For anyone sitting the G671 retake in May, here is the full 2007 Carol Vincent study on social class and childcare, a version of which provides the exam's pre-release material. Reading the full thing isn't essential for exam success, but is still useful in gaining a fuller understanding of the objectives and findings of the study and more detail on the methods used...
http://core.ac.uk/download/files/52/82712.pdf_ ...Reading through the pre-release material, it seems clear that Social Class will be the theme of the exam. The study uses semi-structured interviews, but there is very little detail on these. It seems much more likely the 52 mark question will focus on the sampling techniques used.
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Anthony Schullo briefly summarises ways in which gender is socially constructed. Handy to refer to alongside Oakley's work... Additional viewing for those interested in the Stanford Prison Experiment. Dr. Zimbardo explores the nature of 'evil' and the psychological and social influences behind 'evil' behaviour, using his own work and the events at Abu Ghraib as examples... Good, brief - and critical - introduction to Capitalism. Essential viewing for Sociology students, as this is the type of society we live in! Outline and assess the role of the family in socialising children into ethnic identities [24] The family is the main agent of primary socialisation, meaning it is the most influential institution on young children from birth to when they start school. Its influence continues beyond this, but in combination with a wider range of agents (e.g. peer group, media). A person’s ethnic identity relates to the groups and characteristics with which that person identifies. Modood describes ethnicity as being constructed from a range of factors, including ancestry, traditions, race, language and beliefs. The family has a crucial role in creating and reinforcing ethnic identities. The family name can influence ethnic identities as it gives a person a clue to their ancestry. Family structure can also be an influence, as some ethnic groups are more likely to live in particular family structures than others (e.g. Black-Caribbean children are more likely to be raised in a lone-parent household). Simple things that happen within a household can also create and reinforce ethnic identities, for example the food eaten at mealtimes, the language spoken at home and the clothes and toys given to children. If a person lives in Britain yet does not speak English at home and wears clothes and eats food that are not traditionally British, this might create/reinforce an ethnic identity that is not wholly British. The values passed on to children by parents can also be different within different ethnic groups. For example, a study by Francis & Archer found that British-Chinese families place a particular value on educational success and go to great lengths to ensure children achieve this. A study by Ghuman also showed how first-generation Asian parents in Britain socialised their children according to traditional Asian values rather than British ones (for example, parents choosing marriage partners and education and children taught to be bilingual, religious and obedient). Ghuman’s study showed that subsequent generations of Asians in Britain started to adopt more British values.
In a multicultural society like Britain, we do find that – outside of the family – children are exposed to an extremely wide range of influences from a wide range of cultures. This means that even when children are socialised into ethnic identities within the family, these identities can change as the person grows up, leading to hybrid identities (mixing of cultural influences). Johal & Baines identified that many young people have dual identities – using one ethnic identity when with their families and another when in other situations (e.g. with friends). Switching between these identities is referred to as code switching. In conclusion, the family is extremely influential in shaping the ethnic identities of young people. However, in multicultural Britain, these identities are not necessarily fixed and the influence of other agents during secondary socialisation can result in ethnicities evolving, merging, switching or even being abandoned entirely in favour of another. Identify and explain two reasons for changes to Masculinities in the contemporary UK [16] One reason is the changing labour market. In the UK, over the past few decades, manufacturing and much of the manual labour sector have almost disappeared, the service sector has increased dramatically and there has been a huge rise in the amount of part-time and flexible work. This has enabled women to have a more equal presence in the labour market, meaning many women have become household breadwinners. For men (particularly working-class men) this has led to what Mac an Ghaill called a Crisis of Masculinity, meaning they feel that a lot of the traditional sources of masculine identity are no longer