Fys cliques
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The class was assigned to bring in lists of high school cliques and compare them in small groups. Most groups chose the same top five cliques, such as football players, cheerleaders, band kids, rednecks, and nerdy students. They then discussed stereotypes about each clique, such as whether rednecks are smart or jocks are only focused on sports. This exercise prompted reflection on how society overgeneralizes and labels people based on superficial characteristics rather than seeing their individual qualities.
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Stereotype
The document discusses common stereotypes in high school such as jocks, band members, geeks, and stoners. However, the author notes their high school did not have clear distinctions between groups, as athletes were also intelligent students. While the author disagreed that stereotypes defined each clique, their classmates felt stereotypes and cliques inevitably form in high schools. The stereotypes are then defined as jocks being athletic kids who wear letterman jackets and bully others, band members socializing mostly within their group and seeing themselves as cool, geeks solely focusing on academics over social lives, and stoners coming to school under the influence of drugs and disengaged from school.
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The document discusses common stereotypes in high school such as jocks, band members, geeks, and stoners. However, the author notes their high school did not have clear distinctions between groups, as athletes were also intelligent students. While the author disagreed that stereotypes defined each clique, their classmates felt stereotypes and cliques inevitably form in high schools. The stereotypes are then defined as jocks being athletic kids who wear letterman jackets and bully others, band members socializing mostly within their group and seeing themselves as cool, geeks solely focusing on academics over social lives, and stoners coming to school under the influence of drugs and disengaged from school.
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The document discusses a class assignment where students listed common cliques in high schools, such as jocks, rednecks, and nerds. The class discussed the characteristics of each group type, though some students had differing opinions. However, the document argues that placing people into rigid groups is a form of prejudice, as individuals may not fit stereotypes and it is better to treat people as individuals rather than assume their traits based on perceived cliques.
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This document summarizes a class activity where students discussed stereotypes of social groups or "clicks" in their high schools. The students shared the clicks at their schools and identified common ones like jocks, preps, rednecks and band geeks. They discussed how to recognize each click and why people are stereotyped. The whole activity was meant to make students think about how and why people are stereotyped. While the student found the activity just okay, it revealed that stereotypes of these clicks were largely the same across West Virginia high schools and focused on appearances and behaviors. The student learned you can't always classify people based on superficial attributes.
High school clicks
The document discusses high school stereotypes and how they are formed. It identifies four main groups in high schools: preps, emo kids, jocks, and nerds. For each group, it describes how members typically act, their interests, and how they dress. However, it notes that these stereotypes may not always be accurate and that people should be judged as individuals rather than based on preconceived notions. The exercise showed how easily stereotypes are formed but fail to account for individual variability. More broadly, it suggests that societies tend to stereotype ethnic and religious groups based on media depictions, despite stereotypes often being untrue.
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How can critical researchers claim to represent groups to which they do not belong?
Solution
A generic term usually applied to any research that challenges those conventional knowledge
bases and methodologies whether quantitative or qualitative – that make claims of scientific
objectivity. Rather, critical social research attempts to reveal the socio-historical specificity of
knowledge and to shed light on how particular knowledges reproduce structural relations of
inequality and oppression. Critical social research, in the sense of offering critiques of social
order, has a long history encompassing the likes of Aristotle, Socrates, Hobbes and Marx. It is
currently evident in the work of a wide variety of social critics, including Marxists, feminists and
poststructuralists and is often ‘hailed’ through attaching the adjective of ‘critical’ to any number
of existing disciplines or methodologies, as in ‘critical sociology’, ‘critical discourse analysis’,
‘critical anthropology’, ‘critical psychiatry’, ‘critical criminology’, ‘critical ethnography’ and so
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researches study.
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own research and theory development. On this particular day in the park, I saw two children
playing on opposite sides of a typical swing set, and around the time I was getting bored with my
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want,” and without missing a beat, the second child responded, “Ask your parents.”
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ask my students “Is there anything about you that makes you an individual instead of part of a
bunch of different groups.” While one or two might try to use their names (which come from
languages, .
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Dicussion 1
Shertina
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William
Explain the exercise that Jane Elliot did with her students.
