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I have decided to enroll in a sociology class because currently as a senior in highschool now is the most crucial time to make a final decision on what career path we’d like to take in the future. I’m still having a difficult time deciding but I have settled between making the decision of either becoming something in the medical field or a CPS Social Worker. After doing some research on a CPS Social worker, i saw that one of the best classes to take for that career path were either sociology or psychology. So far, i have been really fascinated with sociology and it definitely seems like I am leaning more towards becoming a social worker. I would love to help children who have been placed into unstable environments feel a sense of safety and security.

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Discussion 2: "Why do people commit suicide?" (research)

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Discussion 2: "Why do people commit suicide?" (research)

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Because of negative life events such as: abuse, loss, previous attempts, social isolation, self harm, separation/divorce, drug/alcohol addiction, bullying, financial crisis, mental health disorders- anxiety, depression, etc.

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Suicidal thoughts can be triggered by many different situations & experiences.

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Weekly reading- Preface: An Introduction to Sociology (notes)

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Weekly reading- Preface: An Introduction to Sociology (notes)

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Strangers from across cities can SYNCH UP on the same schedules, use the same doors, take one leg of the trip together everyday before separating into different directions.

After just a few months faces can even become FAMILIAR.

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Weekly reading - What is Sociology? (majority is vocabulary words) (online book)

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Weekly reading - What is Sociology? (majority is vocabulary words) (online book)

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Sociology: The scientific and systematic study of groups, their interactions, from small and personal groups to very large groups.

Society: A group of people who live in a defined geographic area, who interact with one another, and who share a common culture.

MICRO level study: Study small groups and individual interactions.

MACRO level study: Take analysis on trends among and between large groups and societies.

Culture: refers to the group's shared practices, values, and beliefs. Culture encompasses a groups way of: life, routine, and everyday reactions.

Sociological imagination: An awareness of the relationship between a persons behavior in relationship to history and social structure.

Reification: The error of treating an abstract concept as though it has a real, material existence.

cultural patterns, social forces, and influences put pressure on people to select one choice over another (A potential example of peer pressure?)

Social facts: The laws, morals, values, religious beliefs, customs, fashions, rituals, and cultural rules that govern social life.

A key component of the sociological perspective is the idea that "the individual and society are inseparable.

Figuration: The process of simultaneously analyzing the behavior of individuals and the society that shapes behavior.

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Ask yourself while you’re reading how all the stuff that surrounds us came to occupy space in our drawers, our homes, and in our collective consciousness.

Why do we want the stuff we want and how does it relate to our sense of self as well as our role as a member of various social groups like families, communities, ethnic groups, and nations.

Chapter breakdown: 1) imagine why this consumer item is important 2) how does it relate to your life or the people around you? 3) Key, sociological concepts, thinkers, theories and research methods will be introduced that will allow you to understand the item that the chapter is discussing better, and it will help you understand the social world more deeply.

Thinking frames: material and cultural, structure and agency, macro and micro.

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Henslin, What is sociology? (reading notes)

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Henslin, What is sociology? (reading notes)

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In satisfying, our basic curiosities about the world, we have developed two parallel sets of scientists each identified by its distinct subject matter: natural sciences, and social sciences.

Natural sciences: the intellectual and endeavors designed to explain and predict the events in our natural environment. Natural sciences are divided into specialized fields, such as biology, geology, chemistry, and physics. The special fields are also divided into more highly specialized areas like how biology is divided into botany and zoology and geology into mineralogy and geomorphology, etc.

social sciences: focuses on the social world, and examines human relationships. Like the natural sciences, social sciences are also divided into specialized fields based on their subject matter. These divisions are anthropology, economics, political, science, psychology, and sociology with history sometimes included. The social scientists are also divided further more into specialized fields, for example how anthropology is divided into cultural and physical anthropology, etc.

culture includes a group: 1) Artifacts. 2) structure, its patterns. 3) ideas and values. 4) forms of communication, especially language.

Sociology has many similarities to the other social sciences. For example, like history, sociologists also attempt to establish the social context that influences people.

While there are similarities to the different social sciences, there are also differences like how sociologists tend to focus on the present and they also focus on a group of people instead of an individual.

The social sciences and their focuses:

History: focuses on past events, historians attempt to establish the social context of a certain event, the people, idea of social institution, social movements, or other events that may have influenced the outcome of a certain event.

Political science: the study of the way that people govern themselves, how do people attain ruling positions, how do they maintain them, and what are the consequences of their actions for those that they govern.

Economics: concentrate on a single institution, the study of production and distribution of material goods and services of society.

Anthropology: the study of understanding, culture, and a people‘s total way of life.

psychology: the study of mental processes, what occurs in the brain or the mind.

sociologists are more observant when it comes to examining social groups and their structures

Sociology studies human behavior and they also focus on people‘s pattern, relationships, and overall aspects of human behavior.

Sociologists focus on two principal aspects of life in society. 1) group membership  2) face-to-face interaction- what people do when they are in another’s presence.

structural sociology: focuses on a group, structural sociologists are focused on determining how membership is in a group, such as religion, influences of people‘s behavior and attitudes, how they vote or how education may affect how they stand on social issues.

People do not have to belong in an actual “group” to be counted, sociologists simply group together people who have similar characteristics, such as height, age, weight, education, etc. this is known as aggregates, people who are grouped together for the purpose of social research because of character characteristics they have in common.

interactional sociology: the focus is placed on individuals.

statistically oriented sociologists: attempt to determine numbers to represent people’s patterns of behavior.

Quantitative sociology/sociologists: sociologists who are statistically oriented stress that proper measurement by the use of statistical techniques is necessary if we are trying to understand human behavior.

qualitative sociology, the focus on how people construct their world, health, develop their ideas and attitudes, and how they communicate with one another.

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JCB chapter 1: jeans/sociology (reading notes)

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JCB chapter 1: jeans/sociology (reading notes)

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Three thinking frames: 1) the material and cultural elements of social life 2) the tension between social structures and human agency 3) the importance of looking at the social world through small scale (micro) perspectives/large scale (macro) standpoints.

Developing a sociological imagination allows us to see connections between “private troubles” and “public issues”.

Consumer culture: A historical type of society in which the satisfaction od daily needs is accomplished through the acquisition and use of “commodities” (goods that are produced for exchange and are on sale on the market.)

Capitalism: when a person is not acquainted with a subsistence way of life, but will deeply feel familiar with life in a market economy.

Social structure: enduring patterns and institutions that organize social life.

“We must see the strange in the familiar” - Peter Berger. We should be asking questions like “why are things organized this way? How did it come to be this way? How might it be different?

The pathways of industrial capitalism emerged alongside sociology as a discipline.

Conspicuous consumption: consumption of high status, visible luxury goods by wealthy elites to signal their power and distance from the working class.

Agency: the ability of individuals to make decisions and take action within their lives.

Microsociological approach: focuses on social interactions and meaning making.

Macrosociological approach: focuses on how society works at the institutional, national, and global level.

Globalization: where people, ideas, and commodities often seem to move seamlessly and quickly across neighborhoods, cities, and national borders.

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Think about the first thing you remember buying. What was it?

As I've grown older, I feel as if I don't remember a whole lot about my childhood especially between the ages of 1-6. Which is why when reading this question it really got me thinking and I really like this question because there is one core memory of mine that I still somehow remember out of all the other memories that I can't seem to remember. It was when I was about 4 years old. My mom always enjoyed going to flea markets because there was so much to buy and for so cheap. I remember her giving me money-- I can't remember exactly how much but I do remember that when I bought this thing the women selling it gave me back 1$ in change and I was so happy with it. The item I was so excited to purchase "by myself" was a makeup set, the ones made for kids with the sparkly eyeshadows and the foam brushes and the sheer lipsticks. I loved it a lot, but like any other kid I moved on from it fast when I found something new that fascinated me. The only "social pressure" I can think about that possibly made me purchase this was seeing my mom do her makeup, like any typical kid would I was most likely trying to imitate what my mom was doing.

Sociological perspective:

Looking back on it now as I’ve gotten older, I can see how this purchase was shaped by more than just a personal desire. Using a bit of sociological imagination, I now realize that my choice was most likely influenced by my social location, especially my gender and age and family structure. As a young girl, I was often surrounded by cultural messages that associated femininity with make up and beauty. Watching my mom do her makeup was probably one of my biggest influences. I often admired her and wanted to imitate the things that she did in her routines. That’s a form of social learning, like how children absorb behaviors modeled by their parents or caregivers. The makeup set wasn’t just a toy, but a symbol of connection and identity, shaped by the norms of girlhood that I was often shown at home. class also played a role. Because of how affordable flea markets were and how accessible they were, they also offered a space where small purchases could feel big. My mom giving me money to spend on my own was a moment of empowerment, but also a reflection of our family values, like how I was able to find joy in such a simple thing. Mass media also played a more subtle role too. Even if I wasn’t watching my mom do her make up, the packaging,  the product, the colors, and the glitter that it’sin still would’ve reeled me in because of how it already had the appeal perfect for young girls. The more that I think about this purchase now, and knowing what kind of questions to ask myself in a sociological manner, I’ve realized that this memory proves to me how early experiences in children are often shaped by the world around them. By things like family, norms, economic access, and cultural messages.

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Henslin, invitation to sociology: (reading notes)

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Henslin, invitation to sociology: (reading notes)

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Sociologist's main focus is not just on why people do what they do, but it’s in the action of itself.

The types of questions sociologists may ask themselves may be things like: “ what are people doing with each other here? What are their relationships to each other? How are these relationships organizing institutions?”

Sociologists investigate things like communities, institutions, and activities that you may read about in everyday newspapers.

The categories of sociologist analysis are refinements of categories by how other people live:, like power, class, status, race, ethnicity.

The first wisdom of sociology: things are not what they seem.

Sociology is an individual pastime because of how it may interest some people while it may also bore others.

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Henslin, mills the promise (reading notes)

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Henslin, mills the promise (reading notes)

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Neither the life of an individual nor the history of a society can be understood without understanding both.

sociological imagination: enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals. It enables the professor to take into account how individuals during their daily experience often become falsely conscious of their social patterns and positions.

awareness of “the promise” and the questiond asked:

1. What is the structure of this particular society as a whole? What are its essential components, and how are they related to one another? How does it differ from other varieties of social order? Within it, what is the meaning of any particular feature for its continuance and for its change?

2. Where does this society stand in human history? What are the mechanics by which it is changing? What is its place within, and its meaning for, the development of humanity as a whole? How does any particular feature we are examining affect, and how is it affected by, the historical period in which it moves? And this period-what are its essential features? How does it differ from other periods? What are its characteristic ways of history-making?

3. What varieties of men and women now prevail in this society and in this period? And what varieties are coming to prevail? In what ways are they selected and formed, liberated and repressed, made sensitive and blunted? What kinds of "human nature" are revealed in the conduct and character we observe in this society in this period? And what is the meaning for "human nature" of each and every feature of the society we are examining?

troubles occur within the character of the individual and within the range of his immediate relations with others, they have to do with himself, and with those limited areas of social life of which he is directly and personally aware.

issues have to do with matters that transcend these local environments of the individual and the range of his inner life.

indifference: people are neither aware of any choice, values nor experience any threat.

uneasiness/anxiety: people are unaware any cherished values, but still are very much aware of a threat.

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Henslin's body ritual among the Nacirema (reading notes)

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Henslin's body ritual among the Nacirema (reading notes)

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Little is known about their origin but tradition states that they came from the east.

The nacirema's fundamental belief is that the human body is “ugly” and that its natural tendency is to debility and disease.

The medicine men must be rewarded with substantial gifts, they do not provide curative potions for their clients, they decide what ingredients should be and then write them down in an ancient and secret language. This writing is only understood by the medicine men and herbalists who provide the “required charm”.

The nacirema have a fascination with the mouth, the condition of which is believed to have a supernatural influence on all social relationships.

If they did not have rituals of the mouth they believed their teeth would fall out, their gums would bleed, their jaws would shrink, their friends desert them and their lovers reject them.

In the exorcism of the “evils of the mouth” the client is tortured, teeth are even gouged out so that the supernatural substance can be put into the mouth properly.

Part of the rite includes scraping and lacerating the surface of the face with a sharp instrument, women even bake their heads in an oven for about an hour

(personal note): it is interesting to see how much torture these people willingly put upon themselves because of their culture and because of how they see their close friends and family performing these rituals.

In the latipso temples which are temples used to “treat” very sick patients, no matter how ill someone may be– the guardians of the temples will not admit a client if they cannot give a rich gift to the custodian.

Magic wands, and substances are put into the patients mouths as a way of “treatment” and in some cases patients are even stabbed in the flesh by magically treated needles.

These temple ceremonies of “healing” may even kill the patient, despite that risk of death it still does not decrease the people's faith in the medicine men.

There are ritual fasts to make fat people thin and ceremonial feasts to make thin people fat. Still other rites are used to make women's breasts larger if they are small and smaller if they are large.

Breast shape is idolized because women go from village to village to permit the natives to stare at them for a fee.

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The Nacirema culture discussion (extended; provided more sociological insight)

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The Nacirema culture discussion (extended; provided more sociological insight)

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What I found the most strange about the Nacirema culture was how normalized pain and body manipulation were in their daily rituals, and the amount of pain that was endured. They believed that the body is considered “ugly” and prone to disease, which led them to such extreme practices, such as scraping faces, gouging teeth and baking heads, all in the name of beauty and health. One line in this section that stood out the most to me was how they performed ritual fasts and feasts to change body size, and how they had breast rites to reshape women's bodies. I think these rituals and practices show how deeply social norms dictate physical ideals. These aren’t just personal choices, these choices are also shaped by gender expectations, cultural values, media influence, all things that commodify appearance. Women in this culture, even go as far as to travel to be stared at for money, reflecting their objectification to themselves and the pressure to conform. Even their healthcare system, with the costly gifts, and secret languages, revealed how institutional power and social class can control access to treatment. Despite the risks of death and pain people still trusted the medicine men showing how strong their cultural beliefs were, and how cultural beliefs can override logic and safety. The Nacirema’s rituals seem awfully bizarre, but they also do reveal some truth about how our own society heavily cares about beauty standards, medical authority, and the social pressure to fit into the standards that us humans have created.

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JCB chapter 2: food/culture (reading notes)

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JCB chapter 2: food/culture (reading notes)

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Theoretical perspectives: offer different ways of approaching the same empirical issue.

Commodity fetishism: useful for understanding our relationship to food.

culture: systems of meaning that are shared by members of a group.

Deviance: evaluation of a social norm

Norms: informal but widely accepted ways of doing things, which guide her every day behavior.

Social sanctions: in formalsignals that you have deviated from the norm, and that work to encourage social conformity.

Values: beliefs held by individuals or groups about what is right and wrong, important and unimportant, desirable and undesirable.

Values often can inform our social norms and can also guide us in our interactions, and decision-making.

Cultural relativism: understanding, an individuals, beliefs, behavior, feelings, and worldwide view in relation to his rehear culture.

Ethnocentrism: when people see their own culture as normal and inherently superior.

Social control: the process of regulating individuals behavior to ensure that it conforms to group expectations.

Microsociological processes are shaped by broader, macrosociological dynamics.

Empirical: scholarship that aims to document what is, without saying anything about what ought to be.

A normative approach to food studies that considers responsibility means two things, 1) the professional sociologist, and the sociology student must think about their own perspective on issues of food, justice, inequality, and sustainability, and must also reflect on what questions will shed light on these issues. 2) food sociologist must pay attention to efforts to struggle for greater food justice.

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Henslin, the sounds of silence (reading notes)

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Henslin, the sounds of silence (reading notes)

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nonverbal communication is significant in conveying feelings and attitudes. (such as facial expressions and body language)

Preverbal language- your posture, gestures, facial expressions, costume, the way you walk, and even your treatment of time and space to material things.

Signs a person may want to terminate the conversation: a shift in their body position, stretching/uncrossing their legs, bobbing their foot, diverting their gaze from the person speaking, and fidgeting.

“Talking and listening are so intricately intertwined that a person cannot do one without the other.” pg.111

3 ways the eyes are used to communicate: dominance vs, submission, involvement vs, detachment, and positive vs. negative attitude.

