P.Lecture 12

Social Inequality Week 7 Lecture Objectives To understand the basic concepts of social stratification: status, social mobility, social class, power, hierarchies To understand several of the major theories of social stratification, including the theories of Marx and Weber To be aware of Canada’s stratification structure and the factors of social differentiation and their interrelationships To recognize some of the major consequences of stratification for people Concepts and Definitions Social inequality: Relatively enduring ranking and evaluation of individuals and groups due to the division of labour in society. Power: The ability to command resources is the basic concept in explaining the relations between unequal groups. Institutionalized power: A recurring part of existence established in laws or customs. (2005: Education Canada) Concepts and Definitions Status: One’s position in social life. Stratum: A cluster of positions, e.g., clerks. Status inconsistency: When an individual’s ranking on one status hierarchy has little relationship to rankings on other hierarchies. Ascribed status: Assigned by circumstance, e.g., birth. Achieved status: Attained by individual action, e.g., education. (2005, Education Canada) Status Hierarchies Socioeconomic: Wealth Occupation Education Race or ethnicity Region or rural/urban location Gender Age Political status (2005, Education Canada) Social Mobility Intergenerational mobility: Difference between the occupational status of child and parent. Intragenerational mobility: Occupational changes within his/her life. Vertical mobility: Movement up or down a status hierarchy. Horizontal mobility: Movement between positions of the same rank. (2005, Education Canada) Class and Social Class Class: A category of people with the same economic power, e.g. property ownership Weber’s view of class and Marx’s view of “class in itself.” Social class: Individuals must also have a common sense of identity. Marx’s view of “class for itself.” (2005, Education Canada) Marx: Class, Conflict, and the Power of Property Each major societal form is characterized by a struggle between the “haves” and “have-nots.” Productive property is the source of the division called the “means of production.” Bourgeoisie: control means of production. Proletariat: workers who would overthrow the bourgeoisie transforming capitalism to socialism and a classless society. (2005, Education Canada) Weber’s Critique of Marx Multiple power sources: Class: from economic power Status group: from status honour or prestige Party: power from political groups Middle classes would be a growing force. Bureaucracy poses a threat to equality and freedom and is even more oppressive in socialist systems. (2005, Education Canada) Structural Functionalism Different emphases than Marx Consensus: Underlying agreement about inequality. Differential rewards are necessary for crucial jobs. Social inequality is inevitable. Individual action: Position is determined by occupation not wealth Pluralism of power: Independent major institutions cooperate for general good, not controlled by capitalists (2005, Education Canada) Combining Theories From Weber and functionalists: acknowledge multiple bases of power. From Marx: control of property and wealth is the most important source of power. From Weber: education and occupation are also crucial. Other hierarchies are crucial too. (2005, Education Canada) Inequality in Canada Wealth and income Over 50 years an increase in wealth for all Relative portion of incomes earned by top and bottom quintiles has changed little Concentration by corporations Occupation Increase of white-collar workers, but their relative incomes have declined (2005, Education Canada) Inequality in Canada (cont’d) Education Higher education is related to higher incomes Great increase in proportions of people with degrees and diplomas Increasing proportions from low socioeconomic backgrounds attending (2005, Education Canada) Inequality in Canada (cont’d) Racial and ethnic inequality Different categories have different incomes British no longer enjoy a dominant position Some groups have high education and low incomes British still are predominant at elite levels French Canadians now doing well Native position is improving but still greatly disadvantaged (2005, Education Canada) Inequality in Canada (cont’d) Regional and rural/urban Urban areas have highest incomes Most developed regions, e.g., Ontario and British Columbia have highest incomes Gender 56% of women now work Earnings of women are 73% of men’s earnings (2005, Education Canada) Inequality in Canada (cont’d) Age Relationship with income is curvilinear: highest earners are middle-aged Elderly have seen improvement in income Political power State, the political structure, and economic leaders tend to agree on general goals and values Sate composed of middle class Higher socioeconomic groups more likely to vote (2005, Education Canada) Effects of Rank Life chances Rich live longer and are healthier Lifestyles Life in lower strata is more restrictive and members participate less in organizations Values and beliefs Lower strata place less emphasis on personal freedom and “self direction” (2005, Education Canada) A More Egalitarian Future? Some decline in inequality, but likely to be a significant problem. As Marx and Weber found, inequalities will continue to exist between haves and have-nots. (2005, Education Canada) Research Methods Week 12 Lecture Sociological Research Positivism: use of natural science methods in the social sciences (Durkheim) The Case for Value-Free Sociology Max Weber, 1946: A state of personal neutrality