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Were you surprised at how quickly the children began to treat each other differently after they were told that children with a certain eye color were superior or inferior?
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Typewritten Text
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CHAPTER 3: SYSTEMS VS INDIVIDUALS
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SOC 416 STUDY Education Planning--soc416study.com
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La bioquímica estudia la composición química de los seres vivos, especialmente proteínas, carbohidratos, lípidos y ácidos nucleicos. Es la ciencia que analiza las reacciones químicas del metabolismo celular como la digestión y fotosíntesis. La bioquímica integra las leyes químicas y biológicas para estudiar biomoléculas y biosistemas a nivel molecular, aplicando este conocimiento a campos como la medicina, farmacología y biotecnología.
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Similar to Fys cliques
Highschool
The document discusses a class assignment where students listed common cliques in high schools, such as jocks, rednecks, and nerds. The class discussed the characteristics of each group type, though some students had differing opinions. However, the document argues that placing people into rigid groups is a form of prejudice, as individuals may not fit stereotypes and it is better to treat people as individuals rather than assume their traits based on perceived cliques.
Clicks
This document summarizes a class activity where students discussed stereotypes of social groups or "clicks" in their high schools. The students shared the clicks at their schools and identified common ones like jocks, preps, rednecks and band geeks. They discussed how to recognize each click and why people are stereotyped. The whole activity was meant to make students think about how and why people are stereotyped. While the student found the activity just okay, it revealed that stereotypes of these clicks were largely the same across West Virginia high schools and focused on appearances and behaviors. The student learned you can't always classify people based on superficial attributes.
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The document discusses high school stereotypes and how they are formed. It identifies four main groups in high schools: preps, emo kids, jocks, and nerds. For each group, it describes how members typically act, their interests, and how they dress. However, it notes that these stereotypes may not always be accurate and that people should be judged as individuals rather than based on preconceived notions. The exercise showed how easily stereotypes are formed but fail to account for individual variability. More broadly, it suggests that societies tend to stereotype ethnic and religious groups based on media depictions, despite stereotypes often being untrue.
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How can critical researchers claim to represent groups to which they do not belong?
Solution
A generic term usually applied to any research that challenges those conventional knowledge
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objectivity. Rather, critical social research attempts to reveal the socio-historical specificity of
knowledge and to shed light on how particular knowledges reproduce structural relations of
inequality and oppression. Critical social research, in the sense of offering critiques of social
order, has a long history encompassing the likes of Aristotle, Socrates, Hobbes and Marx. It is
currently evident in the work of a wide variety of social critics, including Marxists, feminists and
poststructuralists and is often ‘hailed’ through attaching the adjective of ‘critical’ to any number
of existing disciplines or methodologies, as in ‘critical sociology’, ‘critical discourse analysis’,
‘critical anthropology’, ‘critical psychiatry’, ‘critical criminology’, ‘critical ethnography’ and so
on. and after than critical researchers claim to repersent group decribe below by critical case
researches study.
I was sitting in a park near my house one day half reading a novel and half watching the people
move around the area. As someone who studies people, I spend a lot of time watching them and
attempting to both make sense of what they do and use these observations to make sense of my
own research and theory development. On this particular day in the park, I saw two children
playing on opposite sides of a typical swing set, and around the time I was getting bored with my
novel one of the little kids asked the other, “are you a boy,” and the other little kid said “no.”
Smiling, the first child said, “oh, then you’re a girl,” but again the second child said “no.” After
staring for a moment, the first child said, “but I thought you had to pick one or the other.”
Climbing into a swing, the second child responded, “My parents don’t make me choose – they
say I can be anything I want.” Smiling, the first child asked, “I wonder why I can’t be anything I
want,” and without missing a beat, the second child responded, “Ask your parents.”