3 levels of consciousness and control: the flirting blink, intimate nosewrinkling squint

People are very sensitive when it comes to their personal/spatial bubble if someone stands too close their first instinct would be to back up.

In office, at meetings, in restaurants, our bubble keeps changing as it adjusts to the activity at hand.

Four main distances in business and social relations: intimate, personal, social, and public.

Touch is also an important part of communication- a light touch, a firm touch, a blow, a caress, etc.

How to learn body language: observe and imitate people around you.

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Henslin, Sympathy in everyday life: (reading notes)

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Henslin, Sympathy in everyday life: (reading notes)

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We live within an elaborate system of rules regarding feeling and expressing sympathy.

Sympathy: feeling sorry for another person or with another person.

Plights: a dangerous, difficult, or otherwise unfortunate situation.

The plights society considers “sympathy worthy”: loss of a loved one, illness, divorce, loss of one’s job, crime victimization, car trouble, noisy neighbors or fatigue.

Sympathizers are influenced by peoples social statuses.

what constitutes a sympathetic character: social statuses

common reactions to plights: facial expressions, postures, tone of voice appropriate to sympathy display- erasing smiles, knitting eyebrows, sitting up straighter, speaking in “concerned” tones.

Rules of sympaty etiquette: 1) do no make false claims to sympathy 2) do not claim too much sympathy 3) claim some sympathy 4) reciprocate to others for the gift of sympathy

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Sympathy in everyday life sociological insight: 

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Sympathy in everyday life sociological insight: 

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when should you feel sympathy about someones plight? How should you show your feelings? when do you have a right to not feel or express toward another person who is experiencing problems? do you owe people sympathy? if so, how does sympathy that you owe depend on someones relationship to you? How much right do people have to claim your sympathy? what boundaries ordinarily limit people from claiming more sympathy then they have a right to?

Sympathy might seem like just a feeling, but it’s actually something we learn how to show based on social rules. According to Henslin, there’s a whole system around when we’re expected to feel sympathy, how we express it, and who “deserves” it. We’re taught to respond to certain situations—like illness, death, or losing a job with concern, and we use things like tone of voice, facial expressions, and posture to show we care.

But we don’t owe sympathy to everyone equally. A person’s social status and how close they are to us affects how much sympathy we feel and how much we’re expected to give. If someone’s going through something hard but we don’t know them well, or if they’re seen as responsible for their own problems, we might not feel the same pressure to respond. There are also boundaries, like not claiming too much sympathy or faking it that help keep things fair and respectful.

So yeah, sympathy is emotional, but it’s also social. It depends on the situation, the relationship, and the unspoken rules we’ve learned about when it’s okay to care and when it’s okay to step back.

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JCB appendix- advertising and society: an overview of sociology methods: (notes)

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JCB appendix- advertising and society: an overview of sociology methods: (notes)

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The appendix has two main goals: 1) it describes the relationship between arguments and evidence in sociology 2) introduce the most common methods that sociologists employ.

Science: a system of acquiring knowledge based on a scientific method, as well as to the organized body of knowledge gained through such research.

Philosophers: use theoretical scenarios to illustrate their arguments. Sociologists: focus on using data to explain the world around them/how the world is.

An alternative to authority or tradition: we humans can rely on our won personal observations to learn about the social world

People often observe in ways where they make common mistakes- the human memory can be unreliable, and people take a few examples that they know about and overgeneralize from them meaning that they haven't done enough observing to know the whole story (anecdotal evidence).

Selective observation: this happens when we pay attention to some examples that we thing are important and ignore examples that contradict what we already think are important and ignore examples that contradict what we already think.

Sociological research must build arguments, make claims based on sociological facts, and enploy or develop theoretical conception.

A sociological theory is an explanation about what things are or how they are related.

Idiographic explanations: provide a complete picture of what happened so that all the factors can be included in an explanation. They often focus on a single case or a small number of cases.

Nomothetic explanation: looks less in-depth at a particular case and instead examines multiple cases to try to explain how variables are related. they involve generalization rather than close readings of a single case. They also tell us about a class of events or cases.

Idiographic explanations can serve as the building blocks for developing new theories by suggesting factors to consider, and by showing that they mattered in the one case at hand.

Purpose of Data in Sociology: Data helps sociologists understand social behavior, patterns, and institutions.

It’s essential for forming and testing theories.

Two Main Types of Data: 1) Quantitative Data 2) Numerical and measurable (statistics, percentages). Often collected through surveys and experiments. Useful for identifying trends and making comparisons.

Qualitative Data: Descriptive and interpretive (intterviews, observations). Focuses on meanings, experiences, and social context. Helps explore deeper insights and personal perspectives.

Data Collection Methods: 1) Surveys: Structured questions for large groups.

2) Interviews: More personal, open-ended responses. 3) Observations: Watching behavior in natural settings.

Choosing the Right Type of Data: Depends on the research question and goals.

Some studies use both types for a fuller picture.

African American History & Culture:

Urban migration led to new Black cultural hubs. Media often misrepresented Black communities. Artists and thinkers reshaped cultural narratives. Visibility grew, challenging stereotypes.

Inductive Reasoning: Starts with specific observations and builds general conclusions. Often used in forming hypotheses.

Deductive Reasoning: Starts with general principles and applies them to specific cases. Used to test hypotheses and theories.

Causal Relationships: Understanding cause and effect is key in psychological studies. Helps explain behavior and predict outcomes.

Thinking & Understanding: Explores how we gain knowledge through reflection and reasoning. Emphasizes the importance of questioning assumptions.

Understanding is seen as an active, evolving process.

Encourages critical thinking to deepen insight and challenge surface-level beliefs.

Ethnography: In-depth study of people in their natural environment. Focuses on lived experiences and cultural context.

Participant Observation: Researcher actively engages in the setting. Builds trust and deeper understanding of social behavior.

Being There: Physical presence helps capture real-life interactions. Offers insights that surveys or interviews might miss.

Rethinking Communication: Challenges traditional views of language and representation.

Suggests communication isn’t just about exchanging messages or meanings.

Proposes a systems-based view: communication is the movement of elements within a network.

Focus shifts from meaning-making to circulation and interaction.

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JCB appendix- advertising and society: an overview of sociology methods: (insight)

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JCB appendix- advertising and society: an overview of sociology methods: (insight)

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Reading the JCB appendix on sociology methods made me think about how ads are literally everywhere. Like, I could be watching a show and suddenly there’s an ad for something random, and it can be so annoying. But then there are some ads that actually catch my attention—like if it’s something I’m into, I’ll remember it, and sometimes I’ll even end up buying it later without even realizing how much it stuck with me. The appendix talks about how sociology is different from philosophy because it’s based on evidence, not just ideas. That made sense to me. Philosophers use made-up scenarios, but sociologists look at real data to explain how things actually are. It also said that people tend to make mistakes when they observe the world, like relying on personal stories or overgeneralizing from just a few examples. As discussed in the readings how tobacco companies used ads to convince people that smoking was safe, even healthy. People believed it because they saw it everywhere, not because it was true. Reading these allowed me to think deeper and i never saw it in that way. Advertisements really can be convincing even if whats being advertised isn't necessarily “true”.  Which is a perfect example of anecdotal evidence and selective observation—people ignored the facts and focused on what they wanted to believe. Sociology pushes us to look deeper and question those assumptions. Ads aren’t just selling stuff they’re also shaping how we think, what we value, and even how we see ourselves. The appendix also talks about communication as more than just sending messages—it’s about how ideas move through a system. That made me realize that advertising is part of a bigger network. It’s not just about one ad, it’s about how ads work together to influence culture. If I were doing a research project on this, I’d probably use both idiographic and nomothetic methods. I’d want to look closely at one ad campaign, for example maybe something targeting teens, and then I would compare it to bigger trends in how people respond to ads. I think it would be cool to explore how ads affect identity, especially when they use emotion or stereotypes to get people’s attention. Overall, this appendix helped me see that ads aren’t just “annoying” they’re actually powerful and impactful, and sociology gives us the tools to understand how and why they work.

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coffee shop ethnography: (a local Starbucks in Stockton)

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coffee shop ethnography: (a local Starbucks in Stockton)

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For this assignment, I spent about an hour at a local Starbucks here in Stockton. I sat and brought my notebook with me and quietly observed how people moved through the space, interacted, and responded to the environment. The first thing I noticed was the rhythm of people coming and going. Most customers didn’t stay long, they just grabbed their drinks and left. But a few lingered, especially older adults and students with laptops. The space felt friendly but not overly social. People smiled at the baristas and even sometimes at each other, but there wasn’t much conversation between strangers.The vibe of the space was calm and professional. The music was soft and the lighting was warm, the music playing made it seem like one of the younger baristas might have been the one playing the music because of how it was a mix of songs that are currently trending on tiktok. Overall this starbucks location felt pretty welcoming, but I started to notice that some people seemed more at ease than others. Most of the customers were white, middle-class, and dressed casually but neatly. A few younger Black customers came in, and while they were treated politely, they didn’t stay and sit, they left after receiving their order. But, I did notice how one woman looked around for a seat, then left with her drink. It made me wonder if she didn’t feel fully comfortable staying, or if she decided she had more important things to do.

In terms of age, the crowd was mostly adults in their 30s to 50s, with a few college-aged people working on laptops, which is likely because this Starbucks is very close to Delta college. I didn’t see any kids or teens besides myself. Class was a bit harder to judge, but based on clothing, devices, and the fact that people were buying $6 drinks without hesitation, I’d say most customers were middle to upper-middle class. Race and social dynamics were subtle but noticeable. The baristas were diverse, Black, Latino, and white, but the customers were less so. Overall, this Starbucks felt friendly, but not very deeply connected. People coexisted more than they interacted. And while no one was “excluded”, some groups just seemed less likely to stay and engage.

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Henslins, Doing Sociological Research: (notes)

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Henslins, Doing Sociological Research: (notes)

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Two major activities of sociologists: 1) conducting empirical research 2) constructing a theoretical base

Empirical: based on objective observations

Sociologist cannot draw conclusions that are based off guess work, hunches, custom superstition, common sense or how they would like the world to be.

Sociologists must gather info that represents: peoples attitudes/behaviors

Sociologists research methods: experiments, interviewing, and documents of secondary sources

Sociologists often combine research methods

Theories: a basic point- how we make sense out of life- all of us want to know the meaning of the things that happen to us but facts never interpret themselves. In order to find this meaning, we place ourselves into a conceptual framework– we take a “fact” and compare it with what we know about that kind of thing. We then use what we know to interpret that fact.

Doing this gives us an understanding of: what that event or fact of life means. Kit doesn't matter if our understanding is right or wrong, the point is that we all do this as a part of our everyday lives.

We feel the need to know how events are related to one another, which is called “everyday theorizing”-- so technically we are all theorists.

The difference between sociological theory and everyday life theory: sociology theory is more rigorous

A “theory” is a conceptual framework that interprets facts, it shows how facts are related to one another.

The three dominant theories of sociology:

1) symbolic interactionism: how we construct meanings, how we use symbols to communicate with one another and how symbols are the foundation of our social world.

Main themes if symbolic interactionism:

1) human beings have a self: we have the capacity to think, talk about, and to reflect on our own actions, future actions, even our thoughts and feelings about our actions.

2) people construct meanings and act on the basis of those meanings: When we reflect on our experiences we interpret what happens to us.

3) people take into account the possible reactions of others: We are aware of how other might react to something that we are thinking about doing, and we take those anticipated reactions into account as we make decisions about what to do.

Central to symbolic interactionism: is the principle that to understand peoples behavior we must understand their symbolic worlds.

Functionalism: a theory that believes society is an integrated system made up of many parts– in which each part fulfills a function that helps keep society going.

If a part fails it becomes dysfunctional and creates problems for other parts of the system.

Conflict theory: society is viewed as a system in which its many parts in competition and conflict

“society is more like an imbalanced machine running wildly out of kilter and ready to break apart”

the results of this conflict can show up as: racism, sexism, social class conflict.

common sense: a kind of knowledge not based on formal investigation, but on ideas that we pick up from our groups mixed with abstractions for our own experiences.

rape has ongoing effects, it can trigger fears and anxieties, and it can make women distrust men.

common sense tells us that one reason men rape is because of the revealing clothing that some women wear, but common sense also tells us that men who rape are  sexually deprived.

but researchers have found different ideas as to why men, rape, for example, some men who raped don’t care about what a woman is wearing, most of them don’t even care who the woman is, but to them, the woman is simply an object for lust, drives for power, and exploitation, and sometimes frustration and anger.

Researchers have also found that rapist may or may not be sexually deprived the same as with men who do not rape. For instance, many rapist have wives or girlfriends whom they have ongoing sexual relations with.

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Sociology Analysis/insight  – Henslins "Doing Sociological Research"

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Sociology Analysis/insight  – Henslins "Doing Sociological Research"

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Reading this section made me realize how much we humans tend to rely on common sense without actually questioning where those ideas originally formulated. Henslin discusses how sociologists don’t just guess, instead they gather real data and build theories to understand how people behave. That really stuck with me, especially when I heard about Renee’s story of assault. Renée went out with someone she barely knew even though growing up, her parents had warned her not to go out with strangers. When he drove her past her dorm and assaulted her, it seemed to me as if she shut down. She doesn’t talk about it, and maybe she never will. This silence isn’t just personal, I believe it’s also social. Symbolic interactionism helps explain how Renée saw this man’s “kindness” as safety and how her reaction afterward was shaped by feelings of shame, fear, and what society tends to teach women about blame. Functionalism shows how systems meant to protect her, things such as education, safety, or support were all systems that had failed her. Conflict theory also reveals how power and control played a big role in Renée being assaulted as well. Renée wasn’t just hurt physically, she was also pushed out of control, safety, and out of voice. Sociology gives us the tools to ask deeper questions, not just the basic questions of “what happened?” but also questions like “why does this keep happening?” and “how do we change it?”. That’s what makes this kind of research powerful.  It’s not just based on the facts, it’s also based on truth.

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Henslin, Would you hire an Ex-Convict?:  (notes)

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Henslin, Would you hire an Ex-Convict?:  (notes)

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Due to the amount of inmates that are incarcerated, it leads to a lot of people returning to communities and searching for work. The barriers these men faced in reaching economic self-sufficiency, are compounded by the stigma of minority status and criminal record.

(the study discussed in this section of reading is made to assess whether the effect of a criminal record differs for black and white applicants)

The study described:

involves the use of four male auditors, two blocks and two whites.

The testers were 23 year-old college students from Milwaukee, who were matched on the basis of physical appearance and general style of self presentation.

Objective characteristics that were not already identical between pairs, such as educational attainment and work experience, were made similar for the purpose of the applications.

By varying which of the pair presented himself as having a criminal record, unobserved differences within the pairs of applicants were effectively controlled.

The audit pairs were randomly assigned 15 job openings each week, the white pair and the black pair were assigned separate sets of jobs, with the same race testers applying to the same jobs. One member of the pair applied first with the second applying one day later.

A total of 350 employers were audited during the course of the study, 150 by the white pair and 200 by the black pair.

additional tests were performed by the black pair because black testers received fewer callbacks on average, and there were fewer data points with which to draw comparisons.

after the job applications were completed, the testers, then filled out six page response forms that coded relevant information from the test. Important variables include included: type of occupation, metropolitan status, wage, size of establishment, and race and sex of employer. (the testers wrote narrative, describing the overall interaction and comments made by employers related to specifically race or criminal records.)

One of the testers in the study went to a trucking service to apply for a job as a dispatcher, the tester was given a long application, including a complex math test. When the test returned their application in, the secretary brought it back to the office for the supervisor to look over so that an interview could perhaps be conducted. After the secretary came back out and the supervisor had a chance to look over the application more thoroughly. The tester was done, told that the position had already been filled. This was not an infrequent occurrence, often testers reported, seeing employers levels of responsiveness change once they glanced at criminal record questions. The results that this tester faced clearly showed that criminal records closed doors when it comes to employment situations.

this trend may not be true among all employers or all situations. There are some employers who seem to prefer workers who have been recently released from prison. One owner actually told the tester that he liked hiring people who had to come out of prison because they tend to be more motivated and I’m more likely to be hard workers.

