Introduction to Sociology

1

An Introduction to Sociology

Chapter 1. An Introduction to Sociology

🧭 Overview

🧠 One-sentence thesis

Sociology systematically studies how society shapes individuals and how individuals shape society, using multiple theoretical perspectives to understand social patterns, structures, and meanings in ways that can both explain and potentially transform social life.

📌 Key points (3–5)

  • What sociology studies: the social—ongoing coordination of individuals' activities, relationships, and patterns that exist beyond any single person's desires.
  • Levels of analysis: micro-level (face-to-face interactions), macro-level (institutions, class structures, society-wide patterns), and global-level (processes beyond national boundaries).
  • Sociological imagination: the capacity to see personal troubles as public issues shaped by history and social structure, not just individual failings.
  • Common confusion—society vs. individual: these are not independent objects; society cannot exist without individuals, and individuals cannot be understood apart from social relationships and structures.
  • Three main paradigms: positivism (studying society scientifically to control/administer), interpretive sociology (understanding meanings to promote mutual understanding), and critical sociology (analyzing power and inequality to enable emancipation).

🔍 What sociology studies

🔍 The social as coordinated activity

The social: "the ongoing concerting and coordinating of individuals' activities" (Dorothy Smith).

  • Not just "relationships" in a vague sense, but organized processes—even brief sidewalk interactions or global capitalism.
  • If at least two people are involved, there is social interaction requiring coordination.
  • Example: Moving right on a sidewalk is a tiny social process; the global garment supply chain connecting your T-shirt to factories in Bangladesh is a massive one—both are "social."

🌍 Society and culture

Society: a group of people whose members interact, reside in a definable area, and share a culture.

Culture: the group's shared practices, values, beliefs, norms, and artifacts.

  • Sociologists study how these shared elements organize and constrain individual behavior.
  • Don't confuse: society is not a "thing" that causes behavior (reification); it is the sum of ongoing relationships and structures that individuals reproduce and sometimes change.

📏 Levels of sociological analysis

📏 Micro-level sociology

  • Focus: face-to-face, intimate social dynamics (conversations, family interactions, friendship groups).
  • Example: studying cultural rules of politeness in conversation to understand how misunderstandings arise between people from different cultures.
  • Useful for: seeing how informal networks operate, how loyalty forms, how everyday norms are negotiated.

📏 Macro-level sociology

  • Focus: large-scale, society-wide patterns (institutions, class structures, gender relations, populations).
  • Goes beyond individual social circles to examine economic, political, and structural forces.
  • Example: examining why migration changes language patterns across a population, or why women are underrepresented in positions of power.
  • Don't confuse with micro: macro-level patterns (like class inequality) exist outside any one person's immediate experience but shape everyone's opportunities.

🌐 Global-level sociology

  • Focus: structures and processes that cross national borders (climate change, global capital flows, international institutions).
  • Example: how the International Monetary Fund and global markets shape local economies (like Fort McMurray's oil industry).
  • Increasingly, daily life is affected by global phenomena that bypass traditional national boundaries.

🔗 The relationship between levels

  • Key conceptual problem: how do individual lives relate to macro/global structures?
  • Durkheim's insight: macro-level phenomena (like suicide rates) have properties that cannot be explained by individual psychology alone—they must be explained by other social facts (like degree of social integration).
  • Simmel's insight: society is nothing but the sum of interactions between individuals, yet social forms persist and guide behavior in regularized ways.

🧠 The sociological imagination

🧠 What it is

Sociological imagination: the capacity to see individual private troubles in the context of broader social processes and structures (C. Wright Mills).

  • Enables seeing "personal troubles of milieu" as "public issues of social structure."
  • Example: Being overweight might seem like a personal issue (diet, exercise), but when obesity rates rise society-wide, it becomes a public issue linked to the industrialization of food production (cheap corn syrup, processed foods, etc.).

🧠 Why it matters

  • In an individualistic society, people tend to blame themselves for problems (unemployment, addiction, marital issues).
  • The sociological imagination reveals when widely shared private troubles indicate a common social problem requiring collective response.
  • Don't confuse: using the sociological imagination is not "letting people off" from personal responsibility; it is recognizing that individual choices are shaped by social contexts and structures.

🕰️ The history of sociology

🕰️ Ancient and pre-modern roots

  • Ancient Greeks distinguished physis (nature) from nomos (human law/custom), showing that social life is human creation, not natural inevitability.
  • Ibn Khaldun (14th century) analyzed historical change through the dynamics of nomadic vs. sedentary life and the rise and fall of civilizations.

🕰️ Why sociology emerged in the 19th century

Three major transformations created the conditions and motivation for sociology:

TransformationWhat it contributed
Modern science (16th century onward)Provided the model: rational, evidence-based knowledge; combined rationalism (logical formulation) and empiricism (observation).
Democratic revolutions (18th century)Showed society is historical and changeable, not a God-given eternal order; emphasized reason to address social ills.
Industrial Revolution (18th–19th century)Created unprecedented social problems (poverty, exploitation, urbanization, crime); revealed society as dynamic and in need of scientific study.
  • Sociology emerged to provide rational, scientific responses to the massive social dislocation of the transition from feudalism to capitalism.

👤 Auguste Comte: positivism

  • Coined the term "sociology" (1838); called it "social physics."
  • Proposed studying society using the same scientific methods as natural sciences to reveal laws of social interaction.
  • Goal: create a rational social order and reconcile post-revolutionary French society ("order and progress").
  • Criticism: his vision became increasingly authoritarian and cult-like (a "religion of humanity" with sociologists as priests); he opposed democratic dialogue.

👤 Karl Marx: historical materialism

  • Focused on the material/economic basis of inequality and power.
  • Goal: not just to describe society, but to use rigorous analysis as a basis to change it ("ruthless critique of everything existing").
  • Key insight: economic systems (modes of production) structure social relationships, institutions, and culture.
  • Dialectical approach: social contradictions (e.g., between capitalist and working classes) drive social change.
  • Foundation of contemporary critical sociology.

👤 Harriet Martineau: early feminist sociology

  • One of the first women sociologists; translated Comte's work but also created her own body of research.
  • Studied American society (prisons, plantations, hospitals) and worked for social reform: abolition of slavery, women's rights (vote, education, legal equality).
  • Worked with Florence Nightingale on public health care, leading to early welfare systems.

👤 Émile Durkheim: social facts and functions

  • Established the first European sociology department (1895).
  • Defined sociology as the study of social facts: things external to individuals (law, custom, morality) that constrain behavior.
  • Social facts must be explained by other social facts, not by individual psychology.
  • Example: suicide rates vary by religious community due to differences in social integration, not individual psychopathology.
  • Functions: each social fact serves a societal need (e.g., laws create social solidarity).
  • Criticism: his focus on social order and function can be conservative, missing historical dynamics of power and change.

👤 Max Weber: interpretive sociology

  • Emphasized that human behavior is meaningful—people attach subjective meanings to their actions.
  • Verstehen: understanding social action from the subject's point of view.
  • Defined sociology as "interpretive understanding of social action" to explain its course and effects.
  • Led to research methods like ethnography and participant observation.
  • Criticism: difficult to generalize from subjective meanings; hard to explain large-scale structures and historical change.

👤 Georg Simmel: sociology of forms

  • Asked: "How is society possible?" Answer: through social forms that emerge from interactions.
  • Society is not a "thing" but the sum of ongoing interactions; yet social forms (like bureaucracy) persist and guide behavior.
  • Focused on how new forms of interaction emerge in modern urban life.
  • Influenced micro-sociology and symbolic interactionism.

🧩 Theoretical perspectives in sociology

🧩 Why multiple paradigms exist

  • Sociology is a multi-perspectival science: different paradigms offer competing explanations.
  • The subject matter (society, social relationships) is fundamentally different from natural phenomena—it is imbued with meanings, historical contexts, and power struggles.
  • Different starting assumptions lead to different research questions and findings.

🧩 Three main types of sociological knowledge

TypeOrientationGoal
Positivist sociologyNatural science modelGenerate knowledge useful for controlling/administering social life
Interpretive sociologyHumanistic/hermeneutic modelPromote mutual understanding and consensus
Critical sociologyEmancipatory/activist modelChallenge power relations and enable social justice

🔬 Positivist sociology

🔬 Core principles

Four main rules:

  1. Empiricism: we can only know what is given in experience (observable, measurable).
  2. Value neutrality: scientists should remain objective; values cannot be scientifically tested.
  3. Unity of scientific method: same methods apply to natural and social sciences.
  4. Law-like statements: seek general laws to explain specific phenomena.

🔬 Quantitative sociology

  • Uses statistical methods (surveys, large samples) to quantify social variables and uncover patterns.
  • Example: predicting religiosity (church attendance) based on age, gender, income, immigrant status, region.
  • Strength: systematic, rigorous, minimizes researcher bias.
  • Criticism: reduces rich social life to abstract numbers; misses subjective meanings; presents an ahistorical, deterministic picture.

🔬 Structural functionalism

  • Views society as composed of structures (regular patterns of behavior, institutions) that perform functions (meet societal needs).
  • Society is like a body: each organ (structure) serves a specific function to maintain the whole.
  • Dynamic equilibrium: in a healthy society, all parts work together to produce stability.
  • AGIL schema (Parsons): every system must address Adaptation, Goal attainment, Integration, and Latent pattern maintenance.
  • Manifest functions: intended consequences; latent functions: unintended consequences; dysfunctions: harmful consequences.
  • Criticism: conservative bias (assumes existing order is functional); static model (hard to explain change); can justify inequality (e.g., "inequality is functional").

🔬 Durkheim's study of suicide

  • Suicide seems purely individual, but statistical rates remain constant and vary by social context (e.g., Protestants vs. Catholics).
  • Explanation: degree of social integration (how strongly individuals are tied to a community).
  • Protestants had higher suicide rates because they were less integrated (more individualistic religious practice, less ritual).
  • Egoistic suicide: results when individuals lack strong social bonds.
  • Key insight: a social fact (suicide rate) explained by another social fact (social integration), not by individual psychology.

🗣️ Interpretive sociology

🗣️ Core focus

  • Understanding human activity in terms of the meanings individuals attribute to it.
  • Human behavior is meaningful; it cannot be understood independently of subjective meanings.
  • Also called social constructivism: individuals construct a world of meaning that shapes how they experience and act in the world.

🗣️ Symbolic interactionism

  • Founded by George Herbert Mead; term coined by Herbert Blumer.

  • Three premises (Blumer):

    1. Humans act toward things based on the meanings they ascribe to them.
    2. Meanings arise from social interaction.
    3. Meanings are modified through an interpretive process.
  • Focus: how individuals reach common definitions of situations through mutual interaction (symbolic interaction).

  • Example: Becker's study of marijuana users—becoming a regular user requires learning (through communication) how to identify, enjoy, and interpret the effects. "Being high" is as much a social process as a biochemical one.

  • Labeling theory: deviance is not inherent in an act, but a consequence of others applying rules and labels (e.g., "young offender"). Individuals become deviant through institutionalized symbolic interaction with authorities.

🗣️ Strengths and criticisms

  • Strength: captures rich detail of face-to-face social life; reveals experiences of marginalized individuals.
  • Criticism: difficult to generalize from specific situations; hard to explain large-scale structures, historical context, or power relations; micro-level focus misses macro-level constraints.

⚔️ Critical sociology

⚔️ Core focus

  • Origins in social activism, justice movements, revolutionary struggles.
  • Critique of power relations; understanding society as historical, subject to change and struggle.
  • Goal: not just to understand the world, but to change it and achieve social justice.
  • "Critical" means: using objective knowledge to assess possibilities for improving human life, not just complaining or being subjective.

⚔️ Historical materialism (Marx)

  • Studies how everyday life is structured by the connection between power relations and economic processes.
  • Mode of production: the way societies act on their environment to meet needs (hunter-gatherer, agrarian, feudal, capitalist).
  • Economic base shapes institutions, practices, beliefs, and social rules (culture).
  • Dialectical approach: emphasizes contradiction, opposition, and struggle as drivers of change.
    • Four components: (1) everything is related; (2) everything is dynamic; (3) quantitative changes lead to qualitative transformations; (4) tensions around power/inequality drive change.
  • Example: meeting for coffee embeds us in global relationships—growers' working conditions, global trade, environmental impact, fair trade movements—not just a personal interaction.

⚔️ Feminism

  • Focuses on power relationships and inequalities between women and men.
  • Patriarchy: institutional structures based on the belief that men and women are unequal categories; used to justify gendered division of roles and inequality.
  • Four common characteristics:
    1. Gender differences are the central focus.
    2. Gender relations are a social problem (site of inequality).
    3. Gender relations are not immutable (they are historical and can change).
    4. Emancipatory commitment to transform oppressive conditions.

🗣️ Dorothy Smith's standpoint theory

  • Begin analysis from the "actualities" of women's lived experience in everyday life, not from abstract institutions.
  • Women experience dual consciousness: divided between the particularizing work of domestic life and the abstract, institutional world of text-mediated work.
  • "The personal is political": immediate personal experiences (childbirth, housework, sexual violence) are shaped by broader power relations and deserve systematic sociological attention.

⚔️ Criticisms of critical sociology

  • From positivism: too radical; rejects value neutrality; focuses only on revolutionary transformation.
  • From interpretive sociology: overstates power of dominant groups; implies individuals are controlled by structures, ignoring agency and individuals' capacity to interpret and resist.

📊 Comparing the three paradigms

📊 Summary table

DimensionPositivismInterpretiveCritical
View of societyNormative (consensus)Normative (consensus)Conflictual (power struggles)
View of individualsSubject to structures/lawsAgents who create meaningsAgents in struggle (or subjects constructed by power)
GoalControl/administer social lifeMutual understandingEmancipation/social justice
MethodsQuantitative, statisticalQualitative, ethnographicHistorical, dialectical, activist
Key insightSocial patterns can be measured and predictedSocial life is meaningful and interpretedPower and inequality drive social change

📊 Common confusion—which is "right"?

