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Social Structure 26 Definition of Social Structure, Reality of Group, Levels of Analysis, Elements of Social Structure Social Structure Analysis of Street Life (Talley’s Corner) 18. Social Structural Analysis of Suicide 33 19. Stratification 36 Areas of Inequality, Theories of Origin of Inequality, Social Class Reputational Approach, Subjective Identification Approach, Objective Approach Urbanization and The Urban Crises 42 Theories of City Growth, Urban Flight, Urbanism as a Way of Life Sex Roles and Gender Stratification 44 Racial/Ethnic Stratification 46 INTRODUCTION TO SOCIOLOGY CLASS NOTES 1. DEFINITION OF SOCIOLOGY Sociology is an academic discipline whose goal is to acquire knowledge about: the functioning of society, human groups, social interaction and social life. There isn’t one definition of sociology on which all sociologists would agree, but this statement encompasses most introductory texts definition of sociology. Other definitions of sociology emphasize similar concerns: Durkheim, the founding father of Sociology, defines sociology as the study of society. Other sociologists broaden the definition to include the study of all types of human groups ranging from societies, communities, to formal organizations and families investigating how: groups are organized or structured, why groups function as they do, how groups influence the individuals behavior, and how groups change. Some view sociology as the study of social institutions, social structure and culture. Others define sociology as the systematic study of social relationships among people, focusing on the connectiveness between persons. Still others define sociology as the study of social interaction and examine how people mutually influence one another. 2. DIFFERENCES BETWEEN SOCIOLOGY AND PSYCHOLOGY OR SOCIAL WORK WHICH ARE SOMETIMES CONFUSED WITH SOCIOLOGY. A. Sociology Versus Social Work Sociology is regarded as a basic discipline while Social Work is an applied discipline. The goal of sociology is to conduct research to acquire knowledge about society and social life. Knowledge is necessary to solve problems and knowledge can also b an end in itself. Social Work’s aim is to help people solve everyday problems of living by applying the knowledge gained from all the social sciences including sociology. Recently a new specialty, Applied Sociology, is developing concerned with applying the knowledge acquired by sociologists to improve society and the world. B. Sociology Versus. Psychology Psychology is concerned with “why people behave the way hey do?” It focuses on the individual whereas sociology focuses on the group. Psychology also differs from sociology in that when it does seek to explain why people behave the way they do, psychologists usually focus on processes within the individual to explain their behavior such as their mind, personality, brain, etc. They examine psychological processes internal to the individual such as cognition, perception, memory, learning etc. to account for the individual’s behavior believing it is these psychological processes that shape human behavior. Sociology focuses more on groups and society and on the question of why society or groups behave the way they do. When sociologists do seek to explain why individuals behave the way they do, they focus on society and its external social forces to account for why people behave the way they do . Sociologists focus on society because they believe society is such a powerful force that it shapes most of the individual's behavior. Society begins to influence the individual from the moment they are born till the day they die. Sociologists focus on social interaction because others influence our actions and, in turn, we influence their actions in a process of mutual influence. Both society and social interaction are powerful social forces that shape human conduct. *Be careful not to fall into “psychological traps”. Do not confuse the two perspectives by seeking to understand behavior in psychological terms when social forces are shaping the behavior. Example: In the case of a 16 year old boy who shot a 6 year old girl in the head, most people jump to the conclusion that the boy is not normal and is likely emotionally disturbed and requires psychological treatment. A closer examination revealed he was a member of gang engaged in a retaliatory “drive by shooting,” and did not see the girl on the side of the home. His actions were elicited by his groups norms which required participation in this event. He was just conforming to the social pressures emanating from his peer group just as we all tend to conform to our peer groups. Why do sociologists devote their lives to studying society and social interaction? BECAUSE SOCIETY IS A POWERFUL SOCIAL FORCE THAT SHAPES EVERYTHING WE, DO, WHAT WE BELIEVE, HOW WE THINK, AND MOST THINGS ABOUT US. SOCIOLOGISTS STUDY SOCIAL INTERACTION BECAUSE PEOPLE BEHAVE DIFFERENTLY WHEN THEY ARE ALONE THAN WHEN THEY ARE WITH OTHERS. WE ARE EFFECTED BY THE ACTIONS OF OTHERS AND WE AFFECT OTHER’S ACTIONS. 3. WHY IS KNOWLEDGE IMPORTANT? Disagreements also exist about what constitutes knowledge and how knowledge can be obtained. Some view sociology is a science (Positivistic Sociology) while others view sociology more as an art form (Interpretive Sociology). Knowledge is important because it enriches the individual, as the addition of a sense like sight or hearing might. In this sense, knowledge is "light"-- you can see things in a new way. Knowledge can also be "power" in that it helps solve the pressing problems of our existence, and some have gone as far as claiming the "truth shall make men free". It also helps us understand ourselves. 4. WHY IS EDUCATION IMPORTANT? Education is a disciplined pursuit of knowledge. It can contribute to a joy in understanding, make us more effective in life, and allow us to develop a fuller life. Hopefully, it fosters the desire to learn, sharpens our ability to think critically, makes us more cognizant of the forces that act upon us and shape our lives, and stimulates our creativity not only about worlds we have lost (history) but possible futures we might create for ourselves. A. MARK OF AN EDUCATED PERSON: (1) SHARP MIND --thinks logically, cuts to heart of issues, eliminates contradictions in thought. (2) INFORMED OPINIONS--educated opinions are based on best scientific evidence available. (3) ANALYTICAL MIND --education provides the ability to judge the adequacy of research, findings and the evidence upon which they are based, how the world works, and lastly an (4) OPEN MIND –person changes their mind as new evidence arises. Their mind is not set in concrete. A COLLEGE DIPLOMA IS NO GUARANTEE THAT SUCH QUALITIES WILL DEVELOP Universities are failing in fostering critical thinking among their graduates! B. It is essential to acquire a Sociological Perspective in our education A SOCIOLOGICAL PERSPECTIVE IS CRITICAL TO UNDERSTANDING OUR WORLD We live in perilous times. There are threats to the planet; the future of all life may be at stake. Global warming, environmental devastation, nuclear war, terrorism, economic collapse, increasing inequality, poverty, unending wars, assaults on democracy and freedom, the decline of resources such as energy, water, fertile land, food, etc. grows increasingly dire and must be addressed for our future survival. The world is both more complex and dangerous and simplistic thinking may destroy our future. Critical thinking and the sociological perspective will aid us in tracing the origins and providing solutions to the challenges of our future. Many of our problems are of our own making. Often the actions we take to solve one problem creates even more serious problems as our actions have unanticipated consequences. Because events in the world are inter–connected, our actions create reactions. Therefore we need to better understand how events in the world are interconnected in order to avoid harmful consequences which the CIA calls “blow back” If we don’t know how the parts of a house are connected and unknowingly remove a load-bearing wall to expand our bedroom, the whole house will come crashing down on our heads as a result. Similar results can be expected from social interventions. IT IS PRECISELY THE SOCIOLOGICAL PERSPECTIVE THAT ATEMPTS TO UNDERSTAND HOW PARTS OF SOCIETY AND THE WORLD ARE INTERCONNECTED. THAT GIVES IT ITS UNIQUE AND ESSENTIAL ABILITY TO KEEP THE WORLD FROM CRASHING IN ON OUR HEADS AND HELPS US TO SOLVE PROBLEMS WHICH CONFRONT US AND TO MINIMIZE HARMFUL CONSEQUENCES. 5. HOW DO WE OBTAIN KNOWLEDGE? (How do we come to know what we know?} a. Personal experience -- we accumulate a body of knowledge through experience, trial and error, and our senses. These ideas about the world must be somewhat accurate in order to survive. b. Experience of others -- we learn many things from others or else each would have to relearn anew all that is already known. No one person could relearn all that is already known. Knowledge is passed down through the generations so that knowledge can be obtained from persons we have never seen. Many would have perished in the process such as learning which foods are poisonous. c. Appeal to authority -- teachers, doctors, experts, books, etc. How did the authorities acquire the knowledge, did they have unique experiences, etc.? d. Intuition -- religious leaders sometimes regard revelation as a source of knowledge. "Women's intuition", ESP, hunches are examples. The source of knowledge is obscure to the knower. e. Logical inference -- reasoned conclusion. The rules of deductive logic are only rules for transferring the known truth of some propositions to others. It does not come to grips with how original truth came to be known. The only truth deductive logic provides is “if the premises are true and the argument valid, then the conclusion has to be true. This is so because the premises logically imply the conclusion and combining both would lead to a tautological sentence-true by definition. f. Science -- A method of obtaining knowledge based on inductive logic and careful and controlled observation. Search for patterns in nature. No absolute truth. Science is based on probability theory and logical inference. It assumes that, because the recent past resembled the distant past, the future will resemble the past as well. Things are true with a certain degree of probability. SCIENCE DOES NOT ACCEPT EVIDENCE OBTAINED THROUGH PERSONAL EXPERIENCE, AUTHORITY, OR INTUITION. It relies on its own specific methods for obtaining knowledge to minimize, as much as possible, error and bias. BECAUSE SOCIOLOGY IS A SCIENCE IT ALSO DOES NOT RELY UPON PERSONAL EXPERIENCE, AUTHORITY, INTUITION, ETC. AS A WAY OF GAINING KNOWLEDGE ABOUT SOCIETY. SOCIOLOGISTS RELY PRIMARILY UPON THE SCIENTIFIC METHOD TO OBTAIN KNOWLEDGE. We need reliable and verified conclusions. 6. WHY SOCIOLOGISTS DO NOT RELY UPON "PERSONAL EXPERIENCE” TO OBTAIN KNOWLEDGE ABOUT SOCIETY? What is wrong with relying on personal experience? Relying on personal experience entails significant sources of error and bias and therefore is rejected by sociologists and other scientists. a. Personal experiences are limited –We can't know all there is to know because we have not experienced all there is to experience in life. Also it cannot be trusted as it is limited and biased. Each of us has experience different aspects of society. b. Senses are limited and unreliable--We can’t observe infra-red, hear certain sounds, etc. c. Selective perception --Conditioned to only view small slice of events. d. Sense impressions are unreliable-- (optical illusions) --Frequently we see what we expect to see rather than what is out there. Stereotypes and prejudice influence what we see (TAT picture and racism) and how we think about the world. Stereotypes keep minorities from respectful treatment, jobs and threaten their lives. e, Memory is fallible – Recall of events is selective. f. No methods for resolving conflict. FOR THESE AND OTHER REASONS, THE KNOWLEDGE OBTAINED FROM PERSONAL EXPERIENCE CAN BE VERY UNRELIABLE. SOCIOLOGISTS THEREFORE SEEK METHODS SUCH AS SCIENCE TO OBTAIN KNOWLEDGE ABOUT GROUPS. SOCIETY, AND SOCIAL LIFE THAT ARE MORE RELIABLE. 7. ADVANTAGES OF THE SCIENTIFIC METHOD IN OBTAINING KNOWLEDGE. a. Science attempts to control error and bias, and has self-correcting mechanisms. (see section #9) Through self-correcting mechanisms and replication, it is more possible to eliminate invalid statements. Science views knowledge as tentative and subject to revision. It has skeptical stance with respect to truth and validity. b. Science creates the possibility of settling disagreements through the experimental method. Possibility of resolving disputes. c. Its payoff has been high. It has shown to be an effective method of obtaining knowledge about the world. The “Cumulative curve of knowledge” reflects the explosion in knowledge. Man has learned more about the world in the past few hundred years than in the previous tens of thousands of years! What has been responsible for this explosion of knowledge has been the introduction of the scientific method. 8. WHAT IS SCIENCE? What is common to all sciences is not their subject matter, but their methods of establishing the truth of propositions. The aim of science is to identify regularities in nature. The object is to explain observed facts by general principles. Science assumes there is order in nature. Science is ethically neutral-- deals with "what is", not "what should or ought to be". Science is objective-- impartial in its assessments of evidence and tries to minimize error and bias. 9. THE METHODS OF SCIENCE. In its attempt to identify regularities, it tries to control for error and bias in its observations. The scientific method is based upon observation: I. observation procedures spelled out clearly precision in its observation - exact measurement procedures systematic observation checks agreement between independent observers records observations -memory fallible, accurate recording controls for selective perception trained observers control over variables (experimental) or conditions of observation makes procedures public 10. encourages replication and continual verification to determine accuracy and reliability of findings - thoughtful interpretation of results. SCIENCE IS SKEPTICAL ABOUT CONCLUSIONS WHICH ARE ALWAYS TENT A TIVE AND SUBJECT TO CHANGE WITH NEW EVIDENCE --OPENED MINDED. 