So, a criminal record is not an obstacle in all cases, but on average it tends to be and affects employment.

figure 6.2: shows the percentage of callbacks received for both categories of black testers related to those for whites. Only 14% of Blacks without criminal records received callbacks, related to 34% of white non-criminals. Even whites with criminals received more favorable treatment (17%)  than blacks without criminal records (14%).

these percentages prove that race continues to play a dominant role in shaping employment opportunities equal to or greater than the impact of a criminal record.

associations between race and crime affect interpersonal evaluations.

In several interactions documented by some of the testers on three serpent occasions, black testers were asked in person whether they had prior criminal history while none of the white testers were asked about their criminal histories.

blacks are less than half as likely to receive consideration by employers, relative to their white counterparts, and black non-offenders fall behind even whites with prior felony convictions.

blacks are much more likely to be incarcerated than whites.

The fact that a criminal record severely limits employment opportunities, particularly among blacks, suggests that these individuals are left with few alternatives.

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Sociology Analysis/insight: Would You Hire an Ex-Convict?

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Sociology Analysis/insight: Would You Hire an Ex-Convict?

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This section of reading was definitely very fascinating to read about, because many factors about having a criminal record were discussed, factors that I have never questioned or thought about. One key thing that I realized, as I read through this section was how unfair the job world can truly be, especially for those who have been to prison, and even more so if they’re black. The study used 4 men, 2 black and 2  white, who applied with similar resumes. One in each pair said they had a criminal record. But when it came to the black applicants that didn’t have records, they were still treated worse than white applicants who did have records. That hit me really hard because of how the criminal record wasn’t even the biggest issue, just being black was enough to get fewer callbacks. That shows how deep racism still runs in society, even in something as basic as applying to a job. One example that most stuck with me was when a black tester applied for a dispatcher job. At first things seemed normal, and there could’ve been a potential interview, but once the employer saw the criminal record question, everything changed and the job was suddenly “already filled”. That kind of switch up seemed to have happened a lot, and it made me think about how people can be judged before they even get the chance to prove themselves and their character. what also stood out to me was how black testers were asked about their criminal history more often than white testers. That’s not just unfair, it’s a sign that people assume things based off race. Even when the testers were dressed professionally, had a good resumes and presented themselves well, those assumptions still got in the way. There was one employer who said he liked hiring people who had just gotten out of prison because they were seemed to work harder. This was really surprising to me because it felt like an exception, not a rule. Most of the time, having a record and being black just made things more difficult. This reading connects to what previous sections in Henslin's book discussed. Like how systems like the job market and the criminal justice system work together to keep certain people down. It’s not just about one bad decision, it’s also about how hard it is to move forward when society keeps closing doors and opportunities for someone. Honestly it made me think about how many people never even get a chance to show who they really are.

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(JCB) Chapter 10 Branding/The Self and Social Interaction (notes):

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(JCB) Chapter 10 Branding/The Self and Social Interaction (notes):

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Theories of the Self: Cartesian Ego (philosophical view): The self is innate and isolated; full self-understanding comes from introspection.

Sociological view: The self is shaped through relationships and social interactions—not just personal reflection.

Symbolic Interactionism: A micro-sociological theory focused on everyday interactions.

Identity is built through communication and shared meanings.

We learn who we are by interacting with others and interpreting their reactions.

Cooley’s Looking-Glass Self:  We imagine how others see us. We imagine how they judge us. We develop feelings about ourselves based on those imagined judgments

Mead’s “I” and “Me”: “I”: The spontaneous, impulsive part of the self. “Me”: The socialized part that understands norms and expectations. The “Me” develops through interaction with significant others (family, peers). Over time, we internalize the “generalized other” society’s expectations.

Goffman’s Dramaturgical Theory: Life is like a performance; we manage impressions.

• Frontstage: Public behavior, carefully managed.

Backstage: Private self, less controlled.

Impression management: The work we do to control how others see us.

Consumer Culture & Identity: People use brands and products to express identity.

Consumer choices signal values, personality, and group membership.

Even “anti-brand” styles (like thrift or vintage fashion) are part of identity performance.

Social Media & Self-Presentation: Platforms allow users to curate their identity.

Posts, likes, and comments shape how people see themselves and others.

Online identity is often edited and selective like a highlight reel.

Identity as Social & Cultural:

Identity is not fixed it shifts depending on context and audience. We have multiple identities (student, sibling, athlete, etc.). These identities are connected to social roles, group membership, and cultural norms.

Authenticity & Branding: “Being yourself” is encouraged, but often shaped by trends and expectations. Authenticity can become a brand—people try to look “real” or “relatable.” Consumer culture influences how we define and display our “true self.”

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Sociological Analysis/insight: JCB chapter 10 Branding Your Unique Identity – Consumer Culture and the Social Self: 

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Sociological Analysis/insight: JCB chapter 10 Branding Your Unique Identity – Consumer Culture and the Social Self: 

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Chapter 10 made me think about how much our identity is truly shaped by things that we may not always necessarily notice whether that’s the clothes we wear, the brands we buy, and even how we display ourselves on social media. It’s easy to say phrases, such as “be yourself” but this chapter revealed to me how we are constantly influenced by the people around us and the social culture we live in. The idea of the “looking glass self” stood out to me the most. It’s not just about how we look at ourselves, it’s about how we think others see us, and how that changes the way that we act and display our selves. I realize that’s often what I do, even small things like the clothes I wear for school or what I post online is shaped by how I think others would respond, and what they’d like to see. It’s not fake. It’s more of just me trying to feel like I belong and fit in. This chapter also talks about how we tend to perform our identity, like we’re on a stage. That made a lot of sense to me, because I know that there’s a version of myself that I show in class, but also another one that I show to my close friends, and even a different one when I’m posting something on social media. It’s not that any of those versions are technically lies, they to me just are different sides of myself, depending on the situation and the people that I’m around. Goffman's idea of front stage and backstage behavior helped me understand that a bit better as well. what also stood out to me is how consumer culture plays a huge role in all of this. We use brands and products to say something about ourselves, even if we don’t realize it in the moment. Even when people are trying to appear as different, they’re still following a pattern, just a different one. Social media makes that a lot more intense, because of how we get to choose of what parts of ourselves we get to show on the posts that we upload as we get feedback through likes and comments. That feedback can shape how we feel about ourselves, and how we see ourselves, which connects back to symbolic interactionism. It’s not just about self expression, it’s also about managing impressions and trying to feel more understood. This chapter really helps me realize that identity isn’t just personal. It’s also social. We build it through things such as expectations, culture, and interactions. While consumer choices might seem small they’re actually a bigger part of a system that influences how we see ourselves and how others see us. It made me think more deeply about the everyday stuff that I don’t usually tend to question.

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Henslin, The Presentation of Self in Everyday Life: (notes)

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Henslin, The Presentation of Self in Everyday Life: (notes)

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Social interaction is like a theatrical performance; people are actors presenting themselves to an audience.

A “performance” includes all activity by an individual meant to influence others’ impressions.

Individuals use appearance, setting, and manner to construct a “front” that aligns with social expectations.

The “front stage” is where people perform roles for others; the “back stage” is where they can relax and drop the act.

People manage impressions through impression management, trying to control how others perceive them.

Performers use props, scripts, and rehearsed behaviors to maintain their desired image.

Audiences interpret performances based on cues, even ones the performer may not intend to give off.

“Expressive control” is necessary because people constantly give off signs, even when not actively performing.

Mistakes in performance—like poor posture or inappropriate clothing—can disrupt the intended impression.

Roles can be performed sincerely (believing in the act) or cynically (just playing the part for a goal).

Social teams (like coworkers or classmates) collaborate in performances, supporting each other’s roles.

Discrepant roles exist—people who are present but not part of the performance, like outsiders or spies.

Communication shifts depending on whether someone is in front of an audience or among fellow performers.

The theory emphasizes that identity is not fixed—it’s shaped by context, audience, and performance.

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Henslin, The Presentation of Self in Everyday Life (sociological insight/analysis): 

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Henslin, The Presentation of Self in Everyday Life (sociological insight/analysis): 

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Erving Goffman’s idea that every day life is like a performance made me view social situations far differently. He states that people act like performers, trying to give off certain impressions, depending on who’s watching. It’s not about being fake, it’s about knowing what version of yourself fits in that moment. That made me realize how often we switch roles without even truly thinking about it. The “front stage” is where we show the version of ourselves we display because we want others to see us that way, like for example in class, in church or online. We dress a certain way, act a certain way, talk a certain way and act like we’ve got everything together in our lives. Whereas the “back stage” is where we tend to loosen that act. That’s when we are with people such as close friends, family, or off by ourselves. We say what we truly think and feel, wear whatever we want, and don’t have that worry about being judged. Goffman doesn’t just say one is more real than the other, he just believes that both are part of how we live socially. One key thing that stood out most to me was how much effort we put in to keep up performance. If someone messes up by saying something awkward or acting out of character, it may throw off how people see that person. That shows how strong social norms really are, we don’t just follow the rules, we also follow expectations, and those expectations are what shape how we act. Goffman also discusses how people work together to keep a performance going. Like for instance, in a group project, if one person forgets their part the others might either cover for them to keep things smooth or some other alternative. That teamwork helps everyone stay in character, but if someone were to expose the truth or break the vibe, it would mess up the whole project. But then there’s also the idea that people can perform roles sincerely or just go through “the motions”. That made me realize how often I display myself as confident or calm when in reality I don’t actually feel that way. Sometimes it’s just easier for me to play that part than to actually explain to people what’s really going on with me. But Erving Goffman doesn’t judge that, he just shows and explains how it works. Overall, this reading helped me see how identity isn’t just something we have, it’s something we show. How we show it depends on who we’re with, where we are and what we think people expect from us. It’s not always easy, but it’s part of how we adapt to the social world.

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Henslin, Handling the Stigma of Handling the Dead: (notes)

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Henslin, Handling the Stigma of Handling the Dead: (notes)

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Funeral directors and morticians face social stigma because they work directly with death, which many people find uncomfortable or taboo.

Society tends to avoid conversations about death, making those who work with the dead seem mysterious or even creepy.

Funeral workers often experience status inconsistency—they perform a respected service but are socially distanced because of the nature of their work.

To manage stigma, they use techniques of neutralization, such as:• Framing their work as helping families through grief.

Emphasizing the professionalism and dignity of their role.

Using humor privately to cope with emotional stress.

They practice impression management by controlling how much they reveal about their job in casual social settings.

Many funeral workers downplay or avoid discussing the more graphic parts of their work to maintain social comfort.

Emotional labor workers must stay composed and supportive while dealing with intense grief and death.

Funeral professionals often create boundaries between their personal and professional lives to protect their own mental health.

Goffman’s dramaturgical theory/how funeral workers perform roles and manage impressions in front of different audiences.

Cultural attitudes in the U.S. tend to sanitize or hide death, which increases discomfort around those who deal with it directly.

Funeral directors often redefine their identity as caregivers or guides, rather than just handlers of corpses.

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Henslin, Handling the Stigma of Handling the Dead: (sociological insight/analysis)

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Henslin, Handling the Stigma of Handling the Dead: (sociological insight/analysis)

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This reading made me realize how uncomfortable people truly are with death, and how that discomfort affects the way we treat people who work with it. Funeral directors do something important they help families say goodbye but also they’re often seen as “strange or creepy” just because their job involves dead bodies. That’s stigma. It’s not always loud or obvious, but it shows up in how people avoid talking about their work or act awkward around them. The author explains how funeral workers deal with that stigma by changing how they talk about their job. They focus on helping people, not on the physical stuff like embalming. They also use humor and keep their work life separate from their personal life. That’s a way of protecting themselves and making others more comfortable. It reminded me of how people sometimes hide parts of themselves to fit in or avoid judgment. This connects to Goffman’s idea of impression management. Funeral directors have to control how others see them, especially in social situations. They perform a role of calm, respectful, professional even when they’re dealing with grief or stress. That’s practically emotional labor. They’re not just doing a job, they’re managing feelings, both theirs and other people’s. What stood out to me is how they try to change the way people see their work. Instead of being “people who deal with dead bodies,” they present themselves as guides who help families through loss. That shift helps reduce stigma and gives their work more meaning. It shows that identity isn’t just about what you do, it’s about how you frame it and how others respond. Overall, this reading helped me see how stigma works quietly, and how people push back against it by changing the story around their role. It’s not just about funeral directors, it’s also about anyone who’s judged for doing something society doesn’t want to talk about.

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(JCB) Chapter 5: Shopping/Social Order: (notes)

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(JCB) Chapter 5: Shopping/Social Order: (notes)

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• Shopping is a social activity, not just an individual or economic act.

• Consumer behavior reflects and reinforces social class: what, where, and how people shop signals status and cultural capital.

• Shopping spaces are socially organized to include some groups and exclude others.

• Retail environments shape behavior through design, layout, and atmosphere to guide spending and movement.

• Shopping teaches social norms, people learn how to behave, dress, and interact in consumer spaces.

• Gendered dimensions of shopping frame it as feminine leisure and emotional labor, while men’s shopping is seen as functional.

• Racialized surveillance occurs in stores, where people of color may be disproportionately monitored or profiled.

• Shopping is tied to identity work, consumers use purchases to express who they are or aspire to be.

• Consumption is morally judged shoppers are evaluated for being frugal, excessive, ethical, or wasteful.

• Retail labor is undervalued and invisible, despite its emotional and physical demands.

• Shopping is linked to citizenship and belonging, being a “good consumer” is often equated with being a responsible member of society.

• Political dimensions of consumption emerge in choices like ethical, local, or sustainable shopping, but these are shaped by privilege and access.

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Henslin: Meyer, If Hitler Asked You…: (notes)

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Henslin: Meyer, If Hitler Asked You…: (notes)

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Deviance refers to behavior that violates social norms, ranging from minor infractions to serious crimes.

Social norms are shared expectations that guide behavior, deviance challenges these norms.

Social control includes mechanisms—formal (laws, police) and informal (peer pressure, shame) used to enforce norms.

Sanctions are responses to behavior: Positive sanctions reward conformity.

Negative sanctions punish deviance.

Stigma is a powerful social label that discredits individuals and affects how others treat them.

Labeling theory argues that being labeled “deviant” can shape a person’s identity and future behavior.

Differential association theory suggests deviance is learned through interactions with others who favor deviant behavior.

Control theory proposes that strong social bonds and internal moral codes reduce the likelihood of deviance.

Strain theory (Merton) explains deviance as a response to the gap between societal goals and access to legitimate means.

Illegitimate opportunity structures show that access to deviant paths varies by social class (street crime vs. white-collar crime).

Functionalist perspective sees deviance as necessary, it clarifies norms, promotes unity, and can lead to social change.

Conflict perspective highlights how laws and norms reflect the interests of powerful groups and may criminalize the poor or marginalized.

Techniques of neutralization are rationalizations people use to justify deviant acts (denial of responsibility or injury).

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Henslin: Meyer, If Hitler Asked You…: (sociological analysis/insight)

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Henslin: Meyer, If Hitler Asked You…: (sociological analysis/insight)

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Reading this chapter made me realize how much of our everyday life is shaped by invisible rules, the kinds of rules we don’t always notice until someone breaks them and doesnt follow them. Deviance isn’t just about crime or rebellion, it’s about the quiet ways people push against expectations, and how society responds to keep things “in order.” What struck me most is how deviance isn’t fixed: it’s defined by context, power, and perspective. In school, for example, wearing a sweatshirt with the hood up might be seen as disrespectful or suspicious. But outside, it’s just comfort or style. That shift shows how norms aren’t neutral, they’re enforced differently depending on who you are and where you’re at. The chapter’s discussion of labeling theory hit hard. Once someone is labeled “troublemaker” or “weird,” it sticks. And that label can shape how others treat them, how teachers discipline them, and even how they see themselves. I also thought about control theory, how we internalize rules because we care about what others think, or because we’ve built relationships that hold us accountable. It made me reflect on how much of my behavior is shaped by wanting to protect my reputation, or not disappoint people I care about. That’s not just fear it’s a sort of connection. Social control isn’t always oppressive, sometimes it’s rooted in love, trust, and community. But there’s a darker side too. The chapter reminded me that deviance is often punished unequally. Racialized surveillance, class-based assumptions, and gendered expectations all shape who gets labeled as deviant and who gets a pass. It’s not just about breaking rules, it’s about who society gives the benefit of the doubt to. What I took away is that deviance can be powerful. It can challenge norms, spark change, and reveal what a society values, or fears. And sometimes, being “deviant” is just being different in a world that wants something that is familiar. That’s why sociology matters, it helps us see the systems behind the judgments, and gives us language to question them.

