Sociology Notes PDF

Lecture 1: CULTURE A. The knowledge, language, values, customs, material objects (IDEAS), that one passed person to person and from one generation to the next in a human group or society B. 2 components of culture a. Material i. Things or objects that have no m...

Lecture 1: CULTURE A. The knowledge, language, values, customs, material objects (IDEAS), that one passed person to person and from one generation to the next in a human group or society B. 2 components of culture a. Material i. Things or objects that have no meaning ii. This pertains to when you travel abroad and you have no prior knowledge of the social construction of things. So you may mistake something for just being its most purest form - a breath of air b. Non-Material i. Things in culture that are symbolic of things, symbolic culture social construction ii. In this, the context matters iii. Can be restrictive without words to explain iv. For example: the fish hook drawing, that was fully erased and re constructed into a letter J. v. The number 3 is the non material, the material would be a squiggle.? SOCIAL VALUES A. General B. Collective ideas about what is right or wrong or good and bad, or desirable or undesirable. C. I.e. cultural values can be contradictoory a. We believe we need to help each other, until it means to help an unhoused person. D. General example- it is bad to steal, it is bad to lie NORMS A. Specific B. Proscriptive and Prescriptive C. PRO- a. Rules about what you shouldnt do i. Dont steal the wallet someone left on the bus D. PRE- a. Rules about what your should do i. Hold open the door for the person behind you, giving the seat on the bus to someone who needs it more than you E. Levels of severity a. MORES i. “More serious” ii. Coming to school with no clothes b. FOLKWAYS  i. Less serious social norms ii. Ways of the people iii. Coming to school in a wedding dress F. Sanctions for violence a. The punishments for people within violation of the norm. b. Ultimately punishments or the consequence (can be good or bad) to make sure people go by the rules c. Can look like dirty ooks, teaching, looking at a person more admirably after they did something out of the norm. But over time, these will die down d. With mores, the consequence can be more severe, like expelling, ostracized from a group entirely, can have law enforcement involved. G. Laws a. Enforce laws, fear of violation can cause people to follow the norm and rules. SUBCULTURE A. Determines the “us and them” mentality which depends on what you or we think is important and of value B. Subculture means within a culture, or a culture within a culture C. For example- different religious denominations, types of punks/goths. D. Subcultures are formed based on the norms and values we deem important. Such as different denominations baptising adults vs babies. E. Counter-cultures (within subcultures) a. Subcultures that intentionally define themselves as different from the norms and values. Going against the norm with intent. i. Environmentalists, amish people (rejecting technology) ETHNOCENTRISM A. The tendency to regard one's own culture as the standard and thus superior most natural in relation to other cultures B. Our norms are so deeply internalized that we all have the tendency to act like so C. Idea of develop and developing countries a. Mentality of they need to be like us, leads to justifying wars and chaos D. Things we are so used to that other worldy things can think is bad or wasteful a. Showering everyday, not enough water in the world for us to do that b. Hostile architecture to unhoused people living on the streets. Lecture3 Cultural relativism A. Looking at other cultures and saying their different as opposed to saying were superior B. Downside is that it can justify injustice like ethnocentrism C. Both cultural and ehtno are either good nor bad D. How do they work together SOCIALIZATION Agencies of Socialization 1. Family  a. You can say that family can be chosen family married into family extended biological b. They are first people you had contact with after birth c. They initially socialize you into the world i. 1. Provide sustenance- this can be food/water, shelter (breastfeeding, purchase clothing to make others comfortable? What does that say about society?) ii. 2. Provide a place to practice things- walking talking, interact and manage emotion, cultural practices, holidays, interests/hobbies, keeping hands to yourself iii. 3. Guide towards societal goals and expectations- asking kids what they want to be when they grow up implies that they will need to have a job one day, where they go for university and if that is something they can do, gender stereotype (affected by your race gender social class) iv. 4. Control behavior- positive and negative reinforcement (punishment, what is acceptable by others and not) reward, corrections for smaller things, who is often to blame 2. School a. Is age structured: what you learn depends on your age b. Is curriculum based. Different types include: i. Office curriculum- school board organizes and gets the approval of the government. A centralized group of people that have the task of properly socializing children ii. Taught curriculum- how each teacher (All different) relays, relates, and teaches information to students iii. Learned curriculum- what students take and retain from each lesson they are taught 1. This can be affected by home life, disabilities, mental health, etc. iv. Tested curriculum 1. Specific things or concepts that students should know and heave learnt. This is all while keeping in mind the official curriculum c. Social class based: things that can affect you in school i. Transportation and access to being able to get to and from school and how quickly, parents work time schedule, ther children the parents may have to attend to (could have less access to communities to help with this) 1. Example: researchers observing children around grade 5, and they are more likely to make note of the color used (innocreet color) maybe coloring in Santa as blue instead of red in a poor school, as opposed to a wealthier school where they would comment on how creative you may be. In a poorer school, they are more likey to enforce the hall pass more than wealthy school. a. This is a control of movement i. For power, control  1. Usage of language like “where is my stapler” vs the stapler. d. Categorization of students: AP, grades, cliques and trades i. types of categorization 1. FORMAL a. internalized, affects how we view ourselves and treatment towards us b. example: A type student, transcripts to apply for early