10. CAN THE SCIENTIFIC METHOD BE APPLIED TO STUDY HUMAN BEHAVIOR? Humans have always speculated about their existence, but only recently have they begun to examine it systematically and scientifically. Application of scientific method to the study of human behavior is relatively new. Beliefs about human behavior have changed radically after the introduction of scientific method. Philosophers settled disagreements by debate. Bacon cried out "cease to be ruled by dogmas and authorities --look at the world!" Empiricism changed our understanding of human behavior. Common sense views cannot be accepted as they are riddled with contradiction. Yet some critics have argued that the scientific method cannot be applied to human behavior because: (a) it is too complex, (b) every person is unique, (c) people have "free will", and (d) human behavior is unpredictable. Defenders of social science respond that complexity is a term that refers to our limited ability to understand phenomena and not an intrinsic property of human behavior. Despite the uniqueness of each individual, accurate predictions can be made with respect to patterns of behavior. Order in social behavior can be found. Free will --this concept has usually been relegated to areas of human behavior about which our ignorance of the forces acting upon persons is greatest. Behavior, as all phenomena, is determined. Cause and effect can be identified. Unpredictable --human behavior is predictable and organized for the most part and exhibits repetitive patterns rather than chaos and unpredictability. UNIFORMITY IN LANGUAGE, DRESS, BELIEFS AND ATTITUDES, AS WELL CRIME, DELINQUENCY, AND SUICIDE CAN BE OBSERVED. THE GOAL OF SCIENCE IS TO DESCRIBE THE RECURRENCE OF EVENTS UNDER STATED CONDITIONS. However, some sociologists argue that the physical science model is not applicable to social behavior since social action is "intentional". Furthermore, responding to social conditions also involves an "interpretive process" which is not uniform among individuals. Therefore, sociological analysis is more of an “art form” than science. This view is found among some symbolic interactionists as well as post-modernists among others . 11. PROCEDURAL STAGES OF SCIENTIFIC INVESTIGATION: Steps in the research process. Define the Problem All research begins with a question --what the investigator wishes to know about human behavior. 2. Review the Literature Determine what others have already discovered. Durkheim discovered others had determined regularities in suicide rates. 3. Formulate Hypothesis Define concepts, operational definitions. State how variables are related (suicide and integration). Predicts how two or more variables will influence each other (indep. & dep. variables) 4. Choose a Research Design and Collect Data How to collect data --type of research method (survey, experiment, etc.) In order to test hypothesis, select group to be studied. Cross sectional, longitudinal-study. Choose sample, gather data. 5. Analyze the Data Look at variability of behavior in different social contexts. Do the data support hypothesis? 6. Explain the Results Theory explains relationship between concepts. 7. Critical Assessment Publication --make results public, others can replicate study. Validity --does it measure what it attempts to measure? Reliability --degree results are same with different investigators 12. METHODS OF SOCIOLOGICAL RESEARCH A. SURVEY RESEARCH Has become very popular in society Used to examine behavior not readily observable --cannot observe feelings, attitudes, or voting behavior directly. a. Data is collected by means of questionnaire or interviews b. Usually study only a sample of the larger population. Size of sample not as important as way sample is drawn. Best sample is a random sample --every person has equal chance to fall into study With random sample one can more accurately project to larger population. Accuracy of study depends on: (1) nature of the sample—if biased or not representative of large population then conclusions will be suspect (Dewey-Truman election), and: (2) nature of questionnaire --questions must not be ambiguous, loaded (geared toward getting a specific answer), not answered honestly, have a single meaning, short direct, etc., then conclusions also suspect. Advantages of survey: (I) permits a wide range of questions to be asked. open and closed ended. (2) useful in describing characteristics of large populations (3) gives researchers flexibility in analyzing data (4) uses of standardized questions allows comparisons of different populations in different periods Example: Survey of political preferences. Cannot observe them directly and therefore need to elicit information from person. Common sense might indicate "there are as many reasons why people vote the way they do, as there are people who vote in this country." Is voting idiosyncratic and does it depend on how each person views the situation? Or are there a few social factors which largely shape how an individual votes? What did our survey in class conclude? Could we generalize from class findings to (i) the United States as a whole? (ii) to all students at Cal State? B. EXPERIMENTS Can be used to study cause and effect (survey showing correlation between watching violence on TV and delinquency was not able to establish which factor came first, while experiment exposing children to violent programming could establish direction of causality). Create a situation, place subjects in it, and record reactions of subjects. Compare reactions of experimental group (exposed to independent variable) with a matched control group (not exposed to independent variable) and observe effects. Research problem: What causes police brutality? Two possible explanations: (l) violence caused by nature of the person who becomes a police officer (a psychological explanation) or (2) violence is caused not by characteristics of the person who fills the role, but by the nature of the role itself, or the social context, peer pressure, the bureaucratic structure in which police activities are carried out, etc., rather than individual characteristics which dispose people to act violently (sociological explanations). Reiss's study of police violence showed it had its origins in peer pressure of the police subculture. (This study was not an experiment) Examples of experimental approaches to understanding violence. 1. Milgram's study of “Obedience and Authority.” An experimental approach to understanding mass murderers. What caused the extreme brutality observed in Nazi death camps? Were Nazis inhuman monsters reflecting madness loose in Germany or could ordinary people in similar situations manifest such cruel and inhuman behavior? (A psychological verses sociological explanation of mass murder) Milgram's study demonstrated ordinary persons will administer dangerous levels of shock when a person in authority tells them to do so (66% under some experimental conditions). This study illustrates the importance of authority as a powerful social force shaping behavior in our society. QUESTION AUTHORITY! 2. Zimbardo's Stanford Prison Experiment investigated the causes of violence in prisons. Two alternative explanations of prison violence were examined: (I) the importation theory –the violent natures of persons incarcerated who continue to manifest the same violent behavior inside the prison they exhibited outside causes the violence in prison, versus (2) the emergence theory --the prison situation creates violence irrespective of the type person sent to prison. Violence emerges out of the context of the prison. By creating a mock prison and exposing non-violent students to the situation, he was able to elicit violence among them in a very short time. This supported the contention that violence emanated from the nature of the situational context supporting the emergence theory. Prison is a factory for creating criminals and violence in our society more than it controls crime or contributes to rehabilitation of persons in society. Both Milgram's and Zimbardo"s experiments and Reiss's study suggest that with respect to all three types of violence: police brutality, mass murder, and prison violence, sociological forces and situational contexts were more adequate to account for the violence than personal characteristics of the offenders. THE ROOTS OF VIOLENCE ARE SOCIALLY INDUCED. 3. Field Experiments –take place in natural settings—The Western Electric study of the role of informal relationships among workers on productivity demonstrated that sometimes merely studying social behavior can alter it – described as the "Hawthorne Effect". Experiments are artificial situations which may be difficult to extrapolate to everyday life. C. PARTICIPANT OBSERVATION Sociologists become a part of the situation. They may or may not disclose their identity Anthropologists often live in a society in order to understand its culture Problems include: gaining access, "going native", objectivity, ability to record accurately, replication and bias in informants. Examples: White's Street Corner Society--A case study of a gang in 1940's. Examined social structure of gang and found life in slums was organized and influenced by social structures. Emergence of gangs is a result of social forces and reflects a group's position in society—it is a symptom of disenfranchisement and lack of opportunity;”Locked out” of mainstream of society. Humphries’ Tea Room Trade study of impersonal sex in public restrooms also an example of participant observation. Prison studies also reveal differences in gender sexual patterns. Problems with study: data obtained without subjects being informed which may have put them at risk questions ethics in sociological research. Reiss’s study of Police Brutality, discussed earlier, also example of participant observation. D. CONTENT ANALYSIS: Involves the use of formal documents or existing statistics. Inexpensive, easily available, unobtrusive measure. Example: Durkheim's classic study of Suicide. Used official statistics to identify social causes of suicide. Examined variations in suicide rates among various social groups. Concluded that social ties (integration) was a critical factor in suicide as was social regulation (anomie); the lack of bonds to the groups and its failure to adequately regulate desires cause higher rates of suicide in groups. SOCIAL FORCES MORE THAN PERSONAL PROBLEMS CAUSE SUICIDE. Problems: only existing recorded material can be used. There are problems of both accuracy and bias in existing documents (perhaps Catholics do not commit suicide less frequently but only cover it up more than do Protestants) 13. THE SOCIOLOGICAL PERSPECTIVE This is sometimes referred to as the Sociological Eye or the Sociological Imagination. Refers to: how to understand the world from a sociological perspective. A critical tool employed by the sociologist to understand the social world. "The Sociological Imagination" is a perspective set forth by C. Wright Mills and contains three main elements: 1. The ability to see "the inter-connection between our personal experiences and the larger social forces." It examines the relationship between biography and history. Identify the connections between yourself and society. Every society lays out a life for its members to lead. What would your life be like if you had been born in the U.S. a century ago? One hundred years ago you would have lived on a farm, producing the food you consumed, had a life expectancy of forty some years, had little education, married young with several children, had little formal education, etc. This life would be quite different from a person born in an industrial society today. As society changes from an agricultural to an industrial society, our lives become dramatically altered. 2, The capacity to identify behaviors that are properties of social systems. The ability to place "personal troubles" in the context of social structure and see them as "public issues". (e.g. When only a few people are out of work, we may look to individual characteristics to explain the lack of a job. But when many cannot find a job, the structure of opportunities has broken down and unemployment cannot be understood in terms of personal inadequacy. Unemployment is a property of the system of opportunities or jobs. Our high divorce rate (50%) is a product of either a breakdown or change in society in the institution of marriage rather than a personal failing. Identify the social forces acting upon persons. Just as we are in a physical force field subject to invisible physical forces like gravity, we are also in a social force field exposed to external social forces that continually modify our behavior. We must learn to identify the invisible social forces that continually shape our behavior such as power, authority, peer pressure, culture, social structure, etc. Thus the sociological perspective is a way of understanding human behavior. It includes (1) tracing the interconnection between individual’s behavioral patterns and the larger social forces, (2) learning to identify the system generated behavior of human beings, and (3) identifying the social forces which are shaping the individual’s behavior. What is seen in the world is not just a function of "what is out there". The lens you look through shapes what you are likely to see. Sociology is a "lens"—in the sense it is a quality of mind you bring to bear to understand human behavior. -- a quality of mind or perspective that sensitizes you selected aspects of reality, specifically to the social forces which shape your behavior and life. Sociology is a framework for studying human behavior. Components of the framework include: concepts, assumptions and theories. Concepts--are ideas—the tools with which we organize and interpret experience. Are the INTELLECTUAL INSTRUMENTS OF SOCIOLOGISTS. Concepts vary in sharpness and usefulness Must know what they mean and how to use them to illuminate social life. Examples of sociological concepts: Group, Culture, Social Structure, Stratification, Socialization, Society, Norm, Role, Interaction, Function, etc. Assumptions--things sociologists take for granted when studying social life. Examples: Human behavior is norm governed. Human behavior is shaped by social contexts, roles, etc. Theories--A set of inter-related propositions that attempt to explain a wide range of social behavior. They explain why things happen as they do. Examples: Durkheim's theory of Egoistic Suicide White's theory of culture evolution If a sociologist were to study a classroom or a family, for example, they would pay attention to the social forces acting upon individuals: (a) the power structure--how power distributed, types of power, basis of power, how power exercised, (b) culture--norms--codes of conduct, traditions, values, symbols, (c) patterns of interaction--roles, groups, networks, social structure, (d) group characteristics--size, composition, and (e) functions--what contributions patterns of behavior make to social system. These all belong to the social order of the classroom or family and can be studied without reference to particular persons--are SOCIAL FACTS. Sociologists would study pretty much the same types of things in any group they were examining such as a society, community, an organization or social relationships. 