  • All three perspectives offer valid but partial insights, like the blind men studying the elephant.
  • The "correct" perspective depends on the research question and purpose.
  • Society is complex and multi-faceted; fundamental disagreements exist, but all perspectives generate valuable knowledge.

🎯 Why study sociology?

🎯 Real-world applications

  • Example: Bernard Blishen, a sociologist, served as research director for the Royal Commission on Health Services (1961), which led to Canada's national public health care system.
  • Sociology can be used to study society and to improve it.

🎯 Scholarly and practical motivations

  • Scholarly: contribute knowledge to understanding social patterns, structures, and meanings.
  • Practical: use sociological insights to address social problems, promote justice, and inform policy.

🎯 Key sociological skills

  • Seeing personal troubles as public issues (sociological imagination).
  • Understanding how social structures shape individual lives.
  • Analyzing power relations and inequality.
  • Interpreting meanings and social interactions.
  • Using evidence-based research to inform action.
2

Chapter 2. Sociological Research

Chapter 2. Sociological Research

🧭 Overview

🧠 One-sentence thesis

Sociological research uses systematic scientific methods—ranging from surveys and experiments to field research and secondary data analysis—to gather reliable, valid evidence about social phenomena while adhering to ethical standards and striving for objectivity.

📌 Key points (3–5)

  • Scientific method in sociology: Sociologists follow systematic steps (ask questions, research sources, formulate hypotheses, conduct studies, draw conclusions) to ensure objectivity and reliability.
  • Positivist vs. interpretive approaches: Positivist methods use quantitative data and hypothesis testing to find generalizable patterns; interpretive methods use qualitative data to understand meanings and lived experiences.
  • Multiple research methods: Surveys, experiments, field research, and secondary data analysis each have strengths and weaknesses suited to different research questions.
  • Common confusion: Correlation does not equal causation—two variables may be related without one causing the other; intervening variables often explain apparent relationships.
  • Ethical obligations: Researchers must protect participants, obtain informed consent, maintain confidentiality, and strive for value neutrality while acknowledging that complete objectivity may be impossible.

🔬 Scientific vs. Non-Scientific Knowledge

🔬 What makes knowledge scientific

Scientific knowledge in sociology follows CUDOS principles: Communalism (publicly shared), Universalism (evaluated by universal criteria), Disinterestedness (not for private gain), and Organized Skepticism (critical evaluation, provisional conclusions).

  • Science requires "seeing is believing"—conclusions based on systematic observation.
  • Non-science often reverses this: "believing is seeing"—prior beliefs determine what people observe.
  • Scientific propositions must be falsifiable: stated so that empirical observation could potentially prove them wrong.
  • Example: "Evil spirits cause crime" is not scientific (cannot be disproven); "higher unemployment causes higher crime" is scientific (can be tested and potentially disproven).

❌ Four types of non-scientific reasoning

TypeDescriptionProblem
Casual observationObservations without systematic processMay be accurate or inaccurate; no way to verify
Selective observationSeeing only patterns we want to seeIgnores disconfirming evidence
OvergeneralizationAssuming broad patterns from limited observationsOne instance doesn't verify a pattern
Authority/TraditionAccepting claims because of sourceMay perpetuate false beliefs without questioning
  • Example of selective observation: After one man lies, concluding "all men are liars" while ignoring contrary evidence.
  • Example of tradition: Cutting ham ends because "that's how mother did it," without knowing she only did it because her pan was too small.

🔍 The Scientific Method in Sociology

📋 Step 1: Ask a question

  • Questions must be narrow enough to study within geography and time frame, yet broad enough to have universal merit.
  • Researchers define operational definitions: translating concepts into observable, measurable variables.
  • Variables must be valid (measure what they're supposed to) and reliable (produce consistent results).
  • Example: Instead of vague "good drivers," use specific "drivers who have never received a traffic violation."
  • Don't confuse: The way variables are operationalized matters—"number of traffic violations" might reflect racial profiling ("driving while black") rather than actual driving ability.

📚 Step 2: Research existing sources

  • Literature review: examining existing similar or related studies.
  • Helps researchers understand prior work, sharpen focus, avoid duplication, and properly cite sources.
  • Researchers must reference sources properly and never plagiarize.

💡 Step 3: Formulate a hypothesis

Hypothesis: An assumption about how two or more variables are related; an educated guess based on theory, observations, or existing literature, formulated as a testable proposition.

In positivist (hypothetico-deductive) approaches:

  • Hypothesis predicts how one variable influences another.
  • Uses quantitative data: social phenomena translated into numerical measurements.
  • Tests for correlation: when change in one variable coincides with change in another.
  • Distinguishes independent variable (cause) from dependent variable (effect).

Three criteria for causation (not just correlation):

  1. Correlation must exist between variables
  2. Independent variable must come before dependent variable
  3. No other intervening variable can explain the relationship

Example: Correlation between being Aboriginal and incarceration in Canada does not mean race causes crime; intervening variables include poverty, types of crimes committed, discrimination in justice system, and legacy of colonization.

In interpretive (qualitative) approaches:

  • May use inductive approach: hypothesis emerges after observation rather than before.
  • Grounded theory: researchers code qualitative data through multiple stages, letting themes emerge from what subjects actually say.
  • Researchers revise conceptions as new material is gathered, following the data rather than predetermined categories.

📊 Research Methods Overview

🗳️ Surveys

Survey: Data collection from subjects who respond to series of questions about behaviors and opinions, often via questionnaire or interview.

Key concepts:

  • Target a population (people who are focus of study).
  • Use a sample: manageable number representing larger population.
  • Random sample: every person has same chance of being chosen; represents population as whole.
  • Sample of 1,500 provides acceptably accurate results even for entire Canadian adult population.
  • Margin of error indicates range within which true population value likely falls (depends on sample size and confidence interval).

Strengths:

  • Can survey large samples
  • Results are generalizable
  • Quantitative data easy to chart and analyze

Challenges:

  • Validity problems if sample too small or excludes part of population
  • Captures what people think/believe, not necessarily how they actually behave
  • Questionnaires are artificial—real life rarely has yes/no answers

Types of data collected:

  • Quantitative data: numerical responses easy to tabulate (yes/no, scales)
  • Qualitative data: subjective responses like short essays revealing beliefs and attitudes
  • Interviews: one-on-one conversations allowing clarification and depth; researcher must avoid steering responses

🧪 Experiments

  • Researchers create artificial situations to manipulate variables.
  • Divide similar people into experimental group (exposed to independent variable) and control group (not exposed).
  • Compare groups to test if-then statements.

Example: Mincome experiment (1974-1979, Dauphin, Manitoba)

  • Families received guaranteed annual income (60% of low-income cut-off, reduced 50 cents per dollar of other income).
  • Compared with control groups in other communities on hours worked, school performance, hospital visits.
  • Found small decreases in work hours (1% men, 3% married women, 5% unmarried women) but significant social benefits: better test scores, lower dropout rates, fewer hospital visits, fewer mental health issues.
  • Demonstrated that modest income supplement improves health and education outcomes for entire community.

Challenges:

  • Hawthorne effect: subjects change behavior because they know they're being observed.
  • Artificial conditions may not reflect real life.
  • Ethical concerns about participants' wellbeing (e.g., Stanford Prison Experiment had to stop after 6 days due to abuse).

🌍 Field Research

Field research: Gathering primary data from natural environment without lab experiment or survey; suited to interpretive approach.

Participant observation:

  • Researchers join people and participate in group's routine activities while observing.
  • May be overt (subjects know) or covert (subjects don't know).
  • Allows study of naturally occurring social activity without artificial research devices.
  • Example: Barbara Ehrenreich's Nickel and Dimed—worked minimum wage jobs to understand how low-income workers survive; discovered extreme measures people take and poor treatment they receive.

Ethnography:

  • Extended observation of social perspective and cultural values of entire social setting.
  • Immersion in life of bounded group by living and working among them.
  • Develops "thick description" of behavior including layers of meaning forming context.
  • Example: studying a fishing town, Inuit community, research laboratory, or retreat center.

Institutional ethnography (Dorothy Smith):

  • Studies how everyday life is coordinated through "textually mediated" practices: written documents, bureaucratic categories, formalized relationships.
  • Examines how locally lived experience gets translated into institutional formats (forms, files, procedures).
  • Follows "paper trail" to reveal how institutions organize and coordinate responses.
  • Example: How domestic abuse victim's experience gets translated into case files, legal procedures, institutional responses.
  • Don't confuse: Institutional world operates in fundamentally different time, space, and consciousness than locally lived experience.

Case study:

  • In-depth analysis of single event, situation, or individual.
  • Uses existing sources, interviews, direct observation, participant observation.
  • Useful when single case is unique (e.g., feral children like Oxana Malaya).
  • Major criticism: difficult to generalize from one case; doesn't verify patterns.

Strengths of field research:

  • Yields detailed, accurate, real-life information
  • Optimal for observing how people behave in natural settings

Challenges:

  • Time consuming
  • Difficult to make predictions or generalizations from small groups
  • Hard to maintain objective distance
  • Researcher bias difficult to control
  • Qualitative data difficult to organize
  • Less useful for explaining why people behave certain ways

📑 Secondary Data/Textual Analysis

Secondary data: Data drawn from already-completed work of other researchers rather than firsthand research from primary sources.

Content analysis:

  • Quantitative approach selecting textual content item that can be reliably observed and coded.
  • Surveys prevalence of that item in sample of textual output.
  • Example: Gilens (1996) coded race, employment, and age in news magazine photos of poor people; found African Americans markedly overrepresented and "sympathetic" subgroups (elderly, working poor) underrepresented.

Sources:

  • Government data (Statistics Canada, census)
  • Research from agencies and organizations
  • Historical documents, periodicals, newspapers, magazines
  • Previous sociological studies

Strengths:

  • Nonreactive/unobtrusive: no direct contact with subjects; doesn't alter behavior
  • Saves time and money
  • Can add depth to study
  • Allows new interpretations of existing work

Challenges:

  • Records not always easy to access
  • May be unable to verify accuracy
  • Data may not be in exact form needed
  • Must consider date of publication and historical/cultural context that influenced research

📈 Reading contingency tables

Example: Firearm-related violent crime, Canada vs. United States, 2012

  • Table shows frequency distribution of at least two variables.
  • Independent variable (causal): country
  • Dependent variable: frequency of firearm offenses (as number, percent of total offenses, rate per 100,000)
  • Pay attention to what adds up to 100%: If 33% of Canadian homicides involved firearms, 67% did not.
  • Rates per 100,000 allow comparison accounting for different population sizes.
  • U.S. firearm-related homicide rate ~7 times higher than Canada (3.5 vs. 0.5 per 100,000).
  • Correlation clear, but causation requires examining intervening variables like gun control legislation, gun ownership rates.

⚖️ Ethical Concerns

📜 Ethical guidelines

  • Canadian Sociological Association (CSA) maintains code of ethics with principles and standards.
  • Aligned with Tri-Council Policy Statement for research involving humans funded by federal agencies.

Key requirements:

  • Obtain participants' informed consent
  • Inform subjects of responsibilities and risks before they agree
  • Ensure safety of participants; stop immediately if subject endangered
  • Protect privacy of research participants
  • Not release confidential information even if pressured by authorities
  • Make results available to other sociologists
  • Disclose all sources of financial support
  • Not accept funding that might cause conflict of interest or influence results

🎯 Value neutrality

Value neutrality (Max Weber): Practice of remaining impartial, without bias or judgment, during study and in publishing results.

What it means:

  • Personal values should not distort interpretation of responses.
  • Researchers must report findings without omitting or distorting significant data.
  • Must avoid skewing data to match predetermined outcome aligned with particular agenda.
  • Obligated to report results even when they contradict personal views or widely accepted beliefs.

Is it possible?

  • Many sociologists believe complete objectivity is impossible.
  • People inevitably see world from partial perspective.
  • Personal interests shape topic choice, questions asked, research framing, methodologies selected.
  • Jürgen Habermas: Sociological research has built-in interests apart from personal biases:
    • Positivist sociology: interest in knowledge useful for controlling and administering social life
    • Interpretive sociology: interest in knowledge promoting mutual understanding and consensus
    • Critical sociology: interest in knowledge enabling emancipation from power relations and domination
  • This doesn't discredit results but allows readers to account for research perspective when judging validity and applicability.

🗺️ Choosing Research Methods

🧩 Method selection factors

Research methodology choice depends on:

  1. Nature of research question
  2. Subject matter being studied
  3. Purpose of research
  4. Intended audience

Two key dimensions:

  • Reliability vs. unique observation: Need for consistent, generalizable findings vs. valid, nuanced findings true to specific situation
  • Quantitative vs. qualitative data: Phenomena that can be meaningfully measured numerically vs. better grasped through social meanings

📊 Methods comparison

MethodBest forAdvantagesDisadvantages
SurveyAttitudes, opinions, self-reported behaviorsMany responses, large samples, generalizable, easy to chartTime consuming, low response rates, captures beliefs not actual behavior
ExperimentTesting cause-effect relationshipsTests causationHawthorne effect, artificial conditions, ethical concerns
Field researchObserving natural behavior, understanding meaningsDetailed, accurate, real-life informationTime consuming, hard to generalize, researcher bias, difficult to organize
Secondary dataBuilding on existing work, historical analysisUses previous information, saves time/money, nonreactiveMay not fit exact needs, hard to find, must account for context

Example: Safe injection sites research

  • For policy decisions: Need quantitative experimental/quasi-experimental design with high reliability (InSite Vancouver studies comparing populations before/after, near/distant to facility).
  • For understanding subcultural practices: Need qualitative fieldwork exploring meanings and rituals (Ivsins' study of pipe-sharing among crack users using unstructured interviews in natural setting).

