SOCI 301 > Module 4 > Flashcards

Module 4 Flashcards

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1
Q

Why was North Carolina the location of Halliday-Hardie, Jessica & Karolyn Tyson’s study?

A

-History of explicit antagonism and racial intimidation from the Old South
-In 2011, 65% were white and 22% were Black
-Racism is not only structural, but overs and personalized

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2
Q

Institutional boundary making and racism in tracking

A

High track classes are overwhelmingly white, while lower track are overwhelmingly Black

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3
Q

How does racist tracking affect students relationship with one another?

A

separates students from one another on race and class lines and creates, magnifies, and reinforces animosity and group differences

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4
Q

How does racism/classism present itself in Southern high schools?

A

Institutional practices like tracking and social organizations of students like cliques strengthen racial/class identities, the South have redneck, synonymous with racism and presenting an important ideological function

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5
Q

What are rednecks and how is their relationship with racism viewed by school actors?

A

-Poor (blue collar, low-wage jobs), Male, Southern, Speaking with a ‘hick’ accent, Fighting, Wearing clothing associated with manual labor, and Streamed into vocational track in high school.
-Cast as the only culprit of racism, letting school actors ignore tracking and disciplinary practices

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6
Q

Hardie & Tyson’s argument?

A

School actors’ construction of racism masks institutional structures, reinforcing them. Plausible deniability shapes young people’s shared understanding of racism while concealing structural inequality

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7
Q

Why was Cordington High School studied by Hardie & Tyson?

A

1000 students, with more than 80% white and 10% Black. Considered relatively high achieving

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8
Q

How did Hardie & Tyson gather data?

A

Bi-weekly observations and interviews with teachers, admin, and students

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9
Q

How were the Race and Class divisions defined amongst peers in Hardie & Tyson’s study?

A

Cliques (preppies, rednecks, goths, blacks and mexicans) were segregated along race and (lesser) class, especially during lunch

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10
Q

What group had the most distinctive presence in Hardie & Tyson’s study?

A

Rednecks

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11
Q

How were official tracking and segregation divisions described amongst peers in Hardie & Tyson’s study?

A

Very visible, with academcially advanced classes primarily composed of middle class white students

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12
Q

John porter, maria charles, rosalie abela (?)
Steven brint, Jeff Guhiem

A
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13
Q

How does bussing relate to racial integration?

A

Moving visible minority students from the inner city to attend suburban schools which are better funded and higher quality in education

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14
Q

Basic idea of Ispa-Landa study?

A

Are Black students included or excluded in suburban schools?

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15
Q

How is gender performative?

A

It is a set of practices, rather than a propery of individuals (girls who act masculinely)

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16
Q

Why is different gender expression punished?

A

For masculinity to remain a legitimate property of men, feminine access to it must be denied. Thus when a man is feminine, he has violated the dominat relationship between masculinity and femininity

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17
Q

What is Ispa-Landa’s explanation of idealized masculinity/femininity?

A

Ensures hierarchal relationship between masculinity (violence, authority) and femininity (object of masculine desire, vulnerability, and compliance)

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18
Q

Gender performance is judged by..

A

Ones ability to uphold hegemonized norms (masculine dominance)

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19
Q

How are schools a site of radicalized gender performance? 13

A

Schools describe rites, rituals, and patterns of behaviour consistent with basic insight on the relationship between race and class domination and how legitimate one’s gender performance is perceived

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20
Q

Goal of Ispa-Landa’s reasearch? 15

A

Identify when and how minority participants’ gender performances would be used as the rationale for exclusion

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20
Q

Ispa-Landa’s research methods?

A

-Qualitative interviews (a third of Diversify students, 7 suburban students, and most Diversity coordinators)
-Participant observation

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21
Q

What is the Diversify Program?

A

A program Ispa-Landa was studying (not focusing on) that is an urban-suburban racial integration program attempting to decrease segregation by bussing Black, visible minority students. Often the only Black children in the schools

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22
Q

Were Diversify students poor?

A

No, they lived in urban areas and a variety of others, but non lived in wealthy areas like the suburbs

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23
Q

Ispa-Landa’s findings (3)?

