancing structured procedures with personal identity mirror my own experiences of working within a controlled environment while trying to maintain my individuality.

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In this section Wishard delves into the complex experiences of individuals undergoing significant life transitions, particularly during mid-life. Wishard discusses how people in this stage often feel “caught” between the expectations of their youth and the realities of aging. He explores the psychological challenges that arise as individuals grapple with changes in their careers, family dynamics, and personal identities. The reading highlights the social pressures to achieve certain milestones by a certain age, which can lead to feelings of inadequacy and anxiety. Wishard also examines the cultural narratives around aging and how they influence individuals’ perceptions of their own lives. He discusses the importance of social support systems, such as family, friends, and community groups, in helping individuals navigate these transitions. Additionally, Wishard emphasizes the need for societal recognition of the value and contributions of people in mid-life and beyond. This reading provides valuable insights into the intersection of personal development and broader social and cultural forces, underscoring the need for a more nuanced understanding of aging and life transitions. Recently, I have taken on more responsibilities, such as getting a job, obtaining my driver's license, and going to doctor appointments on my own. These steps toward independence bring a mix of excitement and anxiety, reflecting the societal expectations Wishard discusses . His insights into cultural narratives around aging and success remind me of the pressures I face to meet these expectations. As I think about my future career and personal goals, I often grapple with questions of identity and purpose, similar to the individuals Wishard describes. This reading encourages me to approach life transitions with empathy and understanding, recognizing that these challenges are part of a broader social and cultural context that shapes our experiences and aspirations.

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This sections discusses how social class relates to consumption habits. Different social classes not only do different work but they also consume different things differently. It is mentioned that indulging in everyday “luxuries” such as Starbucks was a sign of good taste and high status. At this point Starbucks has transitioned from a luxury indulgence to a daily necessity, seamlessly integrating into the routines of people from all age groups and socioeconomic backgrounds. This transformation is driven by the brand's accessibility, and its appeal as a convenient, reliable option for busy lifestyles. The expectation of having a Starbucks nearby has become commonplace, with the brand's consistent quality and varied price points making it accessible to a broad audience. As a result, Starbucks is now a staple in many people's lives, taken for granted much like other essential services, reflecting its deep cultural integration and widespread appeal. Starbucks is still a sign of “High status“ particularly amongst youth. My age group loves to be seen walking around with a venti strawberry açaí because of the positive connotation associated with Starbucks as being “luxury”.

Caffeine as and acceptable addiction

Caffeine is just as addiction as any other chemical. People use caffeine as a stimulant just as often as people use nicotine. There are people who go through caffeine withdrawal, the same as there is people whop go through cocaine withdrawal. Caffeine is occasionally used as a replacement for alcohol, and is used in vapes as a replacement for nicotine. Why are caffeine addictions more socially acceptable than, for example, alcoholism? Caffeine remains an acceptable standard due to its cultural integration, benefits, and it -received low risks. Despite occurrences of severe caffeine addictions caffeine still remains acceptable because it is seen as less harmful.

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(H)      376-382: Gans, The Uses of Poverty

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(H)      376-382: Gans, The Uses of Poverty

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Gans examines how poverty serves several beneficial purposes for the upper and middle classes, despite its detrimental effects on the poor, contributing to the stability and functioning of the social system. Gans argues that the existence of a poor population provides a labor force for menial, low-paying jobs necessary for the economy, ensures these jobs remain filled, and generates employment for professionals like social workers and law enforcement officers. This description, referring to the work done by people in poverty as "society's dirty work," is gross and dehumanizing, as it overlooks the reality that those in poverty work just as hard, if not harder, than anyone else, often under more challenging and less rewarding conditions. Socially, the poor serve as scapegoats for societal problems, diverting attention from systemic issues and reinforcing societal norms by exemplifying the consequences of not adhering to them. Politically, poverty maintains the power structure by keeping the poor politically powerless, ensuring that the interests of the wealthy remain unchallenged. Culturally, the lifestyles and culture of the poor often inspire innovation in music, art, and fashion, enriching society's cultural landscape. Gans concludes that these functions, while beneficial to certain groups, perpetuate poverty and underscore the need for systemic change to address economic inequality's root causes.

Poverty serves functional roles for everyone except the poor themselves. Poverty functions to benefit society in various ways, providing a workforce for low-paying, essential jobs, creating demand for social services, and serving as a scapegoat for societal issues. These roles help maintain economic stability and support various professional sectors. Additionally, poverty reinforces societal norms and contributes to cultural innovation. However, these benefits are enjoyed by everyone except the poor, who endure significant hardship and marginalization. The existence of poverty highlights the need for systemic changes to address economic inequality and improve the lives of those affected.

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This section explores the journey of individuals striving to transition from the working class to higher socioeconomic statuses, highlighting the complex challenges they face. The essay begins by examining structural barriers such as limited access to quality education, constrained social networks for job opportunities, and economic limitations that hinder investment in further education or relocation for better prospects. Morris and Grimes emphasize the concept of cultural capital—comprising knowledge, skills, and educational credentials valued by higher social classes—which often eludes working-class individuals, complicating their integration and acceptance in more privileged social spheres. This cultural gap not only impedes professional advancement but also contributes to identity conflicts as individuals navigate new social norms and expectations, often feeling torn between their working-class roots and their aspirations for upward mobility. The essay underscores the crucial role of support systems—family, mentors, and community networks—in providing emotional, financial, and informational support necessary to navigate these challenges and seize opportunities for advancement. Lastly, Morris and Grimes address the psychological impact of upward mobility, acknowledging the stress, anxiety, and sense of alienation that can accompany the process of adapting to a new socioeconomic status. They advocate for policies and societal changes that address these barriers, promote equitable pathways to socioeconomic advancement, and enhance opportunities for individuals striving to transcend their working-class origins.

