Bioethics Case Study1.1.Bioethics Case Study This assignment .docx

Bioethics Case Study
1.
1.Bioethics Case Study: This assignment asks you to examine a
current ethical controversy case study. The paper is informal,
but should be in APA style, and does not need an abstract or
cover page. With a minimum of two pages and a maximum of
four pages A reference page is needed. In-text citations should
be in APA format. Papers will be graded on a 0 to 25-point
scale.
Case Study in Primary care:
One hypothetical case study involves Jim a 54, year old patient
who has recently diagnose with hypertension and his Creatinine
and BUN laboratory results are elevated, if left untreated, will
result in kidney failure. The patient refuses to take the
medication because he said it will affect his sex life The NP
must work with the patient to respect the fact that he doesn’t
want the medication (autonomy), and needs to find a solution
that would prevent him from going into kidney failure and other
complications, which is in his best interest (beneficence).
Although medications are the best choice, forcing the patient to
accept the medication will result in probably patient leaving the
care (non-maleficence). Finally, the NP needs to consider the
impact that the patient’s choices might have on others if he
starts to go into preventable kidney failure, he’ll need dialysis,
which affects other people who need the same treatment
(justice). So before making the final decision the NP must
consider all four principles of health care ethics, which will
help the NP make the choice that will have the best possible
benefits for both the patient and society.
Questions?
1. What are the skills necessary for the provider to identify,
address, and assess this clinical ethical issue?
2. What are the provider’s obligations when a patient discloses
does he not intent to follow the treatment?

3. What are the ethical considerations in evaluating a patient’s
failure to adhere to a prescribed therapy?
4. Will you terminate care for this patient? What are the
implications?
Case Study Rubric
Criterion
Outstanding (25)
Very Good (22)
Average (18)
Unacceptable (15)
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and
issue(s)
Demonstrates an accomplished understanding of the topic(s) and
issue(s)
Demonstrates an acceptable understanding of the topic(s) and
issue(s)
Demonstrates an inadequate understanding of the topic(s) and
issue(s)
Analysis
Presents an insightful and through analysis of the issue (s)
identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation

Makes appropriate and powerful connections between the
issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified
and the concept(s) studied
Makes appropriate but somewhat vague connections between the
issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified
and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents
a balanced and critical view; interpretation is both reasonable
and objective
Supports opinion with reasons and evidence; presents a fairly
balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a
somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument
is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations
clearly supported by the information presented and concepts
studied
Presents specific, realistic and appropriate recommendation
supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by
the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if
any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors

APA guidelines
Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Reflects incomplete knowledge of APA guidelines
Does not use APA guidelines
Total
Assignment Two: Social Inequalities in American Society:
Media Assignment
50 points
This assignment aligns with the following course objectives:
· Evaluate the nature and significance of social inequalities in a
global society focusing on social class, race, age, gender and
other areas of diversity;
· Find, evaluate and cite appropriate academic resources for
research in written assignments and oral presentations;
· Apply the sociological perspective by using collaborative
problem-solving assignments.
Goal/Overview:
Social inequality can be defined as the unequal distribution of
power, privilege and social status in society. Social inequality
is pervasive as the consequences are reflected in all social
institutions including educational systems, the criminal justice
system, health care industry, the media and political
arrangements. Certain groups of people based on race,gender,
social class, sexual orientation and other defining variables,
have a very different lived experience than other privileged

groups in society.
The goal of this assignment is for participants to select and
analyze ONE movie, musical selection, or book according to a
variety of sociological principles. Knowledge of this material
will be demonstrated in the completion of this assignment.
TASKS:
Please use 2-4 clear, concise, and complete sentences that
address EACH of the questions within the following areas:
1. For what reason did you make this selection for the
assignment? How did this selection impact your view of the
world?
2. How does your selection relate to the topic of social
inequality? Be specific.
3. Who are the central characters in your selection? How do
these characters experience a form of social inequality? What
do they do in response to the social inequality? What are the
outcomes in your selection: Do they win... lose.... or live to
fight another day? If this is a CD, discuss these questions in
terms of the song lyrics or position taken by the artist. Please
use 2-3 songs in this analysis
4. Pick ONE specificsociological concept (terms such as
minority group, status, or social class are concepts) and apply it
to your selection. In other words, in what ways does that
concept relate to your selection?
5. Use ONEsociological theory (structural functionalism,
conflict, symbolic interaction, post-modern, feminist, queer
theory etc.) to analyze your selection. You must be able to draw
parallels between the plot and themes in your selection as they
relate to the underlying principles of your selected social
theory.
Assignment Details:
1. This assignment must be typed double-spaced in a standard
10-12 size font.
2. Grammar, spelling, and punctuation are important and will be
evaluated in this assignment.
3. In addition to using your selected movie, CD, or book for

