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Chapter Eight: Summary - Annemarie Fenton 

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Chapter Eight: Summary - Annemarie Fenton 

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Chapter Eight is a massive and controversial topic, gender. First off, it defines sex, gender, and sexuality. Sex being used to describe an individual biologically, gender is the concept of ones self, and sexuality is someone's preference or orientation in regards to attraction. It addresses present day changes to sex, for example; those who  identify as non-binary. Previously sex has been seen as you are either male or female. We also are able to address that some individuals may go through a sex change or be transgender. One section I found particularly interesting was "sexed bodies in the premodern world" as it discusses how the view on female anatomy has so vastly changed. For example; in the nineteenth century it was debated whether or not a female could reach orgasm and it was assumed that a females body was a males sex organs flipped inversely...which now we know to be very inaccurate. More so, chapter eight covers the sex role theory (Familial roles), sex gender system (women are objects passed by men), Freudian theories(penis envy and children's attraction to their mothers) and conflict theories (social relations stem from unequal gender roles). Along with these topics, the chapter addresses intersectionality, black feminism, and how these have changed throughout history as women of color have always had to be breadwinners for themselves or for their families. Lastly, it looks at how gender is pushed on to children growing up and how women in the workforce have to break the glass ceiling due to inequality in wages and labor discrepancies. Overall; this chapter covers most everything dealing with sex, sexuality, gender and how it plays into the past, present, and future of society.

I will continue working to upload my 4 minute video, but have been having some technical difficulties.

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Chapter Six Summary--Anna Sueppel                                                  This week, in reading chapter six of "Sociology In Our Times”, I had the opportunity to learn about deviance, crime, how these realities affect society, and how sociology allows us to better understand these realities. In my experience of reading the text, I identified two central concepts which particularly caught my interest. The first of these concepts is that deviance is properly understood as something which contradicts social norms. In previous years, I'd often thought of deviance as having to do with merely breaking a divine or government law, and so the textbook introduced me to a new understanding of the word. The text, which defined deviance as "any behavior, belief, or condition that violates significant social norms in the society or group which it occurs", helped me understand that the social norms of a group, rather than the written law, dictates what forms of conduct will be deviant, and which forms of conduct will not be deviant. (Textbook, p. 154) This means that deviant conduct is subjective, rather than objective. What is deviant in one time, culture, city, or social community, may not be deviant in another time, culture, city, or social community. The text provided an interesting example to help us understand this in introducing the example of Bigfoot hunters. While in most places, believing in Bigfoot, much less hunting Bigfoot, would be considered deviant, because in most places Bigfoot is considered to be a myth void of any real life existence. Yet among Bigfoot hunters themselves, their belief and hunting for Bigfoot is not deviant, but rather a celebrated pastime. Another real world example which might be used to illustrate the subjectivity of deviance would be smoking. In my family, smoking is strongly discouraged as an ill economic investment and health risk, and if I was to start smoking, that would be deviant behavior within my family. Yet in the family of my friend I'll call Kate, smoking is a relaxing pastime, an opportunity to de-stress, wind-down, and reflect on the day. If Kate was to take up a staunch anti-smoking stance, she would be a deviant within her family. From a sociological perspective, I think functionalist Durkheim makes a really excellent observation regarding how anomie, the perceived sense of feeling unsure, unstable, or in conflict about one's place in society due to chaotic, rapidly evolving social norms, is tied to deviance. (Textbook, p. 157) If social norms are somehow in flux or undetermined, it becomes categorically difficult or impossible for deviance to exist, as deviance is defined as a contradiction of established social norms. The second central concept which sparked my interest was the concept of differential association theory. This theory, which is understood to mean that "people have a greater tendency to deviate from societal norms when they frequently associate with individuals who are more favorable toward deviance than conformity", is something I've observed playing out in the real world in a variety of instances. (Textbook, p. 163) One example is the existence of the Amish community in my town of residence, Cashton, WI. The Amish people, out of religious and cultural conviction, live an entirely counter-cultural life, living without modern bathrooms, electricity, electronics, or driving cars. Children born to Amish parents, despite the radical life their parents raise them in, are likely to grow up to live an Amish lifestyle themselves, because that is what they are familiar with. From a sociological perspective, this theory is tied to symbolic interactionism, which focuses on how social interaction with individuals and groups molds our behavioral norms. (Textbook, p. 163) In conclusion, chapter six offered many insightful ideas into the realities of crime and deviance in the world today.