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(H) 395-406: Higley, The U.S. Upper Class

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(H) 395-406: Higley, The U.S. Upper Class

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Stephen Higley's "35 The U.S. Upper Class" provides a detailed look into the lives of America's elite. He starts by tracing the history of the upper class, showing how wealth and power have been passed down through generations. Understanding this history is important because it explains how the upper class maintains its influence over time.

Higley describes the upper class as families with large amounts of inherited wealth, often worth millions or billions of dollars. These families usually live in rich neighborhoods, like those in the suburbs of big cities or in private communities. They often send their children to expensive private schools and top universities, which helps their children stay in the upper class.

Social connections are very important for the upper class. Being part of exclusive clubs and attending high-society events helps them keep their status. These connections lead to business opportunities, marriages, and friendships that strengthen their social and economic power. Higley points out that being in the upper class is not just about having money, but also about having the right relationships and networks.

One of the main points in Higley's work is how the upper class keeps its status across generations. They use various strategies, like careful planning of their estates, strategic marriages, and ensuring their children have elite education and social experiences. By controlling important institutions, such as top universities and major companies, the upper class can stay dominant.

Higley also examines how the upper class affects inequality in society. When wealth and power are concentrated in the hands of a few, it has major effects on social and economic mobility. The upper class has a lot of influence over politics, often through donations and lobbying. This allows them to shape policies that protect their interests, sometimes at the expense of the wider population. Higley looks at the cultural habits of the upper class, including their spending patterns, lifestyles, and values. The upper class often spends on luxury goods and services to show their status. Their lifestyles are focused on exclusivity and distinction, which sets them apart from the middle and lower classes.

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Required entry: Watch the Youtube video "Wealth Inequality in the United States"

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Required entry: Watch the Youtube video "Wealth Inequality in the United States"

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The video "Wealth Inequality in the United States" connects directly to the differences between the upper, middle, and lower classes in the country.

Upper class: The video highlights how the top 1% of Americans hold a significant portion of the country's wealth. This group is part of the upper class, which includes individuals and families with substantial assets, investments, and high incomes. The video shows how the upper class has become wealthier over time due to factors like tax policies, globalization, and the decline of labor unions. This concentration of wealth gives the upper class significant economic and political power, allowing them to influence policies that often benefit their interests.

Middle class: The middle class, which consists of individuals and families with moderate incomes and some savings, has seen its economic power stagnate. The video explains that while the upper class's wealth has grown, the middle class has not experienced similar growth in wealth. This stagnation is due to various factors, including job outsourcing, wage stagnation, and reduced union influence. As a result, the middle class faces challenges in maintaining its standard of living and achieving financial security.

Lower Class: The lower class includes individuals and families with the least wealth and income. The video shows that the bottom 90% of Americans hold much less wealth compared to the top 1%. The lower class often struggles with low wages, job insecurity, and limited access to education and healthcare. Wealth inequality exacerbates these challenges, making it difficult for those in the lower class to improve their economic situation and move up the social ladder.

By illustrating these disparities, the video underscores the widening gap between the upper, middle, and lower classes. It emphasizes that wealth inequality affects everyone, not just those at the bottom. The concentration of wealth in the hands of the upper class leads to reduced opportunities for the middle and lower classes, impacting social mobility and economic stability.

The video also suggests that addressing wealth inequality requires changes in policies and a shift in societal values regarding wealth and success. These changes could help create a more balanced distribution of wealth, providing greater opportunities for the middle and lower classes to improve their economic standing and achieve financial security.

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(JCB)  Chapter 6:  Sports/Race (Omit Section 4, 164-169)

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(JCB)  Chapter 6:  Sports/Race (Omit Section 4, 164-169)

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This chapter investigates the complex intersections of race, merit, and group boundaries, focusing on the context of sports. It explores how sports act as a microcosm for broader societal dynamics, reflecting and reinforcing social hierarchies and group boundaries. Key themes include the myth of meritocracy, the role of race in shaping perceptions of athletic ability, and the impact of group boundaries on opportunities and access.

One of the central arguments of the chapter is the challenge to the notion that success in sports (and by extension, other areas of life) is solely based on individual merit and hard work. It highlights how structural inequalities and systemic barriers can skew the playing field. For instance, socioeconomic background, access to resources, and social networks can significantly influence athletic opportunities and outcomes. This critique of meritocracy is crucial in understanding how deep-seated inequities persist despite the ideology of equal opportunity.

The chapter also critically examines how racial stereotypes shape perceptions of athletic ability. It discusses how certain racial groups are often pigeonholed into specific sports or positions based on stereotypical assumptions about physical attributes and abilities. Historical and contemporary examples illustrate how Black athletes, for example, are often celebrated for their physical prowess while being overlooked for intellectual or leadership roles within sports. This section sheds light on the persistent racial biases that impact athletes' careers and public perceptions.