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Padlet Required entry: JCB p. 140 Shopping for "we-ness":

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Padlet Required entry: JCB p. 140 Shopping for "we-ness":

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In eighth grade, I started wearing make up for the first time. It started as simple as mascara and lip gloss, it was something I noticed that the other girls around me were doing. It was far more simplistic in eighth grade, but as I got to high school in my freshman year is when I really started to notice that a lot of girls my age were wearing makeup daily, and not just lightly. The more I noticed, and began to compare myself to these girls, the heavier I started doing my make up. I often hoped that it would help me feel like I fit in, and looked more mature. The girls my age looked much older than I did, and I think seeing that is what really gave me that desire to want to look older. Looking back on this, I realize now that when I started to wear my make up heavier, I didn’t feel that sense of belonging like I thought I would, I didn’t feel like I truly fit in even when I packed on my make up heavier overtime. Instead, I found myself comparing my appearance to the other girls even more than before and still had the feeling like I didn’t fit in and I even doubted that I’d never look anything like them. make up became less about self expression and more about trying to fit in to meet an unspoken standard, one that made me feel more of a sense of insecurity than inclusiveness. Now, as a senior in high school, my relationship with make up has completely changed, I no longer use it as a way to blend in, instead, I use it as a way to stand out and express myself. Makeup has allowed me to explore my creativity, it’s even become one of my favorite things to do even in my free time. It’s crazy to think about how it started as a tool for conformity and now has become more of a tool of personal expression. Sociologically, this experience expresses how consumer choices like buying and wearing make up can act as symbols of wanting to fit in with society. At first, make-up was a way to show that I was like one of the typical high school girls, trying to match the norms that I saw around me. But over time I realize that true belonging doesn’t just come from limitation it comes from authenticity. Now make up isn’t just a product I use, instead It’s a reflection of how I’ve grown into myself.

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Sociological Analysis: Reactions to Charlie Kirk’s Death and the Social Meaning Behind Them (extra)

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Sociological Analysis: Reactions to Charlie Kirk’s Death and the Social Meaning Behind Them (extra)

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The recent passing of Charlie Kirk has caused lots of intense controversy to rise. And this isn’t just because of who he was, but because of how people have responded to his death. Some mourn him as a strong and powerful political leader, who stood firm in his beliefs. while others believed that he “deserved to die”, especially because of his history of controversial statements, surrounding things like gender, race, and general global conflicts. What’s most shocking to me is how quickly people were able to have the mental capacity to mock his death, and say that he deserved to die. Some celebrated his death, not because of personal things, but simply because Charlie’s beliefs didn’t align with theirs. But there were also others who may not have had the same beliefs as Charlie, but still believe that no matter how much they disagreed with him, he did not deserve to die and wishing death on him is something that crosses a moral line. From a sociological perspective, this controversy to me reveals how deeply people have tied political identity to moral worth. Charlie Kirk was known for making comments that many often found offensive, especially in regards to gun control, transgender rights and the war in Gaza. So when Charlie passed, people didn’t just react to the loss of a person, they also reacted to what Charlie symbolized. To some people he was seen as harmful, so that meant his death felt like some sort of justice. For others, it was a moment to reflect on how far we in society have come to normalizing, cruelty, and lack of empathy. This kind of reaction from people shows how emotional people can get when it comes to politics. It’s not just about politics anymore. It’s also about identity, values and belonging. When someone who often led to a lot of controversy like Charlie Kirk and his beliefs, it becomes a sort of test of what people believe is seen as “deserved”. Some argued that Charlie didn’t deserve their empathy because of how he showed no empathy to others, especially when it came to kids and families living in Gaza, who are displaced and killed. It’s definitely a very powerful emotional response, but it also raises questions about whether we are losing the ability in society to separate such disagreements from dehumanization. Social media has made this controversy even louder, people were so angered about Charlie’s beliefs that since he’s died so many memes, and jokes have been surfacing the Internet mocking his death. People are turning grief and outrage into entertainment. This reminded me of symbolic interactionism, like how people are using symbols, such as memes in public figures to express their identity and values. In this case, specifically, Charlie’s death became a symbol of political victory or moral failure, depending on what person you ask. This anger has reached even academic spaces. In the link above, a Fresno State lecturer reportedly said that Charlie Kirk’s death was deserved which led to backlash and suspension. This moment shows how political speech is being voiced not just simply online, but in professional places like work places and classrooms as well. It also expresses how people respond when moral boundaries are crossed, especially in public. Overall, all of the reactions to Charlie’s passing aren’t just about Charlie, they’re about society. These reactions have shown how polarized we’ve become, how quick we are able to judge and how hard it is for people to hold both empathy and accountability. Sociology helps to see that these reactions are shaped by things like emotion, culture, and power, not just personal opinions.

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Fresno State lecturer on leave after “disturbing” comment about Charlie Kirk’s death

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Fresno State placed a lecturer on leave after a video showed her making a “disturbing” comment about Charlie Kirk’s death.

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JCB fast food blues: work in a global economy (notes)

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JCB fast food blues: work in a global economy (notes)

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Alienation in the Workplace:

Fast-food workers often experience alienation due to repetitive tasks, lack of control, and low wages.

Karl Marx’s concept of alienation is used to explain how workers are disconnected from the products they make and the process of production.

Standardization and Deskilling:

Fast-food jobs are highly standardized, meaning tasks are broken down into simple, repetitive steps.

This leads to deskilling, where workers don’t need specialized knowledge or creativity to perform their roles.

Emotional Labor:

Workers are expected to manage their emotions and present a cheerful attitude, even under stressful conditions.

This is a form of labor that isn’t physical but still demands effort and control.

Precarious Employment:

Fast-food jobs are often part-time, low-paying, and lack benefits or job security.

These conditions reflect broader trends in the global economy toward precarious work.

Global Commodity Chains:

Ingredients and labor in the fast-food industry are sourced globally, connecting workers and consumers across borders.

This highlights how everyday products are tied to global systems of production and inequality.

Mobility of Capital vs. Labor:

Capital (money, investment) moves freely across borders, while labor (workers) is often restricted by immigration laws and economic barriers.

This imbalance benefits corporations and disadvantages workers.

Racialized and Gendered Labor:

Fast-food work is disproportionately done by racialized and gendered groups, especially women and immigrants.

These patterns reflect systemic inequalities in access to stable, well-paying jobs.

Ideology of Individualism:

The fast-food industry promotes the idea that hard work leads to success, even when structural barriers exist.

This ideology can obscure the realities of exploitation and inequality.

Resistance and Agency:

Despite difficult conditions, workers sometimes resist through unionizing, protesting, or finding creative ways to assert dignity.

Sociology examines both the constraints and the possibilities for change.

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This chapter helped me see how fast-food jobs are more than just low-paying work, they’re part of a global system that takes advantage of people. Workers are expected to smile and act happy, even when they’re tired or treated unfairly. That’s called emotional labor, and it’s real work that often gets ignored. The jobs are also super repetitive and don’t let people be creative. That’s what Karl meant by alienation, when workers feel disconnected from what they do. Most fast-food workers don’t get benefits or stable hours, and a lot of them are women, immigrants, or people of color. That shows how race and class affect who ends up in these jobs. Even though companies say hard work leads to success, the system is built to keep workers stuck. Money and products move easily across borders, but people don’t. That’s not fair, and it shows how power works in the global economy.This chapter made me realize that something as normal as fast food can reveal a lot about inequality and how society treats labor.

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Henslin, Ehrenreich, nickeled and Dimed: (notes)

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Henslin, Ehrenreich, nickeled and Dimed: (notes)

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Ehrenreich’s Purpose:

She wanted to see if someone could actually survive on minimum wage in America.

To test this, she worked low-wage jobs like waitress, maid, and Walmart employee.

She used participant observation, meaning she lived the experience herself to study it.

What the Jobs Were Like:

The work was physically exhausting and mentally draining.

Managers were strict and controlling workers had very little freedom.

Even full-time jobs didn’t guarantee enough money to live on.

Workers had to act cheerful even when they were stressed or treated badly.

Housing Struggles:

Rent was way too expensive for what she earned.

She couldn’t find safe, affordable housing on her wages.

Many low-wage workers lived in motels, cars, or shared crowded space

Daily Survival:

She skipped meals or ate cheap fast food to save money.

Healthcare wasn’t an option, getting sick meant just dealing with it.

Transportation was unreliable and made getting to work harder.

Big Takeaways:

Working hard doesn’t always lead to success, meritocracy isn’t real for everyone.

Middle-class people often don’t understand what low-wage workers go through.

The system is built in a way that keeps poor people stuck.

Workers feel disconnected from their jobs and the value they create (alienation)

Her Reflections:

She knew she had privilege—she could quit anytime, unlike real workers.

She was surprised by how hard it was just to survive, even while working full-time.

She wants readers to rethink how they view poverty and low-wage labor.

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Henslin, Ehrenreich, nickeled and Dimed: (sociological analysis/insight)

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Henslin, Ehrenreich, nickeled and Dimed: (sociological analysis/insight)

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This section of reading made me realize how hard it is to survive just off of minimum wage, even when a person is working a full time job. Throughout this section, Barbara didn’t just discuss poverty, she lived through it. She worked different jobs such as cleaning houses and waitressing to see what it was like for those who were low wage workers. She noticed how the system makes it difficult to the point where it feels impossible to get by with minimum wage no matter how much hard work is put in. From a sociological perspective, this is an example of structural inequality. Its not because people are not trying or being lazy, its because things like food, rent, and basic needs cost more than what these jobs pay their workers. Even when Barbra worked multiple jobs, she still wasn’t able to afford a decent place to live. Barbras experience connects to Marx's idea of alienation because of how at every job she worked at, she felt as if she was simply seen as a person who does tasks, not a person who has value. She had to put on an act and smile even at times when she was treated badly and felt exhausted. That kind of emotional labor can be draining, and it shows how workers are disconnected from the meaning of their work. Another thing that stood out was how class affects how people see each other. Barbra knew she had privilege, and that she was able to leave whenever she wanted,  but the people she worked with didn’t have that same option as she did. They were stuck, and most of society doesn’t seem to notice them. It made me think about how easy it is to ignore people’s struggles when you’re not living them. Overall, this reading made me question the idea that “hard work pays off.” I question this now because of how Barbra worked hard, but the system didn’t reward her. It made me realize that poverty isn’t just about the  money, its more about power, respect, and being seen. Sociology helps us understand that these problems aren’t just personal, they’re social.

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Henslin, Leidner, over the counter at mcdonalds: (Notes)

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Henslin, Leidner, over the counter at mcdonalds: (Notes)

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Leidner studies how McDonald’s trains and controls its workers.

Focuses on how routines and rules shape the job of taking orders and serving food.

Uses sociology to show how even fast food jobs are influenced by bigger systems.

Rationalization (from Max Weber): McDonald’s makes everything efficient, predictable, and controlled.

Standardization: Tasks are broken into steps so anyone can do them the same way.

Scripted interactions: Workers follow set phrases and routines when talking to customers.

Limited decision-making: Employees don’t get to make choices—they follow instructions exactly.

Workers are trained to act cheerful and polite, even when they’re tired or frustrated.

There’s little room for creativity or personal expression.

Employees are constantly monitored and evaluated.

The job can feel repetitive and disconnected from real human interaction.

Fast food jobs show how companies use control to manage both workers and customers.

The setup makes workers feel replaceable, like parts of a machine.

This connects to alienation, workers don’t feel connected to the work they do.

Even simple jobs are shaped by social forces like capitalism and bureaucracy.

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Henslin, Leidner, over the counter at mcdonalds: (sociological Analysis/notes)

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Henslin, Leidner, over the counter at mcdonalds: (sociological Analysis/notes)

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This section really opened my eyes how something that fast food at mcdonalds is something seen as normal but in reality its not a simplistic as it seems, its actually shaped by big social forces.  Robin Leidner shows that fast food jobs aren’t simply easy jobs and easy places of work, they’re carefully designed to control how people act, speak, and even think. From a sociological perspective, this connects to Weber’s idea of rationalization because of how everything is made controlled, efficient, and predictable.  But that control doesn’t just affect the food it affects the workers and environment too. Employees at McDonald’s don’t get to make real decisions. They follow scripts, repeat the same tasks, and are constantly being watched. This made me think a lot about alienation, especially because of how workers can feel disconnected from their jobs. They’re doing the work, but they don’t get to shape what they do and how they do it. Even with their emotions, like smiling or being polite, those are both part of the job, not something they get to choose. What also stood out most to me was how this kind of job teaches people to act a certain way, even when it doesn’t feel natural to them. Workers have to perform friendliness, even when they may be feeling tired or stressed. It’s like an act, and it’s emotional labor, it’s something society doesn’t always recognize or respect. It made me think about how many jobs especially the kinds of jobs seen as “low-skilled”, are actually the ones that require a lot of patience, discipline, and emotional control. Leidner’s reading helped me see that fast food isn’t just about the food they serve, it’s about how companies shape people’s behavior to fit a certain way of a system. It’s also about how workers lose their voice in the process. As a student, it made me question how much freedom people really have in their jobs, and how much of their personality they’re allowed to keep. Sociology helps us see that even the most “normal”  things like standing behind a counter are part of something much bigger.

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Henslin, Wishard, Caught between the ages: (notes)

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Henslin, Wishard, Caught between the ages: (notes)

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We’re living in a transitional era

Society is caught between the fading values of the 20th century and the emerging but undefined spiritual and cultural frameworks of the 21st.

Material progress hasn’t solved the crisis of meaning

Despite advances in technology, economics, and science, many people feel spiritually adrift and disconnected from deeper purpose.

Traditional institutions are losing influence

Structures like religion, family, and community no longer provide the same moral guidance or social cohesion they once did.

Rapid change creates identity confusion

Individuals struggle to define themselves in a world where norms, roles, and values are constantly shifting.

There’s a global “cyclone of change”

Wishard describes this moment as a worldwide upheaval, political, cultural, and spiritual that challenges old paradigms.

The age demands ethical and spiritual renewal

Rather than retreating into nostalgia or nihilism, Wishard calls for a reawakening of personal responsibility and cultural imagination.

Hope lies in conscious transformation

He urges readers to become active participants in shaping a new era, one grounded in meaning, integrity, and shared values.

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Henslin, Wishard, Caught between the ages: (sociological analysis/insight)

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Henslin, Wishard, Caught between the ages: (sociological analysis/insight)

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In this section, William talks about how our world feels stuck, like we’re leaving behind old traditions, but haven’t figured out what is to come moving forward. That idea stuck with me because it reminds me of how it feels to grow up. You’re expected to act with a certain level of maturity, know who you are, and make big decisions, but the world around you is just as lost and confused. From a sociological perspective, I believe that connects to the idea of anomie, when society's rules and values start to break down and people begin to feel lost. William says that things like family, religion, and community used to be things that gave people a sense of meaning. But now those things don’t hold the same power as they did before. So people are searching and trying to figure out what matters. He also discusses how fast everything is changing, whether that’s things like culture or technology, or even how we communicate and talk with one another. Those kinds of changes can mess with your identity. You’re trying to figure out who you are, while  everything around you seems to keep changing and shifting. Sociology calls this role, confusion or status inconsistency, which means you’re stuck between roles and don’t know which one fits most. But William doesn’t just say “everything is falling apart”, he says that we need to find meaning again through things like relationships, values, or through being honest about what truly matters. That’s a challenge, but it’s also something that gives a sense of hope. It’s like he’s saying things may feel messy right now, but we can still build something real.