A

-Overarching stereotype of Diversify kids as underachievers or troublemakers
-Black boys welcomed and seen as cool
-Black girls seen as loud and ostracized

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24
Why were Black boys considered popular?
Hinged on their embodiment of hegemonic masculinity (Being tough, Being street-smart, Being hetero-sexually assertive)
25
What were Diversify boys, attitude towards women vs the other Diversify girls? What is Ispa-Landa's explanation?
While many of these boys showed respect to female authority figures, they did not consider diversify girls dateable. Perhaps their masculinity was threatened by the idea of an "angry black female" that would remove their exclusive access to masculinity
26
"Ghetto" and Black girl's status in the Suburbs? 39
Ghetto signified not only inability to live up to upper-middle class white standards of femininity, but also a failure to embody feminine subordination of masculinity and whiteness
27
Black girls threatening privilege 40-41
28
Focus of Denny's study?
Boy Scouts and Girl Scouts of America and the gendered messages in their handbook
29
3 aspects of Denny's methods
1. The Context of the activities -with whom the Scouts participate 2. The Content of the activities 3. The expected approach to the activities
30
Which handbooks did Denny focus on?
Boys- Webelos Handbook Girls- Junior Girl Scout Handbook and Junior Girl Scout Badge Book
31
Different descriptions of the Boys and Girl Scouts?
-Boys is thick, squat, and straightforward -Girl's is thinner, playful, and colourful, with much more badges and badge activities
32
What is the context of the Scouts' guides?
Communicates stereotypical femininity and masculinity, with girls focus on others and boys focused on themselves
33
What is the difference in content between the Scouts in terms of Art vs Science, Playfulness, Domain of Activity
-Girls are more likely to be offered art activities (aligning with their general derailment from stem), Boys more likely to be offered science activities -Girl's badge titles had wordplay, boy's used actual career titles -Girls had much more stereotypically feminine, looks oriented activities in manners not equal to the Boy's stereotypical masculinity
34
Ascription vs Achievement
While mostly similar, Girl's and Boy's scouts differed in the words "try" (girls) and "promise" (boys) to accomplish the tasks, which applies a humble achievement attitude towards girls (I will try my best to) and a confident, self-assured ascription attitude towards boys (I am)
35
Criticality vs Passivity
Originality, critical thinking and autonomous decision making is encouraged in the girls' handbook but restricted in the boys (which clearly provide answers while the girl's book asks them to research and think for themselves)
36
Conclusion of Denny's study of the Girl Scouts' guide?
Girls are asked to merge both traditional and progressive feminine ideas, and the guide prepares them to one day become both devoted workers and selfless mothers
37
Conclusion of Denny's study of the Boy's Scouts' guide?
While it has clear messages towards heteronormative masculinity (via ascription and scientific orientation) it also communicates messages around passivity and dependence by limiting intellectual autonomy
38
Conclusion of Denny's study of the Scouts' guide based on class?
Boys messages fit working-class values of conformity to external authority while Girl's messages aligns with the critical thinking and autonomy associated with middle class values
39
Garcia’s focus?
Explore how heteronormativity, sexism, and racism operate together to structure the content and delivery of school-based sex education
40
Garcia’s Research Methods
-Interviews with Latina youth -Ethnographic fieldwork -Content analysis
41
Setting and sample of Garcia’s study
Chicago- 20 Mexican girls, 20 Puerto Rican teenage girls who were sexually active, had no children, and practiced safe sex (self reported)
42
Chicago Public School variants of sex education
Abstinence only (17 girls) vs Comprehensive "Abstinence plus" (23)
43
Respondents’ narratives reveal that _____________ was central to the content and delivery of both types of sex education curricula
heteronormativity
44
How were boys and girls reprimanded in sex ed within Garcia’s study?
Boys were scolded for misbehaving/not taking it seriously, while girls were reprimanded for actively engaging in the course
45
What dichotomy were Garcia’s subjects evaluated on?
good girl/bad girl
46
What was the primary gender messaging of sex ed in Garcia’s study?
That boys' respect was never tied to their sexual behaviour, while girls' were, plus the knowledge that women should have limits to their sexual education
47
What did Garcia find about racialization through sex ed?
Teachers/sex educators used the good/bad girl dichotomy to warn Latina girls from becoming different racialized stereotypes (the pregnant/sexually promiscuous Latina teen) while also seeing these girls as those stereotypes
48
The narratives of respondents who identified as lesbian reveal that...
same-sex identities, practices, and desires remained unacknowledged, which reinforced heterosexuality as the norm and the the only significant identity for Latina/o students
49
Fields traditionally dominated by women, such as household science and nursing, still see...
few males.
50
How do fractals relate to gender patterns in school attainment?
According to Abbott, a fractal is a form that changes yes holds the same shape, as such women still enter "nurturing" fields and men still enter "dominating" fields
51
While female attainments have skyrocketed over the past few decades...