The exploration of group boundaries in sports reveals how sports can both challenge and reinforce social divisions. While sports can provide a space for cross-racial interaction and camaraderie, they can also reinforce segregation and exclusion based on race and other social markers. The chapter examines the role of institutions, such as schools and professional leagues, in maintaining or disrupting these boundaries through policies, practices, and cultural norms. This analysis underscores the dual role of sports as a potential site for both integration and division.

Several case studies and examples bring these concepts to life. These might include the experiences of athletes from diverse racial backgrounds, the dynamics within sports teams, and the broader societal reactions to issues of race and merit in sports. High-profile cases of racial discrimination in sports and the responses from athletes, organizations, and fans are also discussed. These real-life examples illustrate the ongoing struggles and successes in addressing racial inequities in the sports world.

The chapter also analyzes the role of media in

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(JCB) Chapter 12: Music/Racism and Cultural Appropriation

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(JCB) Chapter 12: Music/Racism and Cultural Appropriation

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This chapter delves into the intricate relationship between music and subcultures, examining how music becomes a cornerstone for identity formation and social expression. Subcultures, often formed in opposition to mainstream culture, use music as a powerful medium to articulate their distinct styles, attitudes, and values. For instance, punk music, with its raw energy and anti-establishment lyrics, embodies the rebellious spirit of the punk subculture. Similarly, hip-hop has served as a voice for marginalized communities, addressing issues like systemic racism and social injustice through its lyrics and rhythms. Heavy metal, with its intense sound and often dark themes, provides an outlet for expressing emotions and ideas that might be suppressed in mainstream discourse.

The chapter also addresses the concept of cultural appropriation, where elements of marginalized cultures are adopted by dominant groups without proper understanding or respect. This practice often strips cultural elements of their original meaning and context, reducing them to mere trends or commodities. In the realm of music, cultural appropriation can manifest in various ways, such as the adoption of musical styles, fashion, and slang by artists who do not belong to the cultures from which these elements originate. This appropriation can perpetuate stereotypes and contribute to the commodification of cultural practices, ultimately benefiting those who appropriate more than the original creators.

Systemic racism within the music industry is another critical issue discussed in the chapter. The industry often favors white artists while exploiting and marginalizing Black artists, despite their substantial contributions to various genres. For example, genres like rock and roll and jazz, which have deep roots in Black culture, have historically seen white artists receive more recognition and commercial success. The chapter illustrates how Black artists have faced numerous barriers, from unequal pay to limited promotional opportunities, and how their work is often devalued compared to their white counterparts.

Several case studies are presented to illustrate these concepts in action. The commercialization of hip-hop is one such example, showing how a genre that originated as a form of resistance and self-expression in Black and Latino communities has been transformed into a lucrative industry dominated by major record labels. Another example is the appropriation of reggae by mainstream pop artists, who often incorporate reggae elements into their music without acknowledging or respecting the cultural and historical significance of the genre. These case studies highlight how cultural appropriation and systemic racism are interwoven in the music industry.

The chapter also explores the role of fans in supporting or challenging cultural appropriation and racism. Fans can either reinforce harmful practices by uncritically consuming and promoting appropriated music, or they can advocate for more respectful and equitable treatment of different cultures. Fan activism, such as calling out instances of appropriation on social media or supporting artists from marginalized communities, plays a crucial role in shaping the music industry and promoting cultural respect.

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In "Showing My Color," Clarence Page offers a compelling reflection on his experiences with racism, drawing a broader picture of racial discrimination in America. He begins by recounting his childhood in the segregated South, where he witnessed and experienced the blatant racism that characterized the era. Page shares vivid memories of segregated schools, "whites-only" signs, and the daily indignities that African Americans faced. These early experiences shaped his understanding of race and set the stage for his lifelong commitment to civil rights and social justice.

As Page transitions into his adult years, he discusses the subtle forms of racism he encountered in the North, where segregation was less overt but still pervasive. He describes instances of workplace discrimination, racial profiling, and the challenges of navigating predominantly white institutions. Through these stories, Page illustrates the insidious nature of systemic racism and its ability to adapt and persist despite legal and social advances.

Page also reflects on the broader civil rights movement, acknowledging the profound impact it had on American society. He celebrates the victories, such as the Civil Rights Act and the Voting Rights Act, but also highlights the movement's limitations. According to Page, the fight for civil rights did not end with the legislative victories of the 1960s; it merely entered a new phase. He emphasizes that racism has evolved, becoming more institutionalized and less visible. This shift has made it harder to combat, as it requires addressing deeply embedded social structures and attitudes.

Throughout the essay, Page delves into the complexities of African American identity. He discusses the pressures to conform to societal expectations and the struggle to maintain a sense of self in the face of persistent stereotypes. Page explores the notion of "code-switching," or the need to adjust one's behavior and speech to fit different social contexts. This concept highlights the double consciousness that many African Americans experience, as they navigate a society that often views them through a lens of prejudice and misunderstanding.

Despite the challenges, Page remains hopeful and determined. He draws inspiration from the resilience and strength of the African American community, which has continually fought for justice and equality. Page's narrative is both personal and political, offering a powerful testament to the ongoing struggle for civil rights. He calls on readers to recognize the progress that has been made while remaining vigilant and committed to addressing the persistent issues of racial inequality.

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In "The Racist Mind," Raphael S. Ezekiel provides an in-depth analysis of the thoughts and motivations of individuals who adhere to racist ideologies. Drawing from his extensive research and interviews with members of white supremacist groups, Ezekiel offers a rare glimpse into the psychology of racism. He begins by introducing the reader to the profiles of the individuals he studied, many of whom come from backgrounds marked by instability, economic hardship, and a lack of a clear social identity.

