Rules of Sociological Method
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This section describes the difference between white people and black people in and how black people still feel as though they do not belong free amongst everyone else, “ Then it dawned upon me with a certain suddenness that I was different from the others; or like, mayhap, in heart and life and longing, but shut out from their world by a vast veil.” pp. 331 “…born with a veil, and gifted with second-sight.In this american world, - a world which yields him no true self-consciousness, but only lets him see himself through he revelation of the other world. It is a peculiar sensation, this double - consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on unamused contempt and pity.”pp. 332 “The Nation has not yet found peace from its sins; the freedman has not yet found in freedom the promised land.” pp. 333 This is a great inside view of how it feels for black people in american (specifically) as being free however treated as though they are still slaves and do not belong free among the rest of Americans. Unfortunately this is still very true and real, even in 2014. Even though Americans made great strides with the civil rights movement, there are still many people who treat black people differently and although it is slightly better, the same struggle can be said for the LGBT population. This was difficult at first to understand in 300 until we discussed it and I read through it again.
De Beauvoir, S. (2012). The second sex. In Longhofer, W., & Winchester, D. (Eds.) Social Theory re-wired. pp. 337-346. New York, NY: Routledge. “‘But first, what is a woman? Tota mulier inutero: she is a womb’, some say. Yet speaking of certain women, the experts proclaim, ‘they are not women,’ even though they have a uterus like the others. Everyone agrees there are females in the human species; today, as in the past, they make up about half of humanity; and yet we are told that ‘femininity is in jeopardy’; we are urged, ‘be women, stay women, become women.’ So not every female human being is necessarily a woman; she must take part in this mysterious and endangered reality known as femininity.”pp. 337 “Saint Thomas in his turn decreed that woman was an ‘incomplete man,’ an ‘incidental’ being… Humanity is male, and man defines woman, not in herself, but in relation to himself; she is not considered an autonomous being” pp. 338 “…he is the subject; he is the Absolute. She is the Other.” pp. 339 As with all the other sections in this book, it took a few times and an actual discussion to understand the key concepts. After understanding it, being able to pick out the great statements becomes easy, however this would be difficult as with any section, to do this without a discussion and explanation by a professor. This section is describing how woman are only seen as the opposite, or the lesser version of a man. They are not known as their own category, but rather the Other category in comparison to man. Women are defined by what men are not. The woman is the other to Man (or ONE). There is always One, and the Other, and man is One, woman is the Other. In order for the other to be the other, first ‘One’ must dictate themselves as ‘One’, and then dictate ‘Other’, and ‘Other’ must accept the position as ‘Other’. Said, E. (2012). Orientalism. In Longhofer, W., & Winchester, D. (Eds.) Social Theory re-wired. pp. 372-387. New York, NY: Routledge. “Yet the Orientalist makes it his work to be always converting the Orient from something into something else; he does this for himself, for the sake of his culture, in some cases for what he believes is the sake of the Oriental” pg. 385 Orientalism - refers to the way Western regions thought of themselves in relation to the perceived idea of the Orient ( in which the Orient is less advanced). The thoughts and pre-conceived ideas of what the Orient consists of by those who have not traveled are based on art and stories by those who have been there. False cultural assumptions made by western society created the facade of “The Orient”. It is important to understand Said’s theory about the perceptions of the orient because they are based on books, art, manuscripts and not real life experiences. For the U.S. this means that Arabs and Muslims are perceived as terrorists or oil suppliers and nothing more. This image of the Orient is ever changing, and the Orientalist continues to change the image as much as he can so that the correct image emerges to the western world. There continues to be a false image of the Orient by the western world (US), assuming all middle eastern people are terrorists and are living in less advanced societies. Social theory rewired, chp. 30 Smith, D. (2012). The conceptual practices of power. In Longhofer, W., & Winchester, D. (Eds.) Social Theory re-wired. pp. 388-394. New York, NY: Routledge. “It is not enough to supplement an established sociology by addressing ourselves to what has been left out or overlooked, or by making women’s issues into sociological terms. That does not change the standpoint built into existing sociological procedures, but merely makes the sociology of women an addendum to the body of objectified knowledge.” pp.388 “What I am suggesting is more in the nature of reorganization of the relationship of sociologists to the object of our knowledge and of our problematic.” pp. 391 Standpoint Theory - The conceptual practices of power- No such thing as a purely objective standpoint. No view can be unaffected or unbiased. Based on a males perspective in the subject, male bias. The position you are to an object determines your view. A specific sociology for women would allow for the knowledge of the properties related directly to the lives of women. “The relation of observer and object of observation, of sociologist to ‘subject,’ is a specialized social relationship.” pp. 391 This is a section that describes the everyday, obvious facts that we live with yet need to be written out for us to read to understand. Social Theory Re-wired section 31 Collins, P. (2012). Black feminist thought. In Longhofer, W. & Winchester, D. (Eds.), Social Theory re-wired, pp.395-414. New York, NY: Routledge.
Collins discusses that although many races, sexualities, genders, etc. all experience discrimination, she focuses on African american women and their struggle and continued oppression in the U.S. I agree with many of her statements in this section, such as white women are encouraged to reproduce yet black women are not, however I do not believe this just black women, but rather anyone who is not white. Also the statement regarding white men in education dictating what women could produce, I believe this of course affects black women, but also women in general, and probably also men of other ethnicities. I believe we lived, and continue to live in the nation of the white man, regardless of what people say, white men control the U.S. Social theory rewired, chp. 32 Mead, G.H. (2012). The self. In Longhofer, W., & Winchester, D. (Eds.) Social Theory re-wired. pp. 423-438. New York, NY: Routledge.
