FAL13 Soc 001: Quiz CORE Study Guide and breakdown of exam questions.- This study guide only covers material in the CORE. Readings have their own study guides. Lectures are their own study guide.- There will be 25 multiple-choice questions plus 3 extra-credit questions covering the READINGS, CORE and LECTURES:o READINGS Author (Chapter):Adams and Bettis (18)Loewen (32)Feagin (34)o CORE Chapters: 13, 14o LECTURE Materials All lecture material including Mardi Gras study guide  “Race: The difference between us” study guideo For all terms, be able to 1) define and 2) identify the concept given an example.Note on figures and tables: -The CORE distinguishes between “figures” and “tables” in the text. Please be sure you’re reading the correct figure or table.-The 6th and 5th editions have table and figure numbers that differ slightly. I’ve noted this where necessary. Breakdown of exam questions: Approximate # of questions from each item (subject to change between now and the quiz):Item Regular Extra creditMardi Gras 2 0Race: The difference between us 2 0Chapter 13 7 1Chapter 14 7 1Adams and Bettis 2 0Loewen 2 0Feagin 2 1TOTAL 25 3Chapter 13 Life chances (see the glossary in the index)- the probabilities concerning the fate an individual can expect in life =wealthEffects of parents’ social class on children’s life chancesHealth- long-term consequences on children, mortality rates and morbidity (sickness) rates are negatively related to social class. Poverty is related to delays in physical development and more likely to suffer from serious psychological distress.Education- Parents’ income has an effect on whether children finish high school and attend and graduate college. Poor children are less likely to attend Preschool and fall behind with fewer skills, have “educational problems” Working life- men who grew up in poor families tend to work less hours per year and earn less per hour. Their annual earning are reduced by more than 40%.Crime and justice- Poor people more likely to be victims of all kinds of crimes. Lower class victims less likely to be released from bail, more likely to be arrested and convicted and sent to prison.Reproduction of class structure- cultural and structural perspective. Members of each new generation tend to reproduce the class structure in which they were raised in. Cultural explanations of reproduction of the class structure poverty- people in different social classes have different patterns of values, beliefs, and behavioral norms, which they pass on to their children through the socialization process.- The values, beliefs, and behavioral norms of lower classes are not very compatible with success in society.Culture of poverty- Oscar Lewis, the culture of poverty turns poverty into a vicious cycle. Once it comes into existence, he said, the culture of poverty “tends to perpetuate itself from generation to generation because of its effects on the children.” “by the time slum children are age six or seven they have usually absorbed the basic values and attitudes of their subculture. 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 have.- a special form of money not used to purchase milk and shoes and other life necessities. More often it is used to create opportunity, secure a desired stature and standard of living, or pass along class status to one’s children.Be able to tell the difference between income and wealth, given examples Structural explanations of reproduction of class system- Focus on the limited access to opportunities that poor people have compared to the more affluent. - Suggest that the differences in the values, beliefs, and behavioral norms that seem to exist are better explained as the consequences of poverty rather than as the causes.Be able to compare and contrast examples of structural versus cultural causes of povertyStructure of opportunities (we’ll demonstrate this in class)Pygmalion effect – do teachers’ expectations affect students’ performance? - Rosenthal and Jacobson experiment to test the existence of Pygmalion effect in schools. Randomly assigned one out of every 5 children to the spurter/ bloomer group. They had increase in gains compared to the non spurter.- Feagin’s term for the cumulative results of many facial slights and insultsTracking- process by which school children receive different education content based on their perceived aptitude; process whereby students are divided into categories so that they can be assigned in groups to various kinds of classes.High track- positive effect on high track and ability group students, Kids from more affluent background are disproportionately placed into higher tracks. Learned to work independently and think abstractlyLow track- negative effect on the achievement of lower track or ability group students. Lower class backgrounds are disproportionately placed in lower tracks. Learned to be obedient little childrenTable 13.2 – what high-track and low-track students report as the most important thing they learned all year:Lower track: completing homework, handing it in on time, listen and follow directions, be prepared for class, get along with students and teacher. Higher track: understand complex concepts and ideas, work independently, benefit of logical and organized thinking, discipline to take hard classStop and Review: 13.3.b., 13.4Chapter 14 A dollar is not always a dollar: some people’s dollar cost more and buy less. - Table 14.1 Median earnings for Bachelor’s degree:o White men & women, black men & women: black women earn more than white women, white men earn more than black men. -white men and black men earn more than both women. o Overall effect of being a white male, across all educational levels – earn more than other races except with some college no degree. Asians more. o Overall effect of being a white female, across all educational levels- around the same as black females, Asians earning more with degrees, white women earning more with high school graduates. Asians earn more than white. In 2 degrees of college. - Figure 14.2 (14.1 in5th ed): Who is denied a mortgage? Blacks then Hispanics, easier for whites- Why do we say this is evidence that “a dollar is not always a dollar? Color people are given less