admission, scholarships) 2. INFORMAL a. not written on the record b. ex: seen as a good reader by a teacher, teachers pet, trouble makers c. good reader example: teachers are most likely to help the good reader work through words they cant pronounce while reading aloud in a class as opposed to the bad reader reading teachers kore likely to quickly correct them. this can affect their way of reading d. getting asked by teacher to do tasks and errande: can attribute to students gaining confudence e. not choosing to take a math course bc we didnt do well before we adapt it into the way we ciew ourselves 3. These lbels affect how we see ourselves and whether theyre formal informal ait affects what we do and dont do in the future. it also affects how people others see and treat us 3. Peer group a. group of people that have something in common that we think is important b. for kids people who have a a same relativity to a higher authority i. group that relative to adults has less power, same relative power in comparison to adults and teachers c. within a peer group there is a hierarchy of power that is constantly renegotiated (can be seen as a practice society) d. power struggle to negotiate or maintain hierarchy e. we are members of different peer groups f. what effects which peer group to choose between conflicting plans i. who you like more, how often you see them etc. 4. Media a. tv shows media social media, ads radio b. become a filter for how you see the world c. how much of your knowledge comes from what you see /experiences ( not as much as you see through media like dinosaurs earthquakes) d. What does the media say it does? i. informs us about events ii. introduces us to a variety of people iii. provide a range of viewpoints iv. makes you aware of products and services v. entertain us  1. groups that deliver this stuff are private companies whose main interest is money and profit (profit motive) a. winnipeg free press b. clients are advertisers product and they want views and readers to buy c. ads rec to us through monitoring us and making note of our age, gender etc. e. media censorship i. Mind fills in the blanks for bleeps ii. Censorship in media affect different sounds (nonmaterial) meanings 1. I.e. the bleep is recharacterized as the word fuck SOCIETY SOCIAL STRUCTURE INTERACTION A. Social structure a. Real structures but different from physical structures b. They are upheld by ideas c. Examples i. these structures can exist in workplaces, a work hierarchy such as your boss being ‘above’ you (not literally like maybe a physical structure) ii. The idea of borders 1. Cannot see a border, can be marked by physical structures such as walls, people at the border checking ids, iii. Money is a social structure represented in physical structures like bills and coils, and numbers B. Social mobility a. To various extents people can be moving up or down the hierarchy b. Strict rules to social mobility c. Legitimate i. Society views certain things a legit way to attain wealth or earn money 1. High paying jobs, starting a business, etc. d. Illegitimate i. Society views certain things illegitimate ways to gain money 1. Sex work, gambling, robbing/stealing, fraud, selling drugs e. Moving down is easier i. Fired, quitting, falling ill, having debt f. Moving up hard i. Barriers 1. Lack of education, no connections, g. Can change around overtime where your spot is in society C. Components of social structures a. Status i. Can be measured in wealth, education, amount of rights ii. Status is where you are in the hierarchy can be in a high status or low status iii. Socio economic statues (SES) b. Status set  i. Each individual has a different set of statuses in their life ii. Could have low and high statuses simultaneously 1. Captain of a sports team with a shitty job c. Status in different areas can affect making decisions 1. Captain of the sports team vs a bencher how does this effect deciding on conflicting events with their tournament game d. Status symbols 1. Signify wealth- branded watch, wedding rings, big homes, titles (Dr. Lawyer) 2. Signify lack of wealth a. Being in line for food stamps, clothing, personal hygiene, lower job, 3. Your education, technology choices another status symbols for different things 4. These represent our status in the social structure D. Social Institutions a. Blue print for how society should do things b. Things we must do as a society i. Replace members- family, marriage ii. Teach members how to function- school iii. Produce and distribute necessary needs- food,water etc. iv. Preserve order-laws, military, additions centers E. Dramaturgy i. Social theory that makes our day to day actions parallel to theater actions b. 1. We are aware that people see us (make judgements on how to treat us c. 2. Impression management i. Manage this to shape how people see us ii. How you dress iii. Can affect clothing choices iv. We can act and talk a certain way, maybe have a “costume” d. Front and Backstage i. Backstage 1. What goes on when you are alone, inner self, 2. Certain clothes you wear at home (backstage) maybe you wouldnt wear front stage (out public where you are seen) ii. Front stage 1. Can be different environments, school work, party, with friends 2. Where you are being seen 3. Can affect personality and 4. How you act in the context of work vs home vs friends house could be all different depending on the ‘stage’ your in F. Emotion i. Deep seeded feelings, how do you respond to these feelings b. Can be hard to describe sometimes i. Sometimes we dont have enough non material “words” to articulate the feeling c. Feeling  d. Acting on it i. Feel sad means you might cry. ii. Environment might affect how you choose to act on feelings and emotions (crying infront of friends vs in public transportation G. Personal Space a. Immediate space around you that you see as ‘private’ b. Like this can be affected by who is friend or stranger. If they are a friend your personal space maybe be smaller, if it is stranger it might be ‘bigger’ c. Where we are and who it is basically because there are different layers to personal space i. A- inner circle with you= Intimate Space 1. Romantic partner 2. Hugging, etc. ii. B- next circle- Personal Distance 1. Friends, acquaintance and ordinary conversations with people who like each other iii. C- Social distancing 1. Impersonal friendship, colleagues iv. D - Public Distance 1. Strangers, people you don know, bigger distance due to lack of trust? v. Cultures can affect this, like population density, in the philippines less personal space. d. Can be negotiated/changed and can get closer to