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SOC 100: EXAM 2
Nuclear Family |
father, mother, and children; traditional family; housewife |
Hart & Risley |
42 families, newborns, once a month for 5 yrs
size of child's vocab correlated by class
Kids of prof. parents: 1100 words; kids of welfare: 500
children of wealth encouraged more, welfare children discouraged more
# of words reflects IQ & language of parents
|
Brooks-Gunn |
parental attitudes differ by class
Upper middle class: sensitive, encouraging, less intrusive, less detached
working class/poor: opposite
|
Farah |
middle class parental nurturance more likely to stimulate temporal lobe
improves memory skills
|
culture |
beliefs, behaviors, and practices
|
Sapir-Whorf Theory |
the language we speak influences how we think about and experience the world
|
ethnocentrism |
the belief that one's culture is superior to others |
material culture |
physical environment |
non-material culture |
values, beliefs, social norms |
subculture |
group united by sets of values, concepts, symbols, and shared meaning specific to members of that group |
Boswell & Spade |
Fraternities & Collegiate Rape Culture
frat parties vs. bars
treatment of women not universal, but some settings reinforce rape culture |
Hochschild |
"When Work Becomes Home..."
Interviewed 130 employees, spouses of employees
Work offers system of rewards to encourage workers
No system of rewards in household --> feel unappreciated
Time limited at home, free time guaranteed at work
Quality time
|
Garrett Tallinger |
white, middle class
life revolves around sports, structured time --> exhaustion
middle-class siblings more competitive/tense
competent interaction with adults
$ not discussed w/children
bored when given unstructured time
|
Tyrec Taylor |
black, working class
lots of TV + video games --> unstructured time
structures own time
strong family ties
interacts w/kids of different ages
parents don't value extracurriculars
parents would strike him as discipline
|
Katie Brindle |
white, working class
plays w/neighborhood children (informal, unstructured)
some structured activities (choir, youth group)
interaction w/extended kin
quietly accepts directives
very aware of financial struggle
mother does not think of fostering katie's talents |
Harold McAllister |
black, poor, food stamps
extensive interaction w/extended kin
mother doesn't try to grow his vocab, language seen as a tool
organizes own time
directives, no back-talk; physical punishment
gives his opinion, doesn't argue his opinion
quiet+respectful in house; assertive out of house
mother uncomfortable w/authority figures--> translates to Harold |
Alexander Williams |
black, upper class
lots of structured time (piano, choir)
encouraged to ask doctor questions
entitlement - taught that he is an equal to elders+professionals
verbal negotiation - how to presents his own ideas/concerns
parents actively foster his vocab
parents include explanations w/directives
bargains rather than accepting directives
|
Stacey Marshall |
black, middle class
mom intervenes frequently in institutions on Stacey's behalf
mom fosters abilities by guiding her toward her talents
mother places blame on institutions rather than Stacey
mom deliberately teaches S. organizational skills
mom tells S. what she deserves
mom hesitant to react to possible racist incident
IQ test outside of school circumventing institution
|
Melanie Handlon |
middle class
some structured time
allowed to stay home from school for minor illnesses-->fakes some--> misses schoolwork
mom sits w/her+helps her w/HW --> source of tension
lacks self-confidence in school + w/her intelligence
mom blames teacher for not accommodating for Melanie |
Billy Yanelli |
working poor, white
mom interacts often w/social institutions for social class
conflicting institutions: school rules =/ home rules
parents encouraged Billy to hit kid -->punished at school
violent family --> hit Billy
tension between parents and school
few activities, only baseball |