this assignment, you will be required to use two additional
sources for this assignment. Your textbook can be one of your
sources. The other source should come from the CCBC library
databases such as SOCINDEX. Thus, if your paper is on racial
inequality as reflected in a movie, you should also locate and
incorporate within your responses, a journal article that
discusses racial inequality.
4. Cite sources in the APA format-this means in-text citation
and a References page.
5. Submit through SafeAssign for review.
Please remember that plagiarism will result in a grade of “0”.
Grading Rubric for the Written Assignments (50 points)
CATEGORY
10
7
3
0
Focus on Topic (Content)
The writing fully and thoughtfully responds to the assignment
given.
The writing lacks specific focus on some aspects of the
assignment.
The writing lacks focus and/or fails to respond adequately to the
assignment given.
The writing does not respond to the assignment given.
Support for Topic (Content)
Relevant, telling, quality details provide important information
that addresses all of the assigned tasks.
Supporting details and information are relevant, but key issues
or portions of the assignment are unsupported.
Supporting details and information are typically unclear or not
related to the topic.
There are no clear supporting details.

Sequencing (Organization)
Topic sentence, body, and concluding sentence details are
placed in a logical order and keeps reader’s interest.
Some details are not in a logical or expected order or are
missing, and this distracts the reader.
Many details are not in a logical or expected order. There is
little sense that the writing is organized.
Writing is disorganized and no logical order exists.
Grammar & Spelling (Conventions)
Writer makes 0-1errors in grammar and/or spelling and/or
punctuation.
Writer makes 2-3 errors in grammar and/or spelling and/or
punctuation.
Writer makes 4-5 errors in grammar and/or spelling and/or
punctuation.
Writer makes 6 or more errors in grammar and/or spelling
and/or punctuation.
Format & Length
(Convections and problems with Citations)
- Paper follows designated guidelines (font, spacing, citations,
length, etc. as per the online syllabus.)
- Paper follows most guidelines or paper is over/under word
length.
- Paper lacks many elements of correct formatting and paper is
over/under word length.
All aspects of format and length have not been followed.
Totals

NOTE: PLAGIARISM WILL RESULT IN A GRADE OF “0”
FOR A WRITTEN ASSIGNMENT
Chapter 7:
Social Class: The Structure of Inequality
© 2018 W. W. Norton & Co., Inc.
Kerry Ferris & Jill Stein
Lecture Slides
1
Getting Warmed Up!
Lecture Launcher Questions 1
In America, all citizens have equal chances of obtaining
significant wealth during their lifetime.
true
false
2

Instructors: Use these questions at the beginning of class to
gauge prior student knowledge and comprehension, to elicit
discussion, or to emphasize important parts of the upcoming
lecture and class session!
ANS: b
FEEDBACK: Due to hierarchies in every society, members of
society are ranked differently and thus have different access to
rewards such as wealth; Section- Social Stratification and
Social Inequality
2
Getting Warmed Up!
Which person is likely to have the greatest status in the United
States?
a black male
a black female
a white male
a white female
3

ANS: c
FEEDBACK: Members of society are typically grouped
depending on criteria deemed important within that culture;
Section- Social Stratification and Social Inequality
3
Getting Warmed Up!
Different systems of stratification have been implemented
throughout history. Match the following three systems of
stratification with the appropriate explanation.a. slaveryaa. A
system of stratification based on access to key resources (e.g.,
wealth, power, property).b. castebb. A system of stratification
based on status and family history. It cannot be changed.c.
social classcc. A system of stratification based on the legal
ownership of people.
4
ANS: a-cc, b-bb, c-aa
FEEDBACK: For more insight into systems of stratification,
please review the “Systems of Stratification ” section
4

Getting Warmed Up!
Consider the three major theoretical perspectives routinely
explored throughout the text. Which theorist explores the ways
in which poverty serves a purpose in our society by providing
jobs to many people in the social service sector?
Structural Functionalist
Conflict Theorist
Symbolic Interactionist
5
ANS: a
FEEDBACK: Functionalism focuses on how different aspects of
society build or dislodge cohesion;
Section- Theories of Social Class
5
Getting Warmed Up!
General predictions can often be made about a person’s life
chances based on their socioeconomic status. In general, people
of lower socioeconomic status are less likely to encounter the

criminal justice system.
true
false
6
ANS: b
FEEDBACK: In general, people of lower SES (socioeconomic
status) are more likely to encounter the criminal justice system;
Section- Socioeconomic Status and Life Chances
6
Getting Warmed Up!
Social mobility is the movement of an individual within a social
class system. Select the different types of mobility that can
exist in a society at any given time. (Choose all that apply.)
intergenerational
intragenerational
horizontal
vertical
circular

