Nots for the week of 3/31/16
Nots for the week of 3/31/16 SOC101
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This 2 page Class Notes was uploaded by Sophia Mattera on Sunday April 3, 2016. The Class Notes belongs to SOC101 at Arizona State University taught by Dr. Richard Fey in Spring 2016. Since its upload, it has received 11 views. For similar materials see Introductory Sociology in Sociology at Arizona State University.
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Date Created: 04/03/16
Sociology 101 3/31/16 Functionalist (macro theory) Maintains status quo Reinforces social or political role Macro-lens to society Manifest functions: what should happen/ be taught Latent functions: what is taught Conflict theory (macro theory) Two classes: Marx: Uses socioeconomic roles as keys for success False generosity: the privileged work to help the oppressed Banking education: teachers “filling up” students with knowledge; teaches students to be submissive Schools are teaching students to represent unjust relationships Hidden curriculum teaches capitalist ideas; such as to compete with each other Cultural capital: a non financial asset that contributes to success in school and in life Habitus as your “common sense”: i.e. how we know that the bell signals the end of class; similar to how they would learn to follow certain ideas/ sounds in a factory ISA: ideological state apparatus o Reinforces through ideas Class conflict and Marxism Credentialism Evaluating a person on the basis of educational degrees Diplomas and degrees are viewed as evidence of ability Over-education is often the case when people are overqualified for the job at hand Education gives you a different place in society I.e. Dr fry example Problems in schools Many believe that a so called “state of emergency” best characterizes our system of education these days School discipline o Many believe that schools need to teach discipline because it isn’t addressed within the home setting Violence in schools o Students and teachers are assaulted o Weapons are brought to school o Society’s problems spill into school Answer o Adjust attitudes so learning is the focus o Skillful and committed teaching o Firm disciplinary standards enforced o Administrative and parental support The “Apathetic” classroom A lack of understanding of and interest in the importance of education Focus on “credits” and “degrees”, not an education Belief that good grades need not be “earned” o Rather just “rewarded” (as if they have the right to them) No matter what the class size o Only a handful of students ask pertinent questions Reasons o Students and teachers don’t care o Instructors come to class with lectures prepared and so not wish to get sidetracked