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Chapter Six Summary--Anna Sueppel                                                  This week, in reading chapter six of "Sociology In Our Times”, I had the opportunity to learn about deviance, crime, how these realities affect society, and how sociology allows us to better understand these realities. In my experience of reading the text, I identified two central concepts which particularly caught my interest. The first of these concepts is that deviance is properly understood as something which contradicts social norms. In previous years, I'd often thought of deviance as having to do with merely breaking a divine or government law, and so the textbook introduced me to a new understanding of the word. The text, which defined deviance as "any behavior, belief, or condition that violates significant social norms in the society or group which it occurs", helped me understand that the social norms of a group, rather than the written law, dictates what forms of conduct will be deviant, and which forms of conduct will not be deviant. (Textbook, p. 154) This means that deviant conduct is subjective, rather than objective. What is deviant in one time, culture, city, or social community, may not be deviant in another time, culture, city, or social community. The text provided an interesting example to help us understand this in introducing the example of Bigfoot hunters. While in most places, believing in Bigfoot, much less hunting Bigfoot, would be considered deviant, because in most places Bigfoot is considered to be a myth void of any real life existence. Yet among Bigfoot hunters themselves, their belief and hunting for Bigfoot is not deviant, but rather a celebrated pastime. Another real world example which might be used to illustrate the subjectivity of deviance would be smoking. In my family, smoking is strongly discouraged as an ill economic investment and health risk, and if I was to start smoking, that would be deviant behavior within my family. Yet in the family of my friend I'll call Kate, smoking is a relaxing pastime, an opportunity to de-stress, wind-down, and reflect on the day. If Kate was to take up a staunch anti-smoking stance, she would be a deviant within her family. From a sociological perspective, I think functionalist Durkheim makes a really excellent observation regarding how anomie, the perceived sense of feeling unsure, unstable, or in conflict about one's place in society due to chaotic, rapidly evolving social norms, is tied to deviance. (Textbook, p. 157) If social norms are somehow in flux or undetermined, it becomes categorically difficult or impossible for deviance to exist, as deviance is defined as a contradiction of established social norms. The second central concept which sparked my interest was the concept of differential association theory. This theory, which is understood to mean that "people have a greater tendency to deviate from societal norms when they frequently associate with individuals who are more favorable toward deviance than conformity", is something I've observed playing out in the real world in a variety of instances. (Textbook, p. 163) One example is the existence of the Amish community in my town of residence, Cashton, WI. The Amish people, out of religious and cultural conviction, live an entirely counter-cultural life, living without modern bathrooms, electricity, electronics, or driving cars. Children born to Amish parents, despite the radical life their parents raise them in, are likely to grow up to live an Amish lifestyle themselves, because that is what they are familiar with. From a sociological perspective, this theory is tied to symbolic interactionism, which focuses on how social interaction with individuals and groups molds our behavioral norms. (Textbook, p. 163) In conclusion, chapter six offered many insightful ideas into the realities of crime and deviance in the world today.

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Summary - Juvenile Delinquency, Crime, Deviance-Haylee 

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Summary - Juvenile Delinquency, Crime, Deviance-Haylee 

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Sociology In Our Times: Chapter 6 focuses on deviance and crime and how they connect to one another. Two key terms in this chapter that really stuck out to me were juvenile delinquency and how it relates to crime and deviance for teens/young adults. Juvenile delinquency is defined as a violation of law or the commission of a status offense by young people. For example: if a teen at the age of 17 steals from a store they could be tried as a juvenile, but if someone who's 18 or older steals from a store they could be tried as an adult. A lot of people associate juvenile delinquency and deviance, but I believe that juvenile delinquency relates more to crime due to the acts the children are committing. A crime is defined as a behavior that violates criminal law and is punishable with fines, jail terms, and other negative sanctions. Deviance and juvenile delinquency can go hand-in-hand, but also crime as well. In order to determine if the teen is doing these harsh acts as a form of defiance or if is truly for criminal purposes, I will be discussing the topic from a sociological perspective.

