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SOSC 103D Social Inequality in HK

SOSC 103D Social Inequality in HK. Revision Class. 1. Is the concept of ‘class’ useful in understanding HK society? . The descriptive and predictive power of the concept “class” What is Hong Kong’s class structure? How many classes in Hong Kong?

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SOSC 103D Social Inequality in HK

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  1. SOSC 103DSocial Inequality in HK Revision Class

  2. 1. Is the concept of ‘class’ useful in understanding HK society? The descriptive and predictive power of the concept “class” • What is Hong Kong’s class structure? • How many classes in Hong Kong? • How people are assigned to different classes? SOSC 103D: Revision class

  3. 1. Is the concept of ‘class’ useful in understanding HK society? The descriptive and predictive power of the concept “class” • Is it a good way to understand the inequality situation in Hong Kong? • How people’s life style, work experience, leisure activities, mobility chances, education opportunities, etc. are differed by their class membership? • Can it further predict the trend of inequality? SOSC 103D: Revision class

  4. 1. Is the concept of ‘class’ useful in understanding HK society? • Readings: • Wong, T & Lui, T.L. (1992) Reinstating Class: a Structural and Development Study of Hong Kong Society. (on teaching web) • Argyle, Michael (1994) “Work, leisure and lifestyle” in The Psychology of Social Class • Leung, Benjamin K. P. (1994) “Class and Class Formation in Hong Kong Studies,” in Inequalities and Development: Social Stratification in Chinese Societies. SOSC 103D: Revision class

  5. 2. How does ‘Hong Kong Dream’ affect our belief and our way of life? The associations between HK’s development and the emergence of the new-middle class • How do the economic growth and social development during the 70s and 80s change Hong Kong’s occupational and class structure? • What is the change? • How do the general population benefits from the change? SOSC 103D: Revision class

  6. 2. How does ‘Hong Kong Dream’ affect our belief and our way of life? The associations between HK’s development and the emergence of Hong Kong Dream • What is Hong Kong Dream? • The co-existence of hope and strain • The discrepancies of experience among HK people • The role of: • Mobility experience (social and individual) • Collective memories SOSC 103D: Revision class

  7. 2. How does ‘Hong Kong Dream’ affect our belief and our way of life? • Readings: • Wong, Thomas and Tai-lok Lui (2000) “Morality, class and the Hong Kong way of life” in Social development and political change in Hong Kong • Leung, Benjamin K. P. (1994) “Class and Class Formation in Hong Kong Studies,” in Inequalities and Development: Social Stratification in Chinese Societies. • Wong, T & Lui, T.L. (1992) Reinstating Class: a Structural and Development Study of Hong Kong SOSC 103D: Revision class

  8. 3. Who are living in poverty? What are the causes of poverty? • Who are the poor people in Hong Kong? • Measure of poverty • Living conditions of poor people • Problems faced by poor people • Main concerns: • Various reasons of poverty • What makes people poor in modern and affluent society? SOSC 103D: Revision class

  9. 3. Who are living in poverty? What are the causes of poverty? • What is the social image of poor people in Hong Kong?! • How does it relate to our understanding on the causes of poverty? • The gap between reality and social perception • The relations between people’s ideas on the causes of rich and the causes of poor SOSC 103D: Revision class

  10. 3. Who are living in poverty? What are the causes of poverty? • Readings: • Wong, Hung (2003) “The Quality of Life of Hong Kong's Poor Households in the 1990s: Cost of Living, Income Security and Poverty Situation” • Gottschalk, P., et al. (2001) “The Dynamics and Intergenerational Transmission of Poverty and Welfare Participation,” in Social Stratification (2/e) • Lueng, Sai-wing (2003) “Public Perceptions of Rich and Poor” in Lau S.K. et al (ed.) Indicators of Social Development: Hong Kong 2001 SOSC 103D: Revision class

  11. 4. How do HK Government and its welfare policies approach to poverty? • Concepts: • Conservative view on welfare • Liberal view on welfare • Familial Utilitarianism • Background: • The history of welfare system under the colonial government SOSC 103D: Revision class