This experience (along with many other observations of children when they don’t think adults
are paying attention) reminds me of an exercise I do in my classes where I ask students to answer
the question “who am I” twenty times. Every time, students (like most humans) respond with
group identities (i.e., \"I’m a son,\" \"I’m white,\" \"I’m gay,\" \"I’m a football player,\" \"I’m an
atheist,\" \"I’m genderqueer,\" \"I’m a boy,\" \"I’m black,\" \"I’m a soccer player,\" \"I’m a
mother,\" \"I’m a Muslim,\" etc.) that they have been taught to use to define themselves. I then
ask my students “Is there anything about you that makes you an individual instead of part of a
bunch of different groups.” While one or two might try to use their names (which come from
languages, .
Discussion Question 1It is said that, men are from Mars and w.docx
Discussion Question 1
It is said that, "men are from Mars and women are from Venus."
Using the South University Online Library or the Internet, read more about this statement. Based on your research and understanding, answer the following questions:
•Have you seen this kind of difference in communication style between men and women? Provide examples.
•How can this gender gap in communication be bridged?
Discussion Question 2
With a society that is so diverse in its own nature, issues pertaining to cultural diversity are bound to occur in the process of team management and leadership.
Using the South University Online Library or the Internet, research about cultural diversity. Based on your research and understanding, answer the following questions:
•How does having members of different cultures on a team affect the team's performance?
•How would you incorporate a person from a culture of your choice into your team, keeping in mind communication differences within your and the chosen culture?
.
Review for Midterm, American Culture1. Individualism and civi.docx
Review for Midterm, American Culture
1. Individualism and civic or community involvement.
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3. Equality and inequality. This includes the tensions between our cultural ideals and values of equality and the reality of inequality in America—poverty, racism, the heritage of slavery and relations to Native Americans, etc. You should be able to explain how/why social categories such as race, social class, and even gender, as socially constructed, not biological or inherent--how racial and class categories are socially constructed and negotiated and “man-made,” rather than biologically inherent and “God-given.” Basically: our physical and genetic traits are inherent and given, but how we and others choose to perceive, emphasize, or ignore various physical and genetic traits, how we place people into arbitrary categories based on these traits, and how we set one category as “higher” or better than another are all socially constructed and learned. We can look at inequality as giving different groups of people different access to wealth, power, and prestige, and how the same social categories that define our identity (race, ethnicity, gender, etc.) also place us somewhere in a social hierarchy. We can always “negotiate” and try to change this. How can inequality be seen on the level of individuals and images (personal attitudes of prejudice, etc.), institutions discrimination, (policies and practices of institutions that perpetuate racism or inequality), and ideology (systems of attitudes, beliefs, ideas, and symbols that rationalize and support or challenge the “rightness” of a situation of inequality).We can change individuals on the level interpersonal relationships, but if we do not change institutional policies and practices and develop an alternative ideology, we won’t change inequality. Cla ...
Social psychological processes group and leaderships
This document discusses groups and leadership. It begins by explaining the importance of groups in our lives and how we are born into groups like our family. It describes the key characteristics of a group, including members having a shared identity and engaging in frequent interaction. It then discusses various aspects of group dynamics, including cohesiveness, conformity, and the differences between in-groups and out-groups. The document also examines the impact of groups on performance, through concepts like social facilitation and social loafing. It distinguishes between formal and informal groups and describes the typical stages of group development. Finally, it discusses the importance of leadership and some key qualities of effective leaders.
Dicussion 1ShertinaHello everyone! For week 2 I will be ch.docx
Dicussion 1
Shertina
Hello everyone! For week 2 I will be choosing option 2: Taking the interactive dialect quiz,
How Y’all, Youse and You Guys Talk.
After completing the quiz the areas that closely matched my dialect was Paradise/Spring Valley, Las Vegas/North Las Vegas, and lastly Henderson. More so my dialect comes from the west side which I can agree is true because I have lived in California for the majority of my life before I moved to Texas and California is on the west side, but after taking this quiz I also do have my own questions to which I wonder, what options would I have had to choose in order to have my areas in California? Does California have other dialect that I don’t know about? Also lastly, did moving to Texas change part of the dialect I used to have when I lived in California. Overall though the quiz was pretty interesting. There were some questions I did not have a word for, for example, what do you call something that is across both streets from you at the intersection and also what do you call a drive through liquor store! I have seen these things but never had a word for them or heard anyone use the word "brew thru" which is pretty clever. Some of the other options for other questions were pretty interesting, one that caught my eye was “liquid sun” which is when the sky is blue, the sun is out, and it still manages to rain I just considered the weather to be bipolar for the day. In the end my thoughts for dialects has opened up a little more. I know It’s not just the constant debate on whether there’s soda or pop in my hand, there can be a different terms used for various things I would’ve never thought about. It all just depends on the culture and area one is around.