people e. Race, gender, size, affects personal space f. Ties with impression management, determines how close people can let you get close to you based on things like how youre dressed etc H. Non-Verbal Interaction a. Physical(body language) i. Waving eye contact ii. How you move affects the message your giving or can help emphasize your words b. Tone i. How you sy it, voice based, how you emphasize different worlds can change meaning ii. Shaking head associated with no, vice versa c. Both can deeply be ingrained in us like the yes no shaking nodding d. Communicate through facial expressions, words, body language, communication with the whole body e. See the difficulty in loss of communication over zoom, call text, Groups and Organizations A. Way we can participate cooperate in groups and how groups can be identified B. Groups work together and how are they organised C. Important that cooperation is happening in a group D. Obeying and trusting authority is the glue that holds society together :/ E. Milgram experiment  a. Feeling like they had to contribute to succeed b. Face punishment if they refused F. Held together by authority and we accept some levels of authority G. Extreme versions of society with organized groups will accept authority to the point of danger where we do things were we are told H. Types of Formal Organization (types, judgement on a type of person or groups we put on them when we see them. These are types of groups formal a. Normative i. Voluntary ii. Done for common interest b. Utilitarian i. Voluntary ii. Done for personal reward c. Coercive i. Non voluntary ii. Characterised by strict rules and barriers 1. College and uni a. Have aspects of all i. Ie. rules and barriers (plaigerism) ii. Done for a degree iii. Common interest in picking elective classes 2. Sports a. Same thing i. Personal reward scholarships ii. Common interest of the sport itself or winning I. Bureaucracy a. Organization model characterized by hierarchy of authority b. Clean division of labor with explicit rules and procedures and impersonality i. DIVISION OF LABOR 1. There are benefits to hiring individuals who are qualified for specific roles needed to be filled in an organization 2. Each important tast is done by a specialist then 3. This can help students gain access to high quality education 4. Function better overall by hiring specific specialists for each area needed ii. HIERARCHY OF AUTHORITY 1. Ranking system within bureaucracy 2. Managers and directors have the responsibility to oversee, therefore important for them to have the skill of overseeing. 3. Higher level above those in the division of labor 4. Seen as the representative of each group in division of labor 5. Enables communication with each representative of each group or section iii. RULES AND REGULATIONS 1. Standard rules that are consistent and can be strict 2. Dean relaying rules means that it applies and should apply consistently with everyone  3. Indidivudals can be evaluated on the ability to follow rules and their behaviour (like in school) iv. IMPERSONALITY 1. Detached and try to remove personal feelings in formal organizations 2. Impersonality can lead to more consistency and is more ideal in bureaucracy 3. Being too personal can make indifviduals bending rules, for people depending on how they feel about them (less consistent) 4. Impersonality not good way to determine if a person is good or not, they may just java to follow the rules and instruction given to them 5. Laying off employees for example, or budget cuts v. Combination of these four elements allows people to be able to cooperate with people they havent met because youre being told what to do and were specifically chosen to fill in the role of your job Power Politics and Government A. Welfare states a. State is the government b. All government policies that are intended to affect the welfare of the people i. Health care, education (what should be in the curriculum) c. Welfare state types i. Conservative 1. Roots in feudalism a. A type of government, land lord example of dividing land to have equal access to a resource like water 2. Based on role in traditional society 3. Social status distinctions (distinctions between groups of people) a. Gender- encourages through tac and benefit policies b. Occupational- maternity role policies 4. Manifests in gender roles considered traditional B. Social Democratic a. 2 key aspects: 1. Public responsibility- in the ideal social democratic state, politics made to help and are public responsibilities a) Provide services like childcare to parents who need it (both working in workforce) - Higher percentage tax taken to allocate these public funds - Progressive taxation- how they fund these services b) universal access would be ideal in this case, every citizen would have access to these services c) nordic countries like sweden, finland, norway  2.Liberal Welfare States a) Polarity to social democratic b) Private responsibility i) Youre in charge of paying for everything, little to no help from government c) Test your means i) student loans, ask questions about your income or parents income, and then will give you help if they deem you worthy of the help d) USA is an example (Canada, australia and New Zealand too a bit) a. IMR- (infant mortality rate) i. Higher in Liberal ii. Lowest in social democratic iii. Government structure affects child birth if you have to go to the hospital, will prob not go to the hospital if you have to pay a large sum for it. iv. Affected by access to food, health of the mother, genetics, care from parents b. Different policies cause different outcomes (IMR, pollution etc.) i. Pollution 1. Lib pollutes more because of less regulation due to the responsibility being up to private businesses. 