⚠️ Common pitfalls

  • Don't confuse correlation with causation—always look for intervening variables.
  • Consider how operationalization of variables might introduce bias.
  • Be aware of Hawthorne effect in experiments and some field research.
  • Account for historical and cultural context when using secondary data.
  • Recognize that sample size affects margin of error and generalizability.
  • Understand that validity and reliability involve trade-offs depending on research goals.
3

Culture

Chapter 3. Culture

🧭 Overview

🧠 One-sentence thesis

Culture is both a source of innovation that enables humans to create diverse solutions to shared problems and a source of restriction that constrains behavior through norms, rationalization, and commodification.

📌 Key points (3–5)

  • What culture is: The shared beliefs, values, practices, and meanings that a social group uses to interpret and orient themselves to the world; distinct from society (the social structures and organization of people).
  • Innovation vs. restriction dynamic: Culture enables endless creative solutions (ethnosphere, subcultures, hybrid forms) but also imposes rules, norms, and systems (rationalization, consumerism) that limit possibilities.
  • Material and nonmaterial elements: Culture includes tangible artifacts (material culture) and intangible ideas, beliefs, norms, and language (nonmaterial culture); both are linked and symbolic.
  • Common confusion—culture vs. biology: While biological determinism seeks genetic or instinctual explanations for behavior, sociologists emphasize that the vast diversity of human practices across cultures shows that culture, not biology, primarily shapes behavior.
  • Why it matters: Understanding culture reveals how societies maintain stability, how individuals navigate social life, how power and inequality are reproduced, and how globalization and cultural exchange create new hybrid forms.

🌍 What culture is and how it differs from society

🌍 Defining culture

Culture: The beliefs, artifacts, and ways of life that a social group shares.

  • Culture refers to the meanings people create to solve real-life problems.
  • It includes both what people think (values, beliefs, norms) and what they make (objects, technologies, practices).
  • Culture is learned through socialization, not inherited biologically.

🏛️ Culture vs. society

Society: A group that interacts within a common bounded territory or region.

  • Society = the social structures, processes, and organization of people.
  • Culture = the beliefs, practices, and material artifacts those people share.
  • Neither can exist without the other, but they are analytically distinct.
  • Example: Canadian society has diverse cultural groups (multiculturalism), but they share certain institutional structures (legal system, economy).

🧬 Culture vs. biology

  • Biological determinism argues that genetics, instincts, or evolution determine human behavior (e.g., claims about aggression, sexual attraction, cognitive differences).
  • Sociologists reject this because:
    • Human biology is relatively constant, but cultural practices vary enormously.
    • Biological explanations cannot account for the diversity and changeability of cultural behaviors.
    • Even seemingly "natural" behaviors (like smiling) are shaped and modified by social context.
  • Example: The smile of a newborn is a reflex, but by age one it becomes a complex, culturally-learned communication tool.
  • Don't confuse: Biology provides the "human package" (language capacity, brain size, etc.), but culture determines how those capacities are expressed and developed.

⚠️ Dangers of biological determinism

  • Historically used to justify eugenics, forced sterilization, racism, and gender inequality.
  • In Canada, eugenics boards in Alberta and British Columbia sterilized thousands (disproportionately Indigenous peoples) based on rigid cultural concepts of "proper" humans.
  • The "pop gene" phenomenon today: Genetic explanations (e.g., BRCA1 gene, "gay gene") can introduce fatalism and risk consciousness that shape how people relate to their bodies.

🧩 Core elements of culture

🧩 Values and beliefs

Values: A culture's standards for discerning desirable states in society (what is true, good, just, or beautiful).

Beliefs: The tenets or convictions that people hold to be true.

  • Values are deeply embedded and guide what a society considers good, bad, beautiful, or ugly.
  • Beliefs are specific convictions (e.g., "hard work leads to success").
  • Example: North American culture values youth and beauty, leading to spending on cosmetics and surgeries.
  • Ideal vs. real culture:
    • Ideal culture: The standards society aspires to (e.g., no traffic accidents, no poverty).
    • Real culture: How society actually is (e.g., accidents and poverty exist).
    • People often fail to live up to stated values (e.g., valuing monogamy but engaging in infidelity).

📜 Norms

Norms: Generally accepted ways of doing things; the visible and invisible rules of conduct through which societies are structured.

  • Norms define how to behave in accordance with a society's values.
  • Formal norms: Established, written rules (laws, employee manuals, exam requirements).
  • Informal norms: Casual behaviors learned by observation and imitation (e.g., not sitting with strangers in a fast food restaurant).
  • Example: Fast food restaurants have unwritten rules (stand in line, order from overhead menus, throw trash in cans) that customers follow without being told.

🔍 Types of norms: Mores, folkways, taboos

TypeDefinitionExample
MoresNorms that embody moral views; violations have serious consequencesPlagiarism in school; can result in expulsion
FolkwaysNorms based on social preferences; no moral underpinningShaking hands vs. kissing on the cheek; eating with mouth closed
TaboosStrongly forbidden actions; sacred or moral prohibitionsIncest, pedophilia, patricide; evoke revulsion and severe punishment
  • Don't confuse: Mores have moral weight (right/wrong); folkways are about appropriateness (polite/impolite); taboos are the most deeply held prohibitions.

🔤 Symbols and language

Symbols: Gestures, signs, objects, signals, and words that stand in for or represent something else.

Language: A symbolic system through which people communicate and through which culture is transmitted.

  • Symbols provide clues to understanding shared meanings (e.g., a police badge represents authority).
  • Language is universal to all cultures; it enables the transmission of culture across generations.
  • Sapir-Whorf hypothesis: People experience the world through their language; language shapes perception and thought.
    • Example: Without the word "ambivalent," people may not recognize the experience of conflicting feelings.
    • Each language is an archive of a culture's unique cosmology, wisdom, and way of being.
    • Currently 7,105 languages exist, but half are no longer being passed to children; when languages die, entire ways of knowing disappear.

🛠️ Material vs. nonmaterial culture

  • Material culture: Tangible objects, artifacts, technologies (e.g., bus tokens, clothing, buildings).
  • Nonmaterial culture: Ideas, beliefs, norms, forms of communication (e.g., capitalism, teaching methods, expectations about personal space).
  • The two are linked: A bus pass is a material object, but it symbolizes nonmaterial culture (capitalism, paying for transportation).

🎨 Culture as innovation

🎨 High culture vs. popular culture

High culture: Forms of cultural experience characterized by formal complexity, eternal values, or intrinsic authenticity (e.g., Greek classics, Beethoven, James Joyce).

Popular culture: The pattern of cultural experiences and attitudes that exist in mainstream society; well liked by "the people" (e.g., rock music, baseball, TV shows).

  • High culture is often associated with intellectualism, elitism, and cultural capital (Bourdieu).
  • Popular culture is accessible and spread via commercial media (radio, TV, movies, internet).
  • The distinction is not fixed: Shakespeare was pop culture in his time; now it's high culture.
  • Postmodern culture: Blurs the line between high and low; mixes and recycles cultural references (e.g., The Simpsons, symphony orchestras playing cartoon soundtracks).
    • Defined by Lyotard as "incredulity towards metanarratives"—skepticism of big stories (progress, truth, emancipation).
    • Leads to either relativism (no standard to judge significance) or critique of power and authority.

🧑‍🎤 Subculture and counterculture

Subculture: A smaller cultural group within a larger culture that shares a specific identity (e.g., ethnic groups, biker culture, body modification community).

Counterculture: A subculture that explicitly rejects the larger culture's norms and values (e.g., hippies, punks).

  • Subcultures operate within the larger society; countercultures actively defy it.
  • Example: Hippies rejected consumerism, the Vietnam War, and technocracy; embraced back-to-land movement and non-Western spirituality.
  • Cults: Informal, transient religious groups that deviate from orthodox beliefs; sometimes clash with dominant laws (e.g., Yearning for Zion).
  • Hipster subculture: Evolved from jazz hepcats (1940s) → beatniks (1950s) → hippies (1960s) → contemporary hipsters (2000s).
    • Contemporary hipsters define themselves through cultural irony, rejection of mainstream norms, and fetish for authenticity (vintage clothing, obscure music, artisanal products).

🌐 Global culture and hybridity

  • Globalization: Integration of world markets and international flows of capital, goods, information, and people.
  • Diffusion: Spread of material and nonmaterial culture across societies (e.g., Thai noodles, Hollywood sitcoms, Twitter protests).
  • Diaspora: Dispersion of people from their original homeland; they bring and encounter cultural elements, facilitated by electronic media.
  • Hybridity: New forms of culture arising from cross-cultural exchange (e.g., fusion cuisines, mixed martial arts, indigenization of foreign forms like cricket in India).
  • Example: Chinese "duplitecture" reconstructs European buildings in Chinese developments.

🔒 Culture as restriction

🔒 Rationalization

Rationalization: The general tendency of modern institutions to be transformed by the application of instrumental reason (choosing the most efficient means to achieve goals) and the overcoming of "magical" thinking.

  • Max Weber's concept: Modern society reorganizes on principles of efficiency, calculability, and predictability.
  • Iron cage: Metaphor for the modern condition—life becomes narrower, focused on efficiency; other values (spiritual, moral, emotional) become irrelevant.
  • Example: The modern subject is a narrow specialist or bureaucrat, "a single cog in an ever-moving mechanism."
  • Consequence—stress: Rationalization leads to viewing time as a limited resource; people try to maximize activities per unit of time.
    • 27% of working adults in Canada (2010) described their lives as highly stressful.
    • Irony: Efficiency is supposed to save time, but it becomes an end in itself; people lack time for replenishment or enrichment.

🛒 Commodification and consumerism

Commodity: An object, service, or good produced for sale on the market.

Commodification: The process through which objects, services, or goods are increasingly turned into commodities, defined more by marketability and profitability than intrinsic characteristics.

  • In the commodity market, objects are exchanged for money; their value is determined by price (exchange value) rather than purpose (use value).
  • Commodity fetishism (Marx): Commodities appear to have inherent value independent of the labor that produced them or the needs they satisfy.
    • We see the object and imagine the qualities it will endow us with (style, personality, tribal affiliation—e.g., Mac vs. PC).
    • We do not recognize the labor and social relationships that produced it.

Consumerism: The tendency to define ourselves in terms of the commodities we purchase.

  • In consumer culture, identity is defined by consumption patterns: "I shop therefore I am" (Barbara Kruger).
  • The commodity no longer serves our needs but defines our needs.
  • Consumerism entices us not to think, except to calculate prices.

🔬 Theoretical perspectives on culture

🔬 Functionalism

  • Views culture as a system in which all parts work together to create society as a whole.
  • Culture functions to support the stable operation of society; cultural values guide choices.
  • Talcott Parsons: Culture performs "latent pattern maintenance"—reproducing and circulating meanings to maintain social patterns.
  • Example: Malinowski's study of Trobriand Islanders—magic rituals in fishing provided a sense of control and confidence, enabling them to venture into dangerous waters.
  • Example: Hockey in Canada—practically useless, but functions as a site of collective convergence and solidarity; provides outlet for energies, cultivates excellence, teaches teamwork, promotes health.

🔬 Symbolic interactionism

  • Focuses on face-to-face interactions and how individuals interpret each other's actions.
  • Culture is created and maintained through interaction; every object and action has symbolic meaning.
  • Language is the medium for representing and communicating meanings.
  • Example: Fashion is a language—clothing communicates who we are and interprets who others are.
    • Georg Simmel: Fashion negotiates between the desire to fit in (conform) and the desire to stand out (individuality).

🔬 Critical sociology (conflict theory)

  • Views social structure as inherently unequal, based on power differentials (class, gender, race, age).
  • Culture is not unified; it reinforces and perpetuates inequalities.
  • Example: Female genital mutilation is a cultural practice rooted in gender inequality.
  • Example: Voting rights in Canada—women, Japanese, Chinese, South Asian, and Indigenous Canadians were historically denied the franchise; dominant culture's attitudes toward subordinate groups served as rationale.
  • Critical sociologists examine how inequalities and power relationships are maintained by a culture's value system.

🌀 Culture as both innovation and constraint

🌀 The dual nature of culture

  • Culture lays down rules and norms that constrain, restrict, and fix forms of life.
  • Culture also produces endlessly innovative and diverse solutions to shared problems.
  • Example: Different forms of marriage are various solutions to the common problem of organizing families to raise children and reproduce the species.

🌀 Cultural universals

Cultural universals: Patterns or traits that are globally common to all societies.

  • Examples: Family structure, language, personal names, humor, music.
  • George Murdock: Cultural universals often revolve around basic human survival (food, clothing, shelter) or shared experiences (birth, death, illness, healing).
  • Music is a cultural universal—evokes emotional responses across cultures; fosters a sense of wholeness within a group.

🌀 Ethnocentrism vs. cultural relativism

Ethnocentrism: Evaluating and judging another culture based on how it compares to one's own cultural norms; belief that one's own culture is better than all others.

Cultural relativism: The practice of assessing a culture by its own standards rather than viewing it through the lens of one's own culture.

  • Ethnocentrism can lead to disdain, misunderstanding, and conflict.
  • Cultural imperialism: The deliberate imposition of one's own cultural values on another culture (e.g., European colonizers, banning of potlatch ceremony in Canada).
  • Culture shock: Disorientation and frustration when confronted with differences in a new culture.
  • Cultural relativism requires an open mind and willingness to consider new values and norms.
  • Don't confuse: Cultural relativism does not mean accepting everything; universal standards of human dignity (e.g., opposition to female genital mutilation) can conflict with neutral relativism.

