Discussion 1 ClassismIncome and wages are measurable indica.docx

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Discussion 1: Classism Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry. Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011). Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life. By Day 3 Post an analysis of how classism has factored into your life. Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients. ...

Education

meet) or feeling like there is a "right" way to speak and act in
order to be heard. For this Discussion, analyze how classism has
impacted your life.
By Day 3
Post
an analysis of how classism has factored into your life. Then,
explain a strategy you might use as a social worker to address
the impact of class and class differences on the lives of your
clients.

The document discusses wealth inequality in the United States through an economic pyramid model. At the top of the pyramid is the top 1% who control over 50% of the country's wealth. The next 19% make up the managerial class who control another 44% of wealth. This top 20% control over 90% of total wealth while the bottom 80% of the population controls just 9% of wealth on average. Keeping the bottom 80% divided along lines of race, gender, age etc. helps maintain this unequal system that benefits the top 20% who control major institutions that influence society.

Sociology Part 3

Dr. James Ryan Reblando

This document discusses key concepts related to social structure, social groups, and social stratification. It defines society as a group of people who share culture and territory. Social structure refers to typical patterns of relationships that guide and limit behavior. Social stratification ranks people in a hierarchy based on factors like status, power, and wealth. Social classes are groups of people who have similar property, power, and prestige. The document also discusses types of social groups like ethnic groups, and the consequences of social class on factors such as family life, education, and religion.

Part V 4-1 © 2013 by McGraw-Hill Education. This is propriet.docx

herbertwilson5999

Part V 4-1 © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. DEMOGRAPHICS & SOCIAL STRATIFICATION CH 4 1: CULTURAL CAPITAL: AN ALTERNATE VIEW OF SOCIAL STATUS The traditional view of social class structure is based on the presumption that societies segregate into differential reputational groupings based on economic position and on noneconomic criteria such as morals, culture, and lifestyle that are sustained because people tend to interact with their social peers. The basis for this research was “a Rockwellian image of small town life that represents a minuscule and declining fraction of the contemporary United States….Status construction now must deal with the tremendous geographic mobility of American professionals and managers, the privatization of social life, the proliferation of media and travel, and the anonymity of urban environments….” An alternative view of social class and consumption was developed by Bourdieu and modified by Holt. This theory proposes three types of capital which individuals use to produce status. Social capital consists of relationships, organizational affiliations, and networks. Economic capital represents financial resources which are expressed through consuming goods and activities of material scarcity and inputed luxury. Cultural capital consists of a set of socially rare and distinctive tastes, skills, knowledge, and practices. A high level of cultural capital is acquired in upbringing in families with well-educated parents whose occupations require cultural skills, interaction with peers from similar families, high levels of formal education at institutions that attract other cultural elites studying areas that emphasize critical abstract thinking and communication over the acquisition of particularized skills and knowledge. These reinforcing experiences become embodied as ways of feeling thinking, and acting. Cultural capital secures the respect of others through the consumption of objects that are ideationally difficult and so can only be consumed by those few who have acquired the ability to do so. For example, a dinner discussion of the directorial powers reflected in a current movie serves as a claim to particular resources such as knowledge of directorial styles in movies and the ability to analyze these styles. These resources provide reputational currency. Such actions are perceived not as explicit class signals but as bases for whom one is attracted to and admires, or not. Thus, status boundaries are expressed simply through expressing one’s tastes. In addition to tastes expressed in actions, tastes and preferences expressed in product or service ownership or use also signal status. However, cultural tastes are signaled not in terms of the.

iscussion 2 Power, Privilege, and ClassismPower, privilege,.docx

jesssueann

iscussion 2: Power, Privilege, and Classism Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classism is represented in the Hernandez family. By Day 5 Post An explanation of how classism is demonstrated in the Hernandez video. Identify specific barriers to social services that the Hernandez family experiences because of their class status (e.g., working poor). Explain how the intersection of class (e.g., working poor), ethnicity (e.g., Hispanic), and migration history (e.g., move from Puerto Rico to mainland) may further impact the Hernandez’s experience. Identity 2-3 strengths in the Hernandez family. Provide recommendations for how social workers might address issues of classism present in the Hernandez case. Explain how recommendations would address class issues. ...

OAS: INEQUALITY AND SOCIAL INCLUSION IN THE AMERICAS

Stanleylucas

This document discusses inequality and social inclusion in the Americas. It notes that while economic growth has reduced poverty, inequality remains a major problem that undermines democracy. Large segments of the population live in vulnerable conditions, and discrimination exists based on factors like gender, race, and employment status. The document argues that addressing inequality requires not just increasing incomes but reducing discrimination and exclusion across multiple dimensions in order to promote more just, democratic societies.