2. Canada biggest contributor (bc of per capita) c. Different government structures strongly influence population lifestyle and outcomes d. Amount of capital: government spending i. Sociology states that money is never in waste but circulates through study ii. Building the bridge examples e. Job creators i. Really the people, because they choose where to consume to keep businesses running. They control the ‘demand’ not really the big companies Social Stratification A. The principle that the hierarchical arrangement of large source groups based on their control over resources a. Resources can be applied, and there are different resources b. Like money, education c. Goes from top to bottom of hierarchy B. Life chances a. Extent to which people have access to important resources (food, clothing, shelter, education)  b. People don't have the same amount of access to things c. More resources can lead to more changes to do well in life (nepotism) d. Where youre born, the life condition, money status your family is at when your born can strongly dictate how your lif goes e. Race, gender, intersectionality have an influence C. Types of societies: Open and Closed a. Open- when people can freely move up and down the hierarchy i. Money or education can move you b. Closed- cant move up or down. Position they were born into is where they will always be i. Cast system c. Usually only ever wanting to move up, more barriers to move up, you could choose to move down today and it would be EASY. D. Karl Marx a. from the 1800s. He critiqued capitalism. Main economic change during this time was the industrial revolution about moving away from farm life. People became more dependant on small groups of people. It was a way to explain social class and why it endures. Access to resources to resources and capital b. Things he established: i. Mode of production 1. a shift. It si a way of producing things. At this time people were shifting to factories. Use of the production line, which led to mass production. Ran by a group of people ii. Group owns the mode of production 1. usually the bourgeois people iii. Proletarian 1. the working class iv. Fundamental Conflict of Interest 1. bourgeois people own a company to profit and proletariat work to make money to live and survive. They conflict in interests. Groups with more access to capital had more power v. Reserve army of Labour 1. all need jobs to survive. Centralised in poor horses where they awaited jobs. Allows owners to pay less where they are more laborious vi. Owners are more powerful 1. because tey had more money which leads to political involvement. vii. Concept of exploitation 1. relationship between classes. For example: when a worker makes a product there is a value in the work and product. But worker isn't paid for the value of their labour. Workers are paid less so owners gain money by paying workers as little as possible viii. Alienation 1. workers don’t have connection to what they’re producing in capitalism, for example, the product they are creating is so expensive they cannot even buy it themselves. Lack of  connection to the final product because they only contribute sections of work to the item created. (production line work) ix. Revolution 1. hasn't happened because people have a lot to risk and a lot to loose. x. Class consciousness 1. aware if your class and others will also be aware, they have a common interest with one another. Cemented in ownership. More with the bourgeois and proletariat. Oct 22/24 A. 3 measures of gender inequality university, gender wage gap, and experiences B. Continuation of Statistics of University a. At u of W identified women statistics (all in percentages) i. 62 female in overall school population ii. 68 got their degrees theyre more likely than men to finish their degrees iii. 70 registered in faculty of arts iv. 60 registered in science v. 56 in business and economics vi. 79 in educations (seen as a caring profession and seen as feminine vii. 63 in kinesiology C. Gender Wage Gap a. That one of the two genders earns more money than the other b. Generally men earn more than women c. List of things that affect income (pose the question of what are the controls of income, what is the effect of these controls on wage gap?) i. Main ones 1. Marital status 2. Educational level 3. And the hours a person works 4. Age ii. Other 1. Type of job, commission vs annual, experience where thye live, job position, and age (connects to experiences iii. The gender wage gap base line is 80 iv. AGE 1. 25-35 yearls old it is 90 a. Could reflect in the increase now of women enrolling into university 2. 35-44 years old, it goes back to baseline, 80 v. HOURS  1. Controlling hours makes a big difference in the wage gap 2. Men work 12% more than women 3. Working 30-34 hrs/week a. Goes up 111% 4. Working 40+ hrs/week a. Goes near baseline, 82% because guys work more vi. EDUCATION 1. Undergrad a. 85% 2. Masters a. 85% 3. PHD a. 97% vii. Marital status 1. In women who are unmarried or men who are unmarried 95% 2. In men/women who are married with their spouse present 76% 3. Women getting married is the most negative affect on the wage gap a. This is often because, the women are expected to sign into and work the second shift. b. This also contributes to why women are less likely to work 40+ hours because they are expected to take time off to take care of children and conduct housework as that expectation isnt on men viii. EXPERIENCE 1. Difficult to handle in policies because it cant be measured in policies 2. It is the backbone or the main reason ? for the wage gap SEX AND GENDER Sex - refers to the material reproductive parts. internalized Gender - expectations, assumptions, expectations connected to sex. They help assign roles for society from birth. Identity is how they feel internalized. Non material Gender identity - We all have 2. The identity we hold for ourselves and the identity that people see us as. We do this too. We can use clothing to identify as male or female Forms of socialization for sex and gender - family, peers, schools, media - Family encourages kids to do and act. - There are specific ways to act and do things based on the gender of a child. - There are existing differences in how you discipline a girl and a boy. Ex. spanking is more prevalent in boys than girls. Gender affects how families work.  - Types of gifts you give children on special occasions based on their gender. Like kitchen sets for girls and guns for boys. This already sets up the roles they need to fill in society through the toys. Peers - forms society and in our peer groups we regulate roles by defending the norms of institutions, aka policing gender norms. Schools - enforce uniforms, clothes you’re allowed to wear. Male and female bathroom. Policies in school therefore enforce the gender binary. - There are assumptions of heteronormativity and the problem usually lies with the girl. - Example of banning yoga pants. Girls more sexualized Media - commercials. Deeply structured to make shows and movies for men or women GENDER AND POWER Two types of spheres - domestic often associated with the home, women, feminine, unpaid labor and public often associated with public, men, money, having more power. Based on the binary Domestic Sphere - home, women unpaid labor, fem. unpaid labor like taking care of kids house work Public Sphere - men, public, money, more power. Earning money Gender division of labor - the idea that men and women do different