14. SCHOOLS WITHIN SOCIOLOGY: (VISIONS OF THE SOCIAL WORLD) Different perspectives of social behavior exist within sociology. Sociology is not a unified discipline—it is a multi-paradigm discipline. Different models exist within field to explain social life. Each school has a different vision of society and its functioning. FUNCTIONISM: (sometimes called STRUCTURAL FUNCTIONISM) The origins of this school can be traced to Durkheim, Parsons, Merton and Davis Assumes society similar to other systems like machines, engines or the human body. Such systems are composed of a set of parts that work in concert with each other to accomplish certain ends. ORIENTING CONCEPT OF FUNCTIONALISM IS THAT OF= SOCIAL SYSTEM Society is viewed as a social system of interdependent parts which work in concert with each other to permit human populations to adapt to their environments. 1. THE PARTS OF SOCIETY ARE INTERDEPENDENT—FORM A SYSTEM Society a system of inter-related institutions and structures such as the family, the economy, technology, education, social class structure, government, etc. A CHANGE IN ONE PART HAS RAMIFICATION FOR THE OTHER PARTS THE TASK OF THE SOCIOLOGIST TO TRACE OUT THE INTER- CONNECTIONS AMONG THE PARTS OF SOCIETY 3. EACH PART IS EXAMINED IN TERMS OF ITS CONTRIBUTION TO MAINTAINING THE SYSTEM OR SOCIETY IT IS “PART TO WHOLE” ANALYSIS. 4. SYSTEMS TEND TOWARD EQUILIBRUIM OR BALANCE Stability normal -- society tends towards stability and balance System in delicate balance Too much or too fast change causes disruptions Disruptions abnormal--will return to homeostatic balance. 5. SYSTEMS HAVE SELF-MAINTAINING PROPERTIES When pressures for change tendency to resist change or go back to normal SYSTEMS TEND TOWARDS CONTINUITY RATHER THAN CHANGE SOCIAL SYSTEMS ARE BASED ON CONSENSES AND COOPERATION Social order is based on shared norms and values and consensus To understand why a particular social pattern arises and persists, and why it changes must look at consequences of the social pattern. If consequences are positive (help maintain society) then pattern will persist. KEY TERMS FUNCTIONALISTS EMPLOY WHEN THEY UNDERTAKE SOCIOLOGICAL ANALYSIS STRUCTURE= (A) WHAT ARE THE COMPONENT PARTS OF THE SYSTEM (B) HOW ARE THE PARTS INTER-RELATED TO ONE ANOTHER 2) FUNCTION = (A) HOW DO THE PARTS OPERATE IN RELATION TO ONE ANOTHER (B) HOW DO THE PARTS OPERATE IN RELATION TO THE WHOLE SYSTEM 3) A FUNCTION IS AN OBSERVABLE CONSEQUENCE A) MANIFEST FUNCTION= An understood and intended consequence B) LATENT FUNCTION= Neither understood or intended consequence C) DYSFUNCTION= Events which lessen adjustment or equilibrium of system B. CONFLICT THEORY The intellectual roots of this approach can be traced to Marx and Weber Its emergence in U.S. was a result of failure of functionalism to account for the major social upheavals in the 1960’s and its neglect of war, colonialism, imperialism and globalization. Rather than explaining continuity, order and cohesion, conflict theory is concerned with explaining change, structural sources of conflict, tension, oppression, inequality, domination It is a model of society that views society as an arena of conflict among competing groups. SOCIETY: A complex system which generates differing interests which create competition and conflict that continually transforms society. Rather than viewing society as a highly integrated system, the major cleavages result in conflict, tension, and continual change in society. Conflict theorists seek to discover the root causes of social organization. These are believed to be lodged in the economic and political institutions of society. Instead of identifying the function or contribution of a cultural element for the larger society, conflict theorists seek to understand who benefits and who is disadvantaged by any particular cultural pattern or structure to understand the patterns more realistically. VIEWS CONFLICT RATHER THAN COOPERATION AS PRIMARY IN SOCIETY Believe that conflict is endemic (always present, not temporary) to society. Conflict is over things in short supply--goods, wealth, status, power, etc. The "haves" want to maintain or enhance their position over the "have-nots" and the have-nots want a greater share of the rewards of society. Conflict manifests itself in a variety of forms: labor struggles, race relations, women's rights. INSTABILITY RATHER THAN STABILITY A PRIMARY FEATURE OF SOCIETY Constant struggle and conflict lead to continuous strain and disruption. Sometimes characterized by violence and instability. Constant struggle and conflict necessary since people rarely give up advantage without struggle— This alters power relations in society SOCIETY IN A CONTINUAL STATE OF CHANGE RATHER THAN CONTINUITY The conflict leads to continuous struggle and change which are ubiquitous in society. Change not unusual or temporary—things are always changing. Brought about by the continuous competition, conflict and struggle of those continually seeking advantage of over others THEY DO NOT ASSUME SYSTEM IS IN HARMONY OR EQUILIBRUIM Parts of society can conflict, exploit, or destroy each other. Parts do not always operate for the good of the whole. Parts of society can have conflicting interests with each other. A shift in emphasis from cooperation, stability and equilibrium found in functionalism to conflict, domination, power, change and social disorder found in conflict theory. Doesn't assume patterns arise to benefit society, everyone equally. Rather analyze who benefits and who is disadvantaged by particular social pattern. Dominant groups establish control over society to protect their power and privileged status. C. SYMBOLIC INTERACTIONISM Symbolic Interactionism was a distinctive American contribution and can be traced to the work of Mead, Cooley. Weber, to Blumer and Kuhn, more recent contributors to this school. Both Functionalism and the Conflict perspectives focus on the larger structures of society which is called MACRO ANALYSIS. Symbolic Interaction focuses on face-to-face interaction in everyday situations—described as MICRO ANALYSIS. This approach brings people back into sociology. Focuses on universal social processes whereby people create social life. Studies society from the ground up and as it is experienced by people. SI does not focus on broad social patterns since it leads to an implicit assumption these patterns have a life of their own. Believes institutions are nothing more than the creations of people in interaction with each other. They want to explain how social action is constructed. They examine thought processes and social interaction in the generation of social life. Action and social life are constructed. Social constructionism forms the basis of this approach. Even reality is socially constructed. Interaction is more than people just acting out social roles. People create responses--are authors and creators of their actions. They are not just acting out social scripts handed down to them. Encounters are always ambiguous. Participants must always read behind each other's words to understand what is being said and what the behavior "means". This always involves “interpretation of meaning” by the actor. This is why this approach described as “Interpretive Sociology” This requires different methods of investigation such as verstehen—understanding of the actors point of view. Human behavior is symbolic. Individuals always reacts on the basis of meaning of persons and events. People must always interpret the meaning of actions. A interprets what B is saying and adjust their behavior accordingly. The behavior is perceived, interpreted, and responded to by B. Focus on how the individual perceives others, self, and images which they convey. SI tends to downplay positivism and employs qualitative methods and ethnographies and tends to view itself more or an art form than science. EACH THEORETICAL PERSPECTIVE IN SOCIOLOGY PROVIDES US WITH A WAY OF SEEING THE WORLD BY RELYING ON CERTAIN ASSUMPTIONS AND INTER-RELATED CONCEPTS (Conklin). It is like having different lenses on a camera--wide angle, telescopic, etc. Which perspective gives us a better vision of reality? 15. CULTURE : Culture is a central concept in both Sociology and Anthropology Culture shapes and molds the individual's behavior and life. People behave the way they do because of the culture to which they have been exposed. If people behave differently it is likely they have been exposed to different cultures. CULTURE IS A POWERFUL SOCIAL FORCE. DEFINITION OF CULTURE--what is culture? Kluckhohn--An historically created design for living which acts as a potential guide for living. Taylor--A complex whole which includes knowledge, belief, art, morals, law, custom, and any other capability acquired by man as a member of society. White--An organization of acts (patterns of behavior), ideas (beliefs and knowledge), artifacts (tools), and sentiments that are dependent on the symbol. CULTURE IS A BLUEPRINT FOR LIVING that has become traditional in a group. Every society lays out a life to be lead for each of its members. We spend our lives fulfilling these cultural blueprints Culture shapes our actions, thoughts, beliefs, feelings, etc. The definitions focus on: (a) a design for living, (b) historically created, (c) a guide for behavior, (d) dependent on the symbol, and (e) culture is organized. II. ELEMENTS OF CULTURE NORMS--refer to "expected" behavior—they are group rules, ideal behavior. They refer to what people "should" or "ought" to do. They do not refer to: average behavior, normal behavior, or what individuals actually behave like--only "expected" behavior. Different Types of Norms: Mores--norms which are serious and severely sanctioned (incest, rape) Folkways--norms that are mildly sanctioned (table manners, mild conventions) Laws--norms that are codified and formal punishments (courts, police) SOCIOLOGISTS ASSUME SOCIAL BEHAVIOR IS NORM (RULE) GOVERNED Norms regulate our behavior in all areas of social life. Everything we do is governed by a norm. Example: An everyday conversation that we think we are free to do whatever we feel like is orchestrated from the beginning to end much like a musical score or composition. Hundreds if not thousands of norms govern the conversation (distance, eye contact, volume, turn-taking, etc.) regulating in minute detail our actions. IF WE FAIL TO FOLLOW THE NORMS, THE CONVERSATION WILL COME TO A GRINDING HALT. Following norms is a precondition to continued interaction. NORMS ARE THE REASON WHY PATTERNS & UNIFORMITY OCCUR IN HUMAN BEHAVIOR Norms makes human behavior predictable. Human behavior is norm-governed behavior NORMS ARE A POWERFUL SOCIAL FORCE ON OUR BEHAVIOR Going against norms takes effort as resisting physical forces. B. VALUES Values refer to what people regard as good or desirable. In the U.S. wealth, prestige, power, freedom, equality, success, work, progress, education, etc. are values (see Williams). How do we determine what are the values that people hold? Is there agreement on values in the U.S. or is there diversity in values in the U.S.? Are sentiments such as competitiveness, jealousy, acquisitiveness, romantic love just human nature or are they cultural values and the result of social conditioning? Cross cultural studies suggests they are a result of culture conditioning. VALUES SHAPE OUR ACTIONS, GIVE DIRECTIONS TO BEHAVIOR, ORIENT US TO SOCIAL GOALS. We expend efforts, make sacrifices, make choices--reflect values acquired from interaction with others. C. SYMBOLS Symbols refer to the meanings attached to things, sounds, etc. A symbol is a thing stands for something else. HUMANS LIVE IN A SYMBOLIC WORLD. Language is a system of verbal symbols--meanings are assigned to sounds Meanings of sounds are arbitrary--sounds vary by language Language shapes our ability to think --thinking internalized conversation Language may shape the way we think--Whorf-Sapir Hypothesis Human sometimes react to symbols as though they are reality. Worship cloth, disgusted by dirty words, etc. What is real is culturally dependent. Dreams (what we see) are not real and germs (what we cannot see) are real. ALL MEANINGS IN SOCIETY ARE SOCIALLY CREATED We encode these meanings into our lives and interpret our lives in terms of these meanings REALITY IS SOCIALLY CONSTRUCTED III. THE FUNCTION OF CULTURE--What purpose does culture serve? CULTURE IS AN ADAPTIVE MECHANISM—it allows humans to adjust to their environment, to make life continuous and secure. Humans need culture because humans have no instincts to survive on their own. Man, as an animal, is not able to compete effectively in the struggle for life. THEREFORE HUMANS EITHER FORMED INTO GROUPS OR THEY DID NOT SURVIVE. Cooperating with each other gave humans a competitive advantage. The development of technology allowed humans to exploit the environment and survive. (Bushman of Kalahari could survive in difficult environment because of culture) Moving from one culture to another can have serious effects on individuals 1. Culture Shock:--results from relocation to a new cultural setting. Individual often experiences disorientation, confusion, bewilderment, depression. Relocation can cause serious problems of adjustment for new comer. Previous cultural guides no longer fit, and how to act, what to say, how to participate in the new cultural setting is problematic. If the individual cannot communicate they may feel inadequate, isolated, inferior, etc. 2. Assimilation--becoming acculturated to new social group. "Americanized" Visible changes in dress, food, dating, values, language, beliefs, etc. Can infer American culture from changes in immigrants Groups vary in degree of isolation which influences rates of assimilation. 