Timeline by Kimo Olacio

Why are you taking this class?

kimoolacio437 — 2025-06-11 18:42:22 UTC

To get my core class credit, and learn from this class as well :)

American-Nacirema

kimoolacio437 — 2025-06-12 17:36:13 UTC

I find this group of people strange and somewhat interesting, first there name is american but backwards. Then what we are told in the story is that they believe in magic, using fruits and other said things for a ritual purposes and the obsession with the human body.

Coffee shop ethnography

kimoolacio437 — 2025-06-25 16:31:21 UTC

often times whenever I go to a coffee shop, its usually Starbucks. I go in, order my caramel frappe and sit down waiting while on my phone. I'll usually look up to see the people in the store and most of them are on there computers or if anybody is in a group there would be a little bit of talking. usually I sit by myself while waiting, I don't ask to sit next to a person, because I believe its strange. not saying they aren't welcoming or anything it feels uncomfortable for me to ask. When I do walk it'll be a mixture of old people, young people, and around middle aged people. However I don't pay any attention on what race the people are, just never comes to mind.

Shopping for “we-ness”

kimoolacio437 — 2025-06-25 16:42:25 UTC

Me and my friend group all loved an anime called Dragon Ball Z and Dragon Ball Super. We watched all and we would talk about it every week. Then one day one of our friends had what is called a manga a Japanese comic book; it was Vol 1 of Dragon Ball Z. We asked if each of us would borrow it and we did, later 1 friend bought Vol 2 we did the same thing with the last one. Each person burrowed it until they finished it and gave it back to who it belonged too. Then another bought Vol 3, another bought 4 then the next bought 5. We were close to finishing up the series in comic format. Everyone had there own and it was my turn to get one for myself. I waited until my birthday, then when I bought it I did feel complete. I felt happy that I had my own Dragon Ball book and that other people would borrow my book.

Fight for $15

kimoolacio437 — 2025-06-25 17:00:39 UTC

I didn't get a job that paid $15 an hour. I got the job around summer of 2023, I was bored and wanted money, while still doing sports and school. Seeing an article that says they were fighting to increase minimum wage to $15 is baffling to me because now minimum wage was brought up to $20 an hour not to long ago. I did research and in 2012 people who were working in a minimum wage job were being paid $7.25. No where near enough to survive with that much amount of money if it were today's minimum wage

Corporate ideologies

kimoolacio437 — 2025-06-25 17:12:15 UTC

A corporate brand me and my friend go to is a place called "Shake it off" its not really a popular place but it has good drinks. But it doesn't really have no lessons on doing good deeds. Personally I don't think any other corporate industries do, other than "Come and consume our product and give us your money"

Wealth Inequality in America

kimoolacio437 — 2025-06-25 17:27:33 UTC

The money distribution in America is unreasonably ridiculous. The rich only get wealthy from the poor and the middle class.

Toys/Gender sex and sexuality

kimoolacio437 — 2025-07-20 05:52:01 UTC

Toys can play a crucial role with socializing children with gender roles, teaching them what behaviors, interests, and traits are considered most appropriate for there appropriate sex. At a young age both girls and boys are given different sorts of toys at young ages that would line up with the ideals of both masculinity and femininity. Boys would be given action figures, cars and buildings sets which would bring up the ideas of competition and strength, while girls are pushed towards to play with dolls, have tea sets, with kitchen toys. These won't just entertain the children but they make them believe that gender defines both abilities and desires. The toys children play with can also they understand sex and sexuality, with dolls dressed in wedding gowns or action figures defining gender roles. However in the recent years there has been pushback on inclusive, gender neutral being put into stores pushing the idea of children exploring there interests in social expectations

Beauty/ideology and intersectionality

kimoolacio437 — 2025-07-20 06:03:32 UTC

Johnston, Cairns, and Baumann explores how beauty is not just a matter of personal interest, but a social construct shaped by ideology and power. The authors argue that beauty standards like being skinny, light skinned, or young are upheld by media and the culture, making them seem “normal” while treating those who don’t fit them. These ideals reinforce inequality by aligning with wider systems of race, gender, and class obuse. Using intersectionality, this chapter shows how beauty rules impact people differently depending on their overlapping identities such as how women of color, particularly black women, face both racialized and gendered beauty expectations. The chapter goes deep into detail that the beauty industry expands on exploiting insecurities created by these norms, turning appearaapp's into a form of social control while masking as an individual choice.