William
Explain the exercise that Jane Elliot did with her students.
She placed the students into separate groups based on eye color. Each day one group was given better privileges then the other group based on that alone.
Were you surprised at how quickly the children began to treat each other differently after they were told that children with a certain eye color were superior or inferior?
I was not very surprised with this reaction if you treat someone better then someone else they will notice immediately because they can feel it. While it might take time for a single person in a group setting I feel they would all feed off each other and be disgruntled quicker towards being able to do less.
How do you think prejudiced views develop and persist over time?
I think its how you raised, rather on the receiving end or watching your parents treat people a certain way. If you grow up being treated a certain way based on your eye color (just an example) then you would always walk into situations thinking that you were worse off just based on that.
Is there anything that could be done to eliminate prejudice?
Raising your kids with what is right or wrong is one way but nothing has quick fix. Standing up for yourself and others will help as w.
D01040868Typewritten Text6CHAPTER 3 SYSTEMS .docx
D01040868
Typewritten Text
6
CHAPTER 3: SYSTEMS VS INDIVIDUALS
While U.S. citizens espouse the belief in the individual, we also have people who aren’t granted the full benefits of individuality. When we look at our society, any individual who belongs to those groups that are not dominant in society, we can see that we often treat these people, not as individuals, but as members of whatever group they belong to. The difference in the way we treat the individuals who are members of the non-dominant groups, is not always easily seen, but let’s start by thinking about the difference between dominant and subordinate groups in general, in our culture. This is exactly what the scholar, Peggy McIntosh did as she uncovered a concept that has been much talked about in recent years. https://nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf
McIntosh, a feminist scholar at a prestigious college, was studying or rather creating the field of study now known as women’s studies when she accidently created the field of White Cultural Studies. Before women scholars of the 1960’s and 70’s there were very few sources that one could find about the ways that women have contributed to making our culture. This is one of the signs that males are dominant in our culture. Most all the heroes in our history books are/were men, most of the great artists whose works we learn about are men, most of the novels and poems taught in schools were/have been written by male authors. If you don’t believe me, try to name 5 famous women visual artists. How many can you name besides Georgia O’Keefe? Ms. McIntosh was struck by how difficult it was for women to not only find other women as role models in academia, but how difficult it was to find anything that ‘looked like herself,’ reflected in what she was learning. This idea of reflection is an important topic that we should take a minute to examine. The dominant groups in a culture are the groups that see themselves reflected everywhere.
Activate Your Sociological Imagination Now!
Imagine living your whole life and never being able to see your own reflection. What if when you looked in a mirror, or a pool of water, or a window, you saw someone else’s face instead of your own? How do you think that you would feel? Particularly if you knew that other people, who look different than you do always see their own reflection in the mirror. How do you think that would impact your life? Would everything remain the same as it is now? Does your race impact the way you answer this question?
People of color—non-white people—have a difficult time finding themselves when they look at the world today. Most of the people on US television are white; most of the people whose faces are on magazines are white. Most movies feature people who are white. It is particularly difficult for people of color to see themselves as positive-figures-in-history-who-made-our-country-great. All the myths of how our country was built.
Small Group and Team Communication Analysis
This summary provides an overview of the document in 3 sentences:
The document discusses the author's experience in a new small group project called "The Winner's Circle" in their Small Group and Team Communication class. It analyzes the group's decision-making, problem-solving, roles and relationships using concepts from the textbook. The author describes emerging as a leader along with another group member, and analyzes the different roles and levels of contribution of each group member based on their behaviors.
The individual and society
This document discusses the formation of personal identity through both nature and nurture. It examines how individuals are shaped by their social environment through various agents of socialization like family, education, peer groups, and culture. Key concepts covered include the social construction of identity, norms and values, primary and secondary socialization, and how family socialization influences gender roles and cultural capital. The document suggests that personal identity results from both biological and genetic factors as well as cultural and social influences throughout life.