kinds of work based on the gender binary. - More women moving to public sphere than the other way around Second shift - in hetero couple, both men and women are in the public sphere. But when they get home, women are more likely to clock into a second shift of house maintenance. What slows men from going into the domestic sphere? Men have a lot of pressure to be breadwinner, affects their self image MEASURING GENDER INEQUALITY Ways to measure gender inequality school, School OCt 24/24 A. Inequalities of the gold digger video a. Main ones what she was wearing i. How did her outfit affect how the guys perceived her b. She was scared and hesitant to comply for fear of danger plus it was a very traumatic event c. How they view her affects her i. Affected their choice in picking her ii. Want to pick someone with low self esteem, whoever seemd more naive or weaker  d. Popularity of this type of content i. They find enjoyment in the humiliation of women, ii. Gender inequality ideologies are harbored by both men and women B. Sexual harassment a. Legal code is in labor code instead of criminal code i. In the labor code ecause its very common in the workplace ii. And because identified women were entering male dominated sphere which made us more aware of how male and female work and interact in power areas b. Any comment conduct gesture contact of a sexual nature i. Criteria for this 1. Likely to cause offense and humiliation to employees despite intention. 2. The employee's belief, based on unreasonable grounds, that their job position could be affected by something of a sexual nature. c. Each establishment or company should have a procedure to handle sexual harassment and claims at the work place d. Consider institutional intentions and understand why a workplace practices ideologies and values i. We can adopt these values even if we didn't originally have them while we work there e. Problems are institutional and systemic. What causes this i. Incentives in the jobs and long term socialization. Such as the long term belief and practice implemented for men to be the main person in courting in dating f. Most common sexual harassment is persistently asking date out after may refusals g. How does it relate to power relations and incentives i. Implicit power situation of every day at jobs ii. Institutional hierarchical power iii. Reveal gaps in inequality everyday iv. Women are often trapped, leading to women pressured to withstand harassment because they cant leave jobs C. Porn a. Sexually explicit/sexual entertainment b. First definition i. Sexual images that violate community standards of decency and lack any redeeming social value 1. Critiques a. ‘Lack of any redeeming’ - there's no way to redeem oneself? b. What are the community standards c. There's an assumption that there are standards d. Deosnt acknowledge the medium (could be in writing, a novel, or video) c. Second definition i. Erotic depictions of people performing sexual acts  1. What is considered erotic 2. What are considered sexual acts 3. So there's a lot of room for interpretations because of the word depiction 4. Is much more of a broad definition compared to the other one d. If we were to ban all ‘erotic depictions’ this could affect ART i. There's a point where art is considered porn and vice versa. ii. In Pompei 1. Their culture was more used to sex and its depictions shown in everyday life a. Ie. art displayed outside of animals having sex with humans. It was very regular and not a big deal to them b. When its displayed now in museums, it needs to be separated etc, so we see difference in what different cultures see as porn etc. e. Conceptually porn is a term for censoriship f. There is a line where past the mark something is considered pornographic (like a sculpture) g. Hisotrucally men are the targets of porn and then next is gay men h. Porn and its afffects i. Affects relationships ii. Reliance on images to be sexually arroused iii. Men more likely to engage in conversation about womens bodies (discombobulated, etc. ) iv. Sexual offenders monitored by some states by studing access to porgrahy v. There are differences in porn for heterosexual mn and women (images with head more often with women, and images without head more with men) GLOBAL STRATIFICATION A. Social stratification was the non material so this is material? B. There are different layers withing a society C. Research relies on research on COUNTRIES*** D. Concerns with countries there are arbitrary E. Countries imposed by empires. Empires created this distinctions F. NATION VS STATE a. State- refers to the national borders (canada, usa, germany) b. Nation- a group of people that share some sort of important historical, racial, social, ethnic, connection. c. Borders i. Go beyond nations ii. Were created through negotiations of the empires with no input from actual people living there iii. Nationalism is creating a common group based on who they want vs individuals within the actual area  1. White nationalism G. General picture of wealth in the world a. Two levels i. Wealth of the country ii. People within the country b. Country data i. USA 1. 5% of weath 2. Their 1% controls 35% of their wealth\ ii. Canada 1. 0.5% of global population 2. 1.7% of worlds wealth 3. Our richest 1% own 20% of global wealth H. How to identify wealthy countries a. The amount of capital b. How much do the people in the country have LECTURE Lecture 8 Global inequality cont. World systems theory established by emmanuel wallersea. Main framework relied on national level data Includes acknowledge people are divided by states Came up as a critique of development theory Developed countries into three groups. A three tiered hirerarchy ○ Core (central power) Dominate and exploit peripheral countries for labor and raw materials Economically diversified- produce lots of different types of tech, medical stuff, automotive tech. Strong central federal government- in canada, the federal government has a role with the provinces. Regulated way to collect the taxes Control military, lots of bureacracy, More complex institutions that can handle economic affairs Salary replacement for people who lost their jobs covid Sufficient tax base Provide infrastructure like roadways, To draw from people to make roads, bridges Tend to produce manufactured goods rather just exporting Forefront of tech People here are more likely to get new technology Independent about side control (how independent how powerful how resistant to foreign control) EX: Canada, USA Other High income Industrialized  Control global markets Skilled labor force Need labor and natural