Term
A social institution is an accepted and persistent constellation of: (four attributes) that respond to important societal needs. |
|
Definition
statuses, roles, values, and norms |
|
|
Term
| What are the five common features of a social institution? |
|
Definition
1. Responds to social needs 2. Generally unplanned; develops gradually 3. Inherently conservative; changes gradually 4. Interdependent (change in one leads to change in all) 5. Unique to social context |
|
|
Term
| Describe the educational institution in terms of roles, statuses, values, norms, and structures. |
|
Definition
STATUSES: teacher, student, superintendent ROLES: providing education, guidance, learning, advising VALUES: honesty, hard work, respect, responsibility, et. al. NORMS: completion of grades, work, attendenc, behavioral requirements STRUCTURES: high school, college, and so on |
|
|
Term
| What other findings did Coleman report? What did he recommend to change this trend? |
|
Definition
Schools were segregated with same-race students. Socioeconomic makeup of schools, homes, communities, and backgrounds severely impacted achievement. Coleman suggested higher levels of integration. |
|
|
Term
| What factors suggest inequality in education? |
|
Definition
-biased test questions -employment vs. education -class differences trump race differences -class material may not prepare students properly |
|
|
Term
| How does the Longitudinal study refute Lareau's opinion? |
|
Definition
| The study shows that race does matter, though class is also an important factor. |
|
|
Term
| Who was James Coleman, and what were his findings? |
|
Definition
| Coleman researched US education in the 1960s and the Coleman Report stated that minorities, excluding Asians, scored lower on standardized tests and other forms of academic measurement. |
|
|
Term
| What was stated in the Jencks Study? |
|
Definition
-schools alone cannot create equal opportunities -even if attainment gap is reduced, economic disparities will remain -schools, homes, and communities all have to be equalized |
|
|
Term
| List and describe the four types of families discussed in class. |
|
Definition
-Extended Families: expansion of nuclear family with the same bloodlines -Cohabitation: living together, unmarried, sexual relationship -Homosexual Relations/Civil Unions: conhabitation- controversy -Nuclear: immediate |
|
|
Term
| What are the two types of marriage? |
|
Definition
Monogamy: one person at one time Polygamy: more than one person at one time |
|
|
Term
| What are the two types of polygamy? |
|
Definition
Polygeny: a man with multiple wives Polyandry: a woman with multiple husbands |
|
|
Term
| How does the economy affect the family? |
|
Definition
| Depressions and lows make employment unstable and scarce, which affects not only their financial but emotional security. Conversely, a good economy may ensure stability in families. |
|
|
Term
| What purpose does the institution of family serve in the economy? |
|
Definition
|
|
Term
| What is a dual worker family? What is the main 'check and balance' of this system? |
|
Definition
both parents work + decreased financial strain - increased emotional strain |
|
|
Term
| What do structural-functionalists cite as the purpose of the family unit? |
|
Definition
-sexual regulation (monogamy= standard) -reproduction/replacement (replenish the population) -socialization (teaching norms and values) -emotional support/protection -status assignment/class development -economic support |
|
|
Term
| Feminists view _______ as the chief source of womanly oppression. |
|
Definition
|
|
Term
|
Definition
WHAT IS LOVE?! Baby don't hurt me! mental, physical, emotional well-being; the absence of illness |
|
|
Term
| Illness is ____ ____, and can vary between cultures and societies. |
|
Definition
|
|
Term
| Social norms ________ and _________. |
|
Definition
determine what is considered an illness define how illnesses are treated |
|
|
Term
| What were the four components of Parson's 'sick role'? |
|
Definition
-excused from standard social expectations -illness is not your fault -you don't enjoy being sick -seek competent medical attention |
|
|
Term
| Describe medicine in terms of its state as a social institution (roles, values, statuses, structures). |
|
Definition
Status: doctor, patient, nurse, admin. Roles: care for patient, be compliant to advice, assist doctor, establish order Values: hippocratic oath, recovery, et. al. Structure: hospital, doctor's office, emergency room, HMO |
|
|
Term
| List and briefly describe the three types of medical plans. |
|
Definition
Fee-for-service: limited state regulation Socialized medicine: by state or structure Decentralized medicine: all third-party providers |
|
|
Term
| People's economic situations affect __________ and the types of illnesses one can acquire. |
|
Definition
|
|
Term
| How do gender, race, and class impact access or reaction to medical care? |
|
Definition
Gender: women more likely to report problems and receive treatment; men more likely to use emergency services Race: African Americans less likely to have access to health care, use hospitals and clinics; higher infant mortality rates among minorities Class: wealthier individuals more likely to gain access to health care and preventative medicine |
|
|
Term
How many people are uninsured in the American health care system?
|
|
Definition
|
|
Term
| From a functionalist perspective, what are the purposes of education? |
|
Definition
socialization selecting and training individuals for positions in society promoting change and innovation enhancing personal/social development |
|
|
Term
| What are two major issues with US health care? |
|
Definition
lack of universal health care escalating costs for a largely uninsured population |
|
|
Term
| What is informal schooling? |
|
Definition
| what is learned outside of formal education- in the home, from the media, et.al. |
|
|
Term
| Cite how teachers are involved with 'role strain'. |
|
Definition
| They are supposed to be guiding authority figures while simultaneously being a 'friend' to their students. |
|
|
Term
| What are latent functions of education? |
|
Definition
| unintended consequences of the curriculum, such as competition, grouping, and judgment |
|
|
Term
|
Definition
| a common experience is deemed an illness... ex. childbirth |
|
|