🌀 Androcentrism

Androcentrism: A perspective in which male concerns, male attitudes, and male practices are presented as "normal" or define what is significant and valued in a culture.

  • Women's experiences, activities, and contributions are ignored, devalued, or marginalized.
  • Example: Using "he" or "man" to represent people in general establishes masculine values as normal.

🌀 Multiculturalism in Canada

  • Canada was the first officially declared multicultural society (1971); no culture takes precedence over any other.
  • Multiculturalism refers to both the existence of diverse cultures and a way of managing cultural diversity.
  • Prior to WWII, Canada used the concept of biological race; after WWII, shifted to culture and ethnicity.
  • Interculturalism (Quebec): Recognizes francophone culture as dominant but precarious; immigrants must respect Quebec's fundamental values.
  • Critics argue:
    • Multiculturalism only superficially accepts equality; limits full participation (e.g., only two official languages).
    • Obliges minorities to assume limited ethnic identities; leads to stereotyping and ghettoization.
    • Causes fragmentation and disunity; minorities demand accommodation of controversial values.
    • Group rights undermine individual rights.
  • Proponents argue (Kymlicka): Canadian multiculturalism is a success—immigrants more likely to become citizens, vote, run for office; better educational outcomes; less prejudice; less erosion of trust.

🇨🇦 Is there a Canadian identity?

🇨🇦 Lipset's characteristics of Canadian culture

  • Seymour Martin Lipset contrasted Canadian and American values:
    • Canadians are less self-reliant, more dependent on state programs.
    • Canadians are more "elitist"—respectful and deferential toward authorities.
    • Canadians are less individualistic, more collectivistic.
    • Canadians are more conservative, less forward-looking.
  • Explanation: Canada's origins were counter-revolutionary (United Empire Loyalists); U.S. was created through violent revolution.

🇨🇦 Multiculturalism and fragmented identity

  • 2011 census: Visible minorities made up 19.1% of Canadian population; almost half in Toronto and Vancouver.
  • Diverse cultures undermine the notion of a unified Canadian culture.
  • Canada appears to be a nation of hyphenated identities (British-Canadians, Chinese-Canadians, etc.).
  • Yet Canadian identity is defined by multiculturalism itself—essentially many identities.

🇨🇦 Tim Hortons as cultural icon

  • The sale of Tim Hortons to foreign owners raised questions about Canadian identity.
  • Tim Hortons self-promotion emphasizes Canadianness (Tim Horton was a Toronto Maple Leafs player; "anti-Starbucks" for "ordinary Canadians").
  • Friesen's article reads Canadian characteristics into the brand: modesty, unpretentiousness, politeness, respect.
  • Don't confuse: Is Tim Hortons a genuine cultural icon, or does it manipulate Canadians' desire to identify with national culture in order to sell a product?
4

Chapter 4. Society and Modern Life

Chapter 4. Society and Modern Life

🧭 Overview

🧠 One-sentence thesis

The type of society we live in—from hunter-gatherer to postindustrial—fundamentally shapes our social institutions, work, worldview, and power structures through its relationship to the environment and mode of production.

📌 Key points (3–5)

  • Types of societies evolve: Societies progress from hunter-gatherer through horticultural, agricultural, feudal, industrial, to postindustrial and postnatural forms, each defined by their relationship to nature and technology.
  • Social structure drives culture: Durkheim, Marx, and Weber each emphasize how social structures (division of labour, economic modes of production, rationalization) shape culture and ways of life more than the reverse.
  • Capitalism creates constant change: Modern capitalist society is characterized by incessant transformation, rationalization, and the "melting" of all stable social relations.
  • Common confusion—mechanical vs. organic solidarity: Durkheim distinguishes premodern societies held together by shared beliefs (mechanical) from modern societies unified by interdependence through specialized roles (organic).
  • Gender inequality emerged with property: Classical theories are androcentric; feminist analysis shows gender inequality arose with private property in agrarian societies, not in earlier hunter-gatherer groups.

🏺 Evolution of Society Types

🏺 Hunter-gatherer societies

Hunter-gatherer societies: Groups that depend on hunting wild animals and foraging for uncultivated plants, with no permanent settlements and immediate consumption of resources.

  • Relationship to nature: Strongest dependence on environment; nomadic movement following resources; no economic surpluses produced.
  • Social organization: Based on kinship ties; communal sharing (usufruct—distribution by need); minimal private property; power dispersed or shifting based on individual skills.
  • Gender relations: Relatively egalitarian because women's gathering provided 65% of food, ensuring their economic power and status.
  • Cultural features: All aspects of life (art, ethics, ritual) fused together; no separation between private and public spheres.
  • Example: The Haida of the Pacific Northwest lived off abundant fish resources, establishing permanent winter villages while maintaining hunting-gathering practices.

🌾 Horticultural and pastoral societies

Horticultural societies: Groups that cultivate plants using simple hand tools in areas with fertile soil and adequate rainfall.

Pastoral societies: Groups that rely on domesticating and herding animals as their primary resource.

  • The neolithic revolution (circa 10,200 BCE): Shift from foraging to cultivation/herding created the first stable food surpluses.
  • Key change: Decreased dependence on environmental fluctuations; enabled permanent settlements; no longer forced to follow resources.
  • Emergence of inequality: Surpluses led to the first social classes—those who controlled land/livestock versus those who produced; specialized occupations developed; warfare over resources increased.
  • Don't confuse: These societies still used simple technology (digging sticks, hand tools), unlike later agricultural societies with metal tools and complex irrigation.

🚜 Agricultural societies

Agricultural societies: Groups using permanent metal tools, crop rotation, and fertilizer to produce large, reliable surpluses.

  • Agricultural Revolution (circa 3,000 BCE): Metal tools, crop rotation, reuse of waste as fertilizer enabled much larger surpluses.
  • Social consequences: Towns and cities grew; trade centres emerged; leisure classes developed (nobility, religious elites, artists, philosophers)—the "dawn of civilization."
  • Deepening inequality: Class divisions became entrenched; kinship ties secondary to other power structures; militarization increased to protect resources.
  • Slavery institutionalized: Ownership and control of humans as property became a large-scale source of labour, though inherently unstable (dependent on military conquest).

🏰 Feudal societies

Feudal societies: Agricultural societies organized by strict hierarchies based on land ownership, military protection, and mutual obligations between classes.

  • European feudalism (9th–15th centuries): Aristocracy parceled out estates (fiefdoms) to vassals/knights in exchange for military service.
  • Serf labour: Lower class cultivated land; not slaves but not free; produced surpluses for lords through forced agricultural service; guaranteed place to live and protection.
  • Transition to money economy: Forced labour gradually replaced by rents and taxation; goods exchanged for money instead of bartering; land became buyable/sellable rather than only hereditary.
  • Demise: Feudalism surpassed by capitalism as markets became competitive and the economy needed intensified labour and improved productivity.

🏭 Industrial societies

Industrial societies: Societies characterized by mechanized labour to create material goods, beginning with the Industrial Revolution in the 18th century.

  • Industrial Revolution (18th century): Steam power, textile mills, mechanical seeders, mass production replaced person/animal-based work.
  • Urbanization: Serfs and peasants flocked to cities for factory jobs; populations became diverse; social mobility (up and down) became possible.
  • Birth of sociology: Unprecedented social problems (filth, overcrowding, poverty) in cities prompted the emergence of social science.
  • Power shift: From aristocracy and "old money" to new bourgeoisie (industrialists, financiers) who amassed fortunes in their lifetimes.
  • Example: In Canada, financiers like Donald Smith and George Stephen used business influence to control government aspects.

💻 Postindustrial societies

Information societies (postindustrial/digital): Societies based on producing information and services rather than material goods.

  • Digital technology: The "steam engine" of information societies; companies like Apple, Microsoft are the new industrial giants.
  • Labour shift: Employment as service sellers (programmers, consultants) instead of goods producers.
  • New inequality: Social classes divided by access to education and technical/communication skills; without these, people lack means for success.

🧬 Postnatural society: The Anthropocene

Postnatural society: Society in which natural limits are overcome by technological interventions at the molecular level of life and matter.

Anthropocene: The geological epoch in which human activities have significantly impacted the global ecosystem.

  • New technologies: Advances in genetics, nanotechnology, quantum mechanics, micro-biochemistry enable manipulation at molecular level.
  • Examples: Genetic engineering creates new life forms; artificial organs/prosthetics enhance (not just replace) body capacities; nanotechnology manipulates materials at atomic level.
  • Five transformations (Rose, 2007):
    1. "Molecularization"—we visualize and intervene in the body at molecular level
    2. Focus on optimization and enhancement, not just curing illness
    3. New "biological citizenship"—identities constructed around genetic markers
    4. Increased submission to authority of somatic specialists
    5. Life processes become sources of profit ("biovalue," "bioeconomy")
  • Inequality implications: Technologies are capital-intensive; wealthy nations and individuals will be primary beneficiaries; profit motives drive research decisions over ethical concerns.
  • Climate change: Primary example of anthropocenic effect; awareness of global catastrophic risks enables possibility of institutional change (carbon pricing, green technologies, recycling).

🔍 Theoretical Perspectives on Modern Society

🔍 Durkheim: From mechanical to organic solidarity

Mechanical solidarity: Social cohesion in premodern societies through shared collective consciousness, minimal division of labour, and harsh retributive punishment for norm violations.

Organic solidarity: Social cohesion in modern societies through complex division of labour creating mutual interdependence, despite decreased shared consciousness.

Durkheim's central question: Why do societies hold together rather than fall apart?

  • Premodern societies: Held together because people performed similar tasks, shared values/language/symbols; low division of labour; common religious beliefs; low individual autonomy.
  • Modern societies: More complex, diverse experiences, specialized occupations; people share less in common but depend on each other's specialized functions.
  • Example: The academic relies on the mechanic to fix their car; the mechanic sends children to university; both rely on the baker for bread—mutual interdependence creates cohesion.

⚠️ Anomie: The transition crisis

Anomie: A situation in which society lacks firm collective consciousness; no clear norms or values guide behaviour; literally "without norms."

  • Causes: Rise of industrial society (removed ties to land/shared labour); individualism (removed limits on desires); secularism (removed ritual/moral regulation); war or rapid economic development.
  • Effects: People isolated in specialized tasks become alienated from each other and collective conscience.
  • Resolution: Durkheim believed advanced organic solidarity societies redevelop shared norms and avoid anomie, finishing their development.

🏭 Marx: Historical materialism and class conflict

Historical materialism: Theory that the evolution of societies and human ideas is determined by underlying changes in the mode of production (how people produce material goods).

Mode of production: The combination of (1) means of production (land, tools, machinery, factories) and (2) relations of production (division into economic classes).

Marx's central question: How do economic structures shape all other aspects of society?

  • Base and superstructure model: Economic structure (base) determines culture, law, politics, family forms, and types of conflict (superstructure).
  • Historical progression: Primitive communism (hunter-gatherers) → agrarian/slave societies → feudalism → capitalism; each type defined by its mode of production.
  • Class antagonisms: Since early agrarian societies, one class has monopolized means of production, creating opposed interests (citizens/slaves, lords/serfs, capitalists/labourers).
  • Revolutionary transformations: Economic surpluses and class monopolization create instability, eventually leading to revolutions that replace one societal type with another.

💰 The rise of capitalism

Bourgeoisie: The capitalist class that owns industrial property and means of production.

Proletariat: The class of "free" wage labourers who must sell their labour to survive.

  • Bourgeois revolution: Emerged from freemen, small property owners, middle-class burghers who overthrew feudal aristocracy; sought property rights (English Civil War 1642–1651, French Revolution 1789–1799).
  • Capitalism's revolutionary nature: "Has put an end to all feudal, patriarchal, idyllic relations"; left only "naked self-interest" and "cash payment"; "cannot exist without constantly revolutionising the instruments of production."
  • New class antagonism: Capitalists seek to reduce wages to cut costs and stay competitive; workers seek living wages for family and security—fundamental contradiction of interests.
  • Prediction: Society increasingly splits into "two great hostile camps"—Bourgeoisie and Proletariat.

😔 Alienation under capitalism

Alienation: The condition in which individuals are isolated and divorced from their society, work, or sense of self and common humanity.

Marx's four types of alienation:

  1. From the product: Workers don't relate to what they produce; commodities belong to and enrich the capitalist; workers don't care whether making watches or cars, only that jobs exist.

    • Example: A cannery worker cleans fish for a lifetime without knowing what product they're used for.
  2. From the process: Workers don't control job conditions because they don't own means of production; no room for creativity.

    • Example: Fast food worker must combine ingredients in exact order and quantity taught; assembly line worker can't decide to place headlights differently.
  3. From others: Workers compete rather than cooperate for time slots, bonuses, job security; competition continues after work (landlord, shopkeeper, pawnbroker all seek workers' wages).

  4. From humanity: Work becomes only a means of satisfying animal needs (eating, drinking, shelter), not an end in itself; "conscious life-activity" reduced to mere survival.

🧠 False consciousness vs. class consciousness

False consciousness: When a person's beliefs and ideology are not in their own best interest but actually serve the dominant class.

Class consciousness: Awareness of one's actual material and political interests as a member of a unified class.

  • Dominant ideology: Ideas like competition over cooperation, hard work as its own reward, individuals as masters of their own fortunes—clearly benefit owners, not workers.
  • Transition: Marx predicted false consciousness would be replaced by class consciousness; proletariat would shift from unconscious "class in itself" to active "class for itself."
  • Revolutionary potential: Capitalism developed industrial means to resolve scarcity but intensified exploitation through competition; this creates conditions for successful working class revolution.