I believe this section is really pointing out the obvious and attempting to explain it, as is always the difficult part with theories. Mead states that each person has a ‘self’, which is separate from a physical thing, such as the body. It defines the person, allows for recognizable traits in each person. This can also be considered a role, where he explains using children taking on different roles while growing up and in play with other children. He then discusses the “I” and the “me” and how that is created and utilized. “The ‘I’ reacts to the self which arises through the taking of the attitudes of others. Through taking those attitudes we have introduced the ‘me’ and we react to it as an ‘I’.” pp. 434 Social theory rewired, chp. 35 Goffman, E. (2012). The presentation of self in everyday life. In Longhofer, W., & Winchester, D. (Eds.) Social Theory re-wired. pp. 452-463. New York, NY: Routledge. “When an individual plays a part he implicitly requests his observers to take seriously the impress that is fostered before them. They are asked to believe that the character they see actually possesses the attributes he appears to possess, that the task he performs will have the consequences that are implicitly claimed for it,and that, in general, matters are what they appear to be.” pp. 452 (The) Front - The ‘equipment’ presented and carried by the performer throughout the performance. The setting they are in and props with that setting, this does not follow the performer, the personal front are things that would follow a performer, such as sex,clothing, speech, gestures, etc. Impression Management - Time spent managing the expected impressions we are portraying to the audience, how we want to be perceived and the maintenance we must do to uphold those impressions (which changes between audiences). Finally, after reading the entire book, and going over sections multiple times, I understand this one for the most part on the first read. Of course, after a classroom discussion, studying for the theory test and a few re-reads, I actually enjoy this section and identity with it the most. Unfortunately, as pointed out by Dr. Shank on my theory exam, I see it as only a negative effect and not a positive one. Of course, playing a role can be both a positive or negative thing, but my own mind reverts directly to the negative. If you are playing a role, even if it is YOUR role, somehow to me that seems wrong. I play a role at work that is much different from my school persona and both of those are different from what I project to my close friends, and of course there is a different role I hold with my husband and family. For some reason to me that all seems negative in a way, however I understand how playing a role can also be positive, but you are still playing a role, which is not necessarily for you, but everyone else. Nicole Perez SBS 300
This article is about food insecurity. Specifically, the author discusses the definition of food insecurity and the marginal food insecure households that the USDA considers food secure. Because of their consideration at food secure, they do not qualify for aid and therefore have a lower quality of life. Discusses how the USDA categorizes food secure & insecure families using CPS and FSS. Other main components of the paper discuss the adverse affects of food insecurity, or even food anxiety as the author explains is a precursor to food insecurity. She discusses the health issues related to food insecurity such as obesity and map nutrition due to poor diets. Discussion includes types of households more common to experience food insecurity, such as racial differences (blacks are 53% more likely to be food insecure, p.223), households where head is not a college graduate are more likely to be food insecure, older households are less likely, and households with children are more likely to be marginally food insecure. Conclusion: USDA categories must be evaluated to reach the households that need help since majority of those who are marginally food insecure fall under the current category of food secure. Current measurement of food insecure households underestimates the amount of food insecure households in the United States. This article was very helpful while writing my theory/social issue paper. DeLuca, L. (2009). Transnational migration, the lost girls of sudan and global "care work": A photo essay. Anthropology of Work Review, XXX(1), 13-15.
as the LostGirls of Sudan.” pp.13 “This essay tracks the work lives of Lost Girls living in the Rocky Mountain region…” pp.14
America. Although the have ‘escaped’ Sudan, they are forced into work positions that continue to subjugate them. These positions are in the “care work”, including food service, nursing workers, care aids for elderly and disabled persons. These girls aspire to obtain professional careers, however it is unsure how these low wage and care positions determine their future due to the limited opportunities available to them. Deng, F. M. (2006). Sudan: A nation in turbulent search of itself. Annal of the American Academy of Political and Social Science, 603(Jan), 155-162. Retrieved from http://www.jstor.org/stable25097762
Edwards, M. E., Weber, B., & Bernell, S. (2007). Identifying factors that influence state-specific hunger rates in the U.S.: A simple analytic method for understanding a persistent problem. Social Indicators Research, 81 (3), p579-595. Stable URL: http://www.jstor.org/stable/20734440 This article is demonstrating the ability to calculate the numbers on sub groups that are affected by hunger and different conditions that may be the cause in different states. It takes 5 states that different percentages of hunger rates and compares them using their process. Main points: Food insecurity causes inequities in quality of life Methods on how hunger is ‘calculated’ by government ‘Common’ demographics that experience hunger Comparisons of 5 states (Oregon, California, Texas, Florida, Minnesota) Food Security Supplement- FSS
“food secure - all household members had access at all times to enough food for an active, healthy life”. pg. 580 “food insecure- households were uncertain of having, or unable to acquire, enough food to meet basic needs for all household members because they had insufficient money and other resources for food”. pg. 580 “food insecure with hunger- to the extent that one or more household members were hungry, at least some time during the year, because they could not afford enough food”. pg. 580 Since 1997, U.S. Department of Agriculture has shown that 3% of households experience food shortage. pg. 581 Hunger in the United States tends to follow a ‘crescent’ shape from the Northwest (Oregon) through California to the Southwest and into the “deep south”. pg. 581 Midwest and Northeast states do not have high hunger rates despite their high populations. Nationally hunger tends to be in racial and ethnic groups, poor families and single mother families. The states in the ‘crescent’ are more vulnerable to hunger. HIgh population does not equal high levels of hunger. Some states show high hunger levels and low percentages of racial/ethnic minorities. Possible explanations of hunger; some groups who may normally not be vulnerable to hunger are in some states. Groups that are less vulnerable to hunger at national level may be highly vulnerable in their state. 1996-2001 - Oregon has the highest hunger rates in the U.S. 5-6%, during the same time they had a an economic ‘boom’. Households with income below 100% the US poverty line are poor, those between 100-200% are near poor and those above 200% are not poor. pg. 584 Unemployment, household structure, home ownership can affect hunger. Results discussed; charts shown. Comparisons of Oregon, California, Texas, Florida and Minnesota’s hunger rates.
Rolandsen, O.H. (2005). Guerilla government: Political changes in the southern Sudan during the 1990’s. Uppsala: Nordiska-Afrikainstituet.