resources from periphery and semipheriphery nations ○ Periphery On the margins Least economically diversified, has one or two they export or what they're based on Weak governments Different regions and provinces have different levels of powers. Hard for them to extract federal tax, could have physical tax collectors Cuba (sugar cane) Not diverse one export System collapsed bc of lack of diversity Lack of records of being paid Weaker institutions because they cant extract taxes Weaker inrfasturcture development (Roadways inconsistent) Disparity between rich and poor areas Depend on extracting raw materials sending to core countries Industrialized Targets for investments from core countries Foreign investment =extraction of resources or colonization Low literacy level, High population that cant access clean water Influenced boy core nations/corporations Haiti hope act, minimum wage had to get passed by canadian or american consultant to be approved Other Countries are depended upon core countries for capital (money) Middle income Industrializing Mostly capitalist Share acaractersitrics of core and periphery countries Moving towards becoming core nations ○ Semi-periphery In the middle in terms of their power Global middle class Countries that aren't diversified, weak governments, but tey are strengthening Infrastruc is becoming more consistent A country that is rising in international power Economy is starting to get better China, India, etc. Some control over periphery countries, can extract trade deals with them Can be countries on the way down  Spain portugal Subject to control from the core countires Introduces global power to an explanation of global equality. Its about a power relationship Others Countries share characteristics of both Result is global inequality Low income Less skilled labor force Export labor and natural resources Need investment from other countries Dependency theory Global inequality is intentionally maintained Countries that are core have a reason to maintain power and control over other areas IE. America is saying they are giving the freedom of iraq… ○ They dont actually want to free their ‘slaves’. this isnt in the interest of core nations International trade policies are designed to maintain inequalities Evolved from these three things. In response to western centric mindset of modernization theory Global inequality is caused by core nations exploiting semi peripheral nations creating a cycle of dependence Peripheral nations won't achieve stable and consistent economic growth as long as they depend on core nations for economic stimulus Core initials ○ Poor people provide natural resources powerful countries neeed, cheap labor, and destination for obsolete technology ○ Wealthy nations actively perpetuate their dependency on others Media, economic, political ○ Wealthy nations actively counter attempt for dependent nations to free themselves Pure brutal Military might, sanctions trade/economic Intention to keep countries dependent on core countries so they control the resources Three worlds approach ‘That's a 3rd world’ that's a first etc. Came up after WW2, because beforehand there was an idea of modernization theorists started to look at how it continues to develop. Countries were industrialized but not colonized. Nov. 5/24 Lecture Theories of Stratification 1. Competing interest  a. Countries and the people within the countries compete for goods and global services b. For example, after WW2, world planners saw the war as an opportunity to expand resources in america. The powers during and before WW2 were Germany, France, UK, and Japan i. Germany ‘s entire social structure changed and was re built by US and Russia after ww2 ii. France- global power was reduced iii. UK- experienced a bombing, the blitz, which diminished their manufacturing sectors during the war iv. Japan- was expanind so they were seen as a possible opp snf seen as an opportunity for westward expansion c. Russia/USA didnt have as much foreign control during this time, but were both growing d. This time completely shifted the power balance and increased USA’s bargaining power after WW2 (which is why they ‘had’ to bomb hiroshima) 2. The Grand Plan a. Done by many empires in the past b. A way to divide the world into pieces c. Identified places with significant central sources such as oil or mining areas d. Places that didnt have much resources were later categorized as ‘labor’ or ‘consumers’ i. Labor- where places were seen as desperate and unable to develop into an independent working society. So as long as they were seen as desperate they would be willing to work no matter how little is paid to them e. 3. Borders a. Perspective of an empire determined borders b. Allow a lot of things to be contained, such as workers. They control what goes in and out such as in the mexican and USA border 4. Restrict Worker movement a. Borders are tools to ensure labors in an area of desperately work had no choice but to work for them 5. Restrict expansion of worker rights a. Passing laws are restricted within the borders of each area which is a key marx point he made Containment Theory- prevent russia from expanding Bipolar world- Russia and USA 1. Created alliances a. Russia- warsaw pact b. USA- North American Treaty Order (NATO) c. When the Soviet Union went down in 90-91, Warsaw did too. Then a neutral border was placed around Russia and the USA. CAnada was not allowed to make any military pact but the issue was that NATO continued to and was expanding 2 types of Colonialism- settler and extraction Docu: Nike Sweatshops Nov 7/24 Lecture How to determine rich countries from the poor (Class ideas) - Infrastructure - Technology within workplaces (technological advances) - Resources in order to control global resources (oil, land, mining) How do we know if a country is rich? (main characteristics) - How much wealth is being owned/ controlled by the people in the country - GDP, - Industrialization - Type of tech in produce/distribution of goods, - cranes, access to production that is very technological, poorer countries may have more production created by hand (manmade) - Thailand having nike factories does not = them owning these factories because the money cycles back to USA - Amount of manual labor - Poorer countries' road maintenance is done by manual labor vs. vehicles used to fix. Garbage removal in the philippines. - Buying power/higher consumer buying power - Ability to purchase ‘gadgets’ such as phones, electrical appliances, - Needs are different. Wealthier countries need phones, etc. poorer countries need food, water, and shelter. - Distribution of