Review 12/10 The course themes chapters 11-14, 16,17 Feagin, Pettigrew, Einstein Review questions.

1. Review 12/10The course themeschapters 11-14, 16,17Feagin, Pettigrew, EinsteinReview questions.

2. Materials to review • The exam is Dec. 16 at 8:00. • The form of the exam will be the same as the mid-term. • 1000-13 -14 in B 2001; 1000-16 in B 2010 • The final exam review questions have been updated; email any requests to me for clarification before Dec 12. • You may use prepared notes for the essays, which must be handed in with the essays. • The links on the list of lectures have been updated. • E.g. the course THEMES.

3. Review of the first half • Although the exam will not be cumulative, there are a number of materials from the first half that have reappeared: • Functional v. conflict theory • Macro v. micro theory • They have been developed in terms of the course THEMES

4. Functional v. conflict theory • The comparison of functional and conflict theory has appeared in each chapter we have read since the mid term. • Each attempts to describe e society as a system. • Each gives an account of social dynamics.

5. Society as a system • Pettigrew defines a system as an arrangement of interdependent parts. • Each institution fits into the other institutions. • Each institution is composed of many organizations; each of which contains many groups and other structures. Sociology analyzes these structures.

6. Functional Negative feedbacks Control systems Norms functions Conflict Positive feedbacks Matthew Principle Inequality monopoly Functional and Conflict theory

7. Society as a functional system • Durkheim pioneered the analysis of social structure as structurally differentiated to carry out the tasks that need to be done, • and as integrated by a common normative system. • E.g. the functional model of inequality • Functional accounts of meritocracy • And analysis of function of the family and education

8. e.g. the family • The interconnection of the family with other social institutions such as the economy is evident in that: • There has been massive change in the dominant family form in the last generation. • With important consequences for gender roles, etc. • The homemaker-breadwinner family went from the dominant to a marginal form. • It is not that individuals just decided to change their family structure.

9. Dynamics of family change • In the same way that the entrance of men into the paid lab or force in the 19th c. was driven by the disappearance of the family farm and mom-and pop store, • Generating the Homemaker-breadwinner family, • The entrance of women into the paid labor force in the 20th century • Generated the dual earner family, analyzed by Hochschild.

10. Dynamics of positive feedback • Positive feedback occurs when some characteristic is self-reinforcing. • For example, Myrdal argued that there is a vicious cycle of disadvantage. Disadvantage #1 e.g. low income Disadvantage #2 e.g. poor education or health

11. Dynamics of positive feedback cont. • And Myrdal further argued that racism (prejudice, segregation, inequality, stereotyping, white supremacist groups) • both reinforces and is reinforced by group disadvantage. Disadvantage e.g. low income racism e.g. stereotyping

12. Escalation of group conflict as a kind of positive feedback. • We have argued that the escalation of group conflict also follows a dynamic of positive feedback. • Retaliation for past injuries, creates further retaliation, in a vicious cycle. • As well as consolidating segregation, “hard line” leaderships, and self-fulfilling prophecies.

13. Self-fulfilling Prophecies • Many positive feedbacks result from self-fulfilling prophecies. • The belief that something is (or will be true) may make it more likely. • In the first half, we saw that the labeling theory of deviance and the views of the roughnecks produced school failure and police records. • Similarly, profiling or race and gender stereotypes can generate a non-level playing field.

14. Race and gender stereotypes Irresponsible, seductress • Often, the opportunity to prove oneself requires that a gatekeeper believe that one has the ability. • Prejudiced beliefs of teachers, scientists, employers, or judges can affect life chances. • The statistical odds associated with being a member of a group can do so also, • as in profiling. • Robert Rosenthal demonstrated the effects of teacher expectations on student performances.

15. Dynamics of negative feedback • Durkheim pioneered the view of the normative system as a control system. • Deviance generates negative sanctions which reduce deviance. • During the second half of the 20th c. this became the center of functionalist models of society.

16. Organic solidarity • Durkheim’s analysis suggested that a complex, heterogeneous, modern society can only be held together on the basis of norms such as equality before the law and equal opportunity. • Related to: • American Creed • American Dream • A sustainable society (Feagin) • Einstein’s defense of socialism.

17. Forced division of labor and inherited position • For Durkheim, and the functionalist, meritocratic conception of inequalities, social position should be based on ability, performance and motivation. • Durkheim believed that inherited property leads to inherited privilege, • Which generates a forced division of labor rather than organic solidarity. • Policies assuring equal chances for poor children and poor groups are contested.