4. Sudan is non-unified, only small parts are feel a belonging due to colonial rule/post colonial order that left the borders of Sudan unchanged. Southerns had a sense of alienation, also Northerners would invade and take slaves from the south. The British conquered Sudan (from egyptian rule) in 1898. To Southerners it did not make a difference who was in control of the country ( Turks, Mahdist or the British). There was unequal development in the North and South. The Closed Districts Ordinance of 1922 and the Trade Ordinance in 1925 were created to protect Southerner from Northern trading and dominance. Systems of ‘ indirect’ rule were established in North and South (‘indirect’ rule was maintained to preserve the way of living and cost-effectiveness for Southerners). First Civil War started about a year before Sudans Independence Day (January 1 1956). A mutiny in 1955 of southern soldiers in Equatoira Corops at Torit was the start of the war. For the first five years there was minimal fighting. In 1958 a coup lead by General Abbud ousted the civilian regime in Khartoum which lead to a full war. Abbud had a program of Islamisation which lead to more repression in the south. In 1955, education southerners joined others to create the SPLM/A, while other groups were named Anyanya. Abbud was ousted in 1964. Joseph Lagu was a leader of a Anyanya group and established a joint military group with other armed groups and made himself leader. He would then negotiate with Jafar Nimeri, creating a peace agreement known as the Addis Ababa Agreement in 1972. With the AAA, political development was supposed to occur in the South, however it never materialized. Foreign NGO’s took advantage of the south as a challenge to develop aid. This undermined the government to do their job but also allowed them to not have to do anything for the south. Second civil war started with mutiny in Bor, 1983. Anyanya fighters claim the first war never ended when they did not agree with the AAA. Politics: Sudan experienced a brief parliament democracy in 1954-1958 and the new regime was dominated by 3 groups struggling over power; Umma (lead by Sadiq al Mahdi) Democratic Unionist Party and the National Islamic Front. Western support to Sudan were crumbling around 1989. John Garang was asked to mediate between mutineers but eventually joined them and created the SPLM/A. According to Lam Akol, John made all the decisions with a small group of aides. The Political Military High Command was the highest decision making body of SPLM/A but did not decide anything. The SPLM/A did not want to work with foreign NGO’s therefore even with the high demand for humanitarian aid in the south, only after the New Sudan Council of Churches was established in 19989 did more aid reach that area. Operation Lifeline Sudan (OLS) came into southern sudan after 250,000 people died of hunger in 1988. Agreements were signed between UK, Khartoum and the SPLM/A to not let that happen again. In 1991 the SPLM/A split. Continuity and instability - two themes of Southern Sudans history. 5. Review: This section of the book gives a good, overall idea of what was happening in Sudan and how everything came to be with the wars. It is difficult for my to follow and organize my thoughts when sections are not put into chronological order instead of sections on issues. I have to think back to the previous section and remember dates about what was going on with rebel groups in certain years during a new section on political issues that is reviewing the same years. I wish it would all be time period to time period with everything during that time discussed. This section does review good dates and events that happened, however I wold probably need to do further research on events to understand completely, or read the rest of the book to get a better idea of the whole picture. This was meant as a intro to the other required text for this class, which was helpful to have a background of what was happening in a country since the’ ‘lost boys’ did not know and did not discuss it in their recounts. Gundersen, C., & Oliveira, V. (2001). The food stamp program and food insufficiency. American Journal of Agricultural Economics, 83 (4), pp. 875-887. Stable URL: http:// www.jstor.org/stable/1244700 Food Stamp Program and food insufficiency Main Points: Qualifying households- requirements and variables that lead people to become eligible Theoretical Models Food stamp program does not rid of food insufficiency Food insufficiency is related to food intake. The lack of intake causes households to lack nutrients. “Mean food intake for children in food insufficient households than those in food sufficient households.” pg. 875 Decrease in nutrients was between 8-18% ( in 1989-1991 pg. 875). Food stamp program is meant to be the ‘safety net’ against hunger, however does not prevent the participant from spending most of their money early in the month causing “lean” days at the end. “The program does not ensure food sufficiency” pg. 876. Thrift Food Program - TFP Stigma to the program. “food stamp participation is not associated with an increased probability of food insufficiency” pg. 879 Sample from data used was 24,158, out of that, 3,452 households were eligible for the food stamp program. pg.879 “ 4 categories of households in sample: food sufficient and receive food stamps = 36.1% food insufficient and receive food stamps = 3.5% food insufficient and do NOT receive food stamps = 58.1% food sufficient and do NOT receive food stamps = 2.3% “ pg. 879 Variables - homeownership status, race/ethnicity, household structure, education status, employment status. Food insufficient households, regardless of participation in the program, were insufficient in nutrients. Overall, feel that food stamps do not relieve food insufficiency for those who are food insufficient, however the system can be fixed by minimizing or eliminating the bias associated with it and the over/under reporting that goes along with it. Also, the study recommends research into soup kitchens and food banks as an extension of the ‘safety net’. Good article showing another view about food stamps since many believe that is they key to stopping hunger. There is a lot of method and formulas to explain much of the data so it is difficult to understand where they are getting their facts. Kabanni, N. S. & Kmeid, M. Y. (2005). The role of food assistance in helping food insecure households escape hunger. Review of agriculture economics, 27 (3), 439-445. http://www.jstor.org/stable/3700872 This report covers the Food service programs and National school lunch programs and their roles in helping qualifying families ‘escape’ hunger. Main points: Previous research proving the FSP and NSLP help reduce hunger in households with school age children. Methods of their research (formula);Qualifications for ‘aid’; Data; Conclusion Previous research shows that use of assistance programs does reduce hunger. Previous analysis done through spring and summer months. One study showed that using “FSP was associated with low rates of exit from food insufficiency” pg. 440 and another study showed that “leaving the FSP was associated with higher odds of remaining ofd insecure or becoming food insecure” pg. 440 Methods -formula used to evaluate data from USDA (the food security supplements of the current population survey- “FSS-CPS”) for 12 month periods and thirty day scales. FAP (food assistance program) variable = participation in the FSP and NSLP - most data only available for thirty days prior to interviews conducted by authors. Limited their data to show only households that were under the income cut offs for each the FSP and NSLP. The results were limited due to; 1. households recalling only recent events where they were food insecure 2. the FSS-CPS allows for only information from the past thirty days for the FSP and NSLP 3. can only identify households that are in or transition out of food insecurity. Data is from April 1995,1997,1999 and 2001 from FSS-CPS. CPS is a monthly surgery of households conducted by the Census Bureau (approximately 50,000 households). The April data is used due to the seasonality variations through spring and summer. Classifications of households include; food secure, food insecure without hunger and food insecure with hunger. Eligible populations: FSP: households must have gross income under 130% of FEDERAL poverty guidelines and assets under $2,000. FSP provides coupons/ benefit cards for qualified members to buy food at local businesses. NSLP: Income must be less than 185% of poverty guidelines for reduced meal prices and incomes less than 130% to qualify for free meals. (the CPS does not distinguish between those receiving free or reduced meals, therefore the authors did so). Results: Sample size: 2,505 81% were food insecure 30 days prior to interview 42% received food stamps (with the average benefit amount $57 per person) 75% with school-aged children received free or reduced meals ( 80% for households with incomes less than 130% of poverty threshold). Families with a ‘head of household’ that was employed are less likely to be food insecure than those who’s ‘head’ was unemployed. Conclusion: FSP and NSLP are very important in helping with food insecurity. This is a short, good article with some basic information that was good to start my research for this topic. Definitely useful but could be expanded. Lang, T., & Barling, D. (2012). Food security and food sustainability: reformulating the debate. The Geographical Journal. 178 (4), pp. 313-326. doi: 10.1111/j.1475-4959.2012.00480x.