Ezekiel explores the psychological needs that racist ideologies fulfill for these individuals. He argues that many racists are driven by a profound need for identity, belonging, and a sense of superiority. In a world that often seems chaotic and threatening, racist beliefs provide a sense of order and certainty. These beliefs offer simple explanations for complex social issues, allowing individuals to blame minority groups for their problems and fears. This need for a clear and hierarchical social order leads them to embrace ideologies that promise a return to a perceived past of racial purity and dominance.

The essay also examines the social environments that foster and reinforce racist beliefs. Ezekiel highlights the roles of family, community, and cultural narratives in shaping and sustaining these ideologies. He describes how racist beliefs are often passed down through generations, creating insular communities that resist outside influences and alternative viewpoints. These environments provide a sense of belonging and validation, reinforcing the individuals' commitment to their beliefs.

Ezekiel delves into the specific ideological constructs that racists use to justify their beliefs. Concepts such as racial purity, white supremacy, and the fear of cultural loss are central to their worldview. These constructs offer a framework for understanding the world in a way that maintains the racists' sense of superiority and identity. Ezekiel's interviews reveal that these beliefs are deeply entrenched and resistant to change, as they fulfill fundamental psychological needs.

Throughout his exploration, Ezekiel maintains a balance between empathy and critique. He seeks to understand the racist mind without excusing or legitimizing the harmful ideologies it harbors. Ezekiel's empathetic approach allows him to uncover the human vulnerabilities and insecurities that drive individuals toward racism. By shedding light on these psychological and social dynamics, he emphasizes the need for a multifaceted approach to combating racism, one that addresses both the individual and structural factors.

Ezekiel's essay serves as a crucial reminder of the complexities of the human psyche and the importance of empathy and understanding in the fight against hatred and discrimination. He calls on readers to confront the underlying issues that drive individuals toward racist ideologies, while also challenging the social structures that allow these beliefs to persist. Through his nuanced analysis, Ezekiel offers valuable insights into the nature of racism and the ongoing struggle to create a more just and inclusive society.

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My response

1.      What race are you?

I am half filipina, native hawaiian, samoan, japanese, chinese, and german.

2.      How do you know? How do you make that decision?

That is was my parents told me it is not really my decision to make. I also look like my race.

3.      How did you learn what race you are? Can you tell me about some of the early messages you first received about race in general or your race in particular?

I learned about my race from my parents. But I learned that race actually mattered when I started school. I used to get made fun of and left out for being Asian.

4.      How do you decide what race other people are? Examples?

Based on what they look like. For example if I see a short girl with dark hair and almond eyes I am going to guess she is Asian.

5.      How do other people decide what race you are? Examples?

Based on the way I look. Id say I look like a good mix of all the things I am. People can tell I am filipina right away because of my naturally tan skin, dark hair, and eyes.

My Mom

1.      What race are you?

Asian/ Filipino

2.      How do you know? How do you make that decision?

I am from the Philippines. It is not a decision.

3.      How did you learn what race you are? Can you tell me about some of the early messages you first received about race in general or your race in particular?

I don’t know. There were a lot of ‘us’ where I grew up. We spoke a different language at home than at school, so I knew we were different.

4.      How do you decide what race other people are? Examples?

Ask questions. Ask what race they are.

5.      How do other people decide what race you are? Examples?

Slanted eyes. Color of my skin. Hair texture. The way I talk. My values. When I offer them dog for dinner

My boyfriend

1.      What race are you?

Mexican, Portuguese, Italian, Norwegian, and other stuff

2.      How do you know? How do you make that decision?

Both my parents did a 23 in me and I picked the ones that are the most prominent.

3.      How did you learn what race you are? Can you tell me about some of the early messages you first received about race in general or your race in particular?

When I was younger my grandma used to speak Portuguese and English.

4.      How do you decide what race other people are? Examples?

Physical appearance and accent. When I met you I just guessed that you were Asian because of your almond eyes.

5.      How do other people decide what race you are? Examples?

Skin tone and the way I talk.

his brother

1.      What race are you?

white

2.      How do you know? How do you make that decision?

I know because my parents are. I didn’t have a choice

3.      How did you learn what race you are? Can you tell me about some of the early messages you first received about race in general or your race in particular?

My parent told me. I looked at my skin and I was white. I grew up with a lot of hot dogs and burgers.

Would you say that is a cultural thing?

yes

4.      How do you decide what race other people are? Examples?

By looking at there skin tone if they are very black then im going to think they are black.

5.      How do other people decide what race you are? Examples?

skin tone, hair, the way I act. I look white so people think I am white.

my sister

1.      What race are you?

Mexican and filipino

2.      How do you know? How do you make that decision?

Because mom told me. And I don't know that is just what I am.

3.      How did you learn what race you are? Can you tell me about some of the early messages you first received about race in general or your race in particular?

Mom told me. I know that different types of people eat different types of food.

4.      How do you decide what race other people are? Examples?

What they look like. If they look mexican they are probably mexican.

5.      How do other people decide what race you are? Examples?

Like the way I look. My dark skin.

my best friend

1.      What race are you?

mexican

2.      How do you know? How do you make that decision?

well my family is mexican.

3.      How did you learn what race you are? Can you tell me about some of the early messages you first received about race in general or your race in particular?

My grandma told me what i am. I learned that wii dont like mexxican food because its greasy and makes you fat.