available to them. Connell linked this to the concept of a marginalised masculinity, meaning than men feel that their futures are no longer certain and so feel lost and pushed aside. Another reason is the influence of the mass media. Some sociologists (such as Easthope and Storey) have argued that traditional masculinities continue to be reinforced by aspects of the mass media (e.g. Hollywood movies, rap music) but others have suggested that the mass media has created new masculinities. For example, Nixon claims that the New Man (a heterosexual male in touch with his gentler, more ‘feminine’ side) was entirely created by the media (and can be traced back to a 1980s Pepsi commercial). This form of masculinity has been adopted by many influential celebrities, such as David Beckham. Identify and explain two ways in which young people are socialised into Ethnic Identities [17]
One way is through the family. The language used at home as well as the food and clothing parents give to children can shape ethnic identities. Arguably the most important role of the family here, however, is in the passing on of family values - and these can be influenced by ethnicity. For example, Francis & Archer studied how British-Chinese families placed particular value on the educational success of children and went to great lengths to ensure that success. Ghuman studied how first-generation Asian parents socialised their children into very traditional values (including religious ‘training’, obedience and parents choosing marriage partners). Ghuman did find that subsequent generations of Asians in the UK were increasingly less likely to pass on such values, however. Another way is through the mass media. The use of stereotypes in the media can influence how people view themselves and others. Moore at al identified five common media stereotypes of black people: As criminals, as a threat, as abnormal, as unimportant or as dependents. For example, black criminals are often over-represented on crime dramas and documentaries, whilst African societies are often only depicted in the UK as countries where the people are starving, at war or dependant on Western help. In less diverse areas of the UK, these sorts of stereotypes can be the only way some people understand ethnic groups. Outline & Evaluate the importance of the family in the socialisation process [24] Socialisation by the family continues for as long as an individual has a family, but is probably most important during the stages of primary socialisation. This starts at birth and continues until a child reaches school age. Up to this point, the family are the main (and in some cases, the only) significant influence on a child’s life. The family socialise children in a variety of ways. They are responsible for teaching the basic norms and values of everyday life – for example, how and when to eat, move, go to the toilet etc. – as well as providing our first introduction to our society’s culture, through the language used, the traditions passed on and the clothes/toys given. They use positive and negative sanctions (e.g. rewards and punishments) to reinforce socially acceptable behaviour and provide children with their first role models. This can set the scene for all future socialisation, laying the foundations of an individual’s identity. One of the most important influences the family has is in reinforcing gender roles. Sociologists believe that gender is socially constructed, meaning that there are no biologically determined ways a person should behave, based on their sex. This social construction starts within the family. For example, if a child sees their father going out to work every day and their mother staying at home to cook, clean and look after them, this could impact how the child later considers gender roles in family life. Anne Oakley believed that parents also socialise children into gender roles through four processes, which she calls manipulation (encouraging behaviour seen as ‘normal’ for the sex), canalisation (channelling children’s interests into gender-specific items and activities), verbal appellations (using gendered language) and different activities (encouraging girls and boys to be involved in different activities to one another). So, for example, a son might be bought toy guns and tool kits, encouraged towards competitive sports and rough play, referred to as ‘brave boy’ and ‘little soldier’ and given more freedom outdoors. His sister may be bought a toy doll and kitchen, encouraged towards taking care of her appearance, called ‘little princess’ and be more restricted to household tasks. Primary socialisation by the family can also determine other aspects of an individual’s identity. For example, the language spoken at home, the food eaten, the values instilled and the traditions adhered to can create ethnic identity. Some sociologists even argue that social class identities can be created through early family experiences such as mealtime rituals and the amount of time devoted to children by parents.