Old policy and trying to make new policies Farming vs industry, chain of food travel Nutrition effects on food system and health “Food Security - a situation that exists when all people at all times have physical, social and economic access to sufficient, safe and nutritious food to meet dietary needs and food preferences for an active and healthy life” ( UN’s Food and Agricultural Organization, pg. 313). Overall goal - create more food using less land and water to be sustainable and help protect the Earth. Rise of oil prices created a corporate involvement in 2006-2008. Developing countries were greatly affected due to the rise in fuel and the banking bubble burst which effected the economy. Nutrition Transition - discussed by the UN, FAO and world health organization; “process by which, as societies become richer, diets alter towards more complex, sweeter fattier, processed foods, which in turn generate diet-related ill health patterns associated with affluence” - Popkin pg. 314. In 2008 a task force (High Level Task Force) was implemented to create a a “Comprehensive Framework of Action”- In responding to the food price crisis they developed 4 steps; 1. emergency funding for immediate relief/aid. 2. proposed better management systems on food harvest and production. 3. promotion of a productionist agriculture technology. 4. activate more civil society participation. All these were to help developing countries not get worse. 2009 FAO showed that 1.023 billion people were hungry - pg. 315. FAO: 1969-1971 26% world population was hungry, 2006-2008 13%. In 2011 they were above 1 billion. Old policy - combine science and technology, capital investment will enable food production to increase, distribution would be better, waste would be reduced, and food prices would come down. - pg. 316 Farm: Some farming has turned into commodity production. Farm vs food issue with fair trade, supermarkets and profits as food travels down the chain. Previously policy relied on farming. Chains between farm and consumer have gotten longer. Power of consumers is minimal compared to retail/ companies. Labor efficiency: Shift of labor from rural farming to urban off-farm. De-ruralization ( more people living in urban areas). Big Business: Sustainable Agricultural Initiative began in 2002, created by Danone, Nestle and Unilever and also includes Kellogg’s, Kraft, McDonalds,Pepsico and SaraLee - aim to support sustainable agriculture and communicate issues. Western Consumption: Supermarkets (in western cultures) represent a food culture of choice and desire as compared to the past food culture of need and restricted choices. This is where the Nutrition Transition comes in, while there are choices, those choices tend to be the sugary, fatty, processed foods. Higher meats, dairy and soft drink consumption is leading to health issues AND ecological issues with land,water grain, etc. -pg. 319. “Farm animals have been accounted for 31% of Green House Gases (GHG’s) and the fertilizers for the land at 38% of the Nitrous oxide levels.” pg. 319 Sustainability of diet: Policy makers are struggling with “what is a good diet and does the food system integrate the human and ecological health to accomplish it?” - pg. 319. Old idea was to lower food prices. Global issue is trying to make a sustainable diet a global sustainable diet. Power relations: Newer definition of what food security should include: “availability, adequacy, accessibility, acceptability and agency” Rocha, pg. 320 UK’s Sustainable Development Commission has developed a new definition/goal of food security to address both the security of food and where that food is coming from, “sustainable food systems, where the core goal is to feed everyone sustainably, equitably and healthily; which addresses the need for availability, affordability and access ability, which is diverse, ecologically-sound and resilient; and which builds the capabilities and skills necessary for future generations” pg. 321 Complex policies and groups trying to come together for one solution..... I thought this was going to be a good article to use, however it addresses more of the industrial, company and policy side of the issue where as my social action is more of the availably of food to lower income families and the healthy food available to them. I am not sure if this article will be of use to my paper but it was interesting to get a different view of the issue (global and commercial sides). Mammen, S., Bauer, J.W. & Richards, L. (2009). Understanding persistent food insecurity: A paradox of place and circumstance. Social Indicators Research, 92 (1), pp. 151-168. Stable URL :http://www.jstor.org/stable/27734856
Families in rural settings are more often facing employment issues which can lead to financial issues, which makes it difficult to escape poverty, continuing the cycle into food insecurity. The study discusses the alternatives used by families and single mothers to help curb hunger and stretch food. Many choose food that is cheaper and less nutritious, fore go meals, or if possible, send their kids to extended family households for meals. Many of these households had to chose between paying mortgages and buying food. The assumption of government programs is that households in these circumstances will rely on extended family, however they must utilize these programs just stay afloat. Conclusion is that policy makers must address these programs and how they help families that actually qualify for them as well as possibly adjusting the eligibility to reach the households that need help. This paper was very helpful in my theory essay regarding Food insecurity in the United States. Nyabera, E. (2002). Man-eating lions, crocodiles,famine... . Refugees. 1(126), 8-9. Two page ‘article’ in the Refugee magazine by The UN Refugee Agency. Discusses the matter of lost Sudan girls who were forgotten amidst the lost Boys of Sudan’s publicity. Many of these experienced the same journey as the boys, starvation, fear of wild animals, severe weather, etc. When the arrived at the refugee camp, they dealt with issues of being fostered out to families due to cultural expectations of women. Many were attempted to sold into marriages, attacked in the middle of the night and raped. Most become servants to their foster families or husbands and are not allowed access to education. This article discusses the irony that the lost boys make it to the refugee camp and have the ability (access) to a new life. They can stay with their friends or brothers in the camp, have access to the school/education at the camp and can be selected to leave. The lost girls however, are no better off at the camp than suffering in the desert. They are young servants being used for free labor and the potential to be sold for cattle (source of wealth for her foster family). They are forced to cook the food for the men in the camp if they are able to stay at the camp, are often attacked and raped by men, however if it is known they in fact have been raped, they are now unable to get married due to their cultural traditions. Wallerstein, Immanuel. (2003) .Anthropology, Sociology, and Other Dubious Disciplines. Current Anthropology, Volume 44, Number 4, 453-465. (13)
a.Disciplines are intellectual categories, institutional structures, cultures and disciplines. b. Three types of scholars that effect the fields; classic nomothetic vision, idiographic tradition and persons who do not identify with either of the previously mentioned, acknowledged in the article as 'other'. c.Social Sciences have little to show for themselves after 150 years of work, funds can be difficult for the social sciences at a university, possible restructuring by administrators at the university to help with the economic status of the program and therefore a local restructuring and not a universal restructuring of social sciences. d.“Harvesting” the cultures of social science – getting the useful information out.