FeedbackEssay 1 The purpose of the essay is get you to talk .docx

mglenn3

This document provides feedback on essays and expands on an American identities essay. The feedback addresses the need to expand certain essays by a page and add more transitions and conclusions. It also provides a summary of an essay on economic inequality exploring how wealth is concentrated among the top 1% and how this impacts society. The identities essay discusses the author's experience in America and perspective on concepts of race, gender, sexuality, religion and class in American society. It reflects on core American values of liberty, self-governance, equality, individualism and diversity.

FeedbackEssay 1 The purpose of the essay is get you to talk .docx

lmelaine

Feedback Essay 1: The purpose of the essay is get you to talk about your own experience in your own words, so there is no need for citing others' ideas and experiences. (expand to one more page write about a personal experience related to the topic) hence "am a student and am not American" Essay 2: add more transition words, replace the (this, it, they etc..) with the nouns. Expand the essay to one more page. Essay 3: (melting pot) add transitions, make sure to give opinions about topics "personal opinions" Expand the conclusion. Essay4:(inequality for all) add more transitions , add conclusion, expand one page Fatma AlsadiAmerican Identities, 212C February 19, 2020 Essay #5 The documentary by Reich elaboartes on the issues facing the modern soicety today, not only in the U.S but alos in other jurisdications within the larger global economy. Specifically, he explores economic inequality, how its affecting us and what could be done to mitigate against its effects. As porpounded by Prof. Reich, economic inequaity is an issue affecting a significnant proportion of the population. It can be said that those of a differeing opinion are probably those belonging to the top 1%. The extent of economic inequaity is manifest in civil movements such as The Occupy Wall-Street movement, the Green Party as well as the various industrial strikes regulalry organized by workers all around the globe (Milanovic, 2016). As explained by Prof. Reich, most of the world’s wealth are held by only 1% of the poplation. These are the wealthy individuals in the society who own sifingicant factors of production and hence control and influence economic and political systems, both in their countries and the world. The problem is that this 1% do not utlize a significant proportion of their wealth in real-economic activities. These are the activities that have the greates potential in generating jobs for the massess as well as real goods and services (Milanovic, 2016). That is, they essentially hoard their wealth and choose to invest it in speculative markets so as to generate even more money for themselves. Th downside to these avenues of investments is that theu do not, atleast directly, enhance employment levels or goods and services. Besides, Reich argues that the top 1% tend to engage in selfish activities that end huriting the economy. That is, if the economy is not doing good, the top 1% may withdraw their resources resulting in lay-offs as well as scaling down of production activities. Unfortunately, their selfish considerations only end up huring the economy even further (Milanovic, 2016). From Reich’s documentary, it can be constures that economic inequality is multi-faceted. This implies that economic inequality encompassess the distribution of income as well as the distributiion of wealth. The former makes reference to how much money people make while the latter makes reference to the amount of resources owned. With this in mind, both income and wealt ...

Soc315 v6 multicultural matrix and analysis worksheetsoc315 v

rock73

This document provides information about ethnic and racial groups in the United States. It discusses how race and ethnicity are socially constructed and defined differently in different societies. The largest minority groups in the US are described as African Americans, Native Americans, and Asian Pacific Americans. It is projected that non-white racial groups will become the majority of the US population by 2060. Racial categories are created and transformed over time through the sociohistorical process of racial formation, in which those in power define racial groups.

7 SOCIAL CLASS AND INEQUALITY IN THE UNITED STATES Discover Sociology 2E Custom Interactive E-book Edition William J. Chambliss, Daina Eglitis Media Library CHAPTER 7 Media Library AUDIO Inequality and the Economic Crisis Hollywood’s American Dream VIDEO John Oliver on Income Inequality & Wealth Perceptions of Wealth Inequality Income Mobility Economic Inequality CQ RESEARCHER Income Inequality PACIFIC STANDARD MAGAZINE Structural inequality and parental income JOURNAL Racial Stratification and Inequality Higher Education and Income Race and Desserts Typology of American Poverty p.155 IN THIS CHAPTER Stratification in Traditional and Modern Societies Sociological Building Blocks of Stratification and Social Class Class and Inequality in the United States: Dimensions and Trends The Problem of Neighborhood Poverty Why Do Stratification and Poverty Exist and Persist in Class Societies? Why Study Inequality? WHAT DO YOU THINK? 1. How equal or unequal is the distribution of income in the United States? What factors help explain income inequality? 2. What explains the existence and persistence of widespread poverty in the United States, one of the richest countries on earth? 3. Should the minimum wage be raised? What would be the costs of such an increase? What would be the benefits? p.156 POVERTY AND PROSPERITY IN THE UNITED STATES Melanie Stetson Freeman / Contributor/Getty Images An article in a recent issue of Bloomberg Markets that reported on a growing demand among investors for trailer park properties in the United States profiled one such investor: When Dan Weissman worked at Goldman Sachs Group Inc. and, later, at a hedge fund, he didn’t have to worry about methamphetamine addicts chasing his employees with metal pipes. Or SWAT teams barging into his workplace looking for arsonists. Both things have happened since he left Wall Street and bought five mobile home parks: four in Texas and one in Indiana. Yet he says he’s never been so relaxed in his life.... [He] attributes his newfound calm to the supply-demand equation in the trailer park industry. With more of the U.S. middle class sliding into poverty and many towns banning new trailer parks, enterprising owners are getting rich renting the concrete pads and surrounding dirt on which residents park their homes. “The greatest part of the business is that we go to sleep at night not ever worrying about demand for our product.... It’s the best decision I’ve ever made.” (Effinger & Burton, 2014) The decline of the U.S. middle class has wrought substantial consequences for millions of families. It has also, as the Bloomberg article suggests, opened new opportunities for others, including members of the upper class. The economic position of the middle class, particularly its less educated fraction, has been slowly declining since the 1970s, a process accelerated by the economic recession of 2007–2010, the effects of which are still felt in many families and co.