There are many different perspectives that relate juvenile delinquency to crime. Functionalists believe that deviance occurs when access to approve means of reaching culturally approved goals are blocked and that some of the lower-class try to obtain middle-class values, but fail, so they do what they can to get to those means even if it means committing a crime in hopes to get to where they want to be. The conflict perspective says that the law is only used to protect own class interest and that there is a focus on gender discrimination, patriarchy, and the effects of capitalism. The symbolic interactionist perspective states that deviant behavior is learned from others and that social bonds are not as strong causing the person to commit crimes or acts of defiance. It also states that groups are involved in helping and sometimes being the cause of deviance and crime. The last perspective is a postmodernist perspective, and it discusses how power, knowledge, and social control are intertwined with each other and that the people in the justice and court system have more power over everyone else. By identifying the behavior and how people are affected by deviance and crime we are able to figure out what the reason is for the behavior. I believe that juvenile delinquency and crime relate more to the functionalist perspective. Being a teenager myself helps me identify behavior in other teens. When teens can not meet goals, they rebel and that can cause them to act out and get caught up in a crime as an act of defiance. Sociologist can conclude that definece, juvenile delinquency, and crime act hand-in-hand when teens feel pressured to meet goals or to be something they can not obtain.

Today in society there are many crimes that teens can commit. For the example: I will use the stealing from a store. A teenager 15 years old goes to the store, but doesn't have a lot money so they decided to just take a little bag of chips. The teen gets caught by the cops. Now this teen is known for stealing and is considered deviant because they committed a crime. The crime wasn't that harsh, but the teen still gets in trouble. The teen’s parents and family look down upon him/her because they believed that they are a troubled child even though they only committed one act. Now the teen takes on the role as deviant because everyone believes that he/she is. Juvenile delinquency, crime, and deviance is a cycle. If we label a teen or child as bad they will continue to take on that role. This happens too many times in today's modern society. If people understood why the kids were doing what they were instead of just labeling them we could slow down crime for the younger generation. Instead of ridicule them….help them. If society follows this way of thinking, teens would feel more comfortable, would behave better, and not feel the need to act out in order to fulfill their own needs.

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The labeling theory can help us understand criminal behavior in a multitude of ways. The labeling theory states that deviance is socially constructed and that social control agencies designate certain people as deviant and soon in return those people come to accept the label placed upon them and begin to act deviant. For example: a child that grows up in a low-income area that is prominent for drugs can be seen as trouble and as deviant do to society's judgement. Little by little the child grows up and realizes that they don’t come from a good place and that they should act accordingly to how people judge, causing the child to break the rules. Soon secondary deviance occurs when a person has been labeled as deviant accepts it and continues the behavior. Once they continue the  behavior the child may consider him/her as not deviant and try to make their behavior seemed as if it wasn't deviant in the first place or non deviant and that is tertiary deviance. The labeling theory can help us identify criminal behavior because it's a pattern. It occurs with primary, secondary, and then tertiary. Once primary deviance is shown, secondary is most likely to show up and so on. When considering the labeling theory and looking at one of the sociological approaches, I can conclude that the conflict approach can be applied to explain race and employment. Men of  different color and women are disregarded many times for certain jobs due to unreasonable circumstances and societies labels that are placed on them. This  affects their ability to get a job. For example: a woman who wants to go to construction may be denied due to the fact that society believes and has placed the label that women are weak. Another example is a young black male wants to be a businessman, but his turned down due to his color because in the industry white men rule. People of color are looked down upon and are treated harshly and so are women due to these labels. Women and men of color are fighting against the others to get jobs creating conflict and there's limited jobs out there so the minority are going to get thrown aside so the white man can take control. Society's labels make it hard for others to get jobs because the power struggle between the men of color/women and then the white males keep clashing, but the white males always win.

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Hello Anna and Haylee,
How does labeling theory help us understand criminal behavior? When considering labeling theory, which one of the classical sociological approaches can be applied to explain race and employment?