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

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

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

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

Personal identity

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

Social Structure

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

Social values

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

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

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

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

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

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

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

Marxist

-focus on conflicts and inequalities of society

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

-recognizes how the economy shapes social structure

-understanding power dynamics is key to changing society

Durkheimian

-focus on social stability

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

-emphasizes the role of shared values and norms

-understanding these social facts is key to maintaining social order

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

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

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

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

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

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

1. Student

2. Cheerleader

3. Artist

Ascribed Status

1. Daughter

2. Sister

3. Woman

Roles of a Cheerleader

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

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

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

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

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

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

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

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

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

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

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

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

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

Caffeine as and acceptable addiction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The chapter also analyzes the role of media in

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

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

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

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

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

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

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

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

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

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

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

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

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

1.      What race are you?

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

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

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

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

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

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

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

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

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

My Mom

1.      What race are you?

Asian/ Filipino

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

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

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

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

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

Ask questions. Ask what race they are.

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

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

My boyfriend

1.      What race are you?

Mexican, Portuguese, Italian, Norwegian, and other stuff

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

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

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

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

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

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

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

Skin tone and the way I talk.

his brother

1.      What race are you?

white

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

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

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

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

Would you say that is a cultural thing?

yes

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

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

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

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

my sister

1.      What race are you?

Mexican and filipino

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

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

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

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

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

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

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

Like the way I look. My dark skin.

my best friend

1.      What race are you?

mexican

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

well my family is mexican.

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

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

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

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

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

People can't tell because I look white.

What is race?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Describe the behaviors and situations.

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

What norms were being violated by this person?

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

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

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

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

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

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

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

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