wealth - Within the country is much more unequal in poorer countries - Result of the buying power Foreign Aid - Gives impression of doing good Nov 12/24 Foreign Aid (under global inequality) - Class definition - Gives impression of doing good, framed in a positive light - Ways for resources to conduct target trading - Rich countries give foreign aid to poor countries not for them to become a large power. It’s part of a larger global inequality - Four main aspects of Foreign Aid - Effect on local economy - I.e. hope act in haiti - 60s, 70s, 80s,- canada supplied rice to haiti - Then they ended up depending on canadian factories which crippled their local economy - Belief like rich countries are helping poorer countries - Donations to poor countries affect local economy ie. blankets and clothes - Not all foreign aid is designed to help, instead cripple their economy  - Long lasting - Often strings attached - Receiving country must do something in return for the aid - Ie. reduce trade barriers, allow building things, haiti has control over minimum wage (this trade came from their foreign aid). - Created places that rely on your labor - Institutional incentives - - Filter affect - The aid does not always go to the people intended to receive it. - The urgency, location, and government ability to distribute services, they will physically fly and drop aid locating to a local power structure ( might have people in more power who will be more guaranteed to received it over those with less power) - So people aren't guaranteed to get these dropped services - Short term - You can provide help for so long, and then it stops. This can leave the receiving country to struggle. - Important to consider what happens when this aid stops. - Rarely designed to substantially changed the distribution of global wealth Levels of Development/Modernization theory - Over time there is an idea that countries are developing which creates the notion of developing and under developing countries. - Issues with this - Look at other types of societies (like agrarian, farm based, bartering societies), as inferior or barriers to progress - Sees these lifestyles as holding them back from being a better country - They have an underlying idea that these countries need help to become more like a ‘developing’ country. - This can be damaging - Regulations and policies can be unfair because many developed countries have aided in this but developing countries are not allowed to add to these in order to ‘develop’ - Belief that the more industrialized = capitalized - Ussr, germany divided power source out of fear of gaining too much power - How does modernization deal with this? - ^ created a third category other than developed and underdeveloped - Communism Three Worlds Approach (understand how it developed as social structures developed) - Underdeveloped, communist, developed (in that order, 3rd, 2nd, 1st) - Continued to maintain the idea that developed was still the ideal - Can't assume that industrialization creates a first world country - Grand plan/containment theory wanted to contain this idea. Wanted to contain communism - **exam. main arguments of the three worlds approach, - Acknowledges the development of communist states World Systems Theory - Came out from critiquing the three worlds approach and the modernization theory - Countries don't typically develop linearly. - Reality is that countries face different situations, handle things differently so they develop differently. - This theory believed that core countries used foreign aid to maintain their position as a core country - 3 ideal types of countries in world systems theory + characteristics - Core (Center of decision making) - Wealthier - Make the decisions - Centralized Government - One overarching government that exercising power in all regions - Good tax base- can effectively collect tax from population - The right organizations exist needed to create infrastructure - Comes from being able to collect tax, being centralized, and by hiring private companies to create them. - At the cutting edge of technology - Less manual labor - High bargaining power (pwoer to chose to trade, manufacture, decide who to sell it to, this leads to the idea of extraction colonialism - Periphery (off to the side, off centered) - Decentralized government - Within the country different areas have different powers that govern different areas - Groups difficult to be controlled by the decentralized government - Low tax base, difficult to collect taxes - Furthers the perception of these countries being weak - Have access to older technology (older versions vs the newer) - Manual labor - Tend to depend on selling natural resources or having it stolen - Manufacturing or develop/produce not done by themselves, but trade them elsewhere - Water, lumber, etc. - Canada trade lumber, usa creates furniture, and then we purchase. - Semi Periphery (sort of center sort of on the side) - They are in the middle of peri and core. In the middle for the following: - Global influence/Impact on global affairs i.e. spain (more of the peri and less than core) - Has characteristics of both peri and core (has a mix of the characteristics) - Spain has a good centralized tax base, but has less tech in the workplace. - This theory detailed what it means to be a part of each type Nov 14/24 Race and Ethnicity Race+Ethnicity - Physical characteristics + cultural aspects Standard - White people Race labeling - How important we want to mention race in - Label things that aren't the standard- description of a person when telling a story Groupings that have a commonality in not being a standard - Bipoc, lgbtq, people of the global majority - A result of ‘othering’ Stereotypes - Traits, characteristics, behaviors associated with a specific race - Devalue and generalization of a race, damaging - Devalue distinction of the other - I.e. asian people are all smart, black people can’t swim Systemic Racism vs Personal Prejudice - Defense to systemic racism is calling a single individual racist - Personal prejudice - Thinking to yourself, different generalizations that cover a whole race - I.e. All asians are smart, mine are that white p - Systemic Racism - Takes a society that has been deeply socialized to believe in the standard, and provides power to a specific group. - Without violation job descriptions, white people could assemble a group to enact laws upon bipoc people - Highest form of court is composed of majority white party Color Blindness to Race - Harmful/ Overgeneralization - Overlooks and erases distinct experiences, identities, struggles of racialized groups - Important to acknowledge the differences of people of different races Video/media from pre-recorded class ** exam** - Black face uses stereotype depictions for entertainment, and perpetuates harmful stereotypes - Jim crow laws also reinforced the segregations and stereotypes placed on black people at the time  - Systemic blackface- team mascots sports teams - More persistent to changing these aspects would be older white educated men - Older- have been with these things for longer, white, and education - About not giving an inch to another despite white people resisting change to name changes Nov 19/24 4 main patterns of interaction between racial groups - Pluralism- racial groups that are equal but different (differences are acknowledged). Opposite of being ‘color blind’. - Assimilation- attempt to make one group ‘fit into’ another group. Power has a large part in this as the other group needs to hold more power in aspects such as political dominance, dominance in ways of life. - Ie. european settlers forcing assimilation of the indigenous people into a western way of life - Segregation- groups are separate , despite existing within the same country, boundaries, etc. to divide groups - I.e. reserves designed to keep indigenous ‘out of the way’. Also the policing of indigenous people on their reserves - Genocide- to end the group. A more powerful group completely kills off another group that is less powerful. - Definition for it to be considered a genocide needs to be at least one of the following: - a)kill members of a group (bc of their membership to a group) - b) causing serious bodily or mental harm - c) deliberately inflicting conditions of life - d) imposing measures to prevent birth within a group - e) forcibly transferring children to one group to another - Loss of foundation of society of children can erase a group Discrimination Cycle - A negative discrimination or the cycle where discrimination being done against a group. - Myths definition - lead to the negative treatment of groups - Can lead to lower status (social status, thinking of them as inferior, socioeconomic status:poorer) - Lower status reinforces the myths - The cycle: myth->negative treatment->lower status - Myths examples (Ex. of racial inequality perpetuating by myths) - About indigenous people that support negative discrimination - Long time ago - Idea that oppression of indigenous people happened a long time ago. The worst of it is in the past. - Done by:  - Presenting images from reserves in black in white in museums but the last one closed in 1996, when colored images already long existed - What Juliann did when she said about black people not getting over it. - Technical inferiority of indigenous groups - Saying things such as: ‘Because of us they would still be living like the stone ages’ - Alot of nations had advanced medical procedures and education, where settlers had to often rely on their help - Different types of ailments treated with the use of their ecological knowledge. - Quote from 1840 about blood letting - Myth that states that europeans were more advanced - Cree astronomy - 1633- galileo proposed that the earth was not in the center of the universe - The groups were migratory - By believing this one could think of them as not having a concept of land ownership making it easier for populations to want to move them because of this - So settlers could say they didn't actually steal the land, because they never ‘owned it’ - Many nations were migratory, but many were also permanent nations to one land. Connection to tipis - There was no genocide - Dont hear about the genocide because there are no survivors - They don't pay taxes - They still pay taxes, we do. - Not on reserves if they live there - Can make people believe that they have advantages that white people don’t have and therefore they shouldn't complain - Higher rate of unemployment for indigenous people - Perpetuates the idea that this group is comprised of lazy people - Unemployment rate- proportion of those looking for jobs - There are barriers that are social and systemic that cause this, an it isn't because of being lazy - Belief that the indigenous people attend university for free - Sponsorships don't equate to a person attending university for free. There is often competitive applying process to even get scholarships similarly to what non-indigenous people have to do to get bursaries - Nov 21/24 Video - Nice action Nov 26/24 Health, Healthcare, and Disability Health (definition - lack of difference between a person’ s state and a defined ideal state - There's a socially defined ideal vs another person and how close they are to it. - I.e. someone who is sick is not the defined ideal of health - There is power that certain groups hold in defining what is healthy or not (they can define what is healthy) - Affects what you can/can't do - Social expectations to not show up somewhere sick - Or physical restrictions- in too much pain to go somewhere - Behavior is shaped by the normal vs ideal. - Controlling behavior systematically - 2 main aspects of Mental health - 1. Physical organ-brain, dead spots, cancer not idea state - 2. Behavioral - How to tell there is behavioral mental illness without a physical signifier - Create an ideal normal and healthy behavior which is then compared - Ideals can change and evolve overtime - Examples:the belief that women who did not want kids were ill - Ex cont. - ADHD - (Disorder or out of a behavior that is normal, a diagnosis can show ) - 1. Often fails to give close attention to details or makes careless mistakes in school work, at work, or with other activities - Careless mistakes- burning pot. - 2. Often does not seem to listen when spoken to directly - Certain cultures view eyecont during conversation as rude, some cultures think that it is the ideal. Varies - 3. Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time. schoolwork /homework. - Subjective ideals of what is a long period of time, what is a high or low mental effort  - 4. Often fidgets, taps feet/hands, or squirms in the seat. - 5. Leaves seat in situations where sitting in seat is expected - There is an aspect of obedience, where following rules can lessen the attention. - By having no ADHD, you will do better in society because you are adhering to norms and the ideal type - One ideal that everyone is expected to conform to lessens the availability of people to discover alternate ways to go about things. Medicating individuals with adhd, to force individuals to become and act like everyone else. - - Often on the go like driven by motor - Often talks excessively - - - -