7
ANS: a, b, c, and d
FEEDBACK: Sociologists use the concept of social mobility to
measure movement within the stratification system of a
particular society; Section- Social Mobility
7
Social Stratification and
Social Inequality
Social stratification is the division of society into groups
arranged in a social hierarchy.
Every society has some form of stratification, but societies
stratify people according to a variety of criteria (such as race,
class, and gender).
Social inequality is the unequal distribution of wealth, power,
or prestige among members of a society.
8

8
Social stratification is a characteristic of society; it persists
over generations and is maintained through beliefs that are
widely shared by members of society. In a stratified society,
groups at the top of the hierarchy have greater access to goods
and services than members of groups at the bottom.
We find several different systems of stratification operating in
the United States, where it is not hard to demonstrate that being
wealthy, white, or male typically confers a higher status (and all
that goes along with it) on a person than does being poor,
nonwhite, or female. Because social inequality affects a
person’s life experience so profoundly, it is worthwhile to
examine how stratification works.
Family Portraits: the Skeens
9
Family Portraits From the top left: the Skeens (Pearland,
Texas), the Thoroddsens (Hafnarfjordur, Iceland), the Namgays
(Shingkhey, Bhutan), the Abdullas (Kuwait City, Kuwait), the
Kuenkaews (Ban Muang Wa, Thailand), and the Natomas
(Kouakourou, Mali).
9

Family Portraits: the Thoroddsens
10
(Kouakourou, Mali).
10
Family Portraits: the Namgays
11

(Kouakourou, Mali).
11
Family Portraits: the Abdullas
12
(Kouakourou, Mali).
12
Family Portraits: the Kuenkaews
13

(Kouakourou, Mali).
13
Family Portraits: the Natomas
14
(Kouakourou, Mali).
14
Systems of Stratification: Slavery
Slavery is the most extreme form of social stratification and is
based on the legal ownership of people.
15

Slaves are not considered to be people—they are considered the
property of the slave owner.
This is an extreme form of stratification because the individuals
who are slaves have no access to pursuing the resources
available in society and no opportunity for social mobility
(which we will discuss in a few moments).
Modern-day slavery persists, illegally, in many forms across the
globe.
15
Systems of Stratification: Caste System
A caste system is a form of social stratification in which status
is determined by one’s family history and background and
cannot be changed.
16
16
India is the country most closely associated with the caste
system.
Another example of a caste system was apartheid, the
segregation of racial and ethnic groups that was legal in South
Africa between 1948 and 1991.
South Africans were legally classified into four main racial
groups: white (English and Dutch heritage), Indian (from India),
“colored” (mixed race), and black. Blacks formed a large
majority, at 60 percent of the population. These groups were
geographically and socially separated from one another. Blacks
were forcibly removed from almost 80 percent of the country,

which was reserved for the three minority groups, and relocated
to independent “homelands” similar to the Indian reservations
in the United States. They could not enter other parts of the
country without a pass—and if they did get a pass it was usually
in order to work as “guest laborers” in white areas. Ironically,
African Americans visiting South Africa were given “honorary
white” status and could move freely within white and nonwhite
areas.
Systems of Stratification: Examples of Caste Systems
Apartheid is the term for the system of segregation of racial and
ethnic groups that was legal in South Africa between 1948 and
1991.
Michelle Alexander argues that there is what is similar to a
caste system in the criminal justice system of the United States
17
Systems of Stratification: Social Class
Social class: a system of stratification based on access to
resources such as wealth, property, power, and prestige.
Sociologists often refer to social class as socioeconomic status
(or SES).
Intersectionality: a concept that identifies how different
categories of inequality (e.g., class, race, and gender) intersect
18

18
Social Classes in the United States:
Upper and Upper-Middle Classes
The upper class:
consists of the wealthiest people in a class system
possesses most of the wealth of the country
makes up 1% of the U.S. population
The upper-middle class:
includes professionals and managers
makes up about 14% of the U.S. population
19
Social Classes in the United States:
Middle and Working Classes
The middle class:
includes “white-collar” workers
has a broad range of incomes