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Required entry: JCB p. 79 Corporate Ideologies

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Required entry: JCB p. 79 Corporate Ideologies

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The corporate brand I chose is Chick-fil-A. I decided to pick Chick-fil-A because of how it’s a brand that often shows up a lot in my community, and people tend to think of Chick-fil-A and associate it as a place with good values and friendly service. It’s most known for being closed on Sundays because Sunday is considered a day of rest (as stated in the Bible) and it’s also known for having a Christian background, which makes it feel more than simply a fast food place. It’s a good example of how business and faith can work together. But I believe that’s also part of what makes it a cultural pedagogue. It sends the message that being polite, family oriented, and traditional, are values that should be tied to what we eat. But when you look closer, that message can also be ideological. It makes it seem like kindness and capitalism naturally go together as well, even though a lot of the workers are paid low wages, and don’t always get the best benefits. Plus, the company also had a controversy in regards to the LGBTQ plus community issues, which expressed that its values may not always be inclusive. Over time, these ideas have become a lot more normal so people don’t tend to question them, like for example, the belief that “ good service means good morals.” That's where hegemony comes in, Chick-fil-A doesn’t just sell food, it sells a way of thinking that may feel comforting and familiar, but it also deserves to be looked at more critically.

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Required entry: JCB p. 79 Fight for $15 

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Required entry: JCB p. 79 Fight for $15 

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I think the Fight for $15 campaign is important because fast-food workers deserve to be paid enough to live. A lot of people act like these jobs are “easy” or only for teenagers, but the truth is, adults work in fast food too, and they’re doing hard, fast-paced work that keeps these businesses running. Asking for $15 an hour and the right to unionize isn’t just about wanting more money—it’s about being treated fairly and having a voice. If someone’s working full-time, they should be able to afford rent, groceries, and basic stuff without struggling every month. At the same time, I get why unionizing is hard in fast food. A lot of workers don’t stay long, and some might be scared to speak up because they don’t want to lose their jobs. Big companies also push back against unions, and that can make people feel like organizing isn’t worth the risk. But I think when workers come together and realize they deserve better, it can make a difference. Campaigns like Fight for $15 help people see that their work matters, and that they shouldn’t have to settle for low pay just because of the type of job they have. It’s not just about fast food—it’s about changing how we treat workers in general.

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Coffee & Social Meaning:

Coffee is more than a drink, it’s a symbol of identity, class, and culture.

What kind of coffee you drink (instant, Starbucks, artisanal) can signal social status

Bourdieu’s Theory of Taste:

Taste isn’t just personal, it’s socially shaped.

People use taste to distinguish themselves from others, often unconsciously.

“Good taste” reflects cultural capital, not just quality.

Conspicuous Consumption:

Buying expensive or trendy coffee can be a way to show off status.

Even if someone doesn’t love the taste, they might drink it to fit in or feel elite.

Ethical & “New” Consumerism:

Some consumers choose fair trade or sustainable coffee to express moral values.

This is part of “new consumerism”, buying things that reflect identity and ethics, not just function.

Coffee Spaces & Class Performance:

Cafés aren’t just places to drink—they’re stages for performing class.

Think: laptop at a local roastery vs. drive-thru at Dunkin’—each tells a different story.

Sociological Imagination in Action:

Coffee helps us see how everyday choices are shaped by larger social forces. It’s a perfect example of how consumption reflects and reinforces inequality.

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JCB Chapter 4 Coffee/class: (sociological analysis/notes)

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JCB Chapter 4 Coffee/class: (sociological analysis/notes)

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What this chapter taught mean is that coffee isn’t simply just a drink it’s actually a symbol of class and identity. In this chapter, Johnston and her co-authors explain how our coffee choices can reflect our social status. By using bourdieu’s theory of taste, it explains how “ good taste” isn’t natural, It’s learned. People often use coffee as a way to express their social class, whether it’s a fair trade brew or a six dollar latte, it sends a message about who they are and what their values are like. Even ethical choices like purchasing sustainable coffee can be part of this whole display of performance. This is called new consumerism where purchases are reflected based on image and morals. Cafés in general have became stage stages for this “performance” because of how some signal privilege, productivity, and other routines and necessities. This chapter helped me better see how every day habits are not as simple as they seem, but in reality are shaped by deeper social forces. Coffee has become a way to express self identity, but also to reinforce inequality.

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Poverty Serves Functions for the Non-Poor:

Poverty isn’t just a problem, it benefits society, especially the wealthy and middle class.

Gans uses a functionalist perspective to show how poverty helps maintain social order.

Economic Roles:

The poor do “dirty work”, low-paying, dangerous, or undesirable jobs others avoid.

They keep wages low and reduce labor costs, which benefits businesses and consumers.

Social & Cultural Functions:

The poor serve as scapegoats, blamed for social problems and used to reinforce norms.

They help define what’s “normal” by showing what happens when people don’t follow rules.

Political & Structural Benefits:

Poverty supports bureaucracies like welfare systems, which employ middle-class professionals.

It stabilizes the economy by absorbing unemployment and keeping inflation in check.

Critical Insight:

Gans isn’t defending poverty, he’s exposing how inequality is sustained because it serves powerful interests. His message: poverty persists not just by accident, but because it’s useful to others.

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Henslin, The uses of poverty: (sociological analysis/insight)

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Henslin, The uses of poverty: (sociological analysis/insight)

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In this section of the reading, Herbert Gans  explains how poverty isn’t just a problem alone, it actually is beneficial to society in ways that people may not even consider. He states that the poor do jobs that no one else wants to do, for example cleaning or hard labor and they get paid much less, which keeps prices low for everyone else. That’s one reason why poverty hasn’t seemed to have gone away, it actually benefits the people who aren’t poor and in poverty. Herbert also expresses how poor people are used as examples of how and what not to be. They help find what’s seen as normal by showing what happens when someone doesn’t follow the rules of society. Even systems of welfare and charities rely on those in poverty to even exist, they give jobs to workers in the middle class and make people feel better for helping those in the lower classes. This chapter really opened my eyes and made me realize that poverty isn’t just about having bad luck or being lazy, it's part of something much bigger that works for some people while it may be hurting others. That’s why poverty is such a difficult thing to fix because some people benefit from it and don’t want it to change.

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Sociological analysis on “a girl like her” movie: (extra)

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Sociological analysis on “a girl like her” movie: (extra)

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students see other students getting bullied, but they don’t say anything because they’re afraid of the bullies social status

people described the girl who attempted as kind yet did nothing—why?

The movie “A Girl Like Her” tells the story of Jessica, a kind student who attempts suicide after being bullied by Avery, a popular girl at school countless times. What’s most heartbreaking is how many students saw it happening and still  didn’t have the bravery to speak up. They weren’t just ignoring it, they were also afraid. In sociology, this connects to status hierarchies and social norms. Avery had the amount of power she did because of her popularity, and people didn’t want to risk their own place by standing up to her. In high school, popularity can act like social currency, it can protect some and isolate others. Even though students described Jessica as “kind,” they still didn’t help her. That shows how kindness isn’t enough when someone’s been labeled as “weak” or “different”. Labeling theory also helps explain this. Once Jessica was seen as a target, that label had stuck. People didn’t question it, even if they knew her personally. The fear of being next was what kept them silent. This movie shows how bullying is more than just one person being cruel, it’s a whole system of people, one that rewards power and punishes vulnerability.

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Henslin, Morris & Grimes moving up… (notes):

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Henslin, Morris & Grimes moving up… (notes):

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People from working-class families who move into middle-class jobs often feel out of place

Study focused on 45 sociologists from working-class backgrounds

Working-class values include hard work, loyalty, and being practical

Middle-class environments value confidence, independence, and cultural knowledge

Moving up in class can cause culture shock and insecurity

Many had to change how they spoke, dressed, or acted to fit in

Feeling caught between two worlds, old working-class life and new middle-class life

Some feel guilty or distant from family after moving up

Cultural capital means knowing middle-class norms, manners, and expectations

Working-class people often have to learn cultural capital on their own

Social capital means having helpful connections and networks

People from working-class backgrounds usually start with less social capital

Gender and race can make upward mobility even harder

Success doesn’t erase class identity, people still feel connected to their roots

Upward mobility can create both pride and loss

The chapter shows class still affects people’s lives and opportunities.

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Henslin, Morris & Grimes moving up... (sociological analysis/insight): 

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Henslin, Morris & Grimes moving up... (sociological analysis/insight): 

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This chapter expresses how social mobility is not simply just about money gain, its about learning to live in a whole new culture. People who have grown up in the working class are typically the ones who carry values of modesty and hard work, but if they were to enter into a middle class space they would realize that those values don’t always necessarily match what is rewarded. When it comes to success, it requires knowing how to act, speak, and network in a way that is fitting for professional and social capital norms. using ideas from symbolic interactionism, this chapter is a good example of how people are always evaluating themselves to see how they should be presenting themselves to fit in, yet they still feel like outsiders in both their new and old worlds. From a conflict theory view, this struggle reflects deeper inequality because of how not everyone stats off with the same resources of cultural knowledge, therefore upward mobility is more difficult than it seems. This section reading made me realize that it isn’t all just about money, it shapes aspects of belonging and identity. People who “make it” often feel proud of themselves but also upset, because of how they are losing pieces of their old selves. True equality would mean helping others not just when it comes to education, but also with the confidence and hidden tools they need to move between classes without fully losing who they truly are.

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Henslin, Higley, The U.S Upper Class (Notes):

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Henslin, Higley, The U.S Upper Class (Notes):

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The U.S. upper class stays separate from other classes through exclusive institutions and lifestyles

Wealth alone doesn’t define the upper class, it’s also about power, education, and social connections

Upper-class families often give birth in private hospitals and send kids to elite boarding or prep schools

Children grow up surrounded by others from the same class, learning values that keep them connected to that group

Prestigious universities, country clubs, and social clubs help the upper class build powerful networks

These networks make it easier to get jobs, opportunities, and influence in business and politics

The upper class practices social closure, meaning they limit who can join their circle

Membership in certain clubs, fraternities, or neighborhoods signals class status

Even after death, upper-class people are often buried in private cemeteries, keeping separation lifelong

The upper class passes down cultural capital — manners, speech, education, and behavior that show refinement

Their social capital (connections) helps them stay in power generation after generation

The system keeps privilege within the same group and makes it hard for outsiders to move up

The upper class has strong control over major institutions like government, media, and business

This class structure challenges the idea that America is a society with equal opportunity for everyone

The upper class uses both wealth and culture to maintain its dominance and distance from other classes

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Henslin, Higley, The U.S Upper Class (sociological analysis/notes):

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Henslin, Higley, The U.S Upper Class (sociological analysis/notes):

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The U.S. upper class isn’t about money but about connections, culture, and knowing how to move into spaces that a majority of people cannot. Families of the upper class pass down things like manners, habits, and networks that make their privilege nearly unapparent, which shows how hard it actually is to break into that world. This section made me think about how inequality is not just about who has money, its about who has the tools, acceptance, and confidence to succeed. It also connects to what i’ve learned about moving up from the working class, even when someone achieves upward mobility, the upper class still keeps its distance, which can make social climbing difficult and even sometimes isolating. This section shows that class shapes aspects of opportunity, identity, and belonging in ways that effort itself can not overcome.

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Response 1 (Audrian):

1. Im asian and European.

2. I made that decision through biology because my dad is Spanish and my mom is Cambodian.

3. I learned what race I was through word of mouth, I never did an ancestral test because it honestly wouldn’t have done anything for me. Sure it would be cool to know but it doesn’t benefit me more than it costs me. I really started knowing my race through paintings and sculptures throughout my house and asking my relatives about their history and where it came from.

4. It would be through biology. The fact that the mitochondria stores maternal DNA is the determining factor of your ancestry. If you want a more plane answer, the country your ancestors originated from.

5. People can take a guess of what race you are through biological features. If you have straight thick hair you are probably Asian. If you have darker skin then you are probably somewhat African. If you have thick eyebrows and a lot more hair then many, you are probably Indian. The list goes on.

Response 2 (Alex):

1 - i’m mexican.

2 - Because my parents are from méxico and because my parents are from mexico means i’m also mexican.

3 - My parents told me where they’re from, when I was in 4th grade I started learning about countries and different languages people speak across the world.

4 - I decide what race people are by asking them where they’re from, for example, earlier this year i met my close friend named “caleb” and I asked him what race he is and he said “African american”

5 - People can decide what race I am by asking where are my parents from and i’ll tell them they’re from Mexico which makes me Mexican.

Response 3 (Zyrena):

1. I am Hispanic.

2. I know that I am Hispanic because my parents and grandparents are from Mexico. I made that decision because I grew up with my family speaking Spanish around me and experiencing many Hispanic traditions.

3. I learned what race I was from my family around me and the things I saw. I grew up eating many traditional Mexican dishes.  My family always spoke about their pasts in Mexico and how they got to the U.S. Some early messages I’ve received about race were that everyone is different and not everyone saw certain races in a positive light. People would make hurtful comments towards a group of people just because of their race. I started to see race as something people judge you for.

4. When I look at someone I notice what their skin color, hair, facial features and how they talk. If they speak another language, like Spanish or Chinese, I would assume they are Hispanic or Asian. Although, I know It’s best not to assume someone’s race before you get to know them.

5. Many people decide what race I am pretty easily because my name is a Spanish name (Zyrena) and I live in an area that predominantly Hispanic. I think I look Hispanic as well because whenever I am at a store people speak Spanish to me without question. I never got told I look like a different race. It depends on who you meet and their first impression of you.

Response 4 (Angelica):

1. American Indian (the Apache tribe )

2. I know because my skin color I’m brown, and it wasn’t really a decision I made

3. I learned I was American Indian because I kinda just assumed because of my mom’s culture she taught me her culture at a young age so I learned why it was so important . Some of the early messages were from my mom and my grandmother they were pretty big on telling me and my siblings the history behind our race

4. Tbh I don’t really decide what race people are I feel like that’s something one should define themselves.

5. I’m not sure, I feel like people just make assumptions based on how I look for example, like in kindergarten kids used to think I was Chinese just because of my tiny eyes but I have no Chinese blood in me.

Response 5 (Jose):

1.  I’m Latino specifically Hispanic

2. I know because I was born in Honduras and so was my family my ancestry’s from Honduras and Spain

3. I learned what race was around 4 when I came to the US that’s when I really started to understand it

4. I usually just ask but if not I kinda go off stereotypes

5. People usually assume my race from stereotypes too or because I speak Spanish

Response 6 (My response):

1. I am Mexican American.

2. I know that I'm a Mexican American because my family comes from Mexican roots from Tijuana and Michoacán, it runs all throughout my family’s ancestry. I figured since people like my mom, dad, and grandparents are from Mexican roots I am as well, so i guess i could say that helped make my decision on what race I am.

3. I learned what race I am mainly by asking my mother, she often told me that all of her family roots are from Mexico. Some early messages I received about race are that people often assume race. For example if people hear me and my family speaking spanish they automatically assume we are from Mexican roots.

4. In all honesty I tend to assume peoples race based on their accents, skin color, or by stereotypes— but I usually assume only when I'm too afraid to ask the person, especially if they are someone I am not familiar with. But usually I would go and ask the person directly.

5. I assume other people assume my race as well in a similar way, by looking at my skin color and what languages I speak. It's not the most accurate because for example a lot of people assume I'm some other race and not Mexican because of my pale skin and because of how rarely I speak Spanish.

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Understanding Race- Required Padlet post

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Understanding Race- Required Padlet post

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What is race?

Race is, in simplest terms, a way that society groups people based on characteristics like hair, skin, color, facial features, and where their family comes from and what their family roots are. It’s not simply about biology, it’s also about the person's language, culture, and how people treat them. After reviewing the responses to the questionnaire, a majority of us mentioned how we learned our race firsthand from our families, through things like food, traditions, or stories where our parents and grandparents are from. Some of us also mentioned how people tend to assume our race based on looks and even how we talk, even if they’re wrong.

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

Saying that race is socially constructed means that race isn’t just something that a person that a person is born with, it’s something that society teaches you to see and understand. It’s built through things like stereotypes, experiences, and the way that people react to you. For example, in our responses, some of us mentioned how people like to assume our race based on our skin color or what language we speak. Others also mentioned how they learned race through family, school, or by even being judged by others. That shows how race is mostly shaped by the world around us, not just by our DNA. So even though race feels real it actually seems more of something that society uses to define a person. That’s why people have different ideas on what race means and why it doesn’t always match up with biology.

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Required padlet post: How has your social class affected your life and choices?

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Required padlet post: How has your social class affected your life and choices?