On becoming male

kimoolacio437 — 2025-07-20 06:19:59 UTC

James M. Henslin presents a gripping sociological analysis of how masculinity is socially constructed from early childhood. He demonstrates that “male” is not simply a matter of biology, but a learned identity shaped by family, culture, and social institutions. From birth, boys are subjected to gendered expectations: they are dressed in blue, given aggressive or mechanical toys, and encouraged to be tough, independent, and emotionally reserved. Henslin reflects on his own background on how boys are taught to suppress the vulnerability, often being scolded for crying or acting in ways deemed to "feminine," reinforcing the stigma of being called a “sissy.” These early lessons are part of a broader system of gender socialization, which conditions boys to value dominance, risk-taking, and emotional stoicism, this traits that align with traditional male roles in society. As boys grow older, these patterns are strengthed through sheer interactions and adult modeling, preparing them for future roles in power-laden institutions like the military, politics, and corporate leadership. Henslin's analysis underscores how masculinity is not a neutral or natural identity, but a product of structural and cultural forces that uphold male privilege while constraining both emotional expression and individuality. By analyzing gender through the lens of everyday experiences, this chapter highlights how deeply and often invisible these norms are and how they continue to shape behavior and inequality into their adulthood.

On becoming female

kimoolacio437 — 2025-07-20 06:31:13 UTC

James M. Henslin presents sociologist Donna Eder’s analysis of how young girls are socialized into traditional ideas of femininity particularly through their experiences in school and peer interactions. The chapter shows that becoming “female” is not just a biological process, but a deep social one that's structured by cultural expectations, peer surveillance, and institutional practices. From a young age, girls are taught that their value is closely tied to their appearance. School environments especially during there adolescence reinforce the idea that being attractive, thin, neat, and well-dressed are important traits for social acceptance. Eder highlights how girls are both judged and judge others based on these appearance standards, often engaging in gossip and exclusion to enforce beauty norms. These social pressures encourage girls to prioritize how they look over what they think or achieve, creating a culture where self-worth is linked more to appearance than to intellect, ambition, or personality.

The chapter also critiques how institutions like schools play an active role in reproducing gender inequality. For example, activities such as cheerleading or school dances often reward girls based on their appearance and popularity rather than skill or creativity. This develops a performance of femininity centered on being desirable, pleasant, and non-threatening. Simultaneously, girls are discouraged both subtly and overtly from being too assertive or outspoken, reinforcing the stereotype that females should be passive and agreeable. Henslin’s use of Eder’s work reveals that the lessons young girls learn are not simply about how to behave, but about where they stand in the social hierarchy: beneath boys, and constantly under scrutiny. The chapter argues that this gendered socialization prepares girls to accept subordinate roles later in life, whether in relationships, the workplace, or broader society. Overall, it provides a critical view of how school and peer culture contribute to the construction of femininity and the reinforcement of patriarchal norms under the guise of “normal” social development.

Sexuality and Gender

kimoolacio437 — 2025-07-20 06:45:12 UTC

Thorne and Luria examine how children learn and perform gender and sexuality through everyday social interactions, especially during play and peer engagement in school settings. They argue that boys and girls often separate into distinct peer groups with different behavioral expectations—boys engaging in physical, competitive games, while girls focus on emotional bonding and cooperation. These interactions teach children early gender roles and reinforce traditional ideas about masculinity and femininity. Thorne and Luria also show how children begin to form early “sexual scripts,” such as through crushes or teasing, which reflect cultural norms about romance and attraction. Importantly, these roles are actively policed by peers—children tease or exclude those who cross gender lines—making gender and sexuality not just learned, but enforced. Through this, the chapter reveals how schools and peer culture act as powerful agents of socialization, shaping children's identities in ways that mirror broader patterns of gender inequality and heteronormativity.