3. Marginality—The marginal individual is caught between two cultures, may fit into neither. The person may be transformed by their experience so they no longer fit in where they come from and are also unlike others in the county they reside. The person is like a fish out of water and feel there is nowhere they belong Sense of isolation. Sometimes mental health practitioners fail to recognize these behaviors as normal responses to acculturation and diagnose the individual as suffering from some type of mental illness or psychiatric disorder. Ethnocentrism--the notion that one's own culture is superior to other cultures. Reflected in Nazi Germany, KKK, belief modern society superior to pre-literate cultures, American exceptionalism, etc. IQ tests may also reflect a cultural bias (white and middle class). Or those who believe their country is the best country in the world or theirs is the only true religion, or there school is number 1! VI. CULTURAL INTEGRATION AND CULTURE CONFLICT Cultures vary in their degree of integration. Culture often grows without conscious planning or design and therefore elements are not always closely linked or rationally integrated. Culture conflict can cause inner personal conflict and neurosis in their members. Culture may act against the individual--see Freud in the conflict between the individual and the society. Slater also argues that sometimes culture thwarts human needs, as in the conflict between independence and community. VII. CULTURAL DETERMINISM A school in sociology which assumes a wide range of human behavior is determined by society and culture (Durkheim, White, etc.) CULTURE A POWERFUL FORCE. In its extreme position, everything we do, think, feel, believe is determined by society and culture. Society and culture shape everything we do. Dress: All aspects of dress are culturally regulated. Whether clothes are worn or not, the types of clothes worn, in what situations, how our statuses determine what clothes we wear, what we cover, and what is regarded as pornographic is determined by culture. Food: What tastes good is not a matter of taste buds but of cultural conditioning--what taste delicious is culturally defined. There is no instinct of self preservation as humans will starve rather than eat culturally tabooed food. Culture is so strong a force most would rather die than violate food taboos. Sex: Socially regulated behavior. What is “normal” sexual behavior varies from culture to culture and over time. What would be incest in our society would be required in ancient Egypt royal families. Cultural relativism: beauty and sexual attractiveness are culturally defined. Standards of beauty change over time and vary across cultures. and what turns you on sexually. Often the standards reflect values of the dominant groups—where lighter skins are regarded as more desirable than darker ones reflects racism. Also involves sexism where women’s bodies regarded as sexual objects for men. 16. SOCIALIZATION: HOW CULTURE IS TRANSMITTED TO INDIVIDUALS Refers to the processes by which the group molds the individual. This process causes culture to become infused inside the individual. How social experiences shape us to become particular individuals. Socialization begins at birth and continues until death. It is the process by which society perpetuates and replenishes itself. Socialization builds into us the motivation to do society’s work. Issues in socialization: (why do we behave the way we do?) Nature Versus Nurture--how much of what we are is a result of heredity (nature) and the biological make-up of the individual, what we are born with and how much is the result of our social experiences (nurture), or what we acquire as a result of our experiences? Why do women behave differently than men--biology or culture? Sociologists believe that "human nature arises only in a group context". Human nature arises only out of social interaction. Studies which demonstrate the importance of social interaction and social experience in acquiring the qualities we regard as human nature. Spitz--Hospitalization--social isolation can have physically damaging effects on new born infants and on their social development. Infants who are able to interact with and receive affection developed normally. (Could these results have been a consequence of physical stimulation rather than love?) Harlow's Monkey Study--examined effects of surrogate mothers and contact comfort indicated social interaction essential for normal development of baby monkeys in the areas of sociability and sexuality. Anna Freud's study of Affectionless Children—Children in London removed from the city to protect them from German bombing manifested an incapacity for depth relationships. She concluded the experience of love early in child's life essential for their capacity to love. A study of psychopaths by her father Sigmund Freud showed it resulted from early parental neglect or rejection. Feral Children—reported studies of humans raised without human contact--no adequate documentation of such cases. Isolated Children by Davis--Anna and Isabel were two cases of children who had been isolated first several years of their life and demonstrated the importance of social interaction in normal development. Not only is social interaction necessary for the emergence of human nature, but continued social interaction is necessary for us to sustain our humanity. Effects of social isolation later in life: Case studies of inmates incarcerated in conditions of solitary confinement in prison produced serious psychological impairment in them. Admiral Bryd, in his autobiography of voluntary isolation, reported dramatic changes in his personality. Studies of subjects placed in sensory deprivation chambers produced disorientation and psychosis in some student volunteers. It is a technique used by the CIA in torturing prisoners some of whom have also become seriously mentally ill. Studies in socialization have examined the processes by which society produces the skills and kinds of members that it needs to participate in its social system. Our capacities to participate in society result from social interaction. THEORIES OF SOCIALIZATION: A. PSYCHOANALYSIS (Sigmund Freud) ---A theory of personality development. (Most often regarded as a psychological theory) Freud was one of the first to call attention to importance of social experiences in shaping the individual, but focused only on the first few years of life. Personality was formed early in life in the crucible of the family as a consequence of the interaction among family members. (This theory can also be viewed as a social psychological rather than a purely psychological theory.) Freud tended to neglect the social contexts of behavior and the importance of external social forces. Freud presents a model of human behavior that focuses on the inner organization of the psyche. Personality is the key factor influencing all aspects of our behavior. It assumes: We are motivated by unconscious forces which are neither understand or recognize. People only consciously understand less than five percent of the true reasons for their actions as it is beyond their awareness. To truly understand the individual, we must go beyond their surface behavior to the underlying symbolic meanings and deep inner workings of the mind. For Freud every event is psychologically determined by these inner forces. Personality: refers to the overall organization of the individual behavior patterns 1) is formed early in life (by age 6) and the rest of the life is filling in the skeletal outline formed early. (The child is the father of the man) 2) determines everything we do 3) changes very little as person ages. What you are as an adult is merely an extension of childhood patterns (the boy is father to the man. (Even intensive psychoanalysis doesn’t change underlying personality structure.) Structure of the personality: According to Freud, the personality is organized into 3 parts or processes: 1. ID—this is the basic foundation on which the personality is constructed and contains instinctual impulses (sex & aggression), is totally unconscious, operates according to the pleasure principle, seeks immediate gratification, is selfish, illogical, and immature. 2. EGO—evolves after a few years, operates on the basis of the reality principle and rationality, deals with the demands of reality, evolves to master environment, and control impulses until they are appropriate to express and mediates between id and superego, and is the executive branch of the personality SUPEREGO—is the moral branch of the personality, and evolves by incorporating the values and morals of parents and society, is related to ego ideals and conscience, morality and perfectionist standards. Personality like an iceberg where most of it lies beneath the surface. Organization of personality and its relative loading on the three processes as well as the degree of inner conflict, and dominance of id, ego, or superego determines our behavior. Psychosexual Stages determine development of personality. Each stage has major effect in shaping our personality. Oral--degree to which infants needs for gratification are met determines fixation and traits, such as dependency, security, optimism; Anal--society makes demands and love conditional, harsh discipline or high expectations influences development and traits such as compulsiveness and obedience to authority develop at this stage; Phallic--sexuality shifts to genitals, children develop attraction to opposite sex parent, Oedipus and Electra complexes whose satisfactory resolution is required for the development of superego and mature sexuality. Biological characteristics of sexes shape their personality - "biology is destiny". Males aggressive, females passive, etc. The ego mediates pressures from the Id’s and Superego’s conflicting demands and employs defense mechanisms to deal with anxiety and threats to the system and resolves conflicts in the system by distorting both inner and outer reality Critique: sociologists have been critical of Freud and his culture relativism suggesting his ideas reflected middle class Viennese society in the late 1900's and not human nature as well as his ignoring social determinants in human behavior. B. THE THEORY OF THE SELF (G.H.MEAD, CHARLES HORTON COOLEY) One of the earliest sociological theories focusing on the development of the individual in society IT IS GROUNDED IN SYMBOLIC INTERACTIONISM While sociologists focus predominantly on the group, the individual has also been an object of study in an area of social psychology and symbolic interactionism. 1. WHAT IS THE “SELF”? Almost every person develops a mental image about themselves as a person. Usually this image of themselves involves an identification with roles they occupy (female, student, etc.) as well as personal characteristics (intelligent, attractive) and evaluations of their performances (good student, kind sister, etc.) Individuals differ in: (a) in the nature of their self conceptions, (b) their degree of awareness of their self conceptions, (c) the consistency of their various images, and (d) the degree of self esteem or self regard they have for themselves. DEFINITION OF SELF—the “self” refers to a set of internalized attitudes we hold about ourself as a person. This is better labeled the self concept. The self concept depends upon the ability of the individual to treat them self as an object. After a period of socialization, we develop a capacity for dualism whereby we become both the actor who creates action and an observer of our own actions. We speak and at the same time are part of the audience that hears our speech. We develop the capacity to act reflexively.-- we act, and simultaneously react to our own actions. We become a doer and knower of our own deeds. This gives us the capacity to talk to our self as though we were another person and we can and do carry on inner dialogues with our self. This gives rise to the capacity for developing self consciousness. The self arises out of a dialectic process The capacity to think about our self is mostly limited to humans The “self” is an “emergent” out of social interaction. Example of little girl and lamp plug illustrates how we incorporate reactions of others into our responses to ourselves. She reacted to herself as her mother had acted toward her. This ability depends on "taking the role of the other". We are only able to see our self by stepping outside our self and viewing us from someone else's perspective. This is why taking the role of others is essential for society and social life as well as individual development. Individuals who lack a capacity to see themselves as others see them might be described as autistic. 