⚙️ Capitalism's defining features

According to Marx, capitalism is structurally defined by:

  • Private ownership and control of means of production (capital)
  • Capitalists purchase labour power for wages/salaries
  • Goal is profit from selling commodities in competitive free market
  • Profit appropriated by capital owners; part reinvested to expand profitability
  • Competitive accumulation leads to dynamic qualities: market expansion, globalization, growth/centralization of capital, boom/bust cycles, crises, class conflict

Don't confuse: These are structures—persistent patterns built into institutional organization—not individual choices or motives; they define the internal logic of the system.

🔧 Weber: Rationalization and disenchantment

Rationalization: The general tendency in modern society for institutions and life areas to be transformed by rational principles of efficiency and calculation.

Disenchantment of the world: The replacement of magical thinking with the view that "one can, in principle, master all things by calculation"; no mysterious, incalculable forces.

Weber's central question: How and why did Western civilization and capitalism develop where and when they did?

  • Weber's answer: Other societies impeded rationalization by missing crucial elements of rationality or holding to non-rational principles/magical thinking.
  • Capitalism's requirements: Needed prior existence of rational, calculable procedures (double-entry bookkeeping, free labour contracts, free markets, predictable law) to operate as rational enterprise.
  • Weber's definition of capitalism: Continuous, calculated economic action examining every element with logic of investment and return—not just private property ownership (Marx's definition).
  • Broader rationalization: Not just economics—modern science, law, music, art, bureaucracy, politics, spiritual life all developed through systematic calculations, technical procedures, quantitative reckoning.

🔒 The iron cage

Iron cage (stahlhartes Gehäuse—"steel housing"): The trap of efficiently organized processes that have become indispensable, despite undermining human values they were designed to serve.

  • Irrational rationality: Emphasis on efficiency ultimately has negative effects; rigid routines and performance goals lead to mechanized work and efficiency for its own sake.
  • When rationality becomes irrational: When it undermines substantial human values (ideals of good life, ethics, human relationships, beauty, relaxation).
  • Example: Charlie Chaplin's Modern Times (1936)—assembly line worker twisting bolts endlessly, paced by conveyor belt; can't stop jerking motions even at lunch; develops "repetitive stress syndrome."
  • No escape: Even if socialist revolution occurred, bureaucratic and rational structures would remain; we're bound to "technical and economic conditions of machine production" with "irresistible force."
  • Modern cubicles: Rational for maximizing workspace, but isolating and dehumanizing.

⛪ The Protestant work ethic

Protestant work ethic: The duty to work hard in one's calling, rooted in Protestant beliefs about predestination and demonstrating one's status among the saved.

Weber's analysis in Protestant Ethic and the Spirit of Capitalism (1905):

  • The puzzle: Why do we feel compelled to work so hard? How did capitalism become possible when medieval Christianity emphasized poverty and non-materialism?
  • Medieval view: "It is easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God"; labour only necessary for maintenance; wealth not "put to work" for gradual returns.
  • Protestant transformation: Doctrines of predestination (God already chose who is saved), personal calling, direct relationship to God (no priest intermediary).
  • Material success as spiritual sign: Since God's will was unknown, accumulating wealth became an outward sign of grace, demonstrating one's status among the "elect"; assuaged existential anxiety about salvation.
  • Discipline for its own sake: Gradually lost religious focus; ethic of work and self-improvement became grounded in discipline alone, producing rational, predictable, industrious personality ideal for capitalism.
  • The conundrum: Highly rational conduct of life in terms of how one lives, but irrational in terms of why—original goal (salvation) no longer exists; we renounce what makes life worth living (time with loved ones, sensual/aesthetic pleasures, deeper meaning).

👩 Feminist Critique: Her-story vs. His-story

👩 Androcentrism in classical theory

Androcentrism: A perspective in which male concerns, attitudes, and practices are presented as "normal" or define what is significant and valued; women's experiences are ignored, devalued, or marginalized.

  • Missing analysis: Durkheim, Marx, Weber cannot account for why women's experience of modern society differs from men's, or why modernity's implications differ by gender.
  • They tell his-story: Classical theories neglect her-story—how developments affected women differently.

📜 Historical trajectory of gender inequality

Hunter-gatherer societies (most of human history):

  • More or less equal status; minimal gender inequality
  • No institutionalized power differences; based on cooperation, sharing, mutual support
  • Gendered division of labour (men hunt, women gather/care for children) but not strict
  • Women's gathering = up to 80% of food → economic power assured
  • Headmen's leadership informal, based on influence not institutional power
  • Prehistoric Europe (7000–3500 BCE): Religious life focused on female deities/fertility; matrilineal (female) kinship descent

Agrarian/pastoral societies (circa 6,000 years ago):

  • Gender inequality emerged with food surpluses enabling class divisions
  • Shift from collective to family ownership; monogamous, patriarchal family structure developed
  • Women and children became property of male patriarch
  • Invasions imposed male-dominated hierarchies and warrior god worship
  • First slaves were women and children

Feudal/agricultural societies:

  • Gender inequality more pronounced and permanent than under capitalism
  • Women more or less owned as property; kept ignorant and isolated in domestic sphere
  • These conditions still exist in some countries today

🏭 Capitalism's double-edged impact

Engels' analysis (Origin of Family, Private Property, and State, 1884):

Private domestic sphere vs. public social sphere: The separation that emerged with private property and male-dominated monogamous family.

  • Male-dominated family origins: Developed with private property to enable inheritance through male line.
  • Household management: Lost public character; became private service; "wife became head servant, excluded from all participation in social production."
  • Double exploitation:
    1. As wage labourers—exploited in workplace, often as cheaper labour than men
    2. As housewives—exploited as unpaid source of labour reproducing capitalist workforce; "open or concealed domestic slavery" with no independent income
  • Example: Irene Murdoch case (1973, Alberta)—worked family farm 25 years; divorce judge ruled farm belonged to husband; she awarded only $200/month; Canadian law based on idea wife's labour belonged to husband.

Positive developments:

  • Women working outside home improved their condition
  • Enlightenment discourses of rights/freedoms contained "promise of universal emancipation" that could extend to women
  • Mary Wollstonecraft (Vindication of Rights of Women, 1792): Focused on women's right to education for equal political participation and skilled work
  • Universal rights principles became powerful resource for women to press equality claims

🌍 Contemporary global inequality

World Economic Forum Global Gender Gap Report (2014):

Five worst countries for women (severe restrictions on economic participation, education, political empowerment, health):

  1. Yemen—worst in world; 52% girls married before 18; 14% before 15; only 50% women literate vs. 83% men; 9% ministerial positions, 0% parliament
  2. Pakistan
  3. Chad
  4. Syria
  5. Mali

Progress made:

  • 95% of 111 countries surveyed narrowed gender gap (2006–2014) in economics, education, politics, health
  • Top five countries (Iceland, Finland, Norway, Sweden, Denmark): Gender gap closed to 80% or better
  • Canada ranked 19th with 75% gender gap index

Don't confuse: While capitalism perpetuates inequality through property rights and wage labour, it also created conditions (education, rights discourse, economic independence) that enabled women's equality movements—unlike more rigid feudal/agrarian societies.

🌀 Living in Capitalist Society

🌀 Capitalism as social system, not just economic

Key insight: Capitalism is not merely an economic system but a comprehensive social system affecting all aspects of life.

Capitalism: An economic system characterized by private or corporate ownership of goods and means to produce them.

  • Inherently unstable: Prone to crisis yet increasingly global in reach
  • Left no place untouched: Today capitalism has impacted every location on earth and every aspect of daily life
  • Defines modernity: The culture of capitalism = modernity itself

⏩ Incessant change as defining feature

Modernity: The cultural life of capitalist society, characterized by constant change and successive "presents."

Marx and Engels' description:

  • "Constant revolutionizing of production, uninterrupted disturbance of all social conditions, everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier ones"
  • "All fast-frozen relations are swept away, all new ones become antiquated before they can ossify"
  • "All that is solid melts into air"

Examples of impermanence:

  • Technology: 78 rpm records → 8-track tapes → CDs → streaming (each "modern" briefly before obsolescence)
  • Ghost towns dotting Canadian landscape
  • Expectation of lifetime career—no longer realistic
  • Every element of social life has limited duration under capitalism

Don't confuse: This constant transformation is structural to capitalism (driven by competition, technological innovation, market expansion), not simply a cultural preference or individual choice.

Chapter 4. Society and Modern Life

🧭 Overview

🧠 One-sentence thesis

The type of society we live in—from hunter-gatherer to postindustrial—fundamentally shapes our social institutions, work, worldview, and power structures through its relationship to the environment and mode of production.

📌 Key points (3–5)

  • Types of societies evolve: Societies progress from hunter-gatherer through horticultural, agricultural, feudal, industrial, to postindustrial and postnatural forms, each defined by their relationship to nature and technology.
  • Social structure drives culture: Durkheim, Marx, and Weber each emphasize how social structures (division of labour, economic modes of production, rationalization) shape culture and ways of life more than the reverse.
  • Capitalism creates constant change: Modern capitalist society is characterized by incessant transformation, rationalization, and the "melting" of all stable social relations.
  • Common confusion—mechanical vs. organic solidarity: Durkheim distinguishes premodern societies held together by shared beliefs (mechanical) from modern societies unified by interdependence through specialized roles (organic).
  • Gender inequality emerged with property: Classical theories are androcentric; feminist analysis shows gender inequality arose with private property in agrarian societies, not in earlier hunter-gatherer groups.

🏺 Evolution of Society Types

🏺 Hunter-gatherer societies

Hunter-gatherer societies: Groups that depend on hunting wild animals and foraging for uncultivated plants, with no permanent settlements and immediate consumption of resources.

  • Relationship to nature: Strongest dependence on environment; nomadic movement following resources; no economic surpluses produced.
  • Social organization: Based on kinship ties; communal sharing (usufruct—distribution by need); minimal private property; power dispersed or shifting based on individual skills.
  • Gender relations: Relatively egalitarian because women's gathering provided 65% of food, ensuring their economic power and status.
  • Cultural features: All aspects of life (art, ethics, ritual) fused together; no separation between private and public spheres.
  • Example: The Haida of the Pacific Northwest lived off abundant fish resources, establishing permanent winter villages while maintaining hunting-gathering practices.

🌾 Horticultural and pastoral societies

Horticultural societies: Groups that cultivate plants using simple hand tools in areas with fertile soil and adequate rainfall.

Pastoral societies: Groups that rely on domesticating and herding animals as their primary resource.

  • The neolithic revolution (circa 10,200 BCE): Shift from foraging to cultivation/herding created the first stable food surpluses.
  • Key change: Decreased dependence on environmental fluctuations; enabled permanent settlements; no longer forced to follow resources.
  • Emergence of inequality: Surpluses led to the first social classes—those who controlled land/livestock versus those who produced; specialized occupations developed; warfare over resources increased.
  • Don't confuse: These societies still used simple technology (digging sticks, hand tools), unlike later agricultural societies with metal tools and complex irrigation.

🚜 Agricultural societies

Agricultural societies: Groups using permanent metal tools, crop rotation, and fertilizer to produce large, reliable surpluses.

  • Agricultural Revolution (circa 3,000 BCE): Metal tools, crop rotation, reuse of waste as fertilizer enabled much larger surpluses.
  • Social consequences: Towns and cities grew; trade centres emerged; leisure classes developed (nobility, religious elites, artists, philosophers)—the "dawn of civilization."
  • Deepening inequality: Class divisions became entrenched; kinship ties secondary to other power structures; militarization increased to protect resources.
  • Slavery institutionalized: Ownership and control of humans as property became a large-scale source of labour, though inherently unstable (dependent on military conquest).

🏰 Feudal societies

Feudal societies: Agricultural societies organized by strict hierarchies based on land ownership, military protection, and mutual obligations between classes.

  • European feudalism (9th–15th centuries): Aristocracy parceled out estates (fiefdoms) to vassals/knights in exchange for military service.
  • Serf labour: Lower class cultivated land; not slaves but not free; produced surpluses for lords through forced agricultural service; guaranteed place to live and protection.
  • Transition to money economy: Forced labour gradually replaced by rents and taxation; goods exchanged for money instead of bartering; land became buyable/sellable rather than only hereditary.
  • Demise: Feudalism surpassed by capitalism as markets became competitive and the economy needed intensified labour and improved productivity.

🏭 Industrial societies

Industrial societies: Societies characterized by mechanized labour to create material goods, beginning with the Industrial Revolution in the 18th century.

  • Industrial Revolution (18th century): Steam power, textile mills, mechanical seeders, mass production replaced person/animal-based work.
  • Urbanization: Serfs and peasants flocked to cities for factory jobs; populations became diverse; social mobility (up and down) became possible.
  • Birth of sociology: Unprecedented social problems (filth, overcrowding, poverty) in cities prompted the emergence of social science.
  • Power shift: From aristocracy and "old money" to new bourgeoisie (industrialists, financiers) who amassed fortunes in their lifetimes.
  • Example: In Canada, financiers like Donald Smith and George Stephen used business influence to control government aspects.

💻 Postindustrial societies

Information societies (postindustrial/digital): Societies based on producing information and services rather than material goods.

  • Digital technology: The "steam engine" of information societies; companies like Apple, Microsoft are the new industrial giants.
  • Labour shift: Employment as service sellers (programmers, consultants) instead of goods producers.
  • New inequality: Social classes divided by access to education and technical/communication skills; without these, people lack means for success.

🧬 Postnatural society: The Anthropocene

Postnatural society: Society in which natural limits are overcome by technological interventions at the molecular level of life and matter.

Anthropocene: The geological epoch in which human activities have significantly impacted the global ecosystem.

