Soc. 001 1st Edition Lecture 29 Outline of Last Lecture I. Critical Thinkinga. Judgment b. EmpathyII. Clicker QuestionsIII. Chapter 12 Reading AssignmentOutline of Current Lecture IV. Empathy ReviewV. Chapter 13 Reading AssignmentCurrent Lecture- Empathy leads to better critical thinkingo Insight o Expanded world viewo Loss of fear- Empathy: understanding that social class affects individuals’ beliefs, values, norms, material couture and life chances- Nonmaterial culture example: Meeting prospective partners (girls)o Upper: debutante ballo Upper middle: any date must meet the parents firsto Lower middle: Home by 11o Lower: girl must take the lovable mutt with herChapter 13 Reading Assignment- People in the US do not like to talk much about the country’s class system because it violates theidea that people in the US are pretty much equalo “Many people are middle class nowadays anyway” 80%- Yet if we divide the US population into five groups: the highest fifth receive half of the money that is paid out in incomes every year, and the top fifth owns more than 80% of the wealtho **There is inequality in terms of BOTH income and wealth, but more in wealth- Income: the amount of money that an individual or family group receives in wages, salaries, investments, and so on- Wealth: total value of the assets owned by an individual or family group, minus the amount of debt they haveThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Special type of money that is not used to buy necessities, but is more often used to create opportunity, secure a desired stature and standard of living, or pass along class status to one’s children- Most people believe that regardless of social class, everyone has about the same chance to get ahead in society- Yet according to research done by Margaret Corcoran, where one begins does have a big effect on where one ends up. Why?o Health: mortality (death) rates and morbidity (sickness) rates are negatively related to social class; underdeveloped and ill children might become less healthy and then less employable as adults. These inadequacies often arise from parents’ inability to afford health care or their inattention to childreno Education: parental income has an effect on whether or not children will finish high school and move onto further education in college. For example, fewer children in poverty attend preschool than those from affluent families, and so they have fewer skills and are disadvantaged and are labeled as having educational problemso Working Life: men who grew up in poor families work less hours a year and make less money per hour by almost 40% compared to men who grew up in middle-class homeso Crime and Justice: poor people are more likely to be victims of all kinds of crime; people of the lower class who break the law are more likely to be arrested - Many people end up in a class position that is the same or as close to the one occupied by their parents- Cultural explanations of the reproduction of the class system are based on two assumptions: o People in different social classes have different patterns of values, beliefs and behavioral norms, which they pass on to their children through the socialization processo The values, beliefs and behavioral norms of lower classes are not compatible with success in society- Oscar Lewis: created the term “culture of poverty”, which turns poverty into a vicious cycleo Continues throughout the generations because of the effects that they have on the children o It is how different the value, beliefs and behavioral norms are within the poor from the mainstream society that normally hold those children back- Structural explanations: reject the notion that the best way to understand poverty is to look at cultural attributes of the pooro It is more appropriate to focus on the limited access to opportunities that the poor people have compared to the affluento Differences in values, beliefs and behavioral norms are the consequences of poverty rather than as the causeso Not their culture but their lack of opportunities that hold them backo Tracking: the process whereby students are divided into categories so that they can be assigned in groups to various kinds of classes Fast, average or slow learners determines what class you get put into- Sociologists Robert Rosenthal and Lenore Jacobson tested the Pygmalion effect in schools: whether or not the teachers’ expectations influenced the children’s performances o Gave children in a class an intelligence test at the beginning of school yearo Randomly assigned one out of every five children in the class to be on the verge of “blooming” academicallyo They created an impression in the teacher’s minds that great things could be expected ofsome of their students in the coming yearo At the end of the year, the kids were retested with the same intelligence test; most improved, but the random 20% of “bloomers” made much larger gains in intelligence than the others. - Sociologists found that most of the mobility occurring over the past century can be better explained by social factors more than individual efforto Moves towards industrialization opens more jobso Lower birth rates in upper/middleclass leads to not all of the higher rating jobs to be filledo Immigration: immigrants push lower class non-immigrants into better jobso ***All three of these combined are referred to as structural mobility: has little to nothing to do with the changes in the quality of individuals; has to do with changes in the social structure of
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