in conducting research Value relevant – personal beliefs play a part in the selection of research topics However, research should be conducted value-free Research Methods Theory: a set of interrelated statements that organize and summarize knowledge about the world Variable: something that takes on different values Hypothesis: statement of presumed relationship between variables Dependent variable: the variable being explained or effect (EFFECT!) Independent variable: the variable doing the explaining or cause (CAUSE!) (2005: Education Canada) Research Deductive Logic ? deriving a specific state from a general one. If A ? C, the A ? C1, C2, C3 Measurement: transforming theoretical to operational language Operational definitions: how you break down the variables into measurable categories. Validity: are you measuring what you intend to measure? Reliability: measures should be consistent, if you repeat the study will you get the same results? Population: The group of people one is interested in studying Sampling: subset of people from the population which will be studies. It should be: Representative (allows conclusions toe be generalized back to the population under study)1 Analysis We look for relationships in the data (particularly relationships between the variables understudy!) Control Variables are other variables that one needs to take into account statistically Quantitative Research Counting and precise measurement of observable behaviour Limited number of variables Prediction Focuses on numbers and statistics Common methods are questionnaires or surveys which are later analyzed statistically Software programs for statistical analysis include: SPSS, SAS, R Survey Research Can take the form of questionnaires, with close ended questions Close ended questions used responses which have answer boxes or limited response catogories Responses are inputted into data based and then statistically analyzed. Experiments People are divided into Experimental group: receive treatment Control group: receive no treatment Any difference is due to treatment Problems: Ethics: cannot manipulate people Hawthorne effect: being in an experiment can alter people’s behaviour (2005: Education Canada) Qualitative Research Weber: because humans give meanings, the goal is to understand behaviour from the actors point of view, not predict it. Thus we use qualitative research, such as: Field Research Case Studies Archival Research Content Analysis Interviews Focus Groups Field Research Researcher’s observe or enter a setting They record everything going on in the setting Start with a diagram of the observational space, the layout of the room, etc. Record the décor, colors, etc. in order to capture the atmosphere in which you are doing your research Observe interactions, behaviors, body language, facial expressions, etc. Types of field research Observation Ethnographies Case Studies Provide a description of an individual Case studies can discuss a person, or be an account of a model or business that failed or excelled Case studies are done when a person or “thing” processes a unique trait or note worthy condition Case studies involve learning about the history, current status and the story of the “individual” of interest. Archival Research Involves historical or “older” data that can be found in archives Data is complied, and researchers analyze existing data to support or fail to support their ideas Archival data can consist of statistics, surveys, or written records Archival research can reveal the truth about past realities and occurrences Content Analysis Content analysis uses current or archival data Looks at trends and the “content” of selections of written material to develop an understanding of current or past depictions of the trait/behavior/etc of interest Content analysis illustrate how trends emerge and how the framework for social change is founded and carried through Interviews Can be either informal (on the street chatter) or formal (a sit-down face to face discussion) Often begin with the collection of demographic information Composed of either: Structured or Close-Ended Questions ? where the respondent answers as series of short questions Unstructured or Open-Ended Questions ? the respondent and interviewer talk freely about different topics and the interview structures flows according to the discussion had. Unstructured interviews allow the researcher to pursue any direction the respondent chooses to take in their responses. They allow vast flexibility Face-to-face interviews allow the interviewer to observe body language and the setting which can provide valuable data on its own. Focus Groups Are similar to interviews, except they involve multiple persons being interviewed or questions at one time Focus groups generate discussions about participants about the topic/questions of interest 10 Steps in Sociological Research Select and define topic Review the literature Develop key questions to ask Assess requirements for study Consider ethical issues Select a research methodology Collect the data Interpret the findings State conclusions Publish the findings Research Ethics Technically competent and fair-minded Disclose findings in full Protect the safety, rights and privacy of subjects Obtain informed consent Disclose all sources of funding Demonstrate cultural sensitivity RESPECT THE PERSONS YOU ARE RESEARCHING!!! Limitations of Scientific Sociology Human behaviour is too complex to predict precisely anyone’s actions. The presence of a researcher can affect outcomes. Social patterns change constantly. What is true in one time or place may not be true in another. Being value-free is difficult.