Hansen_Essay_3

Kelsey Hansen

This document discusses income inequality in Manhattan, New York. It shows that certain neighborhoods in Manhattan have significantly higher average incomes than others, especially for African Americans. The inequality originated from past legal discrimination that barred minorities from opportunities. While anger over this inequality is understandable, it has also been counterproductive. The document proposes several policy solutions that could help reduce inequality, such as increasing the minimum wage, access to childcare and education, and making it easier for all citizens to vote.

Chapter 12Diversity and Equity Today Defining the Challenge .docx

bartholomeocoombs

Chapter 12 Diversity and Equity Today Defining the Challenge Chapter Overview Chapter 12 begins by defining the differences between two similar concepts: equity and equality. It then reviews the history of efforts to address educational equity since the 1954 Supreme Court decision Brown v. Board of Education of Topeka, Kansas. Current social inequalities are explained, including such political–economic dimensions as income, employment, housing, and political power differences among different ethnic and gender groups. The chapter then turns from social inequalities to educational inequalities among various social groups. The social construction of different ethnic, gender, and economic groups’ status in schools is considered. While particular attention is paid to African Americans and Latinos, Asian Americans and students with disabilities are also considered. The Primary Source reading points out specifics regarding socio-economic, ethnic and racial dimensions of the “achievement gap. Educational Aims in Contemporary Society Analytic Framework Diversity and Equity Today IIdeollogy Equal opportunity Meritocracy Genetic deficit theory Cultural deficit theory Racism Sexism Class bias Disability bias Social construction of which human differences matter Political Economy Social inequalities: Racial and ethnic Gender Economic class Diversity across and within groups Inequalities in employment Effects of poverty and racism on families Income versus wealth differences Education for All Handicapped Children Act Schooling Inequalities in educational resources Inequalities in educational expectations Standardized achievement test differences Educational attainment differences Language differences and school achievement Inclusion of students with disabilities in “mainstream” classrooms Gender and learning differences No Child Left Behind Introduction: Inequity and Inequality From its very origins American society has struggled with questions of equity and equality. Although these terms derive from the same linguistic stem, they carry sub- stantially different meanings. Equality denotes “equal”; equity, “fair.” Even as an ideal, democracy does not call for an identical existence for each citizen or promise to equalize outcomes. In theory, democratic ideals of freedom marry well with ideals of economic freedom. Robert N. Carson wrote the original draft of this chapter. Those who have the most skill and talent, work hard- est, and have the best luck are expected to prosper in a free market economy. The free market is supposed to structure a system of rewards that bring out the produc- tive best in people. In practice, however, this theory is questionable. It assumes that the starting conditions for everyone allow for fair competition or, at the very least, that social institutions treat everyone fairly. British economic historian R. H. Tawney draws the distinction in this manner: [To] criticize inequality and to desire equality is not, as is sometime.