1. We learn to imagine how we appear to others 2. Next we learn to imagine how they judge our appearance 3. Then we react to this judgment in positive or negative terms THIS BUILDS THE CAPACITY FOR A PROCESS OF SELF CONTROL HOW DOES THE SELF CONCEPT ARISE—WHAT IS ITS ORIGIN? We are not born with a self concept. It is acquired as a result of social interaction. (Anna & Isabel - isolated children had no self concept). THE SELF HAS A SOCIAL ORIGIN IT ARISES ONLY OUT OF SOCIAL INTERACTION – From reaction of others THE SELF AND SOCIETY ARE TWO SIDES OF THE SAME COIN The self is the subjective part of the society The self is society introjected. Society becomes manifested in us. We are society in miniature. The self emerges and begins to manifest itself at around 3-4 years of age and continues developing throughout the individual's life. Cooley's "LOOKING GLASS SELF" THE SELF IS A MIRROR IMAGE OF ATTITUDES REFLECTED TO YOU BY OTHERS Your mental image is a function of what others have reflected to you. Your picture is nothing more than society internalized. We feel about our self as others have felt about us. OTHERS ARE OUR SOCIAL MIRRORS THEIR REACTIONS ARE BASIS OF OUR INTERNALIZED FEELINGS ABOUT OURSELF Mead asserts that the self concept is continuously evolving and changing. The self image changes as we experience new reflections. Variables influencing change are: history and prior reflections and the significance of the others. Example--"Tea and Sympathy" illustrates how self concept changes with different evaluations. Self concept not fixed and can be dramatically altered in new contexts and with new roles. Cooley: "EACH TO EACH A LOOKING GLASS REFLECT THE OTHER THAT DOETH PASS" We continually live in the minds of others without being aware of it 3. HOW THE SELF CONCEPT AFFECTS OUR BEHAVIOR THE SELF FULFILLING PROPHESY As others' judgments and expectations become part of our self concept, they may consequently influence our behavior. INDIVIDUALS ACT IN SUCH A WAY AS TO REFLECT THEIR ATTITUDES TOWARD THEMSELVES People tend to act in accordance with the way others label them and begin to live up to other's expectations. Example: The Pygmalion Effect--a study by Rosenthal whereby teachers' expectations influenced the academic performance of their students. Example: Case of Sandy whose low self esteem resulted in her poor academic performance and lack of friends, and whose behavior changed as her image of herself became more positive. HOW IS THE SELF CONCEPT ORGANIZED? WHAT IS THE STRUCTURE OF THE SELF? The individual manifests two aspects: The "I" = unsocialized, spontaneous behavior (not part of self) The "ME" = self conscious aspect of the individual = SOCIAL SELF THE ME (or Social Self) HAS THREE SUBSELVES 1, IDEAL SELF = the me I'd like to be (everyone is not all they would like to be) 2. "REAL" SELF = the me I think I am (residue of past reflections, no real self) 3. PUBLIC SELF = the me I think others think I am (not what others do think) (may be an amalgam of significant others) ALL OF THESE ARE FROM THE PERSPECTIVE OF THE INDIVIDUAL (FROM THEIR POINT OF VIEW-what they perceive) A discrepancy between "ideal" and "real" may cause low self esteem. A discrepancy between "real" and public may cause isolation. Self disclosure: may permit intimacy, and the lack of it may create difficulties in identity, detachment and estrangement from self and others. “Real” self result of past reflections and public self may reflect more current evaluations. Public self differs from situation to situation and person to person (related to social identity which is more situational than self concept) THESE ASPECTS OF SOCIAL BEHAVIOR REFLECT MORE ONGOING SOCIAL PROCESSES THAN FIXED STRUCTURES WITHIN INDIVIDUAL (As in Freud’s model). HOW THE SELF OPERATES IN SOCIAL INTERACTION As people interact with one another, they become aware of the image that others are forming of them. This is their social identity, and it varies from situation to situation. THE SITUATIONAL IDENTITY, IS SITUATIONALLY SPECIFIC. WHILE THE SELF CONCEPT SOMEWHAT ENDURING CROSS SITUATIONS. This aspect can be different from those images we already hold of our self. When these are not confirmed by others' responses, this causes difficulty for us. Can “lose” face by embarrassment or social rejection. IMPRESSION MANAGEMENT Goffman takes this whole process a step further to focus on how we actively attempt to influence the images that others form of us and labels this process as IMPRESSION MANAGEMENT(Presentation of Self in Everyday Life). He asserts that we undertake a variety of activities to control and manage the impressions that others form of us. How we think others see us is always an issue when we are interacting with others, even if we aren't aware of it. By other's reactions to us, we are always shaping our situational identity and reacting to it. Goffman introduced the DRAMATURGICAL MODEL OF SOCIAL INTERACTION IT VIEWS PEOPLE AS ACTORS ACTORS PLAY PARTS ACTORS TRY TO GIVE CONVINCING PERFORMANCES TRY TO CREATE A CONVINCING MOMENTARY REALITY TO ACOMPLISH THIS THEY(a) MAY WEAR COSTUMES, (b)USE PROPS, (c ) TRY TO CONVEY SINCERITY IN THEIR PERFORMANCES, (d) HAVE SUPPORTING ACTORS, (e) STAGE THEIR EVENTS WELL, ETC. THEY PLAY ON VARIOUS STAGES WHICH CAN BE DIVIDED INTO FRONT AND BACK STAGES, ARE SCRIPTED SOMETIMES PEOPLE ARE SUCH CONSUMATE ACTORS THEY ARE TAKEN IN BY THEIR OWN PERFORMANCES (called authenticity). In some situations, people are aware of the actual techniques and process by which they use to manage impressions such as at a job interview or first dates, and take deliberate care in dress, speech, actions to influence others. This is described as "putting on a front"--(family stops arguing when company comes), goes on all the time even if we are not aware of it. WE ARE ALL CON MEN WHO FOOL EACH OTHER, AND SOMETIMES OURSELF Distinguishes between "giving" and "giving off" information. In our society we are forced into hiding some feelings and learn to show the appropriate feelings and may even lose touch with our inner experiences. 17. SOCIAL STRUCTURE: REFERS TO HOW RELATIONSHIPS ARE ORGANIZED Every group manifests both culture and social structure. Culture refers to shared traditions, norms values, etc that are passed on from person to person and sometimes to generation to generation Social Structure refers to the fabric of social relationships, patterns of interaction, or how relationships are organized. BOTH CULTURE AND SOCIAL STRUCTURE ARE IMPORTANT DETERMINANTS OF BEHAVIOR I. DEFINITION OF SOCIAL STRUCTURE Refers to PATTERNS OF INTERACTION -- can observe them directly e.g. patterns of influence = power structures power structures a property of class room or group They are real and influence our behavior. Social structure refers to the FORM and SHAPE of SOCIAL RELATIONSHIPS. This is distinct from actual people who interact. Other terms for social structure: SOCIAL ORGANIZATION -- groups are organized -- not random interaction -- but structured FABRIC OF SOCIAL RELATIONSHIPS CONNECTIVE TISSUE ORDERLY PATTERNED WAYS PEOPLE RELATE TO EACH OTHER - REPETITIVE PATTERNS WAYS RELATIONSHIPS ARE ORGANIZED IN GROUP INTERACTION A's behavior influenced B and B's behavior influenced A Recurrent patterns of interactions in a group - called role Patterns of interaction are very real and concrete and influence human behavior Sociologists assume: THE WAY RELATIONSHIPS OR GROUPS ARE ORGANIZED AFFECTS OUR BEHAVIOR II. REALITY OF THE GROUP Allport’s critique of sociology – “groups are not real” therefore no need for sociology. Only individuals can act, feel, think, etc., and therefore only individuals exist The group is only the sum of all the individual's actions in it. Basic fallacy: THE GROUP IS MORE THAN THE SUM OF THE PARTS OF THE INDIVIDUALS The word "group" refers to the structure that arises between individuals. The body can not be understood studying it cell by cell as the individual is not just a heap of cells—Individuals are a result of the organization of the cells The body not just sum of its cells—complete turnover of cells every 7 years but body goes on. Bodies and groups are systems composed respectively of cells and persons. The interaction between individuals gives rise to emergent properties The same individuals can be arranged in different ways--then the group will manifest different properties. Emergent properties grow out of the interaction and not found in individuals prior to the interaction. GROUP is a "hypothetical construct" -- inferred from observed behavior. Refers to the structure which organizes relationships--CONNECTIVE TISSUE Structure is the essence of group. Society not just the sum of individual's actions IT IS THE SYSTEM FORMED BY ASSOCIATIONS IT HAS A SPECIFIC REALITY OF ITS OWN SOMETHING EMERGENT OUT OF THE INTERACTION The structure between the parts gives the group its group-like properties. SOCIAL STRUCTURE CAN REMAIN INTACT DESPITE TURNOVER OF MEMBERS Body also changes its cells all the time—a team goes on despite turnover The social structure of Cal State persists despite continual turnover of students. It has a reality apart from specific individuals in it at a point in time. The "structure" of bureaucracy persists despite turnover of members. Contrast Bavelis’group structures of: star, chain and all channels groups. THESE SOCIAL ARRANGEMENTS OR STRUCTURES OF CSULA CONFRONT THE INDIVIDUAL AS A STUBBORN FACT AND ALTERS THEIR BEHAVIOR AS MUCH AS THE LOCATION OF THE BUILDINGS ON CAMPUS. The structure places constraints upon individual's actions and channels their behavior along certain avenues. The structure has a reality of its own. INTER-RELATIONSHIPS ASSUME HIGHLY REGULAR FORMS (Patterns of associations) These regularities exert pressures upon individuals. STRUCTURE REMAINS EVEN AS INDIIDUALS COME AND GO IS LIKE A FORCE ON INDIVIDUALS—FELT WHEN BUCKING THE SYSTEM III. LEVELS OF ANALYSIS OF SOCIAL STRUCTURE Sociology studies structures and functions of groups. STRUCTURE = (A) what are the parts, (B) How parts are related FUNCTION = How do parts operate in relation to (A) each other and (B) the whole MACRO-ANALYSIS--the lens that shows us the structure of society --the big picture Study the organization and distribution of people or positions in the larger society (economic, political, class structures, etc.) MICRO-ANALYSIS--the lens that brings into closer focus face-to-face interaction, how individuals see themselves, their attitudes, lives, etc. IV. ELEMENTS OF SOCIAL STRUCTURE (What are the parts of social structure?) STATUS--position in a group, social structure or society. Individuals occupy many statuses in society Ascribed Status (little choice, fixed by genes, age, sex, etc.) Achieved Status (acquired by effort, choice, or merit) Master Status overriding characteristic always taken into account. Form people into categories (two sexes) then sift and sort people on basis of culturally created categories. attribution of secondary characteristics—based on Master Status other characteristics are attributed to individuals. If M.S. positively valued then secondary characteristics will also be positive (the halo effect). If M.S. negative then so will the secondary characteristics be negative, this is a process of stereotyping. treatment accorded the person is based on the master status, scripting, can't interact with others if we can't categorize with them--gender confusion. Shapes our perception and treatment of others--prejudice. ROLE--expected behavior associated with statuses or positions Roles always complementary and reciprocal Role conflict -- 2 different roles with incompatible demands Role strain -- incompatible demands of same role ROLE IS A CONSTRAINT UPON BEHAVIOR Human behavior is shaped by the expectations of others ROLE IS A POWERFUL SOCIAL FORCE ON OUR BEHAVIOR Example-man wearing dress experiences strong social reactions. SOCIOLOGISTS ASSUME: HUMAN BEHAVIOR IS SHAPED BY THE ROLE THE INDIVIDUAL OCCUPIES Behavior, attitudes, sentiments, differ as persons occupy different roles. People behave the way they do because of the roles they occupy. ROLES TRANSFORM INDIVIDUALS It may be more accurate to suggest that people are played by their roles than it is to say they play their roles. ROLES ARE SCRIPTED BY SOCIETY--all the world is a stage, people come and play their parts, depart, and are replaced by new actors and sometimes given new parts to play. GROUPS—are systems of interlocking roles Different from a social category or aggregate Primary versus secondary groups--a continuum Primary = small size, face to face interaction, permanent, whole person relationship, relationship is an end, intimacy, support. Secondary = large, impersonal, segmental, instrumental, formal. D. INSTITUTION--cluster of roles (Family, Economy, etc.) to meet basic needs. V. SOCIAL STRUCTURAL ANALYSIS OF LIFE ON A STREETCORNER--TALLY'S CORNER by Liebow illustrates how person's lives are influenced by their status in society. A. NEVER TAKE APPEARANCES FOR THE REALITY OF SOCIAL LIFE We often reach conclusions from superficial glimpse of social life when the underlying reality needs to be examined. Do not be deceived by facades, appearances, myths and presentations. Example: White truck driver who was annoyed that men did not accept offer of employment and left feeling that blacks were lazy and did not want to work. Liebow observed many already had jobs or were not physically able to work. Based on his experience the truck driver affirmed in his mind the culturally conditioned stereotype about blacks. Be careful about what you observe as to what it means! B. MICRO-ANALYSIS: THE LIVES OF THE MEN ON THE STREET CORNER a) World of Work: most men worked for low wages, in jobs of little prestige, at odd hours, in jobs which were undesirable, dangerous, and were dead ends. Many had no job at all, were on welfare or unemployment, and some had given up, drinking and not seeking work. b) Ideas: the men "live for today" (present-oriented) with little thought for the