The framework for the disciplines – constructed in 19th century are now 'organizations' with members who identify and defend their relative 'turf' in the social sciences. Wallerstein explains different levels of professors within the fields who may have difficulty going along with a restructuring of their field due to the possibility of forcing them to start again in a 'new' field. Wallerstein makes the point that the public has begun to demand proof of the work done in social science (external pressures), which will create the need to restructure the system. Wallerstein points out that social sciences already do not rake in the money for universities and as he recommends possibly using the economic status of the social sciences as a way to restructure the departments within the budget. Wallerstein does admit that although the restructuring could be great, it would be local to that university and it's issues and not a universal restructuring. There are concepts, variables and methods used for explanation in social sciences. Wallerstein mentions that everyone has concepts learned throughout life (needs, interests), for variables he recommends that everything be spoken about in the past tense, 'cultural plurals' as well as multiple temporalities, spatialities, and TimeSpaces. Methods: small m methods and big m methods, Wallerstein mentions that neither of these are better or worse than the other, but both important, as well as qualitative and quantitative methods. Wallerstein's final note is that although restructuring is key, the need for strict and permanent structures exist as students require a credential from a program with career opportunities.
Tagg, John. The Learning Paradigm College. Boston, Massachusetts: Anker Publishing Company, Inc. (11)
Two types of achievement goals: learning goals and performance goals. Learning goals- one's competency, understanding and appreciation for what is being learned. Performance goals – ego goals, self enhancing goals, involve out performing others. Learning goals are long term, and performance goals are short term. LOGO scale (learning orientation/grade orientation by Ohmer Milton, Howard Pollio and James Ellison) found that student with a high LO and low GO were self motivating, less stressed, employed the best study habits, and can be expected to impress professors. Those with a low LO and high GO have high levels of anxiety and frustration, poor study skills. Goal Orientation Inventory (done by Benjamin Dykman at Washington state university) divided college students into two groups, validation seeking and growth seeking. Validation seeking have a strong motivational need to establish or prove basic worth, they see it as “on the line” when faced with a challenge. Growth seeking have a strong motivational need to improve themselves, realize their potential and they confront challenges. There are strong positive correlations between validation seekers and depression and a strong negative correlation between growth seekers and depression. “Self efficacy” is the belief in a given context that one has the capacity to meet challenges. In achievement situations, students with high self efficacy (even when experiencing difficulty) actively participate, achieve high levels of performance. Students with low self efficacy show less persistence and sometimes avoid the learning altogether. A classroom policy can force a student to be grade orientated when it becomes necessary. A student will adapt their goals to the situation. Entity and Incremental Theory – people tend to hold one of these two theories about their own abilities and other peoples abilities in a given domain. Entity- intelligence and ability are fundamentally fixed and unchanged, not subject to manipulation. They will make global judgments about their own and others abilities. Incremental theory- believe that intelligence and ability can be changed, subject to manipulation and malleable. They will make local judgments, and will try and consider strategies for change. Entering into a 'challenging scholastic setting with a belief in fixed intelligence seems to set students up for self doubt, anxiety and drops in achievement'. Failure is much more interesting than success. It is interesting only because success is most of the time preceded by multiple mistakes whereas the person who gives up retains their 'unblemished record of mediocrity'. Toddlers are all incremental theorists, they continue to try and try with a belief that they can do it. As we get older, we 'learn not to learn by learning to fear and hide from failure'. This continued fear of failure can affect a person in their personal life and student life. Students are not solely an entity theorist or incremental theorist. Self theory can change over time. Modification of a self theory – 'self theories are not correlated with goal choices but cause those choices'. Peoples theories of intelligence are malleable. Students who are lead to believe that intelligence is fixed will sacrifice a learning opportunity (tutoring) when there is a threat of exposing their deficiencies. Those students who believe that intelligence is malleable take advantage of learning opportunities. Entity theorist see information that comes back to them as evaluation whereas an incremental theorist sees that same information as feedback. Much like an SAT, it is purely an evaluation. A rough draft essay with suggestions for revision is feedback. To many students, evaluation is what counts. A student who is trying to get better at something needs feedback and the student who wants praise needs an evaluation. Culture has an effect on students and the school system in America has American students in comparison to Asian children working less hard. “children who believe their high ability is sufficient to ensure success find little reason to work hard. Children who perceive themselves having low ability and doubt that they can master their lessons through continued effort also have little reason to work hard”. Intelligence is not fixed at birth. People differ in potential at a young age, but people realize the possibilities they are born with through growing and learning. “If I believe that my IQ is my destiny, it will be- but only because I believe it”. Young children are incremental theorists, but then transition to entity around age 13. Children believe that high effort is indicative of ability. Through life situations (social comparisons, competition) ability status emerges as the dominant value over effort. Students prefer to be perceived as 'able'. American youth culture believes that being seen as lazy is better than being stupid. In a classroom, they prefer to be seen as succeeding through ability and not effort. Students have over a 12 year school system were immersed into this and Tagg believe it is the universities goal to change it.