The working (lower-middle) class:
includes “blue-collar” or service industry workers
members less likely to have college degrees
20
20
Interestingly, most Americans would call themselves middle
class, whether they make $25,000 per year or $250,000.
Middle class seems to be a social norm that people want to
identify with even when they really are not part of that class.
Social Classes in the United States: Working Poor and
Underclass
The working poor:
members likely work manual and service jobs and seasonal
employment
The underclass:
members likely employed part-time or unemployed
21

The U.S. Social Class Ladder
22
The U.S. Social Class Ladder
22
Theories of Social Class:
Conflict Theory
Karl Marx believed that there were two main social classes in
capitalist societies:
Capitalists (or bourgeoisie) who owned the means of production
Workers (or proletariat) who sold their labor for wages
He believed that the classes would remain divided and social
inequality would grow.
23

23
Remember, Marx was a conflict theorist, meaning that he was
interested in the conflict between these two classes. He believed
that eventually the workers would revolt against the capitalists
because of the oppression they felt.
Weberian Theory
Max Weber offered a similar model that also included cultural
factors.
He argued that class status was made of three components:
Wealth (or privilege)
Power
Prestige
24
24
Sometimes this is referred to as “The 3 Ps” or the “Three-
Pronged Image of Power.”
Wealth might be considered money and investments (earned or
inherited); power is political power or ability to make changes
in the system; and prestige is the social honor people are given
because of their membership in well-regarded social groups.
Sometimes a person may have one of these but not the others,
but often the most powerful or successful people have all three.
The Relative Social Prestige of Selected Occupations in the

United States
25
Discussion: Ask your students if there are connections between
social prestige and income.
25
Structural Functionalism
Suggests that the system of stratification that has emerged is
functional to society in many ways:
Certain roles are more important for the functioning of society,
and these roles may be more difficult to fill, so more incentive
is needed.
Greater rewards are necessary for work that requires more
training or skill.
26
The functionalist perspective helps to explain the existing

system of social stratification and its persistence, but it still
leaves us with questions about the structured inequalities that
the system continues to reproduce. For example, is it really
functional for social rewards (such as wealth, power, and
prestige) to be so unequally divided among members of society?
26
Postmodernism and Social Reproduction
More recently, Pierre Bourdieu attempted to explain social
reproduction.
Social reproduction: the tendency for social-class status to be
passed down from one generation to the next
27
27
While we like to believe that our society has an “open system”
in which people have social mobility, we can notice patterns
that lack inter- and intragenerational mobility.
We’ll talk about all of these terms in upcoming slides, but the
point is that we tend to notice trends where children reproduce
their family’s social class.
Postmodernism and Cultural Capital
According to Bourdieu, this happens because each generation
acquires cultural capital (tastes, habits, expectations, skills,
knowledge, etc.), which helps us to gain advantages in society.

This cultural capital either helps or hinders us as we become
adults.
28
28
For instance, it is very helpful for business people to know how
to play golf, as many important business deals are struck on a
golf course. Growing up in a family that can teach you how to
play golf can give you some cultural capital that will be very
advantageous.
Symbolic Interaction Theory
Symbolic interactionists examine the way we use status
differences to categorize ourselves and others.
As Erving Goffman pointed out, our clothing, speech, gestures,
possessions, friends, and activities provide information about
our socioeconomic status.
29

29
You might notice that you wear similar brands of clothing or eat
at similar restaurants as your friends. You’ll also notice that
there are other people who wear or eat things that are very
different from what you wear or eat. These preferences might
say something about the class that you belong to or associate
with.
The example of Christine Mallinson and Becky Child
emphasized the locations of interactions reinforced social class
distinctions.
Socioeconomic Status and Life Chances
Belonging to a certain social class has profound consequences
for individuals in all areas of life including family, health,
education, work and income, and criminal justice.
30
30
Think about which people in society tend to have greater access
to these resources. Not everyone has an equal chance of getting
into Harvard, being operated on by the best surgeon, or even
becoming the president of the United States, despite what
children are told in school. People also tend to marry those
whose social and cultural backgrounds are similar to their own,
mainly because they are more likely to meet people like
themselves.
Social Mobility: Closed and Open Systems