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An important part of my life that I will always remember in regards to my social class was when my family started out as lower class. After my mom divorced my biological dad, she had to raise me and my three other siblings on her own. We didn’t always have a stable home. Sometimes that meant that we’d have to stay in hotels, other peoples houses or even my grandpa‘s apartment. Money was often very tight and I was able to see firsthand how hard my mom worked just to keep us going and just to keep us in some sort of stability. As time went on things slowly got better. I noticed that my mom picked up more shifts at work, my two siblings moving out, also made it a bit simpler because she only had to provide for me and my sister. Eventually, she met my stepdad, and together, they built a more stable life and made their way up to the middle class. That shift in class changed a lot for me, I have a lot more opportunities, but I’ve never forgotten what it felt like to struggle, especially because of how big of a point that was in my life. Because of that, I try my best to be smart with my money, and I’m more appreciative of what I have knowing the struggle that my mom had to go through to get us where we are today, and I often sometimes find myself thinking about how there are people out there in the world who are currently going through that struggle that my family was once in. So therefore, I’m also very empathetic towards people who are still in that position. I know what it’s like to not have much, and that affects how I treat others and how I make decisions, especially financially. I don’t take things for granted. In sociological terms, my experience shows how social mobility can happen, but also how class background sticks with you. Even though I am now middle class, my past still influences how I think, act, and plan for the future.

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Sports are used to show how people form groups, belong to teams, and create a sense of “us vs. them.”

The question “Who are you rooting for?” shows how people build identity and connection through something simple like sports fandom.

Being part of a team or fan group gives people belonging, but it also sets up boundaries between insiders and outsiders.

Boundary work is how groups decide who’s included and who’s not like who makes the team, who gets to wear the jersey, or who fans accept as “one of us.”

These boundaries aren’t just personal, they reflect bigger social structures like race, class, and access to resources.

Sports claim to be based on merit, but real opportunities depend on money, connections, and social background, not just talent.

The “stuff” of sports: uniforms, gear, and logos, shows group identity and reinforces who belongs.

Sociologists use sports to study how we create group identities in other parts of life too (schools, workplaces, etc.).

Race and athleticism are socially constructed ideas, not just biological facts. People often stereotype certain races as “naturally athletic,” but those beliefs come from history and culture.

Access to sports and training depends on class, not everyone can afford coaches, equipment, or time.

The idea of meritocracy (that hard work equals success) hides inequality and makes privilege seem fair.

Media and fans often treat athletes differently based on race, shaping who becomes a “hero” or role model.

Sports as a business shows how money and marketing influence who gets attention and praise.

Companies and leagues create “heroes” to sell products, making sports about profit as much as play.

Jerseys, merch, and sponsorships are all part of how people express belonging and identity.

Famous athletes can challenge stereotypes, but their success often gets used to claim “anyone can make it,” instead of addressing the barriers most people still face.

Overall: the chapter uses sports to explain how race, merit, and group boundaries shape everyday life and how something as normal as being a fan reflects bigger social patterns.

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JCB Chapter 6: sports/race (sociological analysis/insight)

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JCB Chapter 6: sports/race (sociological analysis/insight)

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As I read through this chapter, what most caught my eye was how something that’s seen so normal— sports is something that actually says so much about society. I’ve always seen sports simply as a way of competition and entertainment, but this chapter made me realize how sports are actually something that reflects inequality and social boundaries. The idea that “getting in the game” isn’t always based on pure talent made me think more deeply about how much aspects like money, access, and connections really matter, not just in sports, but in most things in life. so I started thinking to myself about the sports teams at my school and how people are often seen as naturally talented or natural born athletes. Sometimes a lot of us don’t realize that way of thinking connects to bigger stereotypes about athletes, ability and race. This chapter made me question why society still sees athletic talent as something that is tied to the person‘s race when it’s really more about their environment and opportunities that are given to them. It’s as if we use sports to tell ourselves that hard work pays off for everyone, but that’s not always the case, some people are just given better chances to begin with. What I also found really interesting. It was the idea of boundary work. I actually see that in my everyday life very often, not just on sports teams. There’s always this social line that isn’t super visible of who’s considered in and who’s considered out, whether it’s based on things like social groups, popularity, or even how people dress and express themselves. Sports just makes that social line much more visible, with things like fans, uniforms, and rivalries. It’s actually pretty crazy to think about how something meant to be used to unite people is actually that same thing that divides them.

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JCB Chapter 12: Music/Racism and cultural appropriation (notes)

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JCB Chapter 12: Music/Racism and cultural appropriation (notes)

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Music isn’t just about personal taste, it connects to identity, class, and culture.

Subcultures form around music genres (like punk, hip hop, emo) and give people a sense of belonging.

The music industry often takes styles from smaller or marginalized groups and turns them mainstream.

Cultural appropriation happens when people borrow from another culture without understanding or respecting it.

Race plays a big role, sometimes white artists get more credit for music that came from Black culture.

There’s a difference between appreciating a culture and taking from it for profit or popularity.

Our playlists reflect who we are socially, music is part of how we express identity and fit into groups.

The chapter makes you think about how something as normal as your playlist connects to bigger issues like racism and inequality.

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JCB Chapter 12: Music/Racism and cultural appropriation (sociological analysis/insight)

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JCB Chapter 12: Music/Racism and cultural appropriation (sociological analysis/insight)

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When I read this chapter, it made me think about how something that seems as simple as my music playlist isn’t just something that’s personal or random, it’s actually more than that. It actually connects me to a much larger social world. I never really thought about music and how the music I listen to reflects the groups I belong to, the people admire, and even how society might judge me. This chapter made me better notice how playlists are similar to social mirrors because of how they show not just my music taste, but also my self identity, my social position and even the culture I relate to. The chapter also made me think more about cultural appropriation. It’s easy to hear a song or see a trend and see it as cool without realizing that it actually comes from a culture that might not be as recognized or respected. It made me reflect on how often I or the people around me might enjoy something without actually knowing its history or how it was created or who created it. It’s so powerful to me to see how unfair it is how certain music or styles get popular but the original creators don’t get the same credit or opportunities. This chapter mainly made me realize that music in general and the music I listen to, the trends I follow and even the way I talk about them are actually part of a bigger social picture. It’s crazy to me to think about how my everyday choices like the songs that I choose to play throughout my day repeatedly connect to ideas of class, race,  and identity. It also makes me want to pay more attention to where things actually come from and the people behind them, not just based on how I like them.

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Henslin, Page, showing my color (notes):

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Henslin, Page, showing my color (notes):

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The chapter is about Clarence Page’s experiences as a Black man in America and how race shapes identity.

He talks about the shift from being called “colored” to “person of color,” showing how society’s labels change but racism still exists.

Page describes the “new black middle class” and the struggles of fitting in with both white society and the Black community.

There’s tension between “street life” and “straight life,” and how media often glorifies street culture while mainstream society expects something different.

Being Black means dealing with stereotypes and assumptions, even in everyday interactions.

Race isn’t just skin color, it’s how society sees you and how you navigate expectations and opportunities.

The chapter highlights the challenges of balancing personal identity with societal pressures.

It makes you think about how labels, bias, and cultural expectations influence people’s choices and paths in life.

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Henslin, Page, showing my color (sociological analysis/insight):

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Henslin, Page, showing my color (sociological analysis/insight):

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This section made me think about how much race affects the way people experience the world, even in ways that we don’t typically notice. I never really fully realized how complicated it actually can be to navigate within society as a person of color, specifically a black person, especially when Page discusses how being part of “ the new black middle class”. It’s crazy to think about trying to fit in with two different expectations whether that’s being too white for some people or being too black for the rest of society. That idea made me really reflect on how everyone has these invisible social rules that they expect people to follow or are expected to follow even if we don’t always realize it. I also really connected with the part about labels and how society sees people. Being called colored versus actually being a person of color expresses how even language can shape a person’s identity and the way that others decide to treat you. It made me realize that race isn’t just about the color of our skin. It’s about the pressures, assumptions, and expectations that society puts on a person, sometimes without you even asking for those. The chapter also made me reflect more about my own life and how I’m seen by others, and how social expectations affect the everyday choices that I make even in the smallest ways. It expresses how identity isn’t just personal. It’s also shaped by history, culture, and other people’s perceptions of us. I think this chapter really reminds the readers how to be more aware of how we see other people and how they experience the world because so much of things in society is influenced by social labels and biases that aren’t always super obvious.

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Henslin, Ezekiel, The Racist Mind (Notes):

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Henslin, Ezekiel, The Racist Mind (Notes):

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The chapter looks at why some people join hate groups like the Ku Klux Klan or neo-Nazis.

It shows that many members feel alienated, lonely, or like they don’t belong, and these groups give them identity and purpose.

Racism isn’t just learned in school, it’s passed down through family, community, and even media.

Hate groups reinforce racist beliefs and give people a sense of power and control.

The chapter includes interviews and personal stories from actual members, showing how their beliefs and lives are shaped by the group.

It makes clear that racism isn’t only about hate, it’s also about social pressure, fear, and trying to fit in.

Understanding the mindset of these individuals helps explain how racism spreads and persists in society.

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Henslin, Ezekiel, The Racist Mind (sociological analysis/insight):

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Henslin, Ezekiel, The Racist Mind (sociological analysis/insight):

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Reading this section made me realize that racism isn’t just about being bad, it’s about wanting to belong, feeling lost, and being influenced by your environment. Hate groups give people a sense of purpose and identity, which shows how social pressure can shape a person‘s beliefs. It made me think more about my own life and the groups I'm part of and how easy it is for me to follow ideas without questioning them. This chapter overall reminded me that we all have biases and it’s important to recognize them and to challenge those unfair biases, and ideas in our communities.

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JCB Chapter 7: toys/gender, sex and sexuality (notes)

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JCB Chapter 7: toys/gender, sex and sexuality (notes)

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This chapter talks about how we learn what it means to be a boy or a girl through socialization, basically how society teaches us gender roles from the moment we’re born.

The example of Barbies and monster trucks shows how even toys send messages about what’s “normal” for boys and girls.

Gender isn’t just something we are, it’s something we “do.” That means our actions, clothes, speech, and behavior all perform and show our gender.

Kids learn these gender expectations from parents, teachers, friends, and media, like how boys might be told to be tough and girls to be polite or pretty.

These small everyday lessons shape how we see ourselves and what we think we can or can’t do.

The chapter points out that gender roles aren’t natural, they’re socially constructed, meaning society made them up and they can change.

Media and advertising play a huge role, like how commercials often show girls playing with dolls and boys building things.

It also talks about how gender norms can limit people, like boys being judged for showing emotion or girls being discouraged from leadership roles.

Intersectionality comes up too, how gender connects with race, class, and other parts of identity, so not everyone experiences gender expectations the same way.

The authors remind us that we can challenge gender roles by noticing them and not automatically following them, like encouraging all kids to play with whatever toys they want.

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JCB Chapter 7: toys/gender, sex and sexuality (sociological analysis/insight)

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JCB Chapter 7: toys/gender, sex and sexuality (sociological analysis/insight)

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Reading this chapter made me realize how early on we actually start learning what’s considered normal for both girls and boys. I never really put much thought into how things like clothes, toys or even things we watch like TV shows shape how we see gender. The part about Barbies and monster trucks showed how we are taught to “do” those gender roles, not just be it, like how girls are expected to be caring and soft while boys are seen as fearless and tough. It made me think about how sometimes I might be doing this without even realizing it, just so I can fit in or to avoid any judgment from people. It’s kind of crazy to think about how deep those lessons actually go. For me, this chapter was a sort of reminder that I should be questioning these roles and that people should be able to be who they are without any sort of label.

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JCB Chapter 11: beauty/Ideology and Intersectionality (Notes) 

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JCB Chapter 11: beauty/Ideology and Intersectionality (Notes) 

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The chapter talks about how beauty standards are shaped by society, not just personal choice.

Media, advertising, and social media push certain looks as “ideal,” making people feel pressure to match them.

Intersectionality matters: beauty expectations aren’t the same for everyone, race, gender, class, and age all affect what’s considered attractive.

The beauty industry profits from these standards, selling products, treatments, and surgeries to make people fit the ideal.

People internalize these standards, which can affect self-esteem and how they see themselves.

Beauty standards are cultural and change over time, but they often reinforce social hierarchies, like valuing whiteness, youth, thinness, or able-bodiedness.

The chapter shows that “looking good” isn’t just personal, it’s tied to power, identity, and social expectations.

It also encourages thinking critically about beauty norms and recognizing that everyone’s value isn’t determined by how well they match these ideals.

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JCB Chapter 11: beauty/Ideology and Intersectionality (sociological analysis/insight) 

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JCB Chapter 11: beauty/Ideology and Intersectionality (sociological analysis/insight) 

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This chapter really opened my perspective on beauty. Especially with how much society controls the way we think about beauty, even when we don’t notice it. It made me realize that there’s so much pressure put on people in society to look a certain way, I never really thought about this until I noticed things like ads on Instagram or YouTube platforms that push forward perfect bodies and people with flawless skin. The part about intersectionality also hit me as well, especially with the beauty standards for someone my age who’s a girl, or who’s a person of color or who comes from a certain background. It can be completely different and some people get judged even more harshly. It made me also think about my own habits and how much I care about my appearance and sometimes it’s just because it feels like that’s what society expects. This chapter helped me see that looking good isn’t just a personal choice. It’s also a social pressure that has been shaped by culture, media and money. I think it’s actually pretty crazy how the beauty industry profits from making people feel insecure about themselves and how they view themselves. It’s made me want to be more aware of these pressures that are put out into the media and onto people and to not let them define me or cause me to judge others. It also reminded me that everyone should be able to decide how they look without feeling like they need to follow certain expectations, especially these unrealistic expectations.

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The author talks about how he learned what it meant to “be a boy” through small moments growing up.

Society teaches boys early on to act tough and hide emotions, crying or showing fear is seen as “unmanly.”

Boys are pressured to fit in by doing what’s considered masculine, even if it doesn’t feel natural.

Being “male” becomes something you perform to get approval from others, not just who you are.

Family, friends, school, and media all play a big part in shaping how we understand gender roles.

The author realized that these rules limit both boys and girls, they stop people from being their real selves.

Gender isn’t something we’re born knowing, it’s something we learn through socialization.

The story shows how society can control behavior in subtle ways, especially when it comes to identity.

Growing up, we start to police ourselves to make sure we’re acting “right” for our gender.

The author uses his own experience to show that masculinity is socially constructed, not natural.

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Henslin, On Becoming Male (sociological analysis/insight)

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Henslin, On Becoming Male (sociological analysis/insight)

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This section of reading made me really think about how early on we begin to be shaped by the people around us. The author's stories about learning what it meant to be a boy reminds me of how society is constantly giving us rules like for example how guys are stereotyped to be seen as strong, not crying and always acting confident . It’s weird because a lot of these lessons happen when we’re too young to even understand, yet they are sets of rules that sit with us forever. I started realizing how much pressure there is on both girls and boys in society to fit into these rules. I’ve seen it growing up, especially how often guys hide their emotions to avoid being judged or how girls are told to act a certain way to appear as ladylike. It’s kind of sad because we end up losing who we are just to feel accepted by society and other people. This chapter made me realize that gender isn’t just something natural. It’s something that is built and changed every day by the people around us. It also made me think about how many of our own habits or attitudes might come from trying to match what others expect from us rather than what feels right to us. The part that resonated the most to me was how the author connected his childhood experiences to larger social patterns. It made me realize that the things we think are considered normal might just be things we’ve been trained to believe are normal.

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Henslin, Eder, On Becoming Female (Notes)

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Henslin, Eder, On Becoming Female (Notes)

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The chapter talks about how girls learn what it means to be “female” mainly through their school experiences and social interactions.

Middle school is where girls start feeling pressure to look a certain way and act “feminine” to fit in.

Popularity and appearance become really important, how you dress or who you hang out with can change how others treat you.

Gossip and social judgment are used to control behavior and keep everyone following the same unspoken rules.

Girls learn to care about being liked and accepted more than just being themselves.

Teachers and adults often reinforce these roles without meaning to, like complimenting girls for being pretty or polite instead of confident or bold.

School isn’t just about learning subjects, it’s also where people learn how to behave based on gender.

These early lessons stick with people as they grow up and can affect confidence and self-image later on.