4.      How do you decide what race other people are? Examples?

How they look. If they have squinty eyes, they are aisan.

5.      How do other people decide what race you are? Examples?

People can't tell because I look white.

What is race?

Race is used to categorize people based on physical features and skin tone.

What does it mean to say that race is socially constructed?

It mean the race is not based on science or any biological factor.

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Being in the middle class means I have many opportunities, but money can still be tight. For example, I can go to good schools and maybe college, but paying for tuition and books can be tough. My career prospects are good because of my skills and connections, but advancing in my job might require more education or moving, which costs money. Even though I have health insurance, I still have to pay for some medical expenses myself. Living in a middle-class neighborhood means I have access to good services and amenities, but keeping up with the bills can be challenging. Participating in activities like sports or hobbies is great, but they can be expensive too. While I try to save and invest, unexpected costs can make it hard to stay financially stable. Dealing with these challenges means I have to budget carefully, make tough decisions about spending, and look for financial help when needed to make the most of the opportunities available to me.

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(JCB)      Chapter 7: Toys/Gender, Sex and Sexuality

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(JCB)      Chapter 7: Toys/Gender, Sex and Sexuality

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In Chapter 7, the authors delve into the critical role toys play in the early socialization of children concerning gender, sex, and sexuality. The chapter outlines how toys are not just simple playthings but powerful tools that reinforce societal norms and expectations about gender.

The chapter begins by exploring the gendered nature of toys. It discusses how toy manufacturers and marketers create distinct categories for boys and girls, often distinguished by colors, themes, and types of play encouraged. For example, toys marketed to boys often include action figures, building sets, and vehicles, which promote themes of adventure, construction, and aggression. On the other hand, toys for girls typically include dolls, play kitchens, and beauty sets, encouraging nurturing, domesticity, and beauty.

This early differentiation of toys is shown to have long-lasting effects on children’s development and understanding of gender roles. Boys and girls learn to associate certain activities and behaviors with their gender, which influences their skills, interests, and future aspirations. Boys are often socialized to value strength, independence, and technical skills, while girls are encouraged to develop social, nurturing, and aesthetic skills.

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(JCB)   Chapter 11: Beauty/Ideology and Intersectionality                 

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(JCB)   Chapter 11: Beauty/Ideology and Intersectionality                 

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Chapter 11 examines the cultural construction of beauty standards and their intersection with race, class, and gender. The chapter begins by discussing how beauty standards are perpetuated by media, fashion, and advertising industries, which often promote narrow ideals of beauty emphasizing youth, slimness, and Eurocentric features.

The chapter explores the ideological foundations of these beauty standards, arguing that they serve to uphold and legitimize social hierarchies. Beauty is not merely an aesthetic preference but a form of social capital that can confer significant advantages. People who conform to these standards often enjoy social privileges, such as better job prospects, higher social status, and more favorable treatment in various contexts.

Intersectionality is a central theme of this chapter. The authors highlight how beauty standards are not experienced uniformly but intersect with other social identities such as race, class, and gender. For example, women of color, individuals from lower socioeconomic backgrounds, and those with non-conforming gender identities often face additional layers of discrimination and marginalization. The chapter discusses how these intersecting identities complicate individuals’ experiences with beauty standards and the social advantages or disadvantages they confer.

The chapter also examines the psychological impact of beauty standards on individuals. The pressure to conform to idealized beauty norms can lead to issues such as low self-esteem, body dysmorphia, and eating disorders. The societal emphasis on beauty often places an undue burden on individuals, particularly women, to maintain their appearance at great personal and financial cost.

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(H)      161-172: Henslin, On Becoming Male

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(H)      161-172: Henslin, On Becoming Male

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In "On Becoming Male," Henslin discusses the socialization process that boys undergo to adopt traditional male roles. The reading highlights the societal expectations that boys should embody traits such as toughness, competitiveness, and emotional restraint. These expectations are ingrained from a young age and are reinforced by various social agents including family, peers, and media.

Henslin details how boys are encouraged to engage in activities that emphasize physical strength, assertiveness, and independence. For instance, boys are often directed towards sports and physical games that reward aggression and competitiveness. The reading explains how parents play a crucial role in this socialization process by rewarding boys for behaviors that align with traditional masculinity and discouraging expressions of vulnerability or dependence.

Peers also significantly influence boys' adherence to masculine norms. Boys often face social pressure from their peers to conform to these expectations, with non-conformity sometimes resulting in ridicule or social exclusion. Media representations further solidify these ideals by frequently portraying men as heroes, athletes, and leaders who exhibit strength and control.

The reading also explores the psychological and social impacts of these rigid gender norms on boys. The pressure to conform to traditional masculinity can result in emotional suppression, difficulty forming close relationships, and an overemphasis on physical toughness. Henslin suggests that allowing for a more flexible understanding of masculinity could benefit boys by enabling them to express a wider range of emotions and behaviors without fear of social retribution.

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(H)      173-179: Eder, On Becoming Female

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(H)      173-179: Eder, On Becoming Female

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Eder's "On Becoming Female" explores the process by which girls are socialized to adopt traditional female roles. The reading discusses how girls are encouraged to exhibit traits associated with femininity, such as nurturing, passivity, and attentiveness to appearance. This socialization process begins early in life and is reinforced through family, peer interactions, and media representations.