SOC 416 STUDY Education Planning--soc416study.com
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SOC 416 STUDY Redefined Education--soc416study.com
FOR MORE CLASSES VISIT
www.soc416study.com
We are socialized at every stage in life to conform to our gender identity. Societal reinforcement of tendencies of gender identity is relentless. For example, in hospitals, little girls are wrapped
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Diversity at IMSA: Opportunities and Challenges around RaceKirwan Institute for the Study of Race and Ethnicity
The document discusses diversity and inclusion at the Illinois Mathematics and Science Academy (IMSA). It outlines five challenges: 1) assembling a multicultural community, 2) educating about multicultural education, 3) realizing the benefits of diversity, 4) integrating diverse perspectives, and 5) developing students' potential. It notes that diversity has benefits like improved critical thinking and creativity. The document advocates expanding admissions criteria to consider more than just test scores to increase opportunities for underrepresented groups.Collectivistic cultures
Collectivistic cultures emphasize the needs and goals of the group as a whole over the needs and wishes of each individual.
In this cultures under mentioned play a central role in each person's identity.
relationships with other members of the group and
the interconnectedness between people
Cultures in Asia, Central America, South America and Africa tend to be more collectivistic.
A few common traits of collectivistic cultures include:
Social rules focus on
promoting selflessness and
putting the community needs ahead of individual needs
Working as a group and supporting others is essential
People are encouraged to do what's best for society
Families and communities have a central role
In collectivistic cultures, people are considered "good" if they are
generous,
helpful,
dependable, and
attentive to the needs of others.
High school cliques
The document describes 5 high school cliques: band geeks, jocks, preps, rednecks, and smarties. It summarizes the stereotypical characteristics of each group. However, the concluding paragraph notes that stereotyping individuals into cliques is an overgeneralization, as people's personalities and goals can span multiple groups. Many individuals belong to more than one clique. Overall, the document cautions against making assumptions about people based solely on the groups they seem to fit into.
Cliques
The document discusses high school cliques and how students are often grouped. It describes common cliques like athletes, nerds, burnouts, and hipsters. However, the author notes that in their high school, there was significant overlap between cliques and many students hung out with people from different groups. The burnouts were the only clique that mostly stuck to themselves. The assignment was to analyze why people are grouped and stereotyped, but the author believes cliques in their high school were less rigid than stereotypes suggest, as different groups regularly socialized.
Sociology
This document is a report submitted by Group B to Nusrat Malik on the topic of social groups. It defines social groups as whenever two or more individuals interact and influence each other. It discusses the importance of social groups for sociology, socialization, continuity of the human race through marriage and family, and meeting needs through different groups. It outlines the essential elements of social groups as having at least two people, reciprocal relationships, and a common purpose. It categorizes social groups into primary and secondary groups based on intimacy; in-groups and out-groups based on identity; and formal and informal groups based on rules and regulations.
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Fys cliques
- 1. FYS Assignment #2 Cliques On January 20th, the class was given an assignment to bring in a list of the types of cliques they had in their high school. My list included the football players, cheerleaders, band kids, rednecks and the nerdy students. The class was divided into small groups, and we compared the types of cliques on each person’s list. During our discussion, we decided as a team what we thought was the “typical” high school clique stereotypes. Once each group picked their cliques, we then discussed the top five cliques of every group. The majority of the class chose basically the same set of five cliques. I found this to be interesting, because the majority of the students in the class come from different high schools as well as from different states. After we made a final list on the board, we were asked a set of questions about what made each of these individual cliques different from each other. What makes a jock a jock? Are rednecks smart and do they do well in school? What makes these individuals fall into a certain category of clique? These questions really made me start to think about how badly we label and stereotype everyone in today’s society. For example, a person is not just a person anymore. A “preppy” person is considered stuck up or pompous to some, but they can actually be the nicest person you have every met. A nerdy person is labeled as smart, weird or lame, but they can be the coolest guy with no common sense.