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Henslin, Eder, On Becoming Female (sociological analysis/insight)

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Henslin, Eder, On Becoming Female (sociological analysis/insight)

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This section of reading really meant a lot to me personally, because of how I’m able to relate to it, especially being a girl my age in todays society. This chapter shows how girls learn how to dress, act, and behave just to fit into social standards, and I am able to really relate to that. These social standards started to hit me a lot more in middle school. I remember feeling pressured to be liked and I often worried about what other girls thought of my hair, clothes or even how I acted in class or in general. It’s crazy to me to see how early these lessons of having to be a certain way to start and stick with you as you get older, especially for me now that I’m in high school. The part that resonated well with me the most was how much society through adults, peers, and even teachers teach girls that their value is tied to the way they look and popularity. I’ve definitely seen this happen with friends and myself where sometimes it feels like being yourself isn’t seen as enough, and it’s not as important as being acceptable to fit in. It made me realize how much of what I do, even small things might be influenced by these unspoken rules that girls must follow. The chapter also made me reflect on how schools aren’t just for learning academics. They’re also places where children grow up and start to adjust themselves to these social standards. I can now see how the lessons and expectations affect confidence and self image and it makes me more aware of the ways that I try to navigate these pressures every day. It’s honestly if anything very freeing to notice this because it reminds me that I’m able to question these rules and decide for myself who I want to be and that doesn’t have to be by following a fixed set of rules.

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Henslin, Thorne & Luria, Sexuality and Gender.... (notes)

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Henslin, Thorne & Luria, Sexuality and Gender.... (notes)

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The chapter talks about how kids learn gender roles just by being around each other every day.

Boys and girls usually separate themselves, like at recess or in class, which teaches them that gender differences matter.

Kids pick up early on what’s “normal” for boys and girls through games, teasing, and jokes.

Boys are often encouraged to be louder and more competitive, while girls are expected to be nice, quiet, or caring.

Even when adults don’t mean to, they reinforce these ideas by reacting differently to boys and girls.

Kids also start forming ideas about relationships and attraction, even if they don’t fully understand them yet.

Things like saying someone’s your “boyfriend” or “girlfriend” show how kids already learn social expectations about gender and sexuality.

The main idea is that gender and sexuality aren’t just natural, they’re learned through social interactions and experiences starting from a young age.

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Henslin, Thorne & Luria, Sexuality and Gender.... (sociological analysis/insight)

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Henslin, Thorne & Luria, Sexuality and Gender.... (sociological analysis/insight)

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Reading this chapter on sexuality and gender in children’s daily worlds made me think about how early on we start learning what’s considered normal for both girls and boys. This chapter showed me how kids create their own rules about gender like for example how they separate during playtime or how they’d even tease each other for acting too boyish or too girly. It made me realize that so many of the things that we do now in high school actually started way back then early on when we were much younger, before we even understood the concept of gender and sexuality and what it really meant. When I think back to when I was in elementary school and middle school I remember how even then there were certain things that girls were supposed to do and certain things we weren’t supposed to do. If a girl likes playing rough or hanging out with boys too much people make comments about it and make it seem like much more of a bigger deal than it actually is. It’s crazy to me to think about how these tiny moments in our childhood teaches us what’s acceptable and what’s not and we carry that with us as we get older. As we get older, those lessons begin to feel more normal, but the chapter also made me realize that these things were never meant to be natural. They’re just things that we learned from each other and from the adults around us and we’ve just sort of adjusted to them. I also thought about how parents and teachers without even meaning to push these ideas onto children as well. Like how boys are usually seen as the gender that isn’t supposed to cry or how girls get praised for being lady-like or quiet. It shows that society shapes our behavior from such young ages. Reading this made me really reflect on how I still feel some of those pressures today now that I’m in high school and as I’m getting older, those pressures to act and look a certain way just because that’s what’s expected of me, specifically girls. Overall, this chapter helps me realize how much our identity is shaped by experiences that we didn’t even realize back then. They're actually teaching us something leading up to today. It made me more aware of how early on sexuality and gender became part of our lives, and how important it is to question those standards and those sets of rules instead of just simply following them.

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Henslin, Tannen, But What Do You Mean? (notes)

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Henslin, Tannen, But What Do You Mean? (notes)

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The chapter talks about how men and women often communicate differently and how that can lead to misunderstandings.

Women usually talk to connect and build relationships, while men talk more to share information or show confidence.

Men and women might say the same thing but mean it in completely different ways.

Women tend to use conversation to show support or empathy, while men use it to show independence or control.

Things like apologizing, giving compliments, or joking can be taken the wrong way because each gender sees them differently.

For example, when a woman apologizes, it’s often to keep peace, but men might think she’s admitting she’s wrong.

These communication styles come from how we’re socialized growing up, what we’re taught is “normal” for boys and girls.

The chapter shows that understanding these differences can make communication between men and women a lot easier.

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Henslin, Tannen, But What Do You Mean? (sociological analysis/insight)

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Henslin, Tannen, But What Do You Mean? (sociological analysis/insight)

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This section of reading made me think about how often girls and guys misunderstand each other because of the way that we speak. I never really put much thought into this before, but the chapter made me realize that a lot of miscommunications that I’ve seen between friends or even between me and people that I know and they often come from how we’re taught to communicate growing up. It’s not that one side is considered wrong or right, it’s just that we were raised to see conversations in different ways. I often see this a lot at my school, for example, how girls will apologize or say sorry just to be polite but some guys take it as his admitting weakness or fault. Or another example is when girls compliment each other it’s usually used to show support while guys might not do the same by complimenting other guys because to them it shows a sign of softness. I also realized while reading, how much of our communication is shaped by our gender roles even in small things like word, choice or tone. But what stood out to me the most out of this whole chapter was how this difference heavily affects relationships, dating, friendships, and anything group related. Sometimes when girls try to be understanding, some people may take it the wrong way while when guys act confident it can come off as dismissive. It really expresses how society teaches both girls and boys to use language for totally different reasons and purposes, girls to connect and guys to assert themselves. Overall, this chapter helps me look at conversations differently, even in my life. It made me think deeper about how I shouldn't assume that someone’s being distant or rude, maybe that’s just how they express themselves and maybe it’s different from how I express myself. It also made me reflect on how I communicate, and how I might’ve changed the way I talked depending on the person I’m speaking with. Overall, it made me more aware of how gender shapes the way we express ourselves and how we understand one another.

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Henslin, Katz, The importance of being Beautiful (Notes)

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Henslin, Katz, The importance of being Beautiful (Notes)

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Society puts a lot of value on how people look, and being “beautiful” can actually affect how others treat you.

Attractive people often get better opportunities, like being hired quicker, making more money, or being seen as more trustworthy.

There’s something called the “halo effect,” where people assume someone who looks good also has other good qualities like being smart or kind.

People who are considered less attractive can be treated unfairly or judged harshly, even if they’re just as qualified or nice.

The media plays a huge role in shaping what we think is “beautiful,” and those standards can make people feel pressured or insecure.

A lot of people spend time and money trying to reach those beauty standards, which shows how powerful society’s influence can be.

Beauty isn’t just about personal preference, it’s tied to social norms and how people are valued in our culture.

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Henslin, Katz, The importance of being Beautiful (sociological analysis/insight)

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Henslin, Katz, The importance of being Beautiful (sociological analysis/insight)

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As I read throughout this chapter, what stood out to me the most was how physical appearance heavily affects people's lives every day, even when we like to believe it shouldn’t. It made me really think about how early on we start judging other people based on how they look like in school, in friendships even in social media where we are constantly surrounded by images of what’s considered beautiful and what it’s supposed to look like, and I also realized how people make other people feel like they’re never enough unless they fit that image of beauty. From a sociological point of view, it really shows how beauty is more than just personal taste. It’s something that society has praised and built a set of rules around. The “halo effect” that this chapter talks about feels so real because I’ve seen it happen in my own life. People who are considered good looking are often treated better or as some may say have pretty privilege, and are assumed to be more confident and successful. It’s not fair, but it is a big part of how our culture in society works. What hit me personally was how we all tend to participate in the system without even realizing it. We judge people based on their looks or we even compare ourselves to others because that’s what society automatically teaches us to do. It made me think about how social media plays a huge role in this, especially with comparison with how there are heavy filters, editing, and trends that shape what we think is seen as normal or attractive. Overall, this chapter made me realize that beauty isn’t just about looks, it's also a form of social power. It can open more opportunities indoors for some people, but also can make others feel invisible. Understanding this helped me see how much of what we think is natural is actually shaped by society as well.

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Henslin, Miller, Women in the Military's (Notes)

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Henslin, Miller, Women in the Military's (Notes)

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Women in the military face a lot of challenges trying to be accepted and respected by their male peers.

Many people still doubt that women can handle the same physical or emotional demands as men in combat.

The military has a really strong masculine culture, which makes it hard for women to fit in without being judged.

Some women feel like they have to act tougher or less “feminine” just to be taken seriously.

There’s still a lot of sexism and stereotypes that women have to deal with, even though they’re just as capable.

Women often have to prove themselves more than men do, which adds extra pressure.

Even with all the struggles, women keep showing they belong in the military and deserve equal respect.

The chapter shows how gender inequality isn’t just in regular jobs — it’s also in institutions like the military that are supposed to be about teamwork and strength.

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Henslin, Miller, Women in the Military's (sociological analysis/insight)

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Henslin, Miller, Women in the Military's (sociological analysis/insight)

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This chapter made me think about how much women have to fight to be seen as equals, even in places where loyalty and teamwork are supposed to matter the most. This whole idea that women can serve their country and still will not be fully trusted or respected, stood out to me the most. It shows how deeply gender roles are built into society, even within the military, which is supposed to be a place that’s all about strength, skill, and commitment, not gender. What I found most interesting was how women have to prove themselves on multiple occasions just to be seen as capable. It reminded me of how that happens in regular life too, like at jobs or in schools, where girls sometimes feel like they have to work harder to be taken seriously by people. This whole pressure to fit into a “masculine culture” made me think about how unfair it is that women are often judged for either being seen as too soft or too tough. It’s like there is no in between where they can just be themselves and people will still be happy. From a sociological perspective, this chapter really connected how society shapes gender expectations. The military is just one example of how institutions often reflect the same gender inequalities that exist in any other place. It made me also really think about how slow real change can be, but also how powerful it is that women still continue to push through those barriers anyway. Overall, this chapter made me respect women in the military much more . They’re not just fighting for their country. They’re also fighting for respect, equality, recognition, and in the system that wasn’t built for them.

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The store I decided to go to to observe the toy section was target. As I walked into target and went to the toy aisle, I noticed right away as I was walking up to the toy aisle that the toys were really organized by gender. The aisles and shelves seemed to be split in a way, because there were sections that were clearly for boys and sections that were clearly for girls. The toy aisles targeted to girls were more in lighter colors, like purple, pink, light blue, and it included play kitchens, dolls, makeup kits, and craft sets. The packaging often had little girls on the front, usually smiling, and playing with a toy. While the boys section on the other hand was full of more dark colors like red, blue, black, and green. The toys were mostly action figures, cars, trucks, building sets, and science kits. The packaging showed young boys playing with the toys in an adventurous way, most of the packaging would show younger boys doing things like building, fighting, or racing, things that are hinted to be more “boyish”. Even the wording on the boxes sometimes hinted at gender with phrases that made it seem more for boys or more for girls. Although they seem to be split by gender, there were still a few toys that seemed more gender neutral, like puzzles, stuffed animals, board games, and some Lego sets. These toys didn’t really push that girl or boy image, they were in more neutral colors, or had characters that could appeal to anyone. However, even then sometimes there were some toys labeled for boys or labeled for girls which shows how much marketing still tries to categorize everything. Overall, it was really obvious that the toy aisles still follow the traditional idea of gender. Even the colors, placement, and packaging send messages about what kids are “supposed to like”. It made me realize how early on gender rules are actually reinforced through things like toys and things that companies know younger kids will like and play with, but i hope that these

variety of toys will also give kids the option to explore things hopefully outside of those set expectations and gender based things

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Quantitative Findings based off images: (VOGUE beauty magazine/homepage)

Gender Representation:

• 38 women were depicted

• 12 men were depicted

Throughout most of the photos that I analyzed, women are overwhelmingly more depicted than males, which reinforces that idea that beauty is more tied to femininity instead of masculinity. Men seem to appear less frequently and are often styled in celebrity context, suggesting that male beauty is less emphasized or marketed in the same way

Racial/Ethnic Representation (based on visuals):

• 32 individuals appeared to be White

• 8 individuals appeared to be Black

• 4 individuals appeared to be Latino

• 4 individuals appeared to be East Asian

• 1 individual appeared to be South Asian

• 1 individual had an ambiguous or mixed appearance

I noticed that in a lot of the images, it seems that white people dominated the images more frequently, especially in cover features and solo shots. While black and east Asian people are present they’re more framed through an artistic or cultural, kind of view rather than the typical mainstream beauty. South Asian and Latino representation on the other hand is very minimal, which may reflect lack of representation.

Skin Tone Representation:

• 35 individuals had light skin tones

• 10 individuals had medium skin tones

• 5 individuals had dark skin tones

light skin tones are most frequently associated with the pictures that are taken to represent luxury, elegance, etc. While darker skin tones appear in more of an activist context, which can unintentionally suggest that they are exceptions to beauty norms rather than central to them.

Body Type Representation:

• 3 individuals had visible body fat

• 47 individuals did not have visible body fat

This analysis of these images shocked me the most. Only 3 out of 50 images featured models with visible body fat, and they’re also implied as images of body positivity rather than general beauty. This suggests that thinness remains dominant when it comes to beauty magazines, while fat bodies are still treated as educational or symbolic, rather than simply beautiful.

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JCB, White Wedding/Marriage and the Family (notes)

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JCB, White Wedding/Marriage and the Family (notes)

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Weddings aren’t just personal events, they’re social and cultural rituals that reflect bigger values and traditions.

The “white wedding” (big dress, fancy ceremony, perfect couple) is a social ideal created by media, culture, and the wedding industry.

Society often presents marriage as the “normal” next step in life, especially for straight couples, this idea supports heteronormativity (the belief that being straight and married is the norm).

The wedding industry makes billions by selling people the idea of a “perfect day,” which pressures couples to spend more to fit that ideal.

The image of the “white wedding” often connects to whiteness and class privilege, not everyone can afford it or fits that image.

Gender roles are clear in wedding traditions, like brides wearing white to symbolize purity, or grooms being expected to propose and pay.

Family expectations and social media also make people feel like they have to follow certain wedding traditions.

There’s growing diversity in how people define marriage and family including same-sex marriage, single parents, and cohabitation, which challenges old norms.

The chapter shows how personal choices (like how someone gets married) are influenced by larger social structures and cultural expectations.

something as personal as a wedding can actually tell us a lot about gender, class, race, and social norms.

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JCB, White Wedding/Marriage and the Family (sociological analysis/insight)

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JCB, White Wedding/Marriage and the Family (sociological analysis/insight)

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This chapter really made me think about how much society pressures people to follow certain life paths especially in regards to marriage. The “white wedding” idea is something we often see in movies, and TV shows growing up, it's often displayed as the ultimate symbol of success and love. When in reality it's not just about love it's about society’s expectations of us. It's crazy to think about how something so personal such as marriage has become heavily influenced by money, culture, and social norms. What most stood out to me was how weddings often reinforce gender roles, and heteronormativity even when we don’t realize it. Growing up, we were often taught that the perfect wedding has a bride in a typical white dress, and a groom, waiting for her at the altar, and that’s just seen as normal. But this chapter helped me see how that “ normal” image leaves out many other people and different types of relationships. It also made me notice how young people my age even feel pressured to imagine their wedding to fit that traditional, normal wedding, even if we don’t fully believe in it. I also related to the part about how social media and the wedding industry have unrealistic expectations. It’s not just aboutmarriage. It’s the same way social media in general makes us feel like we have to live up to certain standards. Whether it’s about looks, relationship, money, we’re constantly comparing ourselves to these expectations that are built by society and not by us. Overall, this chapter really showed me how something as simple as a wedding can actually reveal so much about gender, culture, and inequality. It reminds me that even the most personal parts of our lives are even shaped by society and what it expects of us, and being aware of that helps us think more deeply about the choices we're making, and the traditions that we choose to follow.