The reading highlights the role of family in shaping girls' gender identities. Parents often socialize their daughters to be caring and cooperative, rewarding them for behaviors that align with these traits. For example, girls might be praised for helping with household chores or playing with dolls that mimic domestic roles.

Peers play a crucial role in the reinforcement of feminine norms. Girls often police each other’s adherence to these norms, with behaviors deviating from traditional femininity potentially leading to social exclusion or criticism. For example, girls who display assertiveness or competitiveness typically associated with boys may be labeled as "bossy" or "unfeminine."

Eder also examines the impact of media representations on girls' self-concepts. Media often portrays women in roles that emphasize beauty, romance, and domesticity, reinforcing the notion that a woman's value lies in her appearance and her relationships with others. This narrow portrayal of femininity can have significant consequences on girls' self-esteem, body image, and career aspirations, as they may feel pressured to conform to these limiting standards.

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(H)      192-198: Tannen, But What Do You Mean?

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(H)      192-198: Tannen, But What Do You Mean?

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Tannen's "But What Do You Mean?" focuses on the differences in communication styles between men and women. The reading analyzes how men and women use language differently in various contexts, often leading to misunderstandings and miscommunications. Tannen argues that these differences are rooted in socialization and cultural expectations.

The reading provides examples of common communication patterns and how they vary by gender. For instance, men often use language to assert dominance and independence, while women use language to build connections and rapport. These differing styles can lead to conflicts in both personal and professional settings, where men's directness may be perceived as aggressive and women's indirectness as unclear.

Tannen also discusses the impact of these communication differences on relationships and workplace dynamics. She suggests that understanding and acknowledging these differences can improve communication and reduce misunderstandings. The reading emphasizes the importance of adapting communication styles to foster more effective and inclusive interactions.

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(H)      180-191: Thorne & Luria, Sexuality and Gender....

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(H)      180-191: Thorne & Luria, Sexuality and Gender....

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Thorne and Luria's "Sexuality and Gender" explores the complex relationship between sexuality and gender. The reading addresses how societal norms and expectations shape individuals' sexual behaviors and identities. It examines the social constructions of masculinity and femininity in relation to sexuality, highlighting how these constructs influence people's experiences and expressions of their sexual identities.

The authors argue that gender norms dictate what is considered appropriate sexual behavior for men and women. For instance, men are often expected to be sexually assertive and experienced, while women are expected to be passive and modest. These norms create a double standard that affects how sexual behavior is judged and perceived.

The reading also addresses the fluidity of gender and sexual identities, challenging the binary understanding of gender and sexuality. It discusses the experiences of individuals who do not conform to traditional norms, such as those who identify as LGBTQ+. Thorne and Luria highlight the social challenges faced by these individuals, including discrimination, stigma, and marginalization.

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(H)      341-348: Katz, The importance of being Beautiful

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(H)      341-348: Katz, The importance of being Beautiful

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Katz's "The Importance of Being Beautiful" examines the social significance of physical attractiveness and how beauty standards affect people's lives. The reading discusses how societal ideals of beauty are constructed and perpetuated through media, fashion, and advertising. These ideals often emphasize traits such as youth, slimness, and Eurocentric features.

The reading explores how beauty standards influence people's perceptions and treatment of others. Attractive individuals often receive social advantages, such as preferential treatment in job applications, better social interactions, and higher social status. Katz discusses the concept of "lookism," a form of discrimination based on physical appearance, and how it affects individuals' opportunities and self-esteem.

Katz also examines the psychological impact of beauty standards on women.

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(H)      518-534: Miller, Women in the Military

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(H)      518-534: Miller, Women in the Military

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Miller's "Women in the Military" provides a comprehensive examination of the experiences of women serving in the armed forces. The reading traces the historical context of women's participation in the military, noting the significant strides and ongoing challenges faced by women in this traditionally male-dominated institution.

The reading begins by outlining the history of women in the military, highlighting their evolving roles from support positions to active combat roles. Despite these advancements, women in the military have had to navigate numerous obstacles, including institutionalized sexism, harassment, and discrimination. These challenges often manifest in both overt and subtle forms, impacting women's ability to serve effectively and advance their careers.

Miller discusses the concept of "double standards" in the military, where women are held to different expectations and scrutinized more harshly than their male counterparts. For instance, physical fitness standards and performance evaluations sometimes reflect biases that disadvantage women. Additionally, the cultural perception of women in combat roles can undermine their contributions and capabilities, leading to a lack of respect and recognition.

The reading also addresses the issue of sexual harassment and assault within the military, a significant problem that has garnered increasing attention. Miller examines the systemic barriers that prevent many women from reporting these incidents, such as fear of retaliation, stigma, and a pervasive culture of silence. The military's response to these issues, including policy changes and initiatives aimed at improving the reporting and handling of sexual harassment and assault, is also discussed.

The reading highlights the resilience and contributions of women in the military, emphasizing the need for continued efforts to create a more inclusive and supportive environment. It underscores the importance of policy reforms, cultural change, and leadership commitment to addressing gender-related issues and promoting gender equality within the armed forces.

Overall, Miller's "Women in the Military" provides a nuanced and critical analysis of the multifaceted experiences of women in the military, advocating for ongoing progress and systemic change to ensure that women can serve with dignity and equality.

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Required entry: JCB p. 330 Counting Beauty

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Required entry: JCB p. 330 Counting Beauty

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The analysis reveals that women are more prominently featured than men, and there is a significant racial/ethnic imbalance with a predominant representation of white individuals. Additionally, the depiction of body types is heavily skewed towards slim figures, marginalizing those with visible body fat.