Tran, A. (2013). Labor organizing and protests in foreign-direct investment factories. In Ties that bind: Cultural identity, class, and law in vietnams’ labor resistance. (pp.181-223). Ithaca, New York: Southeast Asia Program Publications. Main Topic: This chapter discuses the work conditions for migrant factory workers in Vietnam and their struggles with low wages, difficult living conditions and their attempts to get government laws passed for better conditions. Points: Minimum wages paid to workers in specific zones and the neighboring towns and their inflation in response to migrant workers living in their cities. Food, water conditions for workers. Long work days and over time hours worked to sustain workers lives. Strikes - different methods taken by workers to illicit change. FDI companies (Foreign-direct investment enterprises) use workers from other regions and pay them very low wages, a minimum wage that is less than the cost of living. These wages meet 60% of the living needs, forcing workers to work long hours and over time to make up for the other 40% as well as live with multiple people to cut cost of rent and utilities. Many of these workers are family or village friends who moved to work in the factory together and live together. They create new family units as their wages are not enough to ever allow them to go home and visit except for the new year holiday. Many of the workers are young girls from ages 18-30. In 2008 they were 85% of factory workers, since then it has gone down a little, from 75-70 in 2009. Approximately 1.6 million factory employees, and 40% of the FDI factories are in Vietnam. Previous education (some high school grads and some did not go to high school) gave workers more technical jobs or very easy jobs. Education outside of work was near impossible due to the cost, workers could not afford to educate themselves. Childcare and schooling was also expensive, workers could not afford private schools and many ‘good’ public schools did not allow migrant workers children as they were temporary residents and did not have the “KT3” card which proved they were a permanent resident. Many workers had to send their children to over populated public schools that were more expensive, almost an entire months salary. Electricity was paid for at an inflated rate for migrant workers until a law passed giving them the low rate residents paid for it. Any extra money was sent home or spent on coffee and cigarettes, therefore it was difficult to save any money ( “cycle of debt”). Strikes:- messages written in bathrooms trying to unite people to strike for better wages, rights. Sit in strikes for higher “piece rates” when given a difficult textile to use, however many of these rates were absorbed by multiple supervisors prior to reaching the worker that they didn’t earn much. Strikes against bad/rotten food being served in cafeterias where workers were forced to buy their lunches, and bad water that made people sick. Factories contracted better food sources and/or allowed workers to buy outside food during lunches. “Cicada” style factories that moved all their equipment out of the building causing workers to stand the fence line to prevent it (companies would announce their stopping of production with no warning and leave without having to pay workers wages, benefits etc. They would also often rent equipment so that when they left, the actual owner of the equipment would come and the government could not sell it to pay for the workers wages). Very detailed chapter about the conditions of workers in factories and how their culture has helped them survive through it. If I ever need information regarding the workers in Vietnam and factory conditions it would be a good source. Nicole Perez SBS 330 - Crime & Violence in Society w/ Dr. Baldwin
Study: 21,260 kids enrolled in kindergarten and 3rd grade. Restrictions dwindled sample size to 11,044. 64% white (non hispanic) 49% female 12% Black (non hispanic) 5% Asian 81% of children in 2 parent families
Control Variables: Family income to needs, parents education, parents marital status, parents employment status. Data (after sample was separated into “waves”): 80% reported spanking their kids 89% blacks ; 79% whites ; 80% hispanics ; 73% asians In the previous week, data showed that the following percentages reported spanking their kids: Kindergarten wave: 27% mothers ; 40% blacks ; 24% whites ; 28% hispanics ; 23%asians 3rd grade wave: 15% mothers ; 23% blacks ; 14% whites ; 13% hispanics ; 21% asians Externalizing behavior- parent is angry/upset and spank their kids Both blacks and hispanics spank more than whites and asians. “Spanking children is not associated with better behavior over time”. pg 843
Environment adversity & delinquency Agnew - revised version now focuses on “blockage of pain- avoidance behavior”. (example: abusive parents). Two reasons: 1. “delinquency is a means of escape from aversive environment or remove the source of adversity” - example; adolescent runs away or assaults parent 2. “If not able to escape or remove source of adversity; strikeout at others in anger”. pg.. 374 Many adolescents find school or home/family as an aversive environment. pg. 374 Data from longitudinal, nationally represented sample of adolescent boys. These aversive situations/environments increase adolescent aggression. Fight or flight - when flight is not possible, resort to fight. Hard to know if environment causes delinquency or delinquency influences aversive environment. pg. 375 Survey - Youth in Transition Delinquency could reduce adversity by adolescent escaping source, intimidating source, venting anger however adolescents dont have power so that doesnt work too well. 3 different ‘measures’ used for study to determine adversity in the adolescents. ( 8 scale, “negative school attitudes” ; 3 item scale “mean teacher”; 10 item scale “parental punitiveness” - pg. 378). “measure of adversity should be at the same level of generality as the measure of delinquency. strain is best viewed as the overall level of adversity”. pg. 379 “revised strain theory can describe a wide range of delinquent acts since any delinquent act can be an escape or expression of anger” pg. 383 Conclusion: “the location of aversive environment from which one cannot legally escape increases the likelihood of delinquency” pg. 384 why? inability to escape is frustrating and motivates/causes delinquent behavior pg. 384
