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Schutz
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- Create a social world based on our actions and interactions.
- Interactions are based on meanings which we convey through symbols.

Mead
- Do not respond to stimulus in an automatic and pre-determined way.
- Before responding, interpret the meaning of an action, choose an appropriate response.
- Taking the role of the other involved in the action.

Cooley (Labelling Theory)
- Looking glass self.
- Define our self concept on how we think other people see us.
- Self fulfilling prophecy.

EVAL - Ignores wider social structures.

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- Aim = achieve verstehen (an empathetic understanding of the subjective meanings of an act).
1) Instrumentally Rational Action - calculates the most efficient means of achieving a given goal.
2) Value Rational Action - action towards a goal that the actor views as desirable for its own sake, no way of knowing whether the means adopted will be effective.
3) Traditional Action - customary, routine and habitual actions - no conscious thought/choice being made.
4) Affectual Action - expresses emotion.

EVAL -  Difficult to apply to society - some actions may fit into more than one category simultaneously.

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- All of the other feminists ignore the different experiences of women.

EVAL - Difference Feminists would support this!

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- Challenges all other types of Feminism for ignoring the individual experiences of women.
- Women have different experiences based on: sexuality, social class, ethnicity, family background and age.
- Black Feminism: arose out of a concern that mainstream feminism only accounted for the experiences of white women.

EVAL - Recognise the that different women have different experiences within society which other types of Feminism fail to recognise.

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- Combines Marxist and Radical Feminism.
- Focuses on:
-> Economic system (capitalism).
-> Gender system (patriarchy).
- Patriarchal capitalism.
- To fully understand the oppression of women we must look at the private and public sphere.

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- Laws and policies can create equality for women.
- Sexism is culturally constructed and transmitted via socialisation.
- Use of role models will help to rid society of gender inequality e.g. Emma Watson "He for She campaign."
- Optimistic theory.
- Men and women are equally capable of fulfilling all roles in society.

EVAL - Most optimistic but Radical and Marxist feminists do criticise them for failing to look at the underlying social causes of female oppression.

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ANSLEY
- Capitalism is the source of patriarchy.
- Women = source of cheap & exploitable labour, reserve army of labour, reproduce the labour force, absorb anger.
- Link female subordination to capitalism.

EVAL - Unable to explain the exploitation of women that occurs in non-capitalist societies.

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- Patriarchy = inn evident, universal, biggest source of social conflict and inequality.
- Example that patriarchy is universal = one child families in China - preference for boys.
- ALL men oppress ALL women.
- Occurs in public and private sphere of women's lives.
- Men dominate women using power.
- We NEED a complete radical change.
- 3 solutions:
1) Separatism - live separately from males.
2) Consciousness raising - females sharing experiences and re-claiming their power.
3) Political lebianism - non-oppressive sexuality, avoid heterosexual relationships.

EVAL - Liberal Feminists -> fail to see the changes in society.

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- Hegemony = B use ideas and values to prevent a proletarian revolution by winning the consent of the WC.
- Uses Hegemony to explain how the B maintain control over the P.
- Use force too to control the P.
- Hegemony can never truly be complete:
-> Ruling class = minority.
-> P have dual consciousness.

EVAL - Does support the idea that a revolution can happen if individuals want it to.

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- Social structure made of three levels:
1) Economic - activities that involve producing something in order to satisfy a need.
2) Political - comprising all forms of organisation.
3) Ideological - involving the ways that people see themselves and their world.
- Connected but not dependent.
- 2 tools that the B use to control the P:
1) ISA
2) RSA
- Didn't believe P had dual class consciousness - still experiencing false class consciousness.

EVAL - Developed the work of Marx in a more contemporary way in which is it a better version.

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- Wanted to create a scientific explanation of society.
- Those who owned economic power were able to control society, ensuring that the norms & values mirrored their own.
- Groups with less power accepted these - even if they were not benefiting them.
- Owned power = Bourgeoisie.
- Little power = Proletariat.

EVAL - Simplistic but he was the first person to illustrate that there is class inequality in society, he is an early thinker.

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1) Organic analogy - complex and highly differentiated society this functional unity is less likely. E.g. multiple faiths may act to divide rather than unite.
- Functional unity should be investigated, shouldn't be assumed that it automatically exists.
2) All parts of society have positive functions - may be dysfunctional or non-functional.
-> Manifest function = deliberate and intended.
-> Latent function = unintended - may still have positive effects.
3) Certain institutions are indispensable -  functions provided by family and religion could be provided by other institutions, wrong to assume that society could not function without some institutions. Communism can fulfil the same functions as religion.

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- Value consensus - maintained through socialisation and social control agencies.
- 4 pre-requistes met:
1) Adaptation
2) Goal attainment
3) Integration
4) Latency

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- How society maintains social order through shared values -> collective conscience.
- Study of fact.
- Objectively.
- Suicide study - how society can externally constrain individuals.
-> Social integration = connections to groups.
-> Social regulation = how values set limits to our behaviour.
- Social constraints shape our behaviour.
- Instrumental = material. (Economic and political subsystems).
- Expressive = emotional. (Kinship and cultural subsystems).

EVAL - Merton argues that he ignores the possibility of distinguishing between positive functions.