These findings highlight a narrow and exclusionary set of beauty standards that prioritize Eurocentric features and slim body types. Such representation can perpetuate unrealistic beauty ideals and contribute to issues related to body image and self-esteem among diverse audiences. This underscores the need for greater diversity and inclusivity in media representations to better reflect the varied realities of society.

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Required entry: JCB p. 207 Toy Store Observation

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Required entry: JCB p. 207 Toy Store Observation

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The toys are organize into isles. toys targeted for boys will be darker in color where as toys targeted towards girls are more light. Boys toys are more like "manly" for example cars, play weapons, dinosaurs, etc. Girls toys will be more feminine for example princess dolls, make up sets, stuffed animals. I think all toys are targeted more towards either boy or girl but there are a lot of toys that are used by both.

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(JCB) Chapter 8: White Wedding/Marriage and the Family

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(JCB) Chapter 8: White Wedding/Marriage and the Family

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Chapter 8 delves into the cultural phenomenon of the "white wedding" and its broader implications for understanding marriage and the family in contemporary society. The chapter begins by tracing the historical roots of the white wedding, a concept that has evolved over time but remains deeply ingrained in Western culture as a symbol of purity, prosperity, and social status.

The authors explore how weddings function as significant social rituals that mark the transition from singlehood to married life. These ceremonies are not merely personal celebrations but are public performances that reinforce traditional gender roles and family structures. For instance, the tradition of the father giving away the bride is emblematic of patriarchal values, symbolizing the transfer of the bride from her father's care to her husband's authority.

Economic aspects of weddings are critically examined. The chapter discusses the substantial financial investments that families often make in weddings, driven by societal pressures to achieve the "perfect" celebration. The wedding industry capitalizes on these pressures, with extensive marketing promoting expensive gowns, elaborate receptions, and exotic honeymoons. This economic dimension highlights issues of class and consumption, where the ability to afford an elaborate wedding becomes a marker of social status and can lead to significant financial strain for families.

The chapter also addresses the idealization of marriage and the nuclear family within contemporary society. Weddings perpetuate the notion that marriage is the ultimate life goal, especially for women, and that the nuclear family is the ideal family structure. This idealization often marginalizes other forms of relationships and family arrangements, such as single-parent families, cohabiting couples, and same-sex partnerships. The authors argue that this narrow focus on the nuclear family overlooks the diversity of modern familial configurations and the evolving nature of intimate relationships.

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I have been fantasizing about my wedding day since I was a little girl. I was 3 years old asking when I get to get married after watching all the disney princess movies. When I get married its going to be "white wedding" times 100. It will be that magical disney movie type of wedding. Everyone will be dresses in extravagant gowns, it will be out doors in the beautiful nature, I will have the biggest princess dress. It is going to be a huge party and the food will actually be good.

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H) 425-431: Coontz, "The American Family"

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H) 425-431: Coontz, "The American Family"

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In "The American Family," Stephanie Coontz provides a historical analysis of the American family, challenging the notion that there has been a single, unchanging "traditional" family structure. Coontz traces the evolution of family forms and roles, demonstrating how they have continuously adapted to social, economic, and cultural changes.

The reading begins by debunking the myth of the 1950s nuclear family as the timeless norm. Coontz explains that this family model, characterized by a breadwinner father, homemaker mother, and their children, was a product of specific historical conditions, including post-World War II economic prosperity and government policies that supported suburbanization and homeownership. Prior to this period, families were more fluid and diverse, often including extended family members and relying on a broader community network for support.

Coontz discusses how economic factors such as industrialization, urbanization, and changes in labor markets have significantly influenced family structures and gender roles. The rise of dual-income households, for instance, reflects shifts in economic necessity and movements towards gender equality. She argues that understanding these historical contexts helps debunk myths about the "decline" of the family, showing that contemporary variations in family structures are not signs of decay but rather adaptations to current social realities.

The reading concludes by emphasizing the importance of recognizing and valuing diverse family forms. Coontz advocates for policies and social attitudes that support all types of families, acknowledging that there is no one-size-fits-all model for familial success and stability.

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(H) 315-321: Zimbardo, "The Pathology of Imprisonment"

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(H) 315-321: Zimbardo, "The Pathology of Imprisonment"

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In "The Pathology of Imprisonment," Philip Zimbardo describes the findings of the Stanford Prison Experiment, a study conducted in 1971 that investigated the psychological effects of perceived power and authority in a simulated prison environment. College students were randomly assigned roles as prisoners and guards, and the experiment revealed how quickly individuals adapted to their assigned roles, with guards exhibiting abusive behavior and prisoners showing signs of severe stress and helplessness.

Zimbardo discusses the psychological mechanisms behind these behaviors, such as deindividuation and the internalization of roles. The study's findings underscore the influence of situational factors and institutional environments on individual behavior, challenging the notion that abusive actions are solely the result of individual personality traits. Zimbardo argues for the need for prison reform and better understanding of the social and psychological impacts of incarceration.

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(H) 425-431: Coontz, "The American Family"

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(H) 425-431: Coontz, "The American Family"

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In "The American Family," Stephanie Coontz provides a historical analysis of the American family, challenging the notion that there has been a single, unchanging "traditional" family structure. Coontz traces the evolution of family forms and roles, demonstrating how they have continuously adapted to social, economic, and cultural changes.