  • New technologies: Advances in genetics, nanotechnology, quantum mechanics, micro-biochemistry enable manipulation at molecular level.
  • Examples: Genetic engineering creates new life forms; artificial organs/prosthetics enhance (not just replace) body capacities; nanotechnology manipulates materials at atomic level.
  • Five transformations (Rose, 2007):
    1. "Molecularization"—we visualize and intervene in the body at molecular level
    2. Focus on optimization and enhancement, not just curing illness
    3. New "biological citizenship"—identities constructed around genetic markers
    4. Increased submission to authority of somatic specialists
    5. Life processes become sources of profit ("biovalue," "bioeconomy")
  • Inequality implications: Technologies are capital-intensive; wealthy nations and individuals will be primary beneficiaries; profit motives drive research decisions over ethical concerns.
  • Climate change: Primary example of anthropocenic effect; awareness of global catastrophic risks enables possibility of institutional change (carbon pricing, green technologies, recycling).

🔍 Theoretical Perspectives on Modern Society

🔍 Durkheim: From mechanical to organic solidarity

Mechanical solidarity: Social cohesion in premodern societies through shared collective consciousness, minimal division of labour, and harsh retributive punishment for norm violations.

Organic solidarity: Social cohesion in modern societies through complex division of labour creating mutual interdependence, despite decreased shared consciousness.

Durkheim's central question: Why do societies hold together rather than fall apart?

  • Premodern societies: Held together because people performed similar tasks, shared values/language/symbols; low division of labour; common religious beliefs; low individual autonomy.
  • Modern societies: More complex, diverse experiences, specialized occupations; people share less in common but depend on each other's specialized functions.
  • Example: The academic relies on the mechanic to fix their car; the mechanic sends children to university; both rely on the baker for bread—mutual interdependence creates cohesion.

⚠️ Anomie: The transition crisis

Anomie: A situation in which society lacks firm collective consciousness; no clear norms or values guide behaviour; literally "without norms."

  • Causes: Rise of industrial society (removed ties to land/shared labour); individualism (removed limits on desires); secularism (removed ritual/moral regulation); war or rapid economic development.
  • Effects: People isolated in specialized tasks become alienated from each other and collective conscience.
  • Resolution: Durkheim believed advanced organic solidarity societies redevelop shared norms and avoid anomie, finishing their development.

🏭 Marx: Historical materialism and class conflict

Historical materialism: Theory that the evolution of societies and human ideas is determined by underlying changes in the mode of production (how people produce material goods).

Mode of production: The combination of (1) means of production (land, tools, machinery, factories) and (2) relations of production (division into economic classes).

Marx's central question: How do economic structures shape all other aspects of society?

  • Base and superstructure model: Economic structure (base) determines culture, law, politics, family forms, and types of conflict (superstructure).
  • Historical progression: Primitive communism (hunter-gatherers) → agrarian/slave societies → feudalism → capitalism; each type defined by its mode of production.
  • Class antagonisms: Since early agrarian societies, one class has monopolized means of production, creating opposed interests (citizens/slaves, lords/serfs, capitalists/labourers).
  • Revolutionary transformations: Economic surpluses and class monopolization create instability, eventually leading to revolutions that replace one societal type with another.

💰 The rise of capitalism

Bourgeoisie: The capitalist class that owns industrial property and means of production.

Proletariat: The class of "free" wage labourers who must sell their labour to survive.

  • Bourgeois revolution: Emerged from freemen, small property owners, middle-class burghers who overthrew feudal aristocracy; sought property rights (English Civil War 1642–1651, French Revolution 1789–1799).
  • Capitalism's revolutionary nature: "Has put an end to all feudal, patriarchal, idyllic relations"; left only "naked self-interest" and "cash payment"; "cannot exist without constantly revolutionising the instruments of production."
  • New class antagonism: Capitalists seek to reduce wages to cut costs and stay competitive; workers seek living wages for family and security—fundamental contradiction of interests.
  • Prediction: Society increasingly splits into "two great hostile camps"—Bourgeoisie and Proletariat.

😔 Alienation under capitalism

Alienation: The condition in which individuals are isolated and divorced from their society, work, or sense of self and common humanity.

Marx's four types of alienation:

  1. From the product: Workers don't relate to what they produce; commodities belong to and enrich the capitalist; workers don't care whether making watches or cars, only that jobs exist.

    • Example: A cannery worker cleans fish for a lifetime without knowing what product they're used for.
  2. From the process: Workers don't control job conditions because they don't own means of production; no room for creativity.

    • Example: Fast food worker must combine ingredients in exact order and quantity taught; assembly line worker can't decide to place headlights differently.
  3. From others: Workers compete rather than cooperate for time slots, bonuses, job security; competition continues after work (landlord, shopkeeper, pawnbroker all seek workers' wages).

  4. From humanity: Work becomes only a means of satisfying animal needs (eating, drinking, shelter), not an end in itself; "conscious life-activity" reduced to mere survival.

🧠 False consciousness vs. class consciousness

False consciousness: When a person's beliefs and ideology are not in their own best interest but actually serve the dominant class.

Class consciousness: Awareness of one's actual material and political interests as a member of a unified class.

  • Dominant ideology: Ideas like competition over cooperation, hard work as its own reward, individuals as masters of their own fortunes—clearly benefit owners, not workers.
  • Transition: Marx predicted false consciousness would be replaced by class consciousness; proletariat would shift from unconscious "class in itself" to active "class for itself."
  • Revolutionary potential: Capitalism developed industrial means to resolve scarcity but intensified exploitation through competition; this creates conditions for successful working class revolution.

⚙️ Capitalism's defining features

According to Marx, capitalism is structurally defined by:

FeatureDescription
Private ownershipMeans of production (capital) privately owned and controlled
Wage labourCapitalists purchase labour power for wages/salaries
Profit motiveGoal is profit from selling commodities in competitive free market
Capital accumulationProfit appropriated by owners; part reinvested to expand profitability
Dynamic instabilityCompetitive accumulation leads to market expansion, globalization, boom/bust cycles, crises, class conflict

Don't confuse: These are structures—persistent patterns built into institutional organization—not individual choices or motives; they define the internal logic of the system.

🔧 Weber: Rationalization and disenchantment

Rationalization: The general tendency in modern society for institutions and life areas to be transformed by rational principles of efficiency and calculation.

Disenchantment of the world: The replacement of magical thinking with the view that "one can, in principle, master all things by calculation"; no mysterious, incalculable forces.

Weber's central question: How and why did Western civilization and capitalism develop where and when they did?

  • Weber's answer: Other societies impeded rationalization by missing crucial elements of rationality or holding to non-rational principles/magical thinking.
  • Capitalism's requirements: Needed prior existence of rational, calculable procedures (double-entry bookkeeping, free labour contracts, free markets, predictable law) to operate as rational enterprise.
  • Weber's definition of capitalism: Continuous, calculated economic action examining every element with logic of investment and return—not just private property ownership (Marx's definition).
  • Broader rationalization: Not just economics—modern science, law, music, art, bureaucracy, politics, spiritual life all developed through systematic calculations, technical procedures, quantitative reckoning.

🔒 The iron cage

Iron cage (stahlhartes Gehäuse—"steel housing"): The trap of efficiently organized processes that have become indispensable, despite undermining human values they were designed to serve.

  • Irrational rationality: Emphasis on efficiency ultimately has negative effects; rigid routines and performance goals lead to mechanized work and efficiency for its own sake.
  • When rationality becomes irrational: When it undermines substantial human values (ideals of good life, ethics, human relationships, beauty, relaxation).
  • Example: Assembly line worker twisting bolts endlessly, paced by conveyor belt; can't stop jerking motions even at lunch; develops "repetitive stress syndrome."
  • No escape: Even if socialist revolution occurred, bureaucratic and rational structures would remain; we're bound to "technical and economic conditions of machine production" with "irresistible force."

⛪ The Protestant work ethic

Protestant work ethic: The duty to work hard in one's calling, rooted in Protestant beliefs about predestination and demonstrating one's status among the saved.

Weber's analysis:

  • The puzzle: Why do we feel compelled to work so hard? How did capitalism become possible when medieval Christianity emphasized poverty and non-materialism?
  • Medieval view: "It is easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God"; labour only necessary for maintenance; wealth not "put to work" for gradual returns.
  • Protestant transformation: Doctrines of predestination (God already chose who is saved), personal calling, direct relationship to God (no priest intermediary).
  • Material success as spiritual sign: Since God's will was unknown, accumulating wealth became an outward sign of grace, demonstrating one's status among the "elect"; assuaged existential anxiety about salvation.
  • Discipline for its own sake: Gradually lost religious focus; ethic of work and self-improvement became grounded in discipline alone, producing rational, predictable, industrious personality ideal for capitalism.
  • The conundrum: Highly rational conduct of life in terms of how one lives, but irrational in terms of why—original goal (salvation) no longer exists; we renounce what makes life worth living (time with loved ones, sensual/aesthetic pleasures, deeper meaning).

👩 Feminist Critique: Her-story vs. His-story

👩 Androcentrism in classical theory

Androcentrism: A perspective in which male concerns, attitudes, and practices are presented as "normal" or define what is significant and valued; women's experiences are ignored, devalued, or marginalized.

  • Missing analysis: Durkheim, Marx, Weber cannot account for why women's experience of modern society differs from men's, or why modernity's implications differ by gender.
  • They tell his-story: Classical theories neglect her-story—how developments affected women differently.

📜 Historical trajectory of gender inequality

Hunter-gatherer societies (most of human history):

  • More or less equal status; minimal gender inequality
  • No institutionalized power differences; based on cooperation, sharing, mutual support
  • Gendered division of labour (men hunt, women gather/care for children) but not strict
  • Women's gathering = up to 80% of food → economic power assured
  • Prehistoric Europe (7000–3500 BCE): Religious life focused on female deities/fertility; matrilineal kinship descent

Agrarian/pastoral societies (circa 6,000 years ago):

  • Gender inequality emerged with food surpluses enabling class divisions
  • Shift from collective to family ownership; monogamous, patriarchal family structure developed
  • Women and children became property of male patriarch
  • Invasions imposed male-dominated hierarchies and warrior god worship
  • First slaves were women and children

Feudal/agricultural societies:

  • Gender inequality more pronounced and permanent than under capitalism
  • Women more or less owned as property; kept ignorant and isolated in domestic sphere
  • These conditions still exist in some countries today

🏭 Capitalism's double-edged impact

Engels' analysis:

Private domestic sphere vs. public social sphere: The separation that emerged with private property and male-dominated monogamous family.

  • Male-dominated family origins: Developed with private property to enable inheritance through male line.
  • Household management: Lost public character; became private service; "wife became head servant, excluded from all participation in social production."
  • Double exploitation:
    1. As wage labourers—exploited in workplace, often as cheaper labour than men
    2. As housewives—exploited as unpaid source of labour reproducing capitalist workforce; "open or concealed domestic slavery" with no independent income
  • Example: Irene Murdoch case (1973, Alberta)—worked family farm 25 years; divorce judge ruled farm belonged to husband; she awarded only $200/month.

Positive developments:

  • Women working outside home improved their condition
  • Enlightenment discourses of rights/freedoms contained "promise of universal emancipation" that could extend to women
  • Mary Wollstonecraft (1792): Focused on women's right to education for equal political participation and skilled work
  • Universal rights principles became powerful resource for women to press equality claims

🌍 Contemporary global inequality

World Economic Forum Global Gender Gap Report (2014):

Five worst countries for women (severe restrictions on economic participation, education, political empowerment, health):

RankCountryKey Issues
1Yemen52% girls married before 18; only 50% women literate vs. 83% men; 9% ministerial positions, 0% parliament
2PakistanSevere restrictions across all measures
3ChadSevere restrictions across all measures
4SyriaSevere restrictions across all measures
5MaliSevere restrictions across all measures

Progress made:

  • 95% of 111 countries surveyed narrowed gender gap (2006–2014) in economics, education, politics, health
  • Top five countries (Iceland, Finland, Norway, Sweden, Denmark): Gender gap closed to 80% or better
  • Canada ranked 19th with 75% gender gap index

Don't confuse: While capitalism perpetuates inequality through property rights and wage labour, it also created conditions (education, rights discourse, economic independence) that enabled women's equality movements—unlike more rigid feudal/agrarian societies.

🌀 Living in Capitalist Society

🌀 Capitalism as social system, not just economic

Key insight: Capitalism is not merely an economic system but a comprehensive social system affecting all aspects of life.

Capitalism: An economic system characterized by private or corporate ownership of goods and means to produce them.

  • Inherently unstable: Prone to crisis yet increasingly global in reach
  • Left no place untouched: Today capitalism has impacted every location on earth and every aspect of daily life
  • Defines modernity: The culture of capitalism = modernity itself

⏩ Incessant change as defining feature

Modernity: The cultural life of capitalist society, characterized by constant change and successive "presents."

Marx and Engels' description:

  • "Constant revolutionizing of production, uninterrupted disturbance of all social conditions, everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier ones"
  • "All fast-frozen relations are swept away, all new ones become antiquated before they can ossify"
  • "All that is solid melts into air"

Examples of impermanence:

  • Technology: 78 rpm records → 8-track tapes → CDs → streaming (each "modern" briefly before obsolescence)
  • Ghost towns dotting Canadian landscape
  • Expectation of lifetime career—no longer realistic
  • Every element of social life has limited duration under capitalism

Don't confuse: This constant transformation is structural to capitalism (driven by competition, technological innovation, market expansion), not simply a cultural preference or individual choice.

5

Chapter 5. Socialization

Chapter 5. Socialization

🧭 Overview

🧠 One-sentence thesis

Socialization is the lifelong process through which people learn societal norms, develop a sense of self through social interaction, and are prepared to participate in society—a process that is fundamentally social rather than biological and continues through successive life stages.

