Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
SOC100 Deviance of Social Stratification and Inequality
SOC100, Deviance, Social, Stratification, Inequality
This reading guide covers Chapters 7, 9, 11, and 12 in your textbook:
Review these notes to assist with your assignment this week.
Deviance
Deviance and Social Control
Deviance: behavior that does not conform with cultural norms or social standards
- Deviance depends on a person’s culture and subculture; deviant actions may not be considered deviant in a different place or time.
- For example, actions such as smoking indoors, playing loud music, or being nude in public can be considered deviant or not, depending on when and where they happen.
Deviance and Crime: Formal and Informal Sanctions
Informal sanctions: forms of punishment for mild violations of social norms
- Examples of mild violations: cutting in line, eating with your fingers at a nice restaurant, texting during a film in a movie theater
- Examples of informal sanctions: nasty looks, rude comments, isolation from social groups
Formal sanctions: forms of punishment for serious violations of social norms that are written laws
- Examples of serious violations: murder, rape, theft, speeding
- Examples of sanctions: fines, jail time, criminal record
Theoretical Perspectives on Deviance
- Functionalist perspective
- A functional society needs deviance to reaffirm current social norms and to set boundaries for social control and morality.
- Conflict theorist perspective
- Deviance and crime are caused by social and economic factors created by a wealthy elite class of people in power who maintain the status quo in society, decide what is deviant, and determine who gets criminalized for deviant behavior.
- Symbolic interactionist perspective
- Deviance is behavior that is learned from social interactions with other people, either as a response to others’ reactions or by modeling their deviance.
Social Stratification
Social stratification: society’s way of categorizing people by socioeconomic status, ranked by tiers based on factors that reflect an unequal distribution of resources
- Sociologists recognize that social stratification is a society-wide system that makes inequalities apparent.
Class system: a way of describing the level of someone’s social standing based on their individual accomplishments and social factors
- Examples of class systems in the U.S.: lower, middle, and higher income
- Primary characteristics of each class serve as social boundaries between them.
- Socioeconomic status (SES) in a class system determines individuals’ life outcomes.
Wealth: the value of assets owned by a household
- Wealth enhances one’s life chances by creating opportunities and desired stature, command over labor and businesses, and the ability to pass along status to children.
- Wealth is less equally distributed and more concentrated than income; wealth begets wealth and is more stable across generations from parents
Theoretical Perspectives on Social Stratification
- Functionalist perspective
- Different social classes exist because they serve a purpose needed in society.
- Social roles that are more important for the functioning of society receive greater rewards. For example, doctors are part of a higher-class status than janitors based on their importance, due to society’s need for them.
- Conflict theorist perspective
- Inequality is systematically created and maintained by those with control over resources.
- Advantages are based on characteristics such as class, race or ethnicity, or age.
- Symbolic interactionist perspective
- Social standing is affected at a micro-level in everyday interactions with people who typically share the same social group.
- People often show symbols of their social status through preferences in style or appearance.
Race and Ethnicity
Race: a socially defined category based on perceived physical differences between groups of people
- Social construction of race: the belief that race is not biologically identifiable; race is a social construct because racial categories change over time
Ethnicity: a socially defined category based on a group’s shared cultural factors, such as language, religion, nationality, or history
Minority group: any group of people singled out from the rest of society to be treated differently or unequally
Stereotype: an over-generalized belief about a group of people who share a characteristic
Racism: a set of beliefs and practices about the superiority of one racial or ethnic group over another
Prejudice: a biased thought process based on flawed assumptions about a group of people
Discrimination: actions taken against individuals to treat them unequally because of their race or ethnic group; usually motivated by prejudice
Privilege: benefits or advantages that some people enjoy because they are part of a dominant group that receives preferential treatment over others
Theoretical Perspectives on Race and Ethnicity
- Functionalist perspective
- Racial and ethnic differences exist because they serve an important function in society; racial inequality can strengthen bonds between in-group members through pushing away out-group members.
- Conflict theorist perspective
- Conflict between racial and ethnic inequalities arises when the dominant group perceives a threat from a minority group to their power and control over scarce resources.
- Symbolic interactionist perspective
- Everyday interactions between members of the dominant group reinforce their assumptions about the racial or ethnic identities that symbolize minority groups.
Gender, Sex, & Sexuality
Sex: biologically determined physiological differences between males and females
Gender: a person’s internal perception of their gender as determined by role differences in our society and culture
- Gender differences are a product of socialization and other forms of social control.
- Traditional masculine vs. feminine gender role stereotypes are reinforced agents of socialization.
Sexism: the prejudiced belief that one sex is superior to another
Theoretical Perspectives on Gender, Sex, & Sexuality
- Functionalist perspective
- Gender roles function to regulate sexual behavior and ensure cohesion in a marriage and stability in a family.
- Changes in gender roles undermine social institutions and are therefore dysfunctional to society.
- Conflict theorist perspective
- Socially dominant groups actively work to promote their views of sexuality and can deny social and economic advantages to subordinate groups, causing conflict between groups over resources.
- Symbolic interactionist perspective
- Gender roles are learned social behaviors that are reinforced through symbols of “femininity” or “masculinity” that society shares.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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