future. Have low aspirations. Don't expect to succeed in life and therefore, have little ambition. c) Relationships: most have broken marriages; many have abandoned their families, manifest jealousy, and have short lived relationships with women. Friendships on street corner are important and more trouble free than marriage relationships. Yet friendships superficial, based on present time, and short lived as men are easily slighted. Men often gain easy acceptance on street corner and when gone are forgotten quickly. Not much self disclosure. d) Feeling about self: the man have feelings of low self esteem, hopelessness, and a sense of being a failure. Although they appear to be care-free on the corner, they are pessimistic about their future and have a deep sense of inadequacy as men and as successful in life. Attempt to conceal failure from themselves and others. Had Liebow done no more than this ethnography of the lives of the men on Tally's Corner, it would have been a significant contribution. But he suggests that there are many Tally's Corners throughout American society and we must understand HOW THE STRUCTURE OF AMERICAN SOCIETY CREATES THESE PATTERNS OF LIVES FOR THE MAN ON STREET CORNERS THROUGHOUT AMERICA. The social structure shatters their dreams and breaks their hopes for the future. MACRO-ANALYSIS: THE STRUCTURE OF AMERICAN SOCIETY To understand the street corner, we must look beyond it to the larger society. WHAT IS THERE ABOUT THE WAY AMERICAN SOCIETY IS ORGANIZED THAT PRODUCES THESE LIVES FOR THE MEN ON TALLY'S CORNER? Why do the men have these jobs or none at all, family problems, and low self esteem? Is it just a matter of luck? IN ORDER TO UNDERSTAND THIS WE MUST LOOK AT THE CLASS AND OCCUPATIONAL STRUCTURE We must trace the position of Tally and his friends in the larger society. Tally—is aged 31, black, male, uneducated, a construction worker and estranged parent. OCCUPATIONAL STRUCTURE IN U.S. Jobs are ordered into a hierarchy--at top high pay and status and at bottom the reverse is true. ON WHAT BASIS ARE JOBS ACCORDED OR ALLOCATED TO PERSONS IN U.S.? Cultural beliefs or myths include: ability, talent, education, hard work and ambition determine the position you can rise to in the U.S. Your abilities can carry you as far as your aspirations. 1) DOES ETHNICITY OR RACE HAVE ANYTHING TO DO WITH EMPLOYMENT OPPORTUNITIES? If it does not, then jobs would be randomly distributed along ethnic lines. YET MINORITIES HAVE MUCH HIGHER RATES OF UNEMPLOYMENT, THEY TEND TO BE CONCENTRATED AT THE BOTTOM OF THE OCCUPATIONAL HIERARCHY IN JOBS WITH LITTLE PAY OR PRESTIGE. THE BARRIERS AT THE VERY TOP OF THE OCCUPATIONAL HIERARCHY SEEM TO BE IMPENETRABLE BY BLACKS. WHY ARE MINORITIES DISTRIBUTED THIS WAY IN THE OCCUPATIONAL HEIRARCH? Either whites are superior to minorities in ability, hard work or racial discrimination forces minorities into undesirable and low paying jobs. IT WOULD APPEAR NATIONAL PATTERNS OF DISCRIMINATION BAR MINORITIES FROM JOB OPPORTUNITIES. These barriers effect Tally and his friends. The men on Talley’s Corner also come from the lower socio-economic classes. A SECOND BARRIER TO JOB OPPORTUNITIES IS THE CLASS STRUCTURE Where you are born into the socio-economic structure is strongly related to where you end up in the occupational structure. EVERYONE DOES NOT HAVE THE SAME CHANCE TO GET AHEAD IN U.S. Educational opportunities are related to class position. Class effects whites as well as minorities. Class influences quality of education received, encouragement by others to go on, ability to afford better schools, and the poor often work to help pay cost of education. All of which makes it more difficult for those on bottom to compete on an equal basis with those in the upper reaches of society. TALLY AND HIS FRIENDS HAVE A DOUBLE DISABILITY: MINORITY STATUS AS BLACKS, AND POVERTY AND LOWER CLASS STATUS WHICH LIMIT THEM TO THE LOWER JOBS IN SOCIETY, POVERTY AND A LACK OF RESPECT IN THE LARGER SOCIETY. INTER-RELATIONSHIP BETWEEN MACRO AND MICRO ANALYSIS Talley's position in American society as black and poor limits the type of employment opportunities available to him. AND IT IS HIS POSITION IN THE OCCUPATIONAL HIERARCHY THAT SHAPES THE OTHER ASPECTS OF HIS LIFE. IN AMERICAN SOCIETY THE WAY A MAN EARNS A LIVING AND THE TYPE OF WORK HE DOES HAS IMPORTANCE FOR THE WAY HE SEES HIMSELF, HOW OTHERS SEE HIM, AND HIS ABILITY TO ESTABLISH RELATIONSHIPS. 1) For example: dead end jobs with little security and uncertain economic circumstances lead to a "present orientation" living for today, since their futures are uncertain. Seeing no one making it out of corner life lowers your aspirations. 2) Having jobs which pay little or not having a job at all results in your inability to fulfill the traditional role of husband and father (the bread winner) and therefore makes it impossible to be successful in traditional family roles creating broken relationships as men flee failure. Broken marriages and abandoned families result. Jealousy and feelings of inadequacy come from the sense of failure of men to obtain adequate employment which impairs their ability to perform as husbands and fathers and ultimately as men in our society. 3) The friendships on the corner come to replace the family, and they are accepted for themselves as all the men are in the same economic boat. They try to gather their lost self esteem from friends (can be a man among men) where they are not judged by what they earn. They attempt to conceal their failure from themselves and others by their friendships. 4) Their low self esteem also results from employment status. We judge ourselves by how we are judged by others and society has put a low value on their worth in terms of the dollars they receive and the respect of their work, which they come to internalize. THUS: THEIR (A) POSITION OR STATUS IN SOCIETY (MINORITY AND POOR) LIMITED (B) THE TYPES OF OCCUPATIONS THEY COULD OBTAIN, WHICH, IN TURN, INFLUENCED (C) THEIR RELATIONSHIPS AND FEELINGS OF SELF ESTEEM, IDEAS AND AMBITIONS. Thus the individual's position in the social structure influenced not only the individual's life chances and opportunities but intimate relationships with others, and inner most feelings of worth. Street corner ways of life are ways of coping with and concealing failure from others and the self - yet it leads to more failure, empty hopes and futile lives. By looking beyond the street corner, Liebow has seen the innermost workings of American society and the lives it creates for some of its citizens. 18. SOCIAL STRUCTURE AND THE ANALYSIS OF SUICIDE Emile Durkheim is regarded as "founding father" of sociology. Though published almost a century ago, Suicide is still regarded as one of the most important sociological treatises in the field. Suicide is usually regarded as a “personal act” resulting from either the psychological make up of the individual or a particular misfortune of the person. Durkheim, however, regarded suicide as a social act determined by the character of society in which the individual is found, the nature of social organization, the strength of social ties within the group, and the degree of control the group exercises over the individual. If the specific motivations of the individuals who commit suicide are taken into consideration (such as failure, rejection, loss, etc.) we might find as many reasons why people take their lives as there are individuals who commit suicide. Not only would this list be excessive, but it would be difficult to account for persons who experience failure or loss and do not take their life. Durkheim argues the causes for suicide are not to be found either in the nature of the individual's psychological make up or in the tragedy of the misfortune. The origin of suicidal action LIES IN THE INDIVIDUAL'S RELATIONSHIPS TO OTHERS IN THE GROUP, THE STRENGTH OF THE SOCIAL TIES OR COHESION IN THE GROUP, AND IN THE DEGREE OF SOCIAL CONTROL OR REGULATION EXERTED BY THE GROUP. Through his analysis of suicide, Durkheim hoped to establish sociology as an independent discipline with its own unique perspective of human behavior. He attempted to demonstrate that suicide was a social and not purely personal act. And that the way society was organized created suicidal currents in the group. THREE MAIN PARTS TO DURKHEIM’S THEORY OF SUICIDE I. JUSTIFICATIONS TO BELIEVE SUICIDE IS SOCIALLY CAUSED Durkheim relied totally upon official statistics for his analysis. The statistics revealed the following patterns: (the suicide rate = number of suicide per 100,000 population) 1. The suicide rate was stable from year to year in each society. If the suicide rate was the result of particular individuals making decisions about life or death, the rate would reflect randomness and fluctuations from year to year depending upon the particular individuals in society during those times.. Yet stability occurred in the rates, despite the changing population, demonstrating that suicide was related to the character of society, not the specific indidviduals contained within it at a point in time and thus socially caused. Each society filled its yearly quota year after year despite continual turnover in the population of society members as individuals continually die and others are born into society. This constancy is in the nature of the society and context and not in particular proclivity of its members toward self destruction. 2. Each society has its own characteristic rate of suicide. Some societies manifest continually high rates of suicide year after year, others low rates, and some have virtually no suicide year after year. Therefore it must be caused by something in the culture. Persons born into societies with virtually no suicide would be very unlikely to take their life, while if they were born into societies with high rates they would then be at risk. These behavior patterns lie in the society and like its language and other aspects of culture, only come to be manifest in the individual's behavior. 3. Societies at similar technological levels of development have similar suicide rates. 4. When social organization changes, so does the suicide rate. The S.R. is not the result of which particular individuals are in the group-- BUT HOW THEY ARE CONNECTED TO ONE ANOTHER. As societies urbanize or industrialize the S.R. increases because these reflect different patterns of social organization. 5. Each group in society has its own distinctive rate of suicide. Males higher S.R. than females (ratio 4:1) Higher educated have higher S.R. than less educated. Whites higher S.R. than blacks Urban higher S.R. than rural Not only does the characteristics of society affect suicide rates, but YOUR POSITION IN THE SOCIAL STRUCTURE IS RELATED TO TAKING YOUR LIFE. Men kill themselves more frequently than females because of superior social status in society via a vis females. The differences even greater in more patriarchal societies. Women's rates increasing as they become more equal to males socially. It is the power relations between the sexes and their roles that cause the differences. THUS DURKHEIM CONCLUDES THAT SUICIDE IS SOCIALLY CAUSED. WHAT IN SOCIETY THEN CREATES SUICIDAL CURRENTS? II. DURKHEIM'S THEORY OF EGOISTIC SUICIDE Purpose of the theory: The aim of Durkheim's theory is to explain differences in rates of suicide between different societies and groups within society. He was not concerned with explaining why one individual rather than another within that society committed suicide. His primary concern was why groups or societies have different rates of suicide? Durkheim's theory of "egoistic suicide". This type of suicide results from the LACK OF SOCIAL COHESION IN GROUPS He began with the following observation: Protestants have higher S.R.'s than Catholics who have higher S.R.'s than Jews. Why should this be true? After exploring several avenues, he concluded that this difference was a consequence of the greater individualism fostered by the different religions. The less individualism the more people are bonded to each other and society. The stronger the ties the more integration characterized the group. INTEGRATION=common beliefs, norms, practices, etc. (COMMON CULTURE) The more "common culture" the more cohesiveness in the group. Common norms, values, beliefs, etc. is BASIS OF SOCIAL GLUE. Common culture holds groups tighter (mechanical solidarity). Durkheim set forth one of first laws or hypothesis in sociology: THE SUICIDE RATE VARIES INVERSELY WITH THE DEGREE OF INTEGRATION IN THE GROUP. The higher the integration (the more common culture) the less frequently suicide would occur in the group. It bonds them together. He then proceeded to compare other group’s integration and found support for his hypothesis. III. WHY SHOULD THE LACK OF INTEGRATION IN SOCIETY CAUSE INDIVIDUALS TO TAKE THEIR LIFE Durkheim offered four possible explanations for this fact: 1. Low integration leads to feelings of meaningless and purposeless which in turn caused suicide. Beliefs reflect social conditions and the way society is organized. Sociology of knowledge - organization of society creates certain beliefs in members. 2. Low integration leads to the intensification of misfortunes which causes suicide. Group acts as a "shock absorber". A tightly knit group acts to help the individual cope with stress, crises, loss, grief, etc. Every society has its river of troubles flowing through it. Where members are closely knit, few are carried to abyss of suicide. 3. Low integration leads to weakened restraints which increases suicide. Relationships act as restraints and prevent those who feel suicidal from acting upon those feelings out of regard for the effects on others. 