Aseltine, R.H J.r, Gore, S., & Gordon, J. (2000). Life stress, anger, anxiety, and delinquency: An empirical test of general strain theory. Journal of Health and Social Behavior, 41 (3), pp 256-275. URL: http://www.jstor.org/stable/2676320 This article discusses General Strain theory based on Agnew’s initial explanation of it. It briefly reviews the history of strain theory and that Agnew related it the individual and the “occurrence of strain”. The authors discus Agnew’s strain theory and their study on students anger and hostility. The authors use a 3 wave sampling of students in the Boston area to evaluate their hostility, anger and anxiety. They had 4 different hypothesis for their study, overall they state their findings ofer “limited support for general strain theory”. However, they do also state, “these results suggest that it is perhaps illusory to expect a single unifying theory to account for various forms of deviance and criminality.” pg 271. This article was extremely helpful for me when writing my MLO 1 paper in Crime and Violence (SBS 330). It gives a good description of the history of the theory until Agnew came around and applied his thought to it. Worth a read again if general strain theory is necessary for another paper/class. Criminal Victimization & Perceptions of Community Safety in 12 Cities, 1998 Smith, S.K., Steadman, G.W, and Minton, T.D. (1998). U.S. Department of Justice, Bureau of Justice Statistics. Criminal Victimization & Perceptions of Community Safety in 12 Cities, 1998. Washington, D.C: Office of Community Oriented Policing Services. (pp. ii- v , 1-41). “This publication is a report on criminal victimization and citizen perceptions in 12 cities across the United States. The findings reported are the result of a joint effort between the Office of Community Oriented Policing Services (COPS) and the Bureau of Justice Statistics (BJS) to supplement the National Crime Victimization Survey (NCVS) with questions related to community policing.” pp. iii Cities included: Chicago, IL, Kansas City, MO, Knoxville, TN, Los Angeles, CA, Madison, WI, New York, NY, San Diego, CA, Savannah, GA, Spokane, WA, Springfield, MA, Tucson, AZ, Washington, DC. Among the 12 cities the victimization rates ranged from 60-85 per 1,000 residents age 12+. Black residents experienced higher rates of violent crimes than whites. Less than half the violent crimes involved a weapon, and less than half were reported to the police. This report was extremely helpful in completing the city crime profile for Crime & Violence, SBS 330. U.S. Department of Justice, Office of Justice Programs. (2005). Family violence statistics: Including statistics on strangers and acquaintances. Washington, D.C: Bureau of Justice Statistics. (pp. 1-76) Family violence rates fell between 1993-2002 from 5.4 to 2.1 per 1,000 persons 12 and older. Family violence was 11% of reported/unreported violence between 98-02. 3.5 million violent crimes against family members occurred. 49% was vs. spouses ; 11% vs. daughters/sons ; 41% against other family members. Frequent type of violence is simple assalult. Murder is less than 1/2 of 1% of all family violence from 98-02. 3/4 incidents occrred near or in the victims homes. 40% victims were injured during attacks. 3/4 of the victims were female, 3/4 of persons who committed family violence were male. Victims: 77% were white ; 65.7% aged 25-54 Offenders: 79% were white ; 62% age 30 + 22% of murders in 2002 were family murders. 9% murders by spouse, 6% son/daughter by parent, 7% by other family member. 58% family murder victims were female, out of all female murders in 2002. 23% of victims killed by family members were 13 or under, the average age of victim was 7. 4 out of 5 killed were under 13. 8/10 murderers who killed family members were male. 83% male spouse killers 75% murders killed significant others were male 2002 - family murders more likely to involve firearms 19% incidents of parents killing children killed multiple victims Approximately 60% of family violence was REPORTED. reasons for not reporting include protecting the offender, keeping it a private/personal matter. 36% of 2.1 million incidents reported to police in 98-02. firearm involvement was 2% family, 6% non-family. 49% violent crimes recorded resulted in arrest. 77% males offenders arrested in 2000 ; 84% defendants had at least 1 prior 83% sentenced persons convicted of assault 68% family assault : to jail 62% non-family assault: to prison 45% sent to prison for family assault Domestic violence suspects were 4% of federal suspects from 2000-2002. 15% of 500,000 people in prison in 1997 were in for crime against a family member. 90% of offenders in prison for family violence injured their victim. 50% victims were sexually assaulted 28% victims were killed 50% offenders were in for spousal abuse killed their victims. Convicted family violence offenders 22% of 86,500. Convicted violent offenders in local jails in 2002. Local jail inmates convicted family violence. 79% female; 30% under age 18 55% convicted injured their victim 88% convicted crime against family member did not use a weapon. Lauritsen, J.L. & Rezey, M.L. U.S. Department of Justice, Bureau of Justice Statistics. (2013). Measuring the prevalence of crime with the national crime victimization survey. Washington, D.C: Office of Justice Programs. (pp. 1-26)
Rates for the NCVS are calculated by dividing the number of victimizations that occur during a specified time period by the population at risk for those victimizations and multiplying the rate by 1,000. pg 1 Victimization rates are larger than incident rates because there can be more than one victim for a crime. 93-10: decline in violent victimization rates (down 76%) was greater than the decline in prevalence rates (down 63%). Serious violent crimes, victimization rate decreased 77% and prevalence rate to 66%. 93’ - 77% violent crime victims reported that they were victimized 1x during the year. In 2010 it was 83%. Violent crime victims 2 x a year declined from 93 (27%) to 2010 (17%). 17% was 1/2 full of all violent crimes. “Victims of partner crime violence more likely to experience repeats in the year than those in stranger violent crimes. 21% to 9% . Household property crime rates (64%) greater than prevalence rates (48%). Both of these rates declined from 1993 to 2010. Household property repeat victims 2+x a year decreased, 1993-25% and 2010- 18% (41% of all household property victimization’s) 2010- 12% burglary victims reported 2 + crimes. This was 34% of all burglary victimizations. “ pg. 1 Incident Rates: used when comparing crime data from official law enforcement.. Prevalence rates: based on the number of persons/households in a population that experienced at least 1 victimization. Difference is the number of victims or the number of victimizations. % of victims experiencing repeat violence in 2010 was 17%. The 17% accounted for 54% of all violent victimizations in 2010. pg 5 Serious violent victimizations are sexual assault, rape, robbery, and aggravated assault. Repeat victims = 40% of all serious crime in 2010 and 63% in 1993. Female victims 1 x report: 74% in 1993 and 85% in 2010. Robbery victimization declined from 8.3 per 1,000 in 1993 (73%) to 2.2 per 1,000 in 2010. People reported 1x victim in robbery was 91% in 1993 and 97% in 2010. Aggravated assault: 16.5 per 1,000 in 1993 and 3.4 per 1,000 in 2010. 1x report 86% in 1993 and 94% in 2010. Simple assault - 50.7 per 1,000 in 1993 and 12.7 per 1,000 in 2010. 1x report 77% in 1993 and 82% in 2010. Violent victimization rates among males and females were similar for 2010. Male: 20.1 per 1,000 & Female: 18.5 per 1,000 (victimization rate) Male: 11.4 & Female: 10.1 (prevalence rate). pg. 8 People 35 yr + were at less risk for becoming a victim - 12.5 per 1,000 Ages 25-34 - 13.8 Ages 18-24 - 19.9 Burglary: 1993 - 63.9 per 1,000 and in 2010- 25.8 ; 12% victims were repeat victims. 12% was 34% of all burglary in 2010. Motor vehicle theft- least likely victims to experience a repeat offense! Theft: 268.6 per 1,000 in 1993 and 94.6 in 2010 (victimization rate) ; 2.0 in 1993 and 1.3 in 2010 (prevalence rate). Patchin, J., & Hinduja, S. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth & Society, 43 (2), pp. 727-751. doi: 10.1177/0044118X10366951 Article about school bullying including coyer bullying. The authors use general strain theory to discuss the affects of bullying on students and the reasons why it occurs and how it can avoided if the particular signs are discovered and those adolescents helped. Their study involved students at 30 middle schools A large portion of the article reviews their study, the variables and student types interviewed. The results report that a majority of middle school students are involved in bullying or cyber bullying. This article was very helpful while writing my MLO 1 paper for Crime & Violence (SBS 330).This article directly discusses the topic I was writing about in my paper, bullying and the general strain theory. Sampson, R. & Raudenbush, S. (2011). Disorder in urban neighborhoods- does it lead to crime? Washington, D.C: U.S. Department of Justice. (pp.1-6) Discusses the link between disorder and crime using the “broken window theory”. Collective efficacy - cohesion amoung neighborhood residents, shared expectations of social control. Disorder measurement. “Physical and social disorder in public spaces is fundamental to understanding urban neighborhoods” - pg 1. the extent to which a neighborhood is in disorder reflects the residents attitudes of that neighborhood and whether they are willing to improve their neighborhood and sustain their neighborhood. Disorder can be more useful than crime when attempting to understand processes. Disorder can be observed, crime is unobserved. The study: Project on human development in Chicago neighborhoods. The forces that produce minor crimes are the same as those forces that produce serious crimes. Proposals of article: crime and disorder come from structural characteristics. Structural constraints - not soley economic (can promote crime and disorder). Residential stability- ownership and transience (absence of ownership).Community residents are assumed to want to live in a safe place (non coercive means) - informal social control mechanisms). If the broken window theory is correct, disorder directly causes crime. If disorder is a manifestation of forces, that produce crime, structural characteristics and collective efficacy should account for the relationship. Disorder measured by observations of neighborhoods, “systematic social observation” (SSO- observation method). Video taped 23,000 streets in 196 neighborhoods, physical disorder included garbage, litter, graffiti, needles, and activities such as loitering, public drinking, intoxication. Interviewed 3,800 residents to eval collective efficacy. 3 types of crime: homicide, robbery and burglary. More people in small space make it hard to point to the people in the wrong. The structural characteristics of the neighborhood matter in affecting disorder. The findings in the study did not support the original idea that disorder causes crime. Survey reported that violence was high and levels of SSO were high. Level of disorder varied strongly with neighborhood structural characteristics. The forces that generate disorder also generate crime. where collective efficacy was strong, rates of violence were low. Neighborhoods with immigrants had higher rates of crime victimization. Direct association with disorder was for robberies. The crime can cause residents to move out of neighborhoods, perpetuating the problem. A police led crack down will not work, residents must do it on their own. “Social environment of a neighborhood shapes and determines behavior and identifies the development pathways that lead individuals toward or away from a variety of antisocial behaviors”. Tittle, C. R. (2000). Theoretical developments in criminology. In US Department of Justice (Ed.), The Nature of Crime: Continuity and Change (Vol. 1, pp. 51-101). Washington, DC: U.S. Department of Justice. Main discussions are the developments in theory as related to crime and criminal activity.Tittle notes there have been a lot of additions to the original ideas and theories, however there is still a lot of development needed in this specific area of theory. Main phenomena the theories are trying to explain; 1.Individual differences; 2.variation in offending through the lifecycle; 3. diversity of crime rates among social entities 4. differences among social situations in criminal outcomes. 6 major themes of individual-level theories:
Personal Defects: earliest theme that was dominant until the 1930’s. “Deficiencies have been traced to genetic inheritance, to such damaging influences as premature birth or environmental poisoning, and to life experiences that distort psychic or social development.”
Ideas of learned influences; observation of criminal behavior, cultural standards that predispose people to act criminally, linguistic or other mechanisms that help produce criminal outcomes and personal traits that predispose one to crime. Also sub-cultural contexts and large-scale milieux (milieux- environment, setting). Most theories focus on how learning occurs. Most people strive to maximize benefits and rewards while minimizing costs/problems. When action produces more reward than cost, this is reinforcement and can then be repeated. Patterns of behavior develop through reinforcement. To understand criminal behavior, some believe you must understand the reward/cost for that person. A reinforcer may be powerful or weak. Conditioning/reinforcement discusses how learning occurs, links to external conditions (structural and situational), internal outcomes that all are reflected in behavioral responses. Strain/Deprivation: Old theme (1916) but was prominent in 1940-1950. has been reformulated and expanded (1992,1997,1999). Applied to individuals - effects of troublesome, depriving, straining events/circumstances. When problems fall on individuals they seek relief or resort to rage. Criminal behavior is one way to relieve stress from a situation. Identity: (1960‘s/70‘s, came about through “labeling”) - formation, maintenance and change in personal identities. 2 part theory: ruling enforcement and other concerning reactions to social control efforts. labeling is best known for suggesting that deviance is problematic/negotiable, those lacking power and resources are more likely to be stigmatized. Criminal behavior is a search for self-concepts. Can be to overcome a negative self attitude. “Self is dependent on reactions and appraisals from others” developing and maintaining self concepts are key motivators of behavior including crime. Self theory can explain any kind of crime, delinquency or deviance. Rational Choice (1960’s/70’s) : individual differences - people weigh benefits versus costs and decide rationally. Utilitarian/deterrence theory, Cost-benefit assessment. 3 propositions referred to as “deterrence doctrine”: people strive to maximize benefits, minimize pain, the probability of criminal behavior varies with the extent to which its benefits of various potential actions. 1. cost/reward 2. severity 3. celerity (speed, rapidity) Modern thought: 4 categories for basic rational choice process and response to negative consequences: 1. characteristics of potential outcomes (mainly affected by subjective rather than objective), 2. variations in psychic organization of individuals (rewarding reactions that are intended to be punishing and perceive the likelihood of various consequences), 3. individual attributes (differences in moral feelings that make some things more costly and less rewarding; those with more social responsibility anticipate more potential cost from criminal behavior)), 4. situational variations ( types of crime, shared perceptions, influence of role models, social bonding; group decisions). Control/integration: (1893,1885,1933, 1951) individual criminal conduct inhibiting effect of social and psychological integration with others. why are some individuals prone to criminal activity.
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