Social mobility is the movement of individuals or groups within
the hierarchical system of social classes.
A closed system is one in which there is very little opportunity
to move from one class to another.
An open system is one with ample opportunity to move from
one class to another.
31
31
America technically has an open system (it is legal and
permissible for people to move between classes), but we can
notice structural patterns where people tend to stay very close
to the class they were raised in.
Discussion: If we have an open system, why do we see a lack of
opportunities to move between classes?
Social Mobility: Intergenerational and Intragenerational
Intergenerational mobility is the movement between social
classes that occurs from one generation to the next.
Intragenerational mobility is the movement between social
classes that occurs over the course of an individual’s lifetime.
32

32
An example of intergenerational mobility would be a plumber
who has a daughter who becomes a doctor. There was class
movement between generations.
An example of intragenerational mobility would be a man who
is a secretary, but then goes back to school to become a lawyer.
The mobility in that situation would be within his own lifetime
and would likely change his social class.
Discussion: Why might sociologists distinguish between social
mobility between generations and social mobility within a
generation (an individual’s lifetime)?
Social Mobility: Horizontal and Vertical
Horizontal social mobility is the occupational movement of
individuals or groups within a social class.
Vertical social mobility is the movement between social classes
and, depending on the direction, is often called either upward
mobility or downward mobility.
33
33
Horizontal social mobility, which is fairly common, refers to
the changing of jobs within a class: a therapist who shifts
careers so that he can teach college experiences horizontal
mobility.

Vertical social mobility is movement up or down the social
ladder, and thus is often called upward or downward mobility.
If this same therapist marries a president of a large corporation,
he might experience upward mobility. On the other hand, if he
or his wife gets laid off, he might experience downward
mobility.
People are far more likely to experience horizontal than vertical
social mobility. However, most Americans strive for upward
social mobility.
Social Mobility: Structural
Structural mobility refers to changes in the social status of large
numbers of people due to structural changes in society.
34
34
Structural mobility occurs when broad-scale social changes
occur – such as an economic recession or the expansion of
higher education
Women entering the workplace during World War II is an
example of a structural change that affected large numbers of
people and families.
During periods of economic recession, we may see downward
social mobility for many people at once due to layoffs and
company closures.
Structural mobility helps to make sense of how individuals’
lives are shaped by a broader historical moment. That is, social
mobility may be impacted by structural mobility.

Discussion: remind students of C. Wright Mills’ definition of
sociology as the intersection of history and biography).
Poverty
In the United States, the federal poverty line (an absolute
measure of annual income) is frequently used to determine who
should be categorized as poor.
The poverty threshold in 2017 for a family of four was $24,600
Most people living in poverty are not unemployed. This fact is
evident in the term “working poor.”
35
35
The number of people in poverty in the United States was 40.6
million people or 12.7 percent of the population in 2016.
Individuals living below the poverty line are eligible to receive
assistance. Welfare reform occurred in the 1990s under
President Clinton. In their book $2 a Day: Living on Almost
Nothing in America, Edin and Shaefer discuss their findings
regarding welfare benefits that have declined significantly while
individuals living in absolute poverty have increased
significantly.
Poverty: Absolute and Relative Deprivation
Absolute deprivation is an objective measure of poverty that is
defined by the inability to meet minimal standards for food,
shelter, clothing, or health care.
Relative deprivation is a relational measure of poverty based on

the standards of living.
People are considered poor if their standard of living is less
than that of other members of society.
36
36
Absolute: In this case, you feel poor because you can’t meet
minimal, basic needs. You are comparing your salary to the cost
of living.
Relative: You might feel poor compared to others because they
have more material possessions or spending power than you
have. You are comparing your salary to the salary of others.
Poverty in the United States by Selected Characteristics, 2013
37
37

Poverty: Culture of Poverty and Invisibility of Poverty
The culture of poverty refers to learned attitudes that can
develop among poor communities and lead the poor to accept
their fate rather than attempt to improve their situation.
Invisibility of Poverty: Residential segregation, political
disenfranchisement, and the use of law enforcement to control
the homeless can make poverty invisible to many Americans.
38
38
One of the key criticisms of this theory is that it tends to blame
the victims of poverty for their own misfortune while failing to
take into account the structural factors that shape culture.
However, it is worthwhile to discuss ways that society might
help stop this cycle. For instance, if children aren’t getting
skills about financial management at home, could the schools
intervene and give these children the skills they’ll need to move
into a higher social class?
Inequality and the Ideology of the American Dream
The American Dream:
is the ideology that anyone can achieve material success if he or
she works hard enough
explains and justifies economic inequality in our social system
has been criticized for legitimizing stratification by implying
that everyone has the same opportunity to get ahead
39