Overall, the family could be argued to be the most influential agent of socialisation because it is the first influence and therefore the one that sets the scene for everything to follow. However, it can be argued that social changes are threatening the dominance of the family during primary socialisation: Childminders, nurseries and the mass media (via channels like CBeebies) are increasingly becoming key agents of primary socialisation. Some sociologists may also argue that what happens in the family can become undone later in life by other agents of socialisation, particularly peer groups who can replace the role of the family once a child starts school. Useful video guide on how to answer/structure an 8 mark question: Outline and evaluate the view that the Mass Media is the most influential agent in creating and reinforcing Masculinities [24] (Note: This is an extended essay - a student wouldn't be expected to write quite this much in a 24 mark essay for the exam!) According to Connell (1995), boys have traditionally been socialised into a hegemonic masculinity. This means that, throughout the socialisation process, boys are encouraged to display behaviour that is sexist, aggressive, ‘macho’, heterosexual and individualistic. The mass media is an increasingly influential agent of socialisation, arguably competing with family, peers and education throughout a person’s childhood and youth – and beyond. So does the media help create and reinforce the norms and values of hegemonic masculinity? Easthope (1996) believes that it does: He claims that a whole range of media (but especially Hollywood movies) create and reinforce the idea that being a man is about being competitive, violent and strong – and that this should be something boys should naturally strive to believe. We can see this in Hollywood action movies, where the likes of Jason Statham, Vin Diesel, Bruce Willis and Tom Cruise routinely play characters that fit this ideal, whereas men who are more gentle, weak or cowardly are reduced to roles as either villains or comedy sidekicks. Action heroes who are pacifists or homosexual are still few and far between in 2013. A similar pattern can be found in superhero texts, which are increasingly popular today in movies and video games, as well as comic books. In a study by Marsh & Millard (2003), children could easily identify the ways in which hegemonic gendered activities were embedded in the stories. For example, superheroes are almost always white males who are strong, powerful, violent, heterosexual and individualistic. Superman, Batman, Wolverine, Thor, Iron Man, Captain America and three of the Fantastic Four are just a few of the popular superheroes who fit perfectly into this category (and all of them have recently enjoyed multiple Hollywood adaptations). In the music world, the hegemonic male could still be argued to rule. Storey (2003) claimed that the likes of Buddy Holly and Elvis Presley represented an aggressive, hegemonic masculinity in their time – and that today, modern musicians are repeating this. Certainly, some of today’s most popular music genres – rap, hip-hop, metal and R&B – are overpopulated by males who boast of violence, power, wealth and (hetero)sexual conquest, for example Eminem, Chris Brown, Lethal Bizzle, Jay-Z. The norms and values of hegemonic masculinity however, pre-date the mass media. It could be argued that these expectations of boys and men have been present in most human societies for centuries. In this case, the media is in no way responsible or influential in creating hegemonic masculinity – this would be more down to families, peers or workplaces. The mass media certainly appears to reinforce the concept of hegemonic masculinity, however – and given how influential the mass media is in the overall lives of young people, it could certainly be argued that whatever norms and values it reinforces are going to be adopted to some extent. However, as Connell pointed out, masculinities in the contemporary UK have become much more diverse. If the media really is influential in creating and reinforcing masculinities, then surely it must therefore also reflect a more diverse range. I would argue that it certainly does do this – and particularly so in more recent times. Many areas of the media rely increasingly less on traditional gender stereotypes. For example, recent, big-budget superhero movies like The Amazing Spiderman and Kick Ass have featured male heroes who are scrawny, shy and awkward whilst some of the most successful recent television programmes such as The Big Bang Theory, Sherlock and Doctor Who feature characters who use brains rather than brawn, are virtually sexless and very rarely (if ever) resort to violence. Additionally, television advertising increasingly reinforces a more complicit masculinity, with commercials for cleaning and household products regularly featuring male rather than female actors. Perhaps the biggest example of how influential the media can be in relation to masculinities, however, is in the concept of the New Man – a form of masculinity entirely created by the media. Nixon (1996) traces the origin of the concept back to a 1985 television commercial featuring a male model stripping to his underwear. Nixon argues that this encouraged men that it was ‘cool’ to look good and to take care of one’s appearance. What has followed is a huge surge in men’s cosmetic products, related adverts aimed at men and magazines and television programmes all about men’s health, style and fashion. While some sociologists cast doubt over whether or not the new man concept is just an excuse for health/cosmetic companies to target male consumers, the fact that the mass media may have ‘single-handedly’ created a new form of masculinity surely adds weight to the idea that it is the most influential agent of socialisation in relation to masculinity.
Follow the link below for the full version of Hauari & Hollingworth's study, from which the 2015 pre-release material is taken. Whilst it's not essential that you're familiar with the full study, it makes for very useful reading and will also give you more depth of the aims, objectives and findings of the study as well as more discussion regarding the issues faced. It also gives a huge amount more detail about the methods themselves and how they were used.
https://smhw-production.s3.amazonaws.com/uploads/attachment/file/a84f98a77aaac8c5fc880dfc6f8b3a23/G671_-_Pre-release_full_study_report_-_Hauari_and_Hollingworth_2009.pdf Enjoy. |
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