male attainments have not kept pace, even as male attainments have grown; today's males "underachieve" compared to today's females, not compared to yesterday's males.
52
evidence to support claims about clear-cut discrimination against either girls or boys in schools is...
virtually non-existent
53
How does familial socialization impact girls' academic achievement?
parents devote more time to educationally beneficial interactions with their daughters as compared to their sons (parents are more likely to read and play educational games with their daughters than with their sons)
54
How does credentialism explain women's academic achievement?
Fields like reaching, nursing, and social scienced have moved their training into universities, and women simply followed (especially compared to more masculine fields)
55
How does "post-materialism" have a 2 fold effect on gender?
(Charles) On one hand, it calls for more egalitarian and equitable societies, on the other hand is also places great value on self-realization (the right to choose educational/occupational paths) that matches "what you love". And in western societies we still have traditional notions on masculinity and femininity
56
Why do some countries that aren't know for gender progressivism enroll more women in STEM that other western countries?
-Affluent countries had a "social services revolution" that transformed the job market while poorer countries rely on STEM for economic growth -STEM courses is mandatory for all, and girls are exposed to science much more
57
How are Schooling gaps, Job market gaps, family gaps and culture gaps represented?
-Schooling gaps are represented by university degree attainment. -Job market gaps are indicated by an index of occupational segregation (the extent to which males and females are employed in different jobs). -Family gaps are represented by labour force participation rates, -"culture gaps" are indicated by polling data on proportions of men and women approving of single women having a child
58
schools, relative to other spheres...
are progressively gendered institutions.
59
What is and who coined the "vertical mosaic"?
The intersection of class, ethnicity, and inequality specifically in Canada, John Porter
60
What is the functionalist expectation of inequality and diversity in school attainment?
Modern needs for a meritocratic labour force + common school ideals should compel schools to be colour blind and reward everyone based on their talents
61
What is the Marxist expectation of inequality and diversity in school attainment?
Reproduction- Almost no mobility among disadvantaged racial/ethnic groups; Canadian caste system
62
What is the Limited Compensation Model expectation of inequality and diversity in school attainment?
schools can partly counteract some inequalities, but that legacies of societal disparities will constrain what they can do
63
How did the reproduction model of education emerge in John Porter's work
John Porter's "The Vertical Mosaic" layered Canadian educational achievement top to bottom through people's resemblance to British vs Indigenous Canadians
64
What are the critiques of the Vertical Mosaic?
Didn't fully consider immigrant educational attainment vs the immigration policy, which shows that Canadian born children from southern Europe are above the Canada wide average
65
What is the Abella Image?
American view, groups in Canada are separated into whites vs non-whites; from Judge Rosalie Abella's report, replaced ethnic model with racial one
66
What 3 legacies do some think influence school attainment among ethnic groups?
-Differences in socio-economic status, colonization, and immigration policy
67
most forms of social disparity emerge ______ broad social categories like gender and race
within
68
Which equity group is most likely to be bullied in school?
Queer people
69
Top down channel of contention into schools
From political parties to schools
70
Logic of Institutionalization
Bottom up channel, starting with community initiatives and influencing political institutions (changing names of different groups become part of bureaucracy)
71
What is an Oblate?
(Bourdieu) students who were impoverished and were adopted as charity cases by church-run schools, and grew within the schools and closely identify with them
72
Who was the father of modern Canadian public schools in the West?
Egerton Ryerson, a Methodist minister
73
How were moral attitudes toward education changing in the 70s?
New educators wanted a new way of teaching for a new age. Their understanding of truth and morality was becoming more individualistic and less overtly religious
74
What did Brint et al.'s study reveal?
(Via messages in school material) Schools do attempt to socialize their students, but only into fairly mundane sets of moral tenets such as: 1. Working in an orderly fashion, participate in class, and cooperate with staff and classmates (not necessarily authoritarian, mostly participatory) 2. Social Justice and Diversity (not explicit, if so, "strikingly indulgent" to motivate all students)
75
Bumper sticker morality
The pervasiveness of feel good posters with catchphrases urging children to stay in school and be respectful
76
Social problems curriculum
Aims to curb drug use, unsafe sex, racism, cyber bullying
77
2 consequences of women's relative lack of access to university in the late 1800s and early 1900s
-Only men qualified to enter professions like dentistry and law -Very few women became faculty members in Canadian universities
78
Where do traditional gender roles remain in education?
-Some educational hierarchies are still gendered (teachers in elementary vs professors in uni) -
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