The reading begins by debunking the myth of the 1950s nuclear family as the timeless norm. Coontz explains that this family model, characterized by a breadwinner father, homemaker mother, and their children, was a product of specific historical conditions, including post-World War II economic prosperity and government policies that supported suburbanization and homeownership. Prior to this period, families were more fluid and diverse, often including extended family members and relying on a broader community network for support.

Coontz discusses how economic factors such as industrialization, urbanization, and changes in labor markets have significantly influenced family structures and gender roles. The rise of dual-income households, for instance, reflects shifts in economic necessity and movements towards gender equality. She argues that understanding these historical contexts helps debunk myths about the "decline" of the family, showing that contemporary variations in family structures are not signs of decay but rather adaptations to current social realities.

The reading concludes by emphasizing the importance of recognizing and valuing diverse family forms. Coontz advocates for policies and social attitudes that support all types of families, acknowledging that there is no one-size-fits-all model for familial success and stability.

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H) 277-286: Henslin, "Eating Your Friends is the Hardest"

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H) 277-286: Henslin, "Eating Your Friends is the Hardest"

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In "Eating Your Friends is the Hardest," James M. Henslin recounts the harrowing story of the Uruguayan rugby team whose plane crashed in the Andes Mountains in 1972. The survivors faced extreme conditions and resorted to cannibalism to stay alive. The reading explores the psychological and social dynamics of this situation, highlighting how extreme circumstances can lead individuals to deviate from societal norms.

Henslin introduces the concept of "situational deviance," where behavior considered deviant in normal circumstances becomes acceptable or even necessary in extreme conditions. The survivors' rationalization of their actions is examined, focusing on how they created rules and social structures to maintain order and justify their decisions. The reading also delves into the emotional and moral challenges the survivors faced, providing insight into human resilience and adaptability in life-threatening situations.

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(H) 322-334: Rosenhan, "On Being Sane in Insane Places"

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(H) 322-334: Rosenhan, "On Being Sane in Insane Places"

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In "On Being Sane in Insane Places," David Rosenhan presents a study challenging the reliability and validity of psychiatric diagnoses. Rosenhan's experiment involved eight healthy individuals, including himself, who feigned symptoms of mental illness to gain admission to psychiatric hospitals. Once admitted, they behaved normally, but none of the staff recognized their sanity. The study found that once labeled as mentally ill, all subsequent behaviors of the pseudopatients were interpreted through the lens of that diagnosis, with normal behaviors often seen as symptomatic of their supposed disorders. This labeling led to dehumanization and powerlessness, as pseudopatients were frequently ignored or treated impersonally by the staff, causing a loss of identity and self-worth. Rosenhan's findings highlighted the profound impact of psychiatric labels, shaping how others see the labeled individuals and how these individuals see themselves. He argued that psychiatric diagnoses are often unreliable and subjective, heavily influenced by the context, and criticized the psychiatric system for its failure to recognize normal behavior and its tendency to overpathologize. The study calls for a critical reevaluation of diagnostic practices and advocates for a more humane, person-centered approach to mental health care.

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Required entry: (Adapted from an assignment by Joyce Johnson)

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Required entry: (Adapted from an assignment by Joyce Johnson)

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Describe the behaviors and situations.

My friend was being weird and rude to me and our roommates at cheer camp over some guy that I set her up with. She was normal for the first day, but after I gave her the guys number she started acting weird and distant. She didn't really talk to us a lot unless she was talking about the guy. She started being rude to us and just had such a bad attitude through out the day.

What norms were being violated by this person?

We obviously expected her to be nice and respectful because we are all friends and teammates but she was not.

How were the norms specific to the person’s social status (age, gender, race, class, etc.)?

As a girl we expect each other to be kind and respectful regaurdless of what is going on in our personal lives. As a girl it is frowned upon to treat other girls poorly just because of a boy.

Are there situations in which these behaviors might appear rational? I do not think its ever okay to treat friends poorly because of a boy. That is weird.

Can you imagine a situation where you might behave similarly and not think of yourself as “weird or “crazy?”

No because I am not that type of person and I hold myself very highly. I do not treat my friends like that and I do not disrespect other women.

How did the label (“weird,” “crazy,” etc.) affect how you perceived the situation and the person? I think that as soon as my friend mentioned that the other girl was acting weird the situation became a bigger deal in my eyes.

How did the label affect your interaction with or feelings about the person? I love the girl to death but it was making me very frustrated with her.

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(H)  446-460: Gracey,  Kindergarten as Academic Boot Camp

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(H)  446-460: Gracey,  Kindergarten as Academic Boot Camp

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In "Kindergarten as Academic Boot Camp," Harry L. Gracey examines how kindergarten serves as a crucial phase in socializing children into the structured environment of formal schooling. The primary focus of kindergarten is not on academic learning but on teaching children to follow rules, respect authority, and conform to schedules, thus instilling discipline and a sense of order. Gracey introduces the concept of the "hidden curriculum," where lessons on obedience, punctuality, and conformity are imparted alongside basic academic skills. Teachers play a pivotal role as both educators and socializers, managing classroom behavior and enforcing rules. The standardized practices in kindergarten, such as lining up and participating in group activities, introduce children to the concepts of standardization and evaluation, impacting their self-esteem and attitudes toward school. Gracey highlights that while the structured environment can be beneficial for some children, it can also lead to a loss of autonomy and pressure to conform, emphasizing the need for balancing structure with opportunities for creativity and individual expression.