39
This is the idea of meritocracy (that hard work is justly
rewarded). This notion tells us that success or failure depends
on the person, when in reality we know that there are structural
advantages and disadvantages that also contribute to an
individual’s success or failure. In upcoming chapters we will
discuss some of these structural issues.
The American Dream is exemplified in U.S. society by “rags-to-
riches” success stories.
Although once pervasive, younger Americans have begun to
reject this ideology
A 2015 Harvard poll revealed that among college-age
millennials:
50% believe the American Dream still exists
50% believe the American Dream is dead
There are also differences in belief across racial groups.
The simplicity movement is a reaction to this ideology. It
encourages people to work less, oppose consumerism, earn less,
and spend less – placing less value with materialistic goods.
In conjunction with “The American Dream,” the “wealth gap”
should be discussed, which indicates that the rich are getting
richer while the poor gets poorer.
“Oligarchy” is also relevant to discuss alongside “The American
Dream” and the “wealth gap.” Oligarchy occurs when a few
very wealthy individuals rule a country.
Social Class and Inequality –
Concept Quiz 1

Every society has some form of stratification.
true
false
40
40
ANS: a.
Concept Quiz 2
The tendency of social classes to remain relatively stable as
social class status is passed down from one generation to the
next is called
cultural capital.
social prestige.
social reproduction.
class consciousness.
41

41
ANS: C
Concept Quiz 3
We call entrenched attitudes that can develop among poor
communities and lead the poor to accept their fate
the culture of poverty.
the just-world hypothesis.
disenfranchisement.
social welfare.
42
42
ANS: A
Concept Quiz 4
Max Weber argued that there were several important
components of social class. Which of the following is NOT one
of the components?
prestige
power
wealth
morals

43
43
ANS: d.
Concept Quiz 5
Sociologists apply the terms wealth and income
interchangeably.
true
false
44
44
ANS: B
Concept Quiz 6
Disenfranchisement refers to
the removal of the rights of citizenship.
geographic segregation.

absolute deprivation.
relative deprivation.
45
45
ANS: A
Concept Quiz 7
Apartheid is best described as which of the following types of
social systems?
slavery
modern-day slavery
caste
social class
46
46
ANS: C

Concept Quiz 8
__________ refers to a system of stratification based on access
to resources such as wealth, property, power, and prestige.
Slavery
Modern-day slavery
Caste
Social class
47
47
ANS: D
Chapter 7: Participation Questions 1
Which of the following do you feel best describes your family?
upper class
middle class
working class
48

These questions can be used with “clickers,” cell phones, or
other audience response systems to increase participation in
your classes. They can also be used to encourage discussion
without technological input.
48
What percentage of the population do you think makes over $2
million per year?
1%
13%
22%
49
ANS: a.
49
What percentage of the population do you think makes under
$25,000 per year?
1%
13%
22%

50
ANS: a.
50
Have you ever made the decision NOT to go to the doctor or
hospital because you couldn’t afford it?
Yes
No
51
51

What is more important to you in your future career, prestige or
money?
prestige
money
52
52
Are you a first-generation college student?
Yes (first in my family to go to college)
No (one or both parents went to college)
53

53
Chapter 7: Participation Questions7
In your opinion, which of the following best represents the
“American Dream”?
the American flag
a white picket fence
a wallet full of money
54
54
Chapter 7: Data Workshop Activity
Refer to the Data Workshop on page 195 to prepare for this
activity.
You are a sociologist engaged in a research project about social
class.
Observe the following video clip and take field notes on 1–2
individuals. Look for markers of their social class.
Be prepared to share your field notes with the class.

55
Directions for Instructors:
Chapter 2. This activity exemplifies the terms content analysis,
representativeness, observation, field notes, and quantitative vs.
qualitative research. You may find it helpful to remind the
students of the meaning of these terms.
workshop activity. We are going to focus on a modified,
classroom version that combines Options 1 and 2.
clip from YouTube or a popular film that shows people in
public. Tell students that they are sociologists charged with a
research study that includes conducting a content analysis of
this film clip. Based on the instructions given for the Data
Workshop, ask students to engage in observation of the
individuals in the clip. Select 1–2 individuals to observe and
write notes that can be referred to later in class.
then turn to their neighbor to discuss their findings. They
should be able to compare their field notes.
s have discussed findings in the smaller group,
bring their comments to a full group discussion.
these conclusions. To deepen the discussion, ask students
whether they feel they observed a representative sample, and

whether their data collection included quantitative methods,
qualitative methods, or both.
55
This concludes the Lecture PowerPoint for Chapter 7
56

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