Working with Ethnic Diversity in a Pluralistic SocietyHuman di.docx

ambersalomon88660

Working with Ethnic Diversity in a Pluralistic Society Human diversity is a significant factor in working with all people. It is not only a determinant of individual and social functioning; it also affects every aspect of practice in human service. Only when human service workers are sensitive to differences among people, knowledgeable about their causes and effects, and skillful in recognizing and working with them will practice be effective. Although dealing with diversity has always been a part of education for practice, its importance has become increasingly obvious in the last half century. his increased awareness has been sparked by major historical changes. he civil rights movement of the 1960s forced into the forefront of U.S. consciousness awareness of the existence of groups of people within the society who, because of their differences, were denied access to many of its benefits and were subject to personal and institutional discrimination. Changes that came as a result of this movement are reflected in laws and institutions, and minority people themselves have learned that as groups they possess strength, can effect social change, and can demand their rights to full participation in society. A second factor is what has been called the “new immigration” of people fleeing from economic and ecological disaster, civil unrest, wars, starvation, lack of opportunity, violence, and oppression. Earlier immigration had, for the most part, been invited and welcomed when the country was young and needed settlers and workers. However, the country is growing older and no longer needs workers, except in those instances where immigrants can be exploited, as in migrant farm or household workers. In spite of its affluence, the United States faces major problems—unemployment, poverty, crime, violence, drugs, and homelessness. Such problems most strongly affect those Working Levine, Joanne. Working with People: The Helping Process (Page 64). Pearson Education. Kindle Edition. without a stable place in the social structure, and newcomers are particularly vulnerable. Because of the destructive experiences they have undergone, newcomers may also bring physical and emotional problems, a history of malnutrition, and lack or loss of schooling. We seem to be moving toward a more pluralistic society wherein sharply different ethnic groups exist side by side, sharing in its benefits and enriching it by their diversity. Such changes do not come easily, and there will always be conflict where there are different interest groups and varying loyalties. However, the inherent strength of a democracy lies in its ability to reconcile them. People carry with them down through the generations vestiges of their original ethnicity, but as they are exposed to different cultures, adaptation takes place, and all of the people and institutions involved are changed by the process. History indicates that this adaptation can be successful until and unless populat.

Prohibition Essay. History - Prohibition - GCSE History - Marked by Teachers.com

Diana Carroll

Why was Prohibition Introduced In The U.S.A In 1919? - GCSE History .... How successful was Prohibition? - A-Level History - Marked by Teachers.com. Why was Prohibition introduced in the USA Essay Example | StudyHippo.com. Prohibition. In this essay I will be looking into prohibition, peoples .... Why was prohibition introduced in the USA in 191 Essay Example .... Why was Prohibition introduced into the USA in 1919? - GCSE History .... Why was Prohibition introduced in the USA in 1919? - GCSE History ....

Maquita ConnerOctober 16, 2015Sociology 101Exam # 2.docx

infantsuk

Maquita Conner October 16, 2015 Sociology 101 Exam # 2 Study Guide A recap of two types of statuses: achieved and ascribed · Achieved status-a social position that a person attains largely through his or her own efforts. · Ascribed status-a social position assigned to a person by society without regard for the person’s unique talents and characteristics. Stratification · Can be based on race, class, gender, or sexuality Why do we have stratification? Functionalists maintain that a differential system of rewards and punishments is necessary for the efficient operation of society. · According to Conflict Theorists competition for scarce resources results in significant political, economic, and social inequality. Dominant Ideology-describes a set of cultural beliefs and practices that helps to maintain powerful social, economic, and political interests. Know the differences between income and wealth · Income-refers to salaries and wages · Wealth-is an inclusive term encompassing all a person’s material assets, including land, stocks and other types of property. Max Weber proposed that the working class must develop class consciousness True or False Poverty The percent of people in the United States living below the poverty line A) 55 B) 31 C) 15 D) 5 Why are women experiencing higher rates of poverty? Conflict theorist trace higher rates of poverty among women to three distinct factors: the difficulty in finding affordable childcare, sexual harassment, and sex discrimination in the labor market. Which of the following sociological perspectives believe that class is closely related to people’s life chances? A) Functionalist B) Feminist C) Conflict D) Symbolic Interactionist Explanations for poverty · Poverty can’t only be explained by a low minimum wage · There’s the American dream “pull yourself up by your boot straps” · Problem with the American dream-everyone is not given an equal playing field. Class, position, ascribed status, and race are factors that more or less determine your chances of success or lack there of Social Mobility · Social mobility refers to the movement of individuals or groups from one position in a society’s stratification system to another. Which are NOT types of social mobility? A) Intergenerational mobility B) Horizontal mobility C) Vertical mobility D) Intragenerational mobility E) All are types of social mobility More descriptions of poverty · Unequal distribution of wealth and income · Between 1973-2000, the top 5% of American families saw their share of income go up almost 30% while the bottom 40% saw their share drop 17% · The way our system is set up is not an accident What happened to trickle down? Reagan said if taxes were cut at the top, the wealth will trickle down. THAT DIDN’T HAPPEN; No real trickle down Education · Education plays a critical role in social mobility A person born into a poor family but who graduates from college has a one in five chance of entering the top fifth of all income earners ...

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