📌 Key points (3–5)

  • What socialization is: The process of learning norms, beliefs, values, and roles through interaction with social agents (family, peers, institutions).
  • The self as social structure: The self does not emerge naturally from biology but develops through social experience and the ability to see oneself from others' perspectives.
  • Nature vs. nurture: While genetics play a role, sociology emphasizes that social environment (nurture) profoundly shapes behavior, identity, and development.
  • Common confusion: Socialization is not a one-time childhood event but a lifelong process involving role transitions, resocialization, and adaptation to changing social contexts.
  • Multiple agents: Socialization occurs through various agents—families, peers, schools, workplaces, religion, media, and government—each teaching different aspects of social life.

🧩 The social construction of self

🧩 What is the self?

Self: A person's distinct sense of identity developed through social interaction; it is who we are for ourselves and for others.

  • The self is not biologically predetermined but emerges as a social product.
  • Key quality: the self is reflexive—it can be "an object to itself," meaning we can think about ourselves and see ourselves as others see us.
  • Without social interaction, the self cannot develop (as shown by cases like Danielle and Victor of Aveyron).
  • Even internal conversations when alone depend on prior socialization.

Example: Feral children or severely neglected children cannot use language, form relationships, or play games because they lack the social interaction necessary to develop a self.

🪞 Cooley's looking glass self

Looking glass self: The process by which we develop our sense of self based on how we imagine others perceive us.

  • Three elements:
    1. We imagine how we appear to others
    2. We imagine their judgment of that appearance
    3. We develop self-feelings (pride, shame) based on that imagined judgment
  • The self is not an internal essence but a reflection of social interactions.
  • "The imaginations people have of one another are the solid facts of society."

Example: A child chooses clothing, hairstyle, and behavior based on how they think others will react, developing their sense of self through these imagined responses.

Don't confuse: This is not about how we actually appear to others, but our projection of what others think—the self develops through our interpretation of social feedback.

🎭 Mead's "I" and "me"

Two phases of the self:

PhaseDefinitionFunction
"Me"The organized attitudes of others toward the self; our social roles and public personaProvides knowledge of social expectations and consequences
"I"The spontaneous, unpredictable response to social situationsEmbodies novelty, freedom, initiative, and possibility of change
  • The self constantly flips between these two phases in social interaction.
  • Both phases are thoroughly social—we only experience ourselves "indirectly" from others' standpoints.
  • This structure allows for both social conformity (me) and individual agency (I).

Don't confuse: The "I" is not a pre-social individual essence; it is the unpredictable, spontaneous aspect of social action that emerges in response to the "me."

👶 Stages of self development

🎪 Four stages of child socialization

Mead identified four stages in which children develop the capacity to take the role of others:

🍼 Preparatory stage

  • Children can only imitate actions without understanding meaning.
  • No ability to imagine how others see things.
  • Baby talk reflects inability to make oneself an object.
  • The separation of "I" and "me" does not yet exist.

🎨 Play stage

  • Children begin to take on roles of specific others (parent, teacher).
  • Role play is fluid and transitory—children flip in and out of roles easily.
  • They act out scenarios: playing house, pretending to be a parent, talking on a toy phone.
  • Cannot yet maintain consistent, coherent roles.

Example: A child addresses themselves as a parent, then responds as a child, creating a conversation between characters.

⚾ Game stage

  • Children learn to consider several roles simultaneously and how they interact.
  • Understand that roles involve fixed rules and expectations.
  • Must anticipate others' actions and adjust behavior accordingly.

Example: In baseball, a player must know not only their own role but simultaneously understand every other player's role and how all roles relate to each other according to the rules.

🌐 Generalized other stage

Generalized other: The common behavioral expectations of general society as a whole.

  • The individual internalizes how they are viewed from the perspective of society in general, not just specific others.
  • This capacity defines having a "self" in the sociological sense.
  • Enables abstract thought, language, and participation in complex social organization.
  • Society exercises control over individual conduct through the generalized other.

🧬 Gender schema development

Gender schema: A rudimentary mental framework of gender differences that enables children to make decisions about appropriate behavior and play.

  • Gender roles are learned through social interaction, not biologically hardwired.
  • Doing gender is an accomplishment, not an innate trait.
  • Children develop gender schemas around age 2-2.5 years through:
    • Direct feedback and differential reinforcement from parents
    • Observation of cultural signs (clothing, hair, toys) rather than biological anatomy
    • Integration of self-concept into the developing schema

Research findings:

  • Children who could correctly classify photos by gender engaged in gender-specific play and chose same-gender playgroups.
  • "Early labelers" had parents who used more differential reinforcement for gender-typed toy play.
  • Young children use cultural signs (clothing, hairstyle) rather than anatomical differences to determine gender.

Don't confuse: This differs from Freud's model—children's gender development is driven by adults' awareness of the child's genitals and social labeling, not by the child's spontaneous awareness of their own anatomy.

🌱 Nature versus nurture

🧬 The nature argument

  • Nature: The influence of genetic makeup on self-development.
  • Twin studies attempt to isolate genetic effects by studying identical twins raised apart.
  • Some traits, preferences, and behaviors appear to have genetic components.

🏡 The nurture argument

  • Nurture: The role of social environment in self-development.
  • Even identical twins raised apart share similar social environments (race, class, historical period).
  • Biological explanations have serious limitations:
    • Cannot account for huge cultural variations in behavior
    • Ignore that "universal" traits vary dramatically across societies
    • Genes are never expressed in a vacuum—environment always matters

Example: The argument that male aggression is biologically determined ignores vast cultural differences in what counts as aggression, variations in aggressive behavior among men, and the fact that non-aggressive men are often stigmatized ("sissies"), suggesting aggression is a normative expectation rather than a biological imperative.

🔄 Sociological perspective

  • Sociology emphasizes the effect of society on human behavior.
  • Individual variation exists because social environments vary.
  • Different social situations impose distinctive requirements, leading to unique individual adaptations.
  • Both conformity and individuality are products of socialization in varying social contexts.

Don't confuse: The question "where does society end and the individual begin?" is false—the individual is thoroughly social from the inside out; there is no separation between individual and society.

👥 Agents of socialization

👨‍👩‍👧‍👦 Family

  • The first agent of socialization.
  • Teaches use of material culture (objects, tools, technology).
  • Introduces beliefs, values, norms, and social relationships.
  • Family socialization varies by:
    • Social class: Working-class families emphasize obedience and conformity; wealthy families emphasize creativity and problem-solving (reproducing class positions)
    • Historical period: Parenting practices change over time
    • Culture: Different societies have different norms (e.g., Swedish vs. Canadian paternal leave policies)

Example: Poor families prepare children for jobs requiring rule-following; wealthy families prepare children for managerial or creative careers—thus reproducing the class system.

👫 Peer groups

Peer group: People similar in age and social status who share interests.

  • Provide first major socialization outside family.
  • Especially influential during adolescence regarding:
    • Music, style, clothing preferences
    • Romantic relationships
    • Experimentation with new behaviors
  • Create opportunities to develop identity separate from parents.
  • Also function as agents of social integration by dividing youth into status hierarchies that mirror adult social divisions.

Balance: While peer influence is strong, families ultimately exert more influence over educational, political, social, and religious attitudes.

🏫 School

  • Children spend ~8,000 hours in classroom by end of junior high.
  • Manifest function: Teaching academic subjects (math, reading, science).
  • Latent function: Socializing into behavioral norms.

Hidden curriculum: The informal teaching done by schools beyond the official curriculum.

What the hidden curriculum teaches:

  • Competition and hierarchy (grading systems)
  • Teamwork and cooperation (group projects)
  • Dealing with bureaucracy
  • Time management and scheduling
  • Classroom discipline and conformity
  • Citizenship and nationalism

Example: Students learn to evaluate themselves as A, B, or C students, preparing them for hierarchical adult workplaces; they learn to wait their turn, sit still for hours, and follow rules—skills needed in bureaucratic organizations.

💼 Workplace

  • Requires socialization into both material culture (operating equipment) and nonmaterial culture (workplace norms).
  • Modern workers change jobs frequently (average 11 jobs between ages 18-44 for baby boomers).
  • Different jobs require different types of socialization.
  • Transition from military to civilian life requires significant resocialization.

🕌 Religion

  • Teaches interaction with religious material culture (prayer objects, ritual items).
  • Reinforces family structure through ceremonies (marriage, birth).
  • Often upholds and enforces gender norms.
  • Fosters shared socialized values passed through generations.

📺 Mass media

Mass media: Distribution of impersonal information via television, newspapers, radio, and internet.

Impact:

  • Average person spends over 4 hours/day watching TV.
  • 73% of Canadians watched ~3 hours of TV on a given day (2010).
  • Computer use increased from 5% to 24% of population (1998-2010).
  • Teaches about material culture (technology, consumer goods) and nonmaterial culture (beliefs, values, norms).

🏛️ Government

  • Establishes age norms that structure life transitions:
    • Age 18: legal adulthood
    • Age 65: senior benefits eligibility
  • Requires socialization into new roles at each transition (taxpayer, senior citizen).
  • Provides programs that mark and facilitate role transitions.

🔄 Socialization across the life course

🌊 Lifelong process

  • Socialization is not a one-time event but continues throughout life.
  • Involves engaging and disengaging from successive roles.
  • Each life transition requires learning new roles and revising self-definition.

Key transitions:

  • Becoming school age
  • Entering workforce
  • Marriage/partnership
  • Parenthood
  • Retirement

🌀 Liquid modernity

Liquid modernity: A society in which conditions change faster than ways of acting can consolidate into habits and routines.

Characteristics:

  • Life is fragmented into "ill-connected episodes."
  • Social identities are flexible and adaptable.
  • Roles are temporary and provisional.
  • Individuals must continually choose which identity to adopt and when to change.

Implications:

  • People enter jobs with "exit strategies" in mind.
  • Relationships based on "confluent love"—lasting only as long as both partners are satisfied.
  • Cultivation of "weak ties" rather than deep commitments.
  • Constant calculation of trade-offs between flexibility and commitment.

🎓 Adolescence

Adolescence: Period from puberty to ~18 years old, characterized by role adjustment from childhood to adulthood.

  • Involves redefining the self through re-examination and reorientation.
  • A "decisive turning point" where individuals develop personal viewpoints.
  • In some cultures marked by clear rites of passage (rituals marking status transitions).
  • In modern North America, rites of passage are less clear-cut.

Example: Algonquin boys traditionally consumed hallucinogenic plants during isolation, forgetting childhood and learning manhood—a clear ritual transition. Modern North American adolescence lacks such clear markers.

🎯 Anticipatory socialization

Anticipatory socialization: Preparation for future life roles.

Examples:

  • Couples cohabitating before marriage
  • Soon-to-be parents reading childcare books
  • University students taking internships
  • Adults planning for retirement

🔄 Resocialization

Resocialization: The process by which old behaviors are removed and new behaviors are learned in their place.

When it occurs:

  • Moving to senior care facility
  • Entering boarding school
  • Imprisonment
  • Joining the military

Characteristics:

  • More stressful than normal socialization.
  • Requires unlearning established behaviors.
  • Often occurs in total institutions.

🏢 Total institutions

Total institution: A setting where people are isolated from society and forced to follow someone else's rules.

Examples: Prisons, military, ships at sea, asylums, some religious convents, some cults.

Two-part resocialization process:

1️⃣ Degradation ceremony

Degradation ceremony: New members lose aspects of their old identity and are given new identities.

  • Can be gentle (entering senior care) or extreme (entering prison/military).
  • Goffman called this "mortification of the self."
  • Loss of freedom, privacy, personal belongings, external identity markers.

Example: Military recruits have hair cut short, wear matching uniforms, give up personal possessions—all markers of former identity are stripped away.

2️⃣ Building new identity

  • Members build identity matching the new institution.
  • Follow structured schedules set by leaders.
  • Learn new rules and bond with others in same situation.
  • Develop new habits and routines.

⚠️ Perverse effects of total institutions

Goffman's analysis of moral career:

Moral career: A standard sequence of changes in a person's capacity to be answerable for their actions.

Problem: In institutions like mental hospitals:

  • Staff control recognition of patients' "viable selfhood."
  • Patients learn that sincere claims about themselves are easily torn down.
  • More effective to adopt amoral strategies—mimicking what staff want to hear to gain privileges.
  • Patients learn the self is "not a fortress, but a small open city"—easily constructed, lost, and rebuilt.
  • Results in "cosmopolitan sophistication" or "civic apathy" about the self.
  • Undermines stated rehabilitation goals.

Don't confuse: Resocialization in total institutions can have unintended consequences that contradict the institution's stated purposes—the structure meant to rehabilitate may actually teach amoral adaptation strategies.

6

Groups and Organizations

Chapter 6. Groups and Organizations

🧭 Overview

🧠 One-sentence thesis

Groups and organizations are more than the sum of their individual members, creating emergent properties and dynamics that shape behavior, enable collective action, and structure social life in ways that individuals alone cannot achieve.

📌 Key points (3–5)

  • Core insight: The group is always more than the sum of its parts—individuals behave differently in groups than they would alone.
  • Levels of analysis: Social phenomena can be examined at micro (face-to-face interaction), meso (networks, groups, organizations), and macro (institutions, societies) levels.
  • Forms vs. contents: Simmel distinguished between the contents of interaction (individual drives, needs, purposes) and the forms of interaction (patterns like cooperation, competition, hierarchy) that emerge and structure behavior.
  • Common confusion: Don't confuse the specific reasons people gather (contents) with the recurring patterns of how they interact (forms)—the same form can organize different contents and vice versa.
  • Why it matters: Understanding group dynamics explains conformity, leadership, organizational efficiency and inefficiency, and even extreme collective behavior like the Holocaust.