4. Low integration creates isolation and loneliness which increases or intensifies suicide. Loneliness is a product of way society is organized. Cultural diversity fosters disengagement from the group & isolation. The individual's psychological well being is a product of their social relationships in society. Eric Fromm argues aloneness is source of anxiety and mental illness in modern man and failure to overcome separation from others leads to insanity, panic and withdrawal. Intimacy in social relationships impaired by capitalistic and market relationships in contemporary society. Durkheim asserted that excessive integration could lead to high rates of what he described as altruistic suicide where social norms encourage sacrificing one’s life for the greater good. Thus a U shaped relationship could be found in levels of integration where both extremes of integration unleashed strong social currents or forces causing higher rates of suicide. He also identified the degree to which group regulation of passions through the social norms was also associated with forces causing suicide. Anomic suicide was the result of weak restraints of passions and fatalistic suicide the result of excessive regulation by the norms in society. A similar U shaped relation in levels of regulation where both extremes cause higher rates of suicide. 19. STRATIFICATION Stratification deals with the hierarchical organization of society Stratification refers to: SOCIAL INEQUALITY SOCIAL CLASS (views society organized into different layers or categories of persons similarly situated in society) HEIRARCHICAL RELATIONS (superior-inferior relations) A MYTH OF EQUALITY--Many proclaim America an egalitarian society: A nation where people are equal, equal under he law, have equal opportunity, and can rise on their ability alone, etc. This myth is in sharp contrast to reality-a harsh reality of growing inequality SOCIAL INEQUALITY IS PERVASIVE AND CUTS DEEPLY INTO THE FABRIC OF AMERICAN SOCIETY. MUCH INEQUALITY WITH RESPECT TO WEALTH, POWER, PRESITGE, AND LIFE CHANCES LIFE CHANCES ARE RELATED TO THE INDIVIDUAL'S POSITION IN SOCIETY Not equal chances for wealth, education, health, freedom, etc. CLASS CUTS DEEPLY INTO OUR LIVES Virtually no aspect of life is unaffected by our class position. I. AREAS OF INEQUALITY A. LIFE CHANCES: The constitution guarantees life, liberty and pursuit of happiness. Yet these are not assured to everyone on an equal basis. l. LIFE--life expectancy, opportunity for survival, quality of life. a. enfant mortality--LC enfant has 2x greater chance of death at birth, not equally risky b. disease--L.C. suffer more disease, more serious diseases, and disability c. longevity--U.C. has 5-7 years longer life expectancy d. malnourishment-- estimates run as high as 40% of L.C. children are malnourished in the US e. occupational disease— L.C. at much greater risk of injury or illness from occupation f. death in war--L.C. experience more casualties and deaths in combat— wars fought on backs of poor and minorities g. emergency care--class influences emergency care, and access to health care in hospitals in general Quality of life worse for L.C. 30%-50% of L.C. children suffer from protein, iron and vitamin deficiency which cause brain and nervous system damage 2. LIBERTY The poor and minorities disproportionately found in prison Is it because they commit more crime, or are laws selectively applied against them? (whites report more drug use yet minorities make up largest share of those incarcerated for drug offences) Prisons (sea of black and brown faces)--filled with the poor and minorities. Funneling effect: illustrates peoples chances of successfully defending themselves from the criminal justice system related to class position. Class & Race related to receiving death penalty. Laws applied differently to citizens depending on class position. 3. HAPPINESS: Studies indicate L.C. more likely to be hospitalized for mental illness, more likely to be psychotic, and to manifest psychiatric symptoms. Subjective reports of well being also show L.C. feel more like they are experiencing emotional breakdowns and less likely than the UC to have had a good laugh recently. II. ORIGIN OF INEQUALITY Common sense might suggest that inequality results from individual differences among humans with respect to intelligence, motivation and talent. However, despite these differences among people, some societies have little inequality and other societies have great inequality. Inequality must result, therefore, from social reasons and not individual differences among members of society. Different explanations of inequality have been proposed by sociologists: FUNCTIONALISM--stratification is inevitable. Even a necessary feature of society. Analyze elements of social structure in terms of their effects and contributions to stability and survival of society. They argue if stratification exists in all societies, it must perform some useful functions in maintaining that society. Therefore, stratification is functional and necessary to society. Not everyone can be a doctor, physicist, etc. or perform every job. If society is to function effectively, it must find a way to motivate those who are capable (those with the most talent) to become physicians, etc. Rewarding those positions amply will draw talent to fill the position. THE FUNCTION OF INEQUALITY IS TO MOTIVATE THE MOST QUALIFIED AND TALENTED INDIVIDUALS TO FILL THE MOST IMPORTANT SOCIAL ROLES Functionalists are concerned with why positions are differentially rewarded. 2 factors determine the amount of reward associated with each position: the functional importance of the position to society (every job not equally important) scarcity of personnel to fill the position. Some jobs can be filled by almost anyone—then not many rewards are necessary If all positions were equally important and all persons were capable of filling all positions, there would be no need for stratification. CONFLICT THEORY--inequality is the result of the powerful organizing for the preservation and extension of their privilege. Inequality unnecessary, unjust, and inefficient. Result of competition for scarce resources the rich and powerful organize for advantage, business class controls labor market, institutions, etc. to preserve their advantage, state, religion, etc. are the instruments of oppression Conflict Critique of Functionalists: Are rewards commensurate with contributions to society? Why do movie stars, athletes, receive so much money? 2. How do you determine functional importance of an occupation? What if garbage collectors or child care workers go on strike? 3. Unequal access to positions--occupational inheritance L.C. don't have the same chances for education as the M.C. Best don't always rise. 4. The power of the occupation can determine its rewards rather than its contribution to society. AMA creates artificial scarcity of doctors by limiting number medical schools. Get disproportionate share of rewards because of monopoly. Eliminate competition from midwives, nurses, etc. 5. Is the degree of inequality necessary that we have? Isn't it criminal to have such extremes of inequality? Very often rewards allocated on the basis of status rather than the individual attributes possessed by the individual. SOCIAL CLASS WHAT DOES CLASS LOOK LIKE IN AMERICA Sociologists have disagreed about the existence and nature of social class in society. Some assert inequality on various dimensions can be observed but not whole strata, where one group is superior to another on all dimensions. Others argue that such classes exist in the United States. They view society in terms of people with common positions or situations Sociologists differ in their perceptions of the class structure: Continuum versus classes The number of classes in the structure The criteria for establishing the class The relations between classes A. REPUTATIONAL APPROACH--Loyd Warner Warner was one of the first to study the class structure of American communities HE VIEWED CLASS THROUGH EYES OF MEMBERS IN COMMUNITY. Warner approach focused on the social construction of class and is described as the "reputational" approach. He approached class as it was perceived by members in the community. Judges who represented community were selected to rank other families. The judges placed the people into six piles. There was high agreement on where particular families fell into the ranking system. The six piles were labeled as six classes--not same names as used by community members. UU Upper-upper class LU Lower-upper class UM Upper-middle class THE SHAPE OF THE CLASS STRUCTURE LM Lower-middle class WAS PYRAMIDAL UL Upper-lower class LL Lower-lower class 2 MAJOR FINDINGS OF WARNER'S STUDY Interaction occurrs within class boundaries Each level was an insulated group from the others Class position structured patterns of interaction. Friendships, dating, sociability, marriage, church attendance, clubs and neighborhoods occurr within class lines. Very little cross-class interaction. Looked at people below their class as socially inferior. UU set themselves above others and excluded them Membership criteria in UU: a real and permanent barrier involving a) lineage— Ancestors who came over on mayflower, bluebloods, proud of lineage, and b)inherited Wealth--old money versus new money LU Noveau-Riche--more important how you get your money than how much possess UU look down upon LU and discouraged association with them. Each class had its own distinctive “style of life” which set them apart Each class formed a SUBCULTURE UU values older things, ancestry and lineage LU values conspicuous display of wealth Differences in marriage patterns, friendships, political views, child rearing, taste, food, households, educational perspectives etc. Though people live in America, their lives are very different from on another. THE PERSONS’ POSITION IN THE SOCIAL (CLASS) STRUCTURE EFFECTS MOST ASPECTS OF INDIVIDUAL'S LIFE. B. PSYCHOLOGICAL IDENTIFICATION APPROACH--Richard Centers IN THIS PERSPECTIVE CLASS REFERS TO HOW PEOPLE SEE THEMSELVES. This approach takes the perspective of the individual and what class they identify with. Determine class position by asking a person their class affiliation. What class they identify and place themselves into. Most people identify with one of four classes: UPPER, MIDDLE, WORKING & LOWER CLASS Thus four classes in society. Same as reference group. If people identify with upper class, then they are likely to be politically conservative. irrespective of how much wealth they posess Critique: thinking you are in the upper class does not get you accepted into their circles and able to be powerful. "THINKING DOESN'T MAKE IT SO!" Center has no theory of class. It is primarily a method to measure a person's class position. C.. OBJECTIVE APPROACH -- Karl Marx Marx's approach to social CLASS IS STRUCTURAL--BASED ON WAY SOCIETY IS ORGANIZED. Class not determined by how people placed by other or how they place themselves but is determined by how they are plugged into the system of production in society. In capitalistic societies, their objective position (whether they are owner or worker) their relation to the means of production determines their class position Examined their relationship to means of production (instruments for producing wealth) and this structural relationship (could either own them or sell your labor to owners of them i.e. work at them) created two different and juxtaposed relationships in society and hence two classes existed: OWNERS & WORKERS Owners are the rulers and workers are exploited and oppressed by owneers. Objective Position (owner or worker)--> Common Interests (workers & owners' economic interests are in conflict)( Class Consciousness (a recognition of problems inherit in capitalism such as poverty and class conflict, and recognize necessity for transforming economic system, growing inequality as rich get richer and poor poorer)( Political Organization (can’t change system because controlled by capitalists)( Revolution (change can only occur by violence)( Classless society (economic democracy). Classless Society: Abolishment of private ownership of means of production, the basis of exploitation of workers. Owners and Workers economic interests conflict because workers wages increase at expense of owners’ profit. Conflict is built into system. Unemployment and poverty are functional to capitalism because they limit wages and provide a willing pool of cheap labor. Class consciousness (an awareness of class conflict caused by capitalism) develops as workers get pushed to limits of poverty. This results from increasing concentration of wealth of capitalists as they reinvest profits. Poor become increasingly poorer. Thus capitalism contains the seeds of its own destruction. Ultimate recognition capitalism is the cause of their increasing poverty. Capitalists will institute programs to forestall ultimate crises such as colonialism war, welfare programs, try to expand markets and create demands for products, etc. Welfare only pacifies the poor, doesn't eliminate poverty Workers will attempt to organize such as unions, but since owners control state, government, etc. will not permit basic restructuring of society to change capitalism, therefore only violence and revolution can transform capitalism. Ultimately revolution will be successful and the major power base of the ruling class, private ownership of the means of production, will be abolished paving the way for socialism and communism to evolve. Marx's theory did not predict to revolution in capitalist societies. Most revolutions occurred in agricultural countries. Why? Critics say because he was wrong. WORKING CLASS NOT WORSE OFF TODAY THAN IN PAST. Supporters say the revolution is is still coming. Others say that changes were brought about to transform capitalism into socialism-by peaceable means such as progressive income tax (which redistributes wealth), social security, public education, etc. 20. URBANIZATION AND THE URBAN CRISES Urbanization refers to rise of cities in society and an increasing proportion of the population residing in them. The urban community is a distinctive type of social group The Urban Transformation refers to increasing urbanization of society. l. Increase in the number of cities 2. Increase in the size of cities. Cities are occupied by millions and have become so large that it is hard to tell where one leaves off and other begins. "Urban sprawl" has lead to an urban corridor on both coasts. 