  12. 4. How do HK Government and its welfare policies approach to poverty? • Can we use either the conservative view or the liberal view to understand the development of HK’s welfare policies? • How does HK government perceive the reasons and consequences of poverty? • How does HK government understand the relations between poverty and inequality? SOSC 103D: Revision class

  13. 4. How do HK Government and its welfare policies approach to poverty? • Readings: • Gottschalk, P., et al. (2001) “The Dynamics and Intergenerational Transmission of Poverty and Welfare Participation,” in Social Stratification (2/e) • Lee, William (2002) “Poverty Policy in Hong Kong: Western Models and Cultural Divergence,” in Social Development Issues, 24(1): 45-55 • Wong, Hung (2003) “The Quality of Life of Hong Kong's Poor Households in the 1990s: Cost of Living, Income Security and Poverty Situation” SOSC 103D: Revision class

  14. 5. How are marginal groups of people being excluded from our society? • Concepts: • Marginalized groups • Social exclusion & inclusion • Social discrimination • Citizenship • Who are the marginalized population in HK? • Why are they being marginalized/ excluded from the majority? SOSC 103D: Revision class

  15. 5. How are marginal groups of people being excluded from our society? • In what ways can we understand the difficulties and discrimination faced by the marginalized groups in our society? • Difficulties in joining the economy • Limitations of mobility opportunities • Insufficient protection by the legal system • Limited social rights SOSC 103D: Revision class

  16. 5. How are marginal groups of people being excluded from our society? • Readings: • Saloojee, Anver (2001) “Social Inclusion, Citizenship and Diversity,” in the Canadian Council on Social Development • Reskin, B. (2001) “Labor Markets as Queues: A Structural Approach to Changing Occupational Sex Composition,” in Social Stratification: Class, Race and Gender in Sociological Perspective (2/e) • South, Nigel (2005) “Inequalities, Crime, and Citizenship,” in The Blackwell Companion to Social Inequalities. SOSC 103D: Revision class

  17. 6. What is the dominant norm of upward mobility in Hong Kong? • Concepts: • Merit and Meritocracy • Sponsored mode • Contest mode • Background: (Turner) • Relations between the mobility mode and the education system in a society SOSC 103D: Revision class

  18. 6. What is the dominant norm of upward mobility in Hong Kong? • How could we use the two mode of mobility to understand the education policies and ethos in HK? • Definition of merit • Function of education (individual vs social) • Role of education on upward mobility • General perception on the importance of education (government and the public) SOSC 103D: Revision class

  19. 6. What is the dominant norm of upward mobility in Hong Kong? • Readings: • Turner, Ralph H. (1960) “Sponsored and Contest Mobility and the School System,” American Sociology Review 25:855-867 • Wong, Thomas and C.H. Ng (1997) “Education Ethos and Social Change” in Indicators of Social Development: Hong Kong 1995 • David Post (2003) “Post-Secondary Education in Hong Kong,” in Asian Survey, 43(6): 989-1011 SOSC 103D: Revision class

  20. 7. Why would the inequality still exist after educational expansion? • Concepts: • Equality in opportunities • Credential inflation • Inequality in educational attainment • Background: • Different stages of educational expansion in Hong Kong since early 1970s • Persistent inequality in university admission SOSC 103D: Revision class

  21. 7. Why would the inequality still exist after educational expansion? • To what extend have students from lower class background been disadvantaged from the current educational system? • How are they be excluded from education? • What makes them perform less well in school? • Do they benefited from the educational expansion? If yes, how? If no, why? SOSC 103D: Revision class

  22. 7. Why would the inequality still exist after educational expansion? • Readings: • Ball, Stephen (1986) Education, chapter 4 & 5 • David Post (2003) “Post-Secondary Education in Hong Kong,” in Asian Survey, 43(6): 989-1011 • Turner, Ralph H. (1960) “Sponsored and Contest Mobility and the School System,” American Sociology Review 25:855-867 SOSC 103D: Revision class

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