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Henslin, Coontz, The American Family (Notes)

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Henslin, Coontz, The American Family (Notes)

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• The “traditional” family isn’t actually traditional: That 1950s image of a dad working, mom staying home, and two kids is more of a short-lived ideal than a historical norm.

• Families change with society: Economic shifts, wars, and social movements have all shaped how families look and function.

• Working-class families often rely on teamwork: Instead of one breadwinner, everyone pitches in, kids, extended relatives, and both parents.

• Race and class matter: Black, Latino, and immigrant families often face different pressures and build support systems that don’t match the “mainstream” model.

• Gender roles are shifting: More women work outside the home, and dads are getting more involved in parenting, but expectations still aren’t equal.

• There’s no one “right” way to be a family: Single parents, same-sex couples, blended families, and chosen families all count. What matters is support, love, and survival.

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Henslin, Coontz, The American Family (sociological analysis/insight)

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Henslin, Coontz, The American Family (sociological analysis/insight)

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As I read through this chapter, I realized that the perfect American family we often see in TV shows and movies with the dad out working, the mother at home, and two kids isn’t actually how most families live nowadays. It’s more of a made up idea than an actual reality. Families look different, depending on factors like race, money, and gender roles. Some families have to work together just to be able to get by, with everyone pitching in and helping out not because they’re broken, but because it’s what makes the most sense for them. The chapter also points out how women are expected to do most of the work at home like caregiving and house work, even when they have jobs too, which isn’t fair. Sociology shows us that there is no “ right way” to be a family. What matters is how people support each other, not whether they fit that fake image of an american family.

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When it comes to my future wedding, I’ve definitely thought about it and what it might look like, but not in a very detailed or super traditional, typical white wedding kind of way. When I was younger, I think I for a while imagined something really big and super fancy because that’s the kind of image of weddings that the TV shows and movies that I’d watch would always show, the flowers, the white dress, and the big party. But as I’ve gotten older, I feel like my idea of a wedding has shifted. I care less about the expensiveness of the wedding like the decorations are the perfect ceremony and more about it feeling more meaningful and personal. I think a lot of people, especially girls growing up, were heavily influenced by the way society presents weddings, especially through Disney movies where the princesses have large, extravagant weddings, or even on social media. Those things make the “white wedding” seem like the ultimate dream, but it’s really just one version of happiness. For me, I don’t think I’d want that super over the top traditional wedding because it feels a little too focused on expenses and appearances and money and not so much on the relationship itself. Class and culture probably play a big role in that as well. Some people grow up seeing weddings as this huge milestone in life and that it has to be extravagant but others see it as something more simple and more about tradition and family. For me, I’d rather have something that reflects who I am as a person and the person I’m with, and a smaller and personal wedding, and less about what’s expected.

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Henslin, Eating Your Friends is the Hardest (notes)

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Henslin, Eating Your Friends is the Hardest (notes)

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A plane carrying a Uruguayan rugby team crashed in the Andes Mountains, leaving the survivors trapped with almost no food or supplies.

The survivors faced freezing temperatures, isolation, and hunger for weeks while waiting for help.

Eventually, they realized that the only way to stay alive was to eat the bodies of those who had already died.

This decision caused a lot of emotional and moral conflict because eating human flesh goes against one of the biggest social taboos.

The group had to come together to agree on what to do, showing how people can change their values in extreme situations.

The story shows how survival instincts can overpower social norms when people are desperate.

It makes us question what’s considered “right” or “wrong,” and how those ideas depend on the situation and society’s rules.

When the survivors were finally rescued, society judged them harshly at first, but many people later understood that they did what they had to do to live.

The chapter shows how fragile social norms can be and how much they depend on the environment and circumstances.

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Henslin, Eating Your Friends is the Hardest (sociological analysis/insight)

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Henslin, Eating Your Friends is the Hardest (sociological analysis/insight)

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This chapter really made me think a lot about how much our behavior depends on the situation that we are in. It’s really easy to just say what’s considered wrong or right when we’re living comfortably in a normal life, but in this story, those survivors were in a situation that none of us could ever even really imagine. They had to choose between dying or doing something that society sees as the ultimate taboo, eating human flesh. I feel like this shows how social norms only have power in society when society is still around to enforce those norms. Once those survivors were cut off from the world, the rules practically disappeared, and survival became the only thing that truly mattered. It also made me realize how much our beliefs and morals are shaped by the environment we grow up in. Like in everyday life, we think there’s always a clear line between bad and good but in this situation that line is kind of blurred. If I were in their place, I don’t even know what I would do, and that’s what makes it so hard to judge them. It reminded me that people‘s actions can’t always be understood through normal social standards, especially when they’re just trying to fight to survive and to live. I think the chapter connects to real life in small ways as well. Even though most of us will never be in this kind of life or death situation, it really shows how society controls the way we think and act every day, even when we don’t realize it. We follow certain rules because we’ve been socialized too, but if those rules were ever stopped, we’d probably surprise ourselves with what we’re capable of.

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Henslin, Zimbardo, The Pathology of Imprisonment (notes)

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Henslin, Zimbardo, The Pathology of Imprisonment (notes)

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The chapter talks about the Stanford Prison Experiment, where college students played roles as guards and prisoners in a fake prison.

The experiment was meant to see how people act when given power or control versus when they have none.

The “guards” started acting mean and abusive, even though they knew it wasn’t a real prison.

The “prisoners” started to act helpless, sad, and scared, and some had emotional breakdowns.

It showed how quickly people can lose their sense of right and wrong when they’re put into certain roles or systems.

The situation got so bad that the experiment had to be stopped after six days, even though it was supposed to last two weeks.

Zimbardo realized that the environment and power structure of prisons can make people act in extreme ways.

The experiment raised questions about human nature, authority, and morality.

It also made people think about how real prisons might affect both guards and inmates in similar ways.

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Henslin, Zimbardo, The Pathology of Imprisonment (sociological analysis/insight)

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Henslin, Zimbardo, The Pathology of Imprisonment (sociological analysis/insight)

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This chapter made me realize how much power and the environment can change people. The guards in the experiment weren’t considered bad people, but the situation made them act in a harsh and controlling way. It showed how easily people are able to lose empathy when they have authority. I connected it to real life, like how some people act differently when they’re in charge or when they feel like they can get away with something because they’re seen as more superior. It made me really think about how society gives certain people more power, and how that affects how we decide to treat others. Overall, this reminded me that it’s important to stay aware of how pressure and power can influence one’s behavior, and to always try to treat people in a fair way, no matter the situation.

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Henslin, Rosenhan, On Being Sane in Insane Places (notes)

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Henslin, Rosenhan, On Being Sane in Insane Places (notes)

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Rosenhan and a few others pretended to be mentally ill to get into mental hospitals.

Once they were admitted, they acted completely normal, but the staff still thought they were sick.

The doctors and nurses saw every normal action as a “symptom” of a disorder.

The experiment showed how powerful labels are: once someone is called “crazy,” people treat them that way no matter what.

The patients inside the hospitals were often ignored, not listened to, and treated like they weren’t human.

The study revealed how mental institutions can make people feel trapped and stripped of their identity.

It questioned how accurate the mental health system really is when it comes to judging who is “sane” or “insane.”

Overall, it showed how society’s labels and environments can define people more than their actual behavior.

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Henslin, Rosenhan, On Being Sane in Insane Places (sociological analysis/insight)

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Henslin, Rosenhan, On Being Sane in Insane Places (sociological analysis/insight)

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This chapter made me think about how much power labels have in our society. Once someone is seen a certain way, like for example someone being seen as crazy people stop seeing them as an actual person. That’s the stood out to me a lot because it happens in everyday life as well, not just always in hospitals. People get judged or labeled based on mistakes, rumors, or appearances and after that, it’s hard for them to change how others see them. I also thought about how it was interesting how the sane people in the study started to feel trapped and powerless, even though they knew that they weren’t actually sick. It shows how environments and authority can make people really question themselves. It also kind of reminded me of how school or social situations and how you’re labeled a certain way, like lazy or quiet or a troublemaker, and people treat you differently, no matter what you do. Overall, this chapter made me realize how important it really is to look beyond labels that people put on you and see people for who they really are. Society can be so quick to judge and that judgment can affect how people act and even how they see themselves.

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Henslin, Hunt, Police Accounts of Normal Force (notes)

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Henslin, Hunt, Police Accounts of Normal Force (notes)

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The chapter talks about how police officers view and justify their use of force during encounters with the public.

It explains that what counts as “normal force” depends on the situation and the officer’s personal experience or the culture of their department.

Many officers see force as part of the job, not something extreme, but something necessary to stay safe and in control.

The author points out that officers often use stories or “accounts” to explain their actions, especially when force might look bad to outsiders.

These stories help officers defend themselves by showing they were following training or reacting to a threat.

There’s a difference between how police describe “reasonable” force and how the public might see it.

The chapter also mentions how rookie officers learn what’s considered “acceptable” behavior by watching older officers.

Overall, it shows that police culture and peer influence play a big role in how officers understand and use force.

It makes you think about how people in power can shape what’s seen as “normal,” even when it involves violence.

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Henslin, Hunt, Police Accounts of Normal Force (sociological analysis/insight)

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Henslin, Hunt, Police Accounts of Normal Force (sociological analysis/insight)

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As I read through this chapter, what stood out to me the most was how police officers see their use of force as something that is normal. It made me really think about how our environment and the people around us are things that shape how we see things and what we see and consider as acceptable. For police, they’re constantly around dangerous situations, so they start to view certain actions that outsiders might find aggressive as just part of their job because of how they’re so used to it. I think that shows how culture really influences a person‘s behavior, not just in big ways, but in everyday decision-making too. It also reminds me how people in general often try to justify their actions when they know others might not necessarily agree with them. The officers, in this reading, tell stories that make their choices seem understandable, which kind of mirrors how anyone might defend something they did while under pressure. It made me also realize that sometimes what’s normal in one group might look completely different and wrong to someone that isn’t in that group. As a student I can relate to that idea when I think about peer pressure and how school environments often shape a person‘s behavior. Like, certain things that feel normal and one friend group might not be seen as normal by parents or teachers. It’s the same concept basically, how our social surroundings define what is okay and what isn’t. Overall, this chapter made me see how powerful group culture can actually be. It really made me think deeper about how people in authority learn to view their actions a certain way, and how that can create distance between them and the people that they serve. It shows how sociology isn’t just about studying others, but it’s also about understanding how our environment can shape what we see as normal.

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Henslin, Gracey, Kindergarten as Academic Boot Camp (notes)

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Henslin, Gracey, Kindergarten as Academic Boot Camp (notes)

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The chapter talks about how kindergarten is more than just playtime, it’s actually where kids first start learning how to act like students.

Gracey calls it “academic boot camp” because it trains children to follow rules, routines, and authority, just like boot camp does for soldiers.

Kids learn to sit still, raise their hands, follow directions, and wait their turn, things that might seem small but are really about learning discipline.

The main idea is that school doesn’t just teach academics; it also teaches social roles, how to act, behave, and fit into society’s expectations.

Teachers play a big role in shaping how kids think about learning and authority from an early age.

Gracey points out that the education system focuses a lot on obedience and structure rather than creativity or freedom.

It shows how schools prepare kids to become future workers who can follow rules and schedules, not just thinkers or learners.

Overall, the chapter makes you think about how early education is less about fun and more about shaping kids to fit into the system.

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Henslin, Gracey, Kindergarten as Academic Boot Camp (sociological analysis/insight)

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Henslin, Gracey, Kindergarten as Academic Boot Camp (sociological analysis/insight)

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When I read through this chapter, what was the most shocking to me was how early schools start teaching kids to act a certain way, even before we actually even understand what’s happening. Gracey, calling kindergarten an academic Boot Camp honestly makes a lot of sense, because of how it’s a place, we first learn how to follow certain rules, raise our hands, and do things on command when asked. It’s not just about learning the alphabet or different colors, it’s about learning how to be a student. It made me really think about my own experience in school. From a young age, we’ve always been told to sit still, do what we are told, and stay quiet, and after years of it, it kind of becomes something that’s seen as naturally normal. I never really thought of it as a form of training, but when you look at it in a sociological perspective, it’s like we’re being taught how to function a certain way in society, how to respect a person‘s authority, how to follow routines, and not to question things too much. What’s most interesting to me is that it shows how schools don’t just teach academics, they also teach control and behavior. It’s like we’re shaped to fit into a system that values a certain way of order and discipline over creativity. That kind of hit me personally because even now, in high school, we still habe to deal with strict schedules, and high expectations that make it feel like we’re being prepared for more than just the workforce, but for real life. This chapter made me realize how much school actually influences the kind of person we are becoming, not just what we know. It made me see that education is a social training and a place of learning, and that kind of changes how I think about what it really means to attend school.

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how have you been socialized into your gender? (required post):

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how have you been socialized into your gender? (required post):

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As I think about how I have been socialized into my gender as a female, one moment that most stood out to me when I think of this question is when I was younger, and how my family would always encourage me to help in the kitchen while my brother on the other hand, had to go help my dad outside. At the time, I didn’t think much of it nor did I question it, it just kind of felt normal to me, that girls stayed inside, and that boys went outside. But looking back on it now, with a more sociological perspective, I can see how that experience taught me what society expected from me as a girl. Even in something as simple as chores, I was actually learning general roles and the idea that women are supposed to be the ones who are nurturing,responsible, and caring towards others. It wasn’t that my parents were trying to limit me in any way, they were just passing down the values that they were taught growing up. It shows how gender socialization happens through even everyday routines, not just through big events. Over time, experiences like this made me more aware of what it actually means to be a female in our culture and society, and it also made me realize how these expectations can shape the way that girls view themselves and what roles they think they’re “supposed” to play.

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Required Padlet Post: “Weird or Crazy?” Reflection-

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Required Padlet Post: “Weird or Crazy?” Reflection-

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As I observed people around me this past week, I didn’t run into many weird instances while I observed people. But there was one that was somewhat weird to me in a way. It was when I saw a girl at school, talking loudly to herself as she walked on the sidewalk. At first, it honestly made me a little uncomfortable because it’s not something that I would usually see or hear out loud at school, because of how everyone’s normally just talking to their friends or on their phones. The social norm that she was violating was that norm of how people are expected to be “ normal” in public, which means to not draw too much attention to themselves by doing things that are seen as out of place. I didn’t even realize that was a norm till I saw someone break it. The “there” for that norm is basically school, where most people tend to act a certain way to fit in with others socially. Thinking about it now I realize that that norm is also connected to how we expect people to act, especially girls my age, how we are expected to act, and put together and be socially aware. But if an older person or someone who looked like they were in a different situation did the same thing, I might not have seen it as weird. So it definitely depends on a person's status and social context. There are also situations where her behavior could have made sense, like maybe for example she was practicing her singing, practicing for a presentation or venting to herself after having a difficult day. I’ve talked to myself before, just not out loud in public. If I were really stressed or didn’t realize someone could hear me I might act the same way and not think of myself as weird. So, labeling her as weird made me distance myself emotionally and kind of judge her right away without actually knowing her full situation. Once I thought about it more, I started to feel guilty because this instance showed me how quick we are as a society to label things as weird when we don’t understand them. The label changed how I saw her: from a normal student to someone “different”. It made me realize how much these labels shape how we see and treat other people because of how powerful social norms are, even if we don't notice them.

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People my age often use the term “NPC behavior”, and people tend to use this when someone is acting in a way that seems awkward, quiet, or “not main character enough”. Sociologically, this meme relates to how society often likes to use labels and how these labels can be used in a way where it shapes a person‘s identity. When someone is called an “NPC”, it usually means that they’re not acting in a way that our society expects them to, like being very social, unique, or confident. This connects to the concept of labeling theory because of how once a person is labeled a certain way others see them in that way according to that label, and sometimes the person even starts to believe it themselves because of how often people are putting that label onto them. This meme also expresses how this generation likes to use humor as a way to talk about social norms. The NPC meme might seem funny, but it actually highlights how much pressure our society puts onto people to act like the main character. This idea comes from social media culture where everyone is supposed to have a certain lifestyle that they constantly display on social media and they have to constantly be interesting enough for people to want to keep checking their social media posts. And anyone who doesn’t match that display often gets compared to a background character. So the meme actually points out how social expectations often shape a person’s behavior, even if it’s just simply seen as a joke.