18. Macro- and micro-theory • There are complex relations between individual action and social structures. • The analysis of tipping points, of social dilemmas, and of institutional racism and sexism has stressed the complex relations between individual action and social outcomes.

19. Levels of social structure • Durkheim argued that “social facts” must be explained by other social facts. • E.g. levels of suicide, homicide, divorce, illegitimacy, crime, racism, racial inequality, sexism, etc. have social causes. • Similarly the Chicago school argued that the social structure of a neighborhood reproduces itself and governs behavior in the neighborhood.

20. Limited differences Tipping points Examples of levels: • Society is not just a set of individuals. • The level of segregation in neighborhoods is not just a function of individual prejudice • as shown by tipping points in residential segregation. • The exclusion of women from the top levels of science is not a function of individual prejudice • as shown by Cole’s model of limited differences.

21. Unintended Consequences oops • The analysis of unintended consequences is an example of the need to analyze different levels of structure. • It is one of the main reasons for sociology. • Sociology investigates the consequences of individual and collective action. • If those consequences were always or usually what people intended, one would not need to investigate them. • But actions often have consequences very different from those that were intended.

22. Pettigrew • Pettigrew’s analysis of (open) systems consolidates many of the issues of policy and of individual/ social effects. • Unregulated markets are most appropriate when there are unintended positive effects (“invisible hands”) • Social dilemmas produce “invisible fists.” • Social policies may have unintended positive effects (“silver linings”) or unintended negative (“dark clouds”) effects.

23. Pettigrew’s concepts. Unintended outcomes of individual choices public policy Positive Invisible Hand Silver Lining Negative Invisible Fist Dark Cloud The main policy questions of the 21st century concern the balance of public and private with regard to health, education, and other social choices.

24. Ch. 11: Social stratification • Feagin’s analysis of spaceship earth • Myrdal’s analysis: when does the inequality generated by the Matthew principle lead to inherited privilege? • Poverty line and policy effects on it. • Paradoxes of equality of opportunity.

25. Ch. 12 Racism • Feagin’s concepts of systemic racism and institutional discrimination. • Difference between individual racism, institutional racism and cultural racism. • Difference between individual prejudice and discrimination (Merton; LaPierre) • Unstable dynamics of racism and racial inequality.

26. Ch. 13 Gender • Kanter’s analysis of tokenism • Reskin’s Realities of Affirmative Action in Employment • Cole’s Theory of Limited Differences • Hochschild The Second Shift

27. Ch. 14 Family • While divorce rates are an indicator of stress on the family, it is difficult to get an adequate explanation for changes in divorce rates from things like changes in divorce laws or “affective individualism.” • Many of the changes in the family, such as decline in the homemaker–breadwinner family seem to be the result of fairly inexorable forces such as structural differentiation and the decline of self-employment. • Very different kinds of policy are defended as being “pro-family.”

28. Ch. 16 Political economy • There are complex relations between the form of the economy (public/private) and the government (democratic/authoritarian). • All advanced industrial societies are mixed. • There are powerful processes of escalation of conflict (symmetrical schizmogenesis). • However, sometimes walking away from conflict does not reduce it (complementary schizmogenesis)

29. The Arab-Israeli conflict • Illustrates many of the themes that have been central to us throughout. • Ingroup-outgroup formation. • Reference groups. • Stereotypes, racism and self-fulfilling prophecies. • Chomski • Dynamics of conflict. • Dynamics of inequality and marginalization.

30. Ch. 17 Education • “Meritocratic” educational procedures and access often leads to the Matthew Principle, • in which existing inequality is magnified by the operation of effects of money, neighborhoods and other biases. • Rosenthal shows that there are expectancy effects • Stevenson & Stigler show that Asian systems increase the performance of every student by raising the floor.

31. Einstein • There is a socially maintained balance between humans as solitary beings (egotistical) and as social beings (altruistic). • He argues that unregulated capitalism upsets the balance of egotistical and social drives by promoting acquisitive individualism, • leading to increased inequality and group conflict.

32. Einstein v. Murray • It is possible to use Pettigrew to conceptualize the disagreement between theories such as Einstein and Murray • For Murray, individual initiative is a huge silver lining associated with private market choices. Dependence on government is the huge dark cloud associated with public provision. • For Einstein, personal egotism is a huge dark cloud associated with private market choices. Social altruism is the huge silver lining associated with public provision.