3. Increase in the percentage of the population who reside in cities. Urban migration as less than 3% of pop involved in food production. There has been a resurgence of interest in rural and small town America. THEORIES OF CITY GROWTH--Ecology and Urbanization An important theory of city growth--Burgess's Concentric Zone Theory It is a theory of urban growth that asserts the city is characterized by a series of concentric zones that reflect different patterns of land use. And like ripples on a pond, the pattern of growth is radiated out from the center to the periphery. In the center is the CBD (The Central Business District). It is characterized by its centrality and tall buildings reflecting the very intensive land use. Ecological competition for the central locations having the greatest access to most people results in very high land values, which in turn requires intensive use of the land for economic return. Thus expansion is vertical and sky scrapers result. Surrounding the CBD or downtown is a Zone of Transition. These are slums. Why are they characterized by run down buildings? Slum lords who own these generally get a high return on their investment as they pack many tenants in a small area. They do not fix their buildings because they are waiting for the expansion of downtown and any improvements in the buildings do not improve the value of the property which they hope to sell as downtown expands. The zone of transition is surrounded by working class housing in small apartments or houses. Next is middle class dwellings with houses which are larger, on more land, and much higher value. Ultimately one reaches the suburbs where estate like homes provide shelter for the most affluent. Burgess argues these patterns of land use appear in every city and reflect the general sociological and ecological processes occurring. Invasion and succession result as each adjoining group invades the next territory and changing its patterns of land use. Others have argued that highways and other arteries distort the patterns of city growth, and others argue that cities develop along sectors, and others see multi-nucleation with shopping centers and other patterns of commercial development altering the face of the urban area. URBAN FLIGHT AND THE URBAN CRISES One of the most important developments of contemporary urban society is the fact that the quality of life in urban areas is rapidly deteriorating. Crime, drugs, mental illness, suicide, unemployment, homelessness, poverty, gangs, etc. have resulted in many fleeing the city for the more protected life of small town and rural America. Those that flee are mostly white and affluent. The result is that many who work in the city often live in suburbs and do not pay taxes in the city. This leads to a deterioration in the infra structure of the city; roads, police and fire services, sewage, water quality, etc. leading to further deterioration of urban areas and more fleeing the city. As suburbs develop pools of educated workers jobs chase them in the forms of industrial parks in the suburbs, further eroding the economic opportunities of the poor and minorities in the city. White flight leads to a ghettoization of cities, and the federal government has left the cities to their own resources. Many have faced serious economic problems and bankruptcy, and some look like war zones and no mans lands such as Detroit. These trends have been exacerbated by the recent economic crises and scandals of banking practices and fraudulent mortgages. Because of the erosion of the tax base and the fleeing of jobs many suggest that cities face their most serious challenge of their history. Re-gentrification of cities and other programs to rebuild central cities have begun to have some impact but it is too soon to foretell the outcome. URBANISM AS A WAY OF LIFE--Louis Wirth Not only does urbanism evolve as a common pattern of life in industrial societies, but Wirth has argued that a distinctive style of life becomes associated with urban environments. People are strangers often filled with mistrust or indifference. Persons are anonymous. Loneliness and isolation abound which some argue lead to suicide, mental illness, and a lack of community. These impersonal attachments also make crime more likely when victims are remote strangers who share little in common with you. 21. SEX ROLES AND GENDER STRATIFICATION GENDER STRATIFICATION REFERS TO INEQUALITY AMONG THE SEXES Two major concepts, socialization and stratification can help understand the sex roles and the relationship between the sexes. Socialization refers to the process by which society shapes our behavior. How do we become the person we do? Let us examine sex roles. If students are asked what men and women are like, they respond: Women Men submissive dominant passive aggressive weak strong emotional unemotional open closed Are differences between the sexes a result of anatomical or biological differences? Or are they are a result of social and cultural factors? How do we know? We can examine cross cultural differences. Mundagamor--female strong, works when pregnant, gives birth and goes right back to work. Men regarded as weak, emotional, and gossipy. Enormous variation in roles of men and women across cultures How is it then that males and females come to manifest these different social and psychological characteristics? Through the process of socialization Begins at birth--pink blankets and blue blankets assigned Then look how cute (pink) or how strong (blue) It's ok to cry (pink) or don't cry, be a man (blue) Role models, toys -dolls (pink) or guns and trucks (blue) Look he has a girl friend! Homophobic comments if you do not follow assigned sex role. Socialization in family, peers, school, media, advertising, etc. We can also see changes in sex roles over a much shorter time than biological change takes. SEXISM Not only are the sexes regarded as different, BUT MALES REGARDED AS SUPERIOR TO FEMALES SEXISM OR GENDER STRATIFICATION OTHER FORMS OF STRATICATION: ECONOMIC, RACIAL/ETHNIC,, AGE, POWER, PRESTIGE, ETC. SEXUAL STRATIFICATION MANIFESTS MANY OF SAME CHARACTERISTICS LOOK AT HEIRARCHICAL RELATIONSHIPS OF SEXES SEX RELATED TO POWER AND STATUS IN SOCIETY STATUS INCONGRUENCE--The “natural” order (expected order) is reversed, such as women as occupying superior positions to men. AREAS OF INEQUALITY OF WOMEN; POLITICAL POWER--Male dominated political hierarchy: president, cabinet, congress, supreme court, governors, mayors, etc. ECONOMIC ARENAS-- Males dominate top corporate positions. Women relegated to lower level positions. Women less likely seen as managers or more capable than men. Women over man, like black over white--status incongruence. Furthermore, a bossy women is seen as unfeminine. Women earn less for comparable work; approximate 73 cents for every dollar a man earns . Much of women’s work is unpaid. Women have less money than men and more likely to fall below poverty. FAMILY--Who wears the "pants"? Seen as normal for women to be dominated by men. But a man who is dominated by his wife is joked about as henpecked! POWER IN CONVERSATIONS--INTERPERSONAL POWER West's study showed men more likely to interrupt, can redirect the flow of conversation. Fishman's study showed women do much of the work in conversation. Men don't talk as a way of asserting power and control. MANNERS AND RITUALS: Men holding doors for women, lighting cigarettes, etc., as a way of demonstrating control over women and their dependence on men. SEXUAL TERRORISM: Use of brute force to keep women in their place. Women are more afraid at night in streets than men. Women raped, molested, beaten and victimized by men BODILY POLITICS Henly's study suggests inequality reflected and maintained in postures, movements, facial expression, talking, dress, eye contact, use of space and touching. Females use gestures of submission, less likely to invade men's space, have condensed postures, and conform to males use of space. SEX ROLES ARE CHANGING IN CONTEMPORARY SOCIETY MUCH OF CHANGE RESULT OF WOMEN'S ECONOMIC INDEPENCE IN ECONOMY. 22. RACIAL/ ETHNIC STRATIFICATION RACE/ ETHNIC ROLES ARE A DEEP STRUCTURE OF OPPRESSION LIKE SEXISM, RACISM IS DEEPLY EMBEDDED IN THE FABRIC OF SOCIETY HOW MANY RACES ARE THERE? ONLY ONE--THE HUMAN RACE How come humans look so different? Answer: humans started out black in central Africa and migrated to different geographical areas and natural selection created physical differences that gave them a competitive advantage in adapting to the different environments. RACE LIKE GENDER IS A SOCIAL CONSTRUCT IT IS CONSTRUCTED DIFFERENTLY IN DIFFERENT CULTURES IN THE U.S. THERE IS A GREAT DEAL OF INEQUALITY AMONG RACIAL/ETHNIC GROUPS AREAS OF INEQUALITY POWER- The U.S. is run by white power. Minorities are disproportionately represented among those holding political power ECONOMIC ARENA- Minority incomes are lower, unemployment rates higher, lower rates of home ownership, higher rates foreclosures, lower levels of wealth, less likely to become CEO’s, SOCIAL EQUALITY- minorities are viewed with less esteem or respect than whites, reflected in the language of color such as black hearted or mighty white of you. White privilege taken for granted and has economic value in getting loans, jobs, educations, white superiority. More racial segregation than before Brown vs. Board of Education RACIAL TERRORISM-brute force also used to keep them in their place such as beatings for being in wrong areas, hate crimes such as lynching’s or cross burnings or church bombings. Prisons are the new form of slavery where more blacks are under the criminal justice system than were ever under slavery. RACE STILL MATTERS. MINORITIES WHO OBTAIN THE BEST EDUCATIONS POSSIBLE STILL MAKE LESS THAN THEIR WHITE COUNTERPARTS GRADUATING FROM IVY LEAGUE SCHOOLS White privilege and white superiorirty. Black Lives Matter movement a recognition that not all lives equally valued in America. 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„¸„L˙Ƹ^„¸`„L˙‡hˆH.„8„0ýĆ8^„8`„0ýo(.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„Đ„0ýĆĐ^„Đ`„0ýo()„„˜ţƝ^„`„˜ţo(()€ „m „˜ţĆm ^„m `„˜ţ‡hˆH.‚ „=„L˙Ć=^„=`„L˙‡hˆH.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.€ „Ý„˜ţĆÝ^„Ý`„˜ţ‡hˆH.‚ „­„L˙Ć­^„­`„L˙‡hˆH.€ „}„˜ţĆ}^„}`„˜ţ‡hˆH.€ „M„˜ţĆM^„M`„˜ţ‡hˆH.‚ „„L˙Ć^„`„L˙‡hˆH.„ą„˜ţĆą^„ą`„˜ţ^Jo(.€„„˜ţƁ^„`„˜ţ^J.‚„Q „L˙ĆQ ^„Q `„L˙^J.€„! „˜ţĆ! ^„! `„˜ţ^J.€„ń„˜ţĆń^„ń`„˜ţ^J.‚„Á„L˙ĆÁ^„Á`„L˙^J.€„‘„˜ţĆ‘^„‘`„˜ţ^J.€„a„˜ţĆa^„a`„˜ţ^J.‚„1„L˙Ć1^„1`„L˙^J.„Ě„˜ţĆĚ^„Ě`„˜ţo(.€ „œ „˜ţĆœ ^„œ `„˜ţ‡hˆH.‚ „l „L˙Ćl ^„l `„L˙‡hˆH.€ „<„˜ţĆ<^„<`„˜ţ‡hˆH.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „Ü„L˙ĆÜ^„Ü`„L˙‡hˆH.€ „Ź„˜ţĆŹ^„Ź`„˜ţ‡hˆH.€ „|„˜ţĆ|^„|`„˜ţ‡hˆH.‚ „L„L˙ĆL^„L`„L˙‡hˆH.„8„˜ţĆ8^„8`„˜ţo(.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „Ř „L˙ĆŘ ^„Ř `„L˙‡hˆH.€ „¨ „˜ţƨ ^„¨ `„˜ţ‡hˆH.€ „x„˜ţĆx^„x`„˜ţ‡hˆH.‚ „H„L˙ĆH^„H`„L˙‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.€ „č„˜ţĆč^„č`„˜ţ‡hˆH.‚ „¸„L˙Ƹ^„¸`„L˙‡hˆH.„„0ýƁ^„`„0ýo(.€ „鄘ţĆé^„é`„˜ţ‡hˆH.‚ „š „L˙Ćš ^„š `„L˙‡hˆH.€ „‰ „˜ţƉ ^„‰ `„˜ţ‡hˆH.€ „Y„˜ţĆY^„Y`„˜ţ‡hˆH.‚ „)„L˙Ć)^„)`„L˙‡hˆH.€ „ů„˜ţĆů^„ů`„˜ţ‡hˆH.€ „É„˜ţĆÉ^„É`„˜ţ‡hˆH.‚ „™„L˙Ć™^„™`„L˙‡hˆH.@B*OJQJ^Jo(ph:::.„ „\ţĆ ^„ `„\ţo(.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„„˜ţĆ^„`„˜ţo(.€ „Ř „˜ţĆŘ ^„Ř `„˜ţ‡hˆH.‚ „¨ „L˙ƨ ^„¨ `„L˙‡hˆH.€ „x„˜ţĆx^„x`„˜ţ‡hˆH.€ „H„˜ţĆH^„H`„˜ţ‡hˆH.‚ „„L˙Ć^„`„L˙‡hˆH.€ „č„˜ţĆč^„č`„˜ţ‡hˆH.€ „¸„˜ţƸ^„¸`„˜ţ‡hˆH.‚ „ˆ„L˙Ćˆ^„ˆ`„L˙‡hˆH.„„˜ţĆ^„`„˜ţo(.€ „鄘ţĆé^„é`„˜ţ‡hˆH.‚ „š „L˙Ćš ^„š `„L˙‡hˆH.€ „‰ „˜ţƉ ^„‰ `„˜ţ‡hˆH.€ „Y„˜ţĆY^„Y`„˜ţ‡hˆH.‚ „)„L˙Ć)^„)`„L˙‡hˆH.€ „ů„˜ţĆů^„ů`„˜ţ‡hˆH.€ „É„˜ţĆÉ^„É`„˜ţ‡hˆH.‚ „™„L˙Ć™^„™`„L˙‡hˆH.„„0ýƁ^„`„0ýo(.€ „鄘ţĆé^„é`„˜ţ‡hˆH.‚ „š „L˙Ćš ^„š `„L˙‡hˆH.€ „‰ „˜ţƉ ^„‰ `„˜ţ‡hˆH.€ „Y„˜ţĆY^„Y`„˜ţ‡hˆH.‚ „)„L˙Ć)^„)`„L˙‡hˆH.€ „ů„˜ţĆů^„ů`„˜ţ‡hˆH.€ „É„˜ţĆÉ^„É`„˜ţ‡hˆH.‚ „™„L˙Ć™^„™`„L˙‡hˆH.„턘ţĆí^„í`„˜ţo(.€ „˝„˜ţĆ˝^„˝`„˜ţ‡hˆH.‚ „ „L˙ƍ ^„ `„L˙‡hˆH.€ „] „˜ţĆ] ^„] `„˜ţ‡hˆH.€ „-„˜ţĆ-^„-`„˜ţ‡hˆH.‚ „ý„L˙Ćý^„ý`„L˙‡hˆH.€ „Í„˜ţĆÍ^„Í`„˜ţ‡hˆH.€ „„˜ţƝ^„`„˜ţ‡hˆH.‚ „m„L˙Ćm^„m`„L˙‡hˆH.„8„˜ţĆ8^„8`„˜ţo(.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „Ř „L˙ĆŘ ^„Ř `„L˙‡hˆH.€ „¨ „˜ţƨ ^„¨ `„˜ţ‡hˆH.€ „x„˜ţĆx^„x`„˜ţ‡hˆH.‚ „H„L˙ĆH^„H`„L˙‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.€ „č„˜ţĆč^„č`„˜ţ‡hˆH.‚ „¸„L˙Ƹ^„¸`„L˙‡hˆH.„„0ýƁ^„`„0ýo(.€ „鄘ţĆé^„é`„˜ţ‡hˆH.‚ „š „L˙Ćš ^„š `„L˙‡hˆH.€ „‰ „˜ţƉ ^„‰ `„˜ţ‡hˆH.€ „Y„˜ţĆY^„Y`„˜ţ‡hˆH.‚ „)„L˙Ć)^„)`„L˙‡hˆH.€ „ů„˜ţĆů^„ů`„˜ţ‡hˆH.€ „É„˜ţĆÉ^„É`„˜ţ‡hˆH.‚ „™„L˙Ć™^„™`„L˙‡hˆH. „Đ„˜ţĆĐ^„Đ`„˜ţo(.€ „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.„8„˜ţĆ8^„8`„˜ţo()€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „Ř „L˙ĆŘ ^„Ř `„L˙‡hˆH.€ „¨ „˜ţƨ ^„¨ `„˜ţ‡hˆH.€ „x„˜ţĆx^„x`„˜ţ‡hˆH.‚ „H„L˙ĆH^„H`„L˙‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.€ „č„˜ţĆč^„č`„˜ţ‡hˆH.‚ „¸„L˙Ƹ^„¸`„L˙‡hˆH.„a„˜ţĆa^„a`„˜ţo(()€ „1 „˜ţĆ1 ^„1 `„˜ţ‡hˆH.‚ „„L˙Ć^„`„L˙‡hˆH.€ „Ń„˜ţĆŃ^„Ń`„˜ţ‡hˆH.€ „Ą„˜ţĆĄ^„Ą`„˜ţ‡hˆH.‚ „q„L˙Ćq^„q`„L˙‡hˆH.€ „A„˜ţĆA^„A`„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „á„L˙Ćá^„á`„L˙‡hˆH.„Đ„˜ţĆĐ^„Đ`„˜ţo(. „ „˜ţĆ ^„ `„˜ţ‡hˆH.‚ „p„L˙Ćp^„p`„L˙‡hˆH.€ „@ „˜ţĆ@ ^„@ `„˜ţ‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „ŕ„L˙Ćŕ^„ŕ`„L˙‡hˆH.€ „°„˜ţĆ°^„°`„˜ţ‡hˆH.€ „€„˜ţĆ€^„€`„˜ţ‡hˆH.‚ „P„L˙ĆP^„P`„L˙‡hˆH.@B*OJQJ^Jo(ph;;;.„8„˜ţĆ8^„8`„˜ţo(.€ „„˜ţĆ^„`„˜ţ‡hˆH.‚ „Ř „L˙ĆŘ ^„Ř `„L˙‡hˆH.€ „¨ „˜ţƨ ^„¨ `„˜ţ‡hˆH.€ „x„˜ţĆx^„x`„˜ţ‡hˆH.‚ „H„L˙ĆH^„H`„L˙‡hˆH.€ „„˜ţĆ^„`„˜ţ‡hˆH.€ „č„˜ţĆč^„č`„˜ţ‡hˆH.‚ „¸„L˙Ƹ^„¸`„L˙‡hˆH.„ž„˜ţĆž^„ž`„˜ţo(.€ „Ž„˜ţĆŽ^„Ž`„˜ţ‡hˆH.‚ „^ „L˙Ć^ ^„^ `„L˙‡hˆH.€ „.„˜ţĆ.^„.`„˜ţ‡hˆH.€ „ţ„˜ţĆţ^„ţ`„˜ţ‡hˆH.‚ „΄L˙ĆÎ^„Î`„L˙‡hˆH.€ „ž„˜ţĆž^„ž`„˜ţ‡hˆH.€ „n„˜ţĆn^„n`„˜ţ‡hˆH.‚ „>„L˙Ć>^„>`„L˙‡hˆH.„ş „˜ţĆş ^„ş `„˜ţo(()€ „Š „˜ţĆŠ ^„Š `„˜ţ‡hˆH.‚ „Z„L˙ĆZ^„Z`„L˙‡hˆH.€ „*„˜ţĆ*^„*`„˜ţ‡hˆH.€ „ú„˜ţĆú^„ú`„˜ţ‡hˆH.‚ „Ę„L˙ĆĘ^„Ę`„L˙‡hˆH.€ „š„˜ţĆš^„š`„˜ţ‡hˆH.€ „j„˜ţĆj^„j`„˜ţ‡hˆH.‚ „: „L˙Ć: ^„: `„L˙‡hˆH.„ „˜ţĆ ^„ `„˜ţo(.€ „Ű„˜ţĆŰ^„Ű`„˜ţ‡hˆH.‚ „Ť „L˙ĆŤ ^„Ť `„L˙‡hˆH.€ „{ „˜ţĆ{ ^„{ `„˜ţ‡hˆH.€ „K„˜ţĆK^„K`„˜ţ‡hˆH.‚ „„L˙Ć^„`„L˙‡hˆH.€ „넘ţĆë^„ë`„˜ţ‡hˆH.€ „ť„˜ţĆť^„ť`„˜ţ‡hˆH.‚ „‹„L˙Ć‹^„‹`„L˙‡hˆH.„„˜ţĆ^„`„˜ţo(.€ „Ř „˜ţĆŘ ^„Ř 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