🔍 Simmel's foundational question: How is society possible?

🔍 The paradox of society

"There is no such thing as society 'as such'... there are only specific kinds of interaction. And it is with their emergence that society too emerges, for they are neither the cause nor the consequence of society but are, themselves, society."

  • Society is not an object or thing separate from interactions.
  • It is the name we give to the "extraordinary multitude and variety" of simultaneous interactions between individuals.
  • This means sociology appears to lack an object—society is a mirage, an ongoing process rather than a static entity.
  • The sociological problem: How do these fleeting interactions hold together, take shape, and create predictable patterns?

🎵 Forms and contents of interaction

Simmel's solution rests on distinguishing contents from forms:

ConceptDefinitionExample
ContentsThe specific drives, needs, purposes, or interests that motivate individuals to interactErotic desire, business profit, friendship, leisure
FormsThe recurring patterns of behavior that emerge and guide interactionCooperation, competition, hierarchy, flirtation, cocktail party conversation
  • Contents are not inherently social—they become social only when transformed into forms of "being with and for one another."
  • The same form can organize different contents: competition can structure hockey, business, learning, or fashion.
  • The same content can be expressed through different forms: erotic impulse can take the form of flirtation, marriage, casual relationship, or transaction.
  • Example: At a cocktail party, a subtle set of rules emerges defining what can and cannot be said. If someone tries to sell insurance or confess spousal abuse, it feels jarring—the form of "pure sociability" or "play form" has been violated, even though participants weren't consciously aware of adopting it.

Don't confuse: The reason people gather (content) with the pattern of how they interact (form). Sociology studies the forms, not just the contents.

📊 Three levels of analysis

LevelFocusExample questions
MicroFace-to-face interaction dynamicsHow is a conversation possible? How do you know when it's your turn to speak?
MesoNetworks, groups, organizations—collectivities involving multiple simultaneous rolesHow do group properties affect individual behavior? Why does behavior change in groups? How do collectivities constrain or enable action?
MacroLarge-scale, society-wide structures and institutionsHow do institutions, classes, or whole societies function? What are their emergent properties?
  • At micro-level: Focus on specific individuals in specific locations interacting coherently.
  • At meso-level: Focus on how numerous different social roles coordinate simultaneously (e.g., a school involves students, parents, teachers, administrators).
  • At macro-level: Focus on properties of large-scale structures that have a reality sui generis (of their own kind)—they cannot be reduced to individual components without losing their essential features.

Example: Hockey can be analyzed at all three levels:

  • Micro: How do players coordinate on the ice? How do they read each other's cues and anticipate moves? (Symbolic interaction)
  • Meso: How does team membership or fandom work? What defines hockey as a "game" (a play form with six characteristics: free, separate, uncertain, unproductive, rule-governed, make-believe)?
  • Macro: How is hockey structured by capitalism? (It's a commodity produced for profit, with teams as competitive corporations, salary caps, labor disputes, etc.)

👥 Types of groups

👥 Defining a group

A group is any collection of at least two people who interact with some frequency and who share a sense that their identity is somehow aligned with the group.

Not groups:

  • Aggregate: People in the same place at the same time who don't interact or share identity (e.g., people in a Starbucks line).
  • Category: People who share characteristics but aren't tied together (e.g., Millennials—they may share identity but don't interact as a whole).

Note: Aggregates or categories can become groups (e.g., neighbors become a group after sharing a disaster experience).

🔑 Primary vs. secondary groups

TypeCharacteristicsExamples
Primary groupsSmall, face-to-face, long-term, emotional; serve expressive functions; made up of significant othersFamily, close friends
Secondary groupsLarger, impersonal, task-focused, time-limited; serve instrumental functions (goal-oriented)Classroom, workplace, professional associations
  • Primary groups play the most critical role in socialization.
  • Secondary groups are more transactional and practical.
  • Groups are not rigidly bounded—a graduate seminar (secondary) can become a primary group as students bond over time.
  • Core discussion group: One's close social contacts for discussing important personal matters or spending free time. Average North American has four; 12% have none; 5% have more than eight.

🎯 In-groups and out-groups

In-group: A group an individual belongs to and feels is integral to their identity. Out-group: A group someone doesn't belong to; often involves disdain or competition.

  • In-groups can be neutral (sports teams) or negative (white supremacist movements).
  • In-groups can practice ethnocentrism, racism, sexism, ageism, heterosexism by defining others as "not like us" and inferior.
  • In-groups can form within secondary groups (workplace cliques) and may exclude others to gain status.
  • Example: University clubs—students must choose carefully because joining one group may define who they will not associate with.

🧭 Reference groups

Reference group: A group people compare themselves to—it provides a standard of measurement.

  • Most people have multiple reference groups (e.g., a middle-school boy might compare himself to classmates, his older brother's friends, and favorite athletes).
  • Reference groups convey competing messages (e.g., TV shows young adults with great apartments despite no job; music videos show sexually aggressive behavior).
  • You may never meet a reference group, but it still influences your behavior and identity aspirations.
  • Identifying reference groups helps understand the source of social identities you aspire to or want to distance yourself from.

🎭 Group dynamics and size

🎭 Dyads vs. triads

Group sizeDynamicsStability
Dyad (2 members)Closer, more intimate; rests on immediate, ongoing reciprocity; if one withdraws, group endsLess stable
Triad (3+ members)Less close (third person intrudes); two-against-one dynamics possible; majority opinion can form; group survives if one withdrawsMore stable
  • Dyad example: Divorce ends the "group" of married couple; two best friends never speaking again.
  • Triad example: Group lives on if one person leaves; attains a sense of "super-personal life" independent of members.
  • This is network analysis: the number and configuration of connections determine what groups can do, regardless of who the members are.

🕸️ Social networks

Social network: A collection of people tied together by a specific configuration of connections through which resources (emotional, informational, financial) flow.

  • Networks are characterized by structure (who is connected to whom) and function (what resources flow across ties).
  • Networks enable things individuals alone cannot do.
  • Example: One person calling 50 people sequentially (single node) vs. calling 5 key people who each call 5 others (telephone tree with multiple nodes)—same task, different structure, different efficiency.
  • Three degrees of influence: You're influenced by friends, friends' friends, and friends' friends' friends. Beyond three degrees, no measurable influence. (Example: If a friend becomes obese, your chance increases 57%; friend's friend, 20%; friend's friend's friend, 10%.)

Don't confuse: Networks with formal organizations or traditional groups—much social life operates outside these structures (e.g., social media networks, insurgent cell phone networks, interlocking corporate directorates).

🎖️ Leadership in groups

🎖️ Informal leadership in small groups

In small, primary groups, leadership is usually informal. Robert Bales found that successful task-oriented groups spontaneously develop three types of informal leader:

Leader typeFunction
Task leaderOrganizes the group to solve problems by setting goals and distributing tasks
Emotional leaderHelps resolve disagreements and frustrations; ensures people feel supported
JokerMakes jokes; releases group tension
  • These roles emerge without planning or awareness—they are simply properties of task-oriented, face-to-face groups.

🎖️ Leadership functions in secondary groups

FunctionFocusExample
Instrumental leaderGoal-oriented; focused on accomplishing tasksArmy general, Fortune 500 CEO
Expressive leaderFocused on emotional strength, health, supportReligious leaders, social service directors
  • Stereotype: Men are instrumental, women are expressive.
  • Reality: Both men and women prefer leaders who combine both styles.
  • Example: Elizabeth May (Green Party leader) uses expressive leadership (collaborative, non-conflictual) but must also appear tough to avoid seeming weak—a paradox female leaders face.

🎖️ Leadership styles

StyleCharacteristicsRisks/Benefits
DemocraticEncourages group participation; builds consensus before actingWell-liked; but slow, risk of factions
Laissez-faireHands-off; group self-managesWorks with motivated, mature participants; risks dissolution
AuthoritarianIssues orders; assigns tasks; strong focus on goalsEfficient for meeting goals; risks alienating workers
  • Each style can be effective depending on circumstances.
  • Example: An art teacher opening the cupboard and saying "make art" (laissez-faire) vs. a fire station needing clear commands (authoritarian).

🚺 The glass ceiling

Glass ceiling: An invisible barrier preventing women from achieving leadership positions despite removal of explicit barriers.

  • Women's average income remains ~70% of men's; representation in leadership roles ~50% of men's; representation in Parliament/cabinet much lower (~15%).
  • Early in careers, men's and women's incomes are similar; at mid-career, the gap increases significantly.
  • Explanation: Different conversational styles—men aggressively self-promote and say "I"; women build consensus, use "we," and avoid appearing bossy. Men in promotion positions interpret women's style as indecisiveness or incompetence.
  • Women's expressive leadership is often more effective, but their skills go unrecognized.
  • Example: Elizabeth May praised for intelligence and clarity in debates, but also subject to criticisms about her femininity ("frumpy") that male politicians don't face about masculinity.

🐑 Conformity and group pressure

🐑 What is conformity?

Conformity: The extent to which an individual complies with group norms or expectations.

  • We use reference groups to assess how we should act, dress, behave.
  • Young people are particularly aware of who conforms and who doesn't.
  • Example: High school boy whose mother makes him wear ironed shirts protests he'll look stupid because everyone wears T-shirts. Another boy might like standing out by wearing those shirts.

🐑 Asch's conformity experiments

Solomon Asch (1956) tested pressure to conform in small groups:

  • Setup: 8 people around a table; 7 are actors, 1 is the real subject (who doesn't know this). Shown two cards: one with a single line, one with three lines of different lengths. Asked which line on the second card matches the first.
  • Manipulation: Actors unanimously give an obviously wrong answer.
  • Results:
    • 37 out of 50 subjects gave an "obviously erroneous" answer at least once.
    • When faced with unanimous wrong answers, subjects conformed to a mean of 4 staged answers.
    • When allowed to write answers privately (not speak aloud), conformity fell by two-thirds.
    • Group size matters: easier to dissent when only one other person is wrong than when five or six defend the incorrect position.
    • Having a single ally drastically reduces conformity—minority of two is much easier than minority of one.

Two main causes for conformity:

  1. People want to be liked by the group.
  2. People believe the group is better informed than they are.

Groupthink: The tendency to conform to group attitudes and beliefs despite individual misgivings.

🐑 Milgram's obedience experiments

Stanley Milgram (1963) tested how structures of authority render individuals obedient:

  • Context: Shortly after Adolf Eichmann war crime trial (Eichmann claimed he was "just following orders").
  • Setup: Subjects told to administer electric shocks to another person (actually an actor) when they gave wrong answers. Told to increase voltage each time. Actor showed distress, begged to be released. Experimenter (in white lab coat) assured subjects to continue.
  • Results: 71% of subjects willing to continue administering shocks beyond 285 volts, despite actor crying out in pain and warnings like "Danger: Severe shock."
  • Conclusion: Ordinary people will comply with authority even when it means overcoming strong moral convictions.

🐑 Stanford Prison Experiment

Haney, Banks, and Zimbardo (1973):

  • Random sample of university students assigned to roles of prison guards and prisoners in simulated prison.
  • Within days, students conformed to roles to an extreme degree, even though conditions were artificial.
  • Shows how quickly group roles and structures shape behavior.

Don't confuse: Individual moral character with group dynamics—ordinary, well-educated people can engage in harmful behavior when group structures, authority, and conformity pressures are present.

🏢 Formal organizations

🏢 What are formal organizations?

Formal organization: A large secondary group deliberately organized to achieve its goals efficiently.

  • Typically highly bureaucratized.
  • Examples: Schools, businesses, health care, government.

🏢 Etzioni's three types

TypeBasisComplianceExamples
Normative/VoluntaryShared interests; intangible rewardsMoral controlAudubon Society, ski club, book club
CoerciveForced membershipForce and coercionPrison, military, rehabilitation center
UtilitarianMaterial rewardRemuneration and rewardsHigh school (diploma), workplace (money)
  • Most coercive organizations are total institutions: inmates live a controlled life apart from society; total resocialization occurs.

🏢 Three forms of organization

FormPower distributionLoyalty/EfficiencyMotivation
DominationConcentrated in leaders; subordinates restrictedLow (fear of coercion only)Coercion
CooperationDistributed relatively equallyHigh (mutual trust, commitment)Mutual benefit
CompetitionDistributed unequally; latitude for movement based on outcomesRelatively high (as long as pay-offs are high)Prestige, money

Example: Star Trek episode "Patterns of Force"—historian mistakenly emulates Nazi Germany for "efficiency," but Nazi Germany was actually highly inefficient because all decisions filtered through unpredictable Hitler. The historian confused domination for efficiency.

🗂️ Bureaucracy as ideal type

🗂️ Weber's characteristics of bureaucracy

Bureaucracy: An "ideal type" of formal organization (ideal = general model, not "best").

Max Weber (1922/1946) identified key characteristics:

CharacteristicDescriptionExample
Hierarchy of authorityChain of command; each person answers to someone aboveWalmart employee → shift manager → store manager → regional manager → CEO → board → stockholders
Clear division of laborEach individual has specialized taskPsychology professors teach psychology, not process financial aid
Explicit rulesRules outlined, written, standardizedStudent handbook; continuous organization of functions bound by rules
ImpersonalityPersonal feelings removed; equal treatmentManager doesn't care why you're late, only that you're late
MeritocracyHiring/promotion based on proven, documented skillsNeed impressive transcript for grad school; must pass bar exam to practice law

Weber's summary:

"Precision, speed, unambiguity, knowledge of the files, continuity, discretion, unity, strict subordination, reduction of friction and of material and personal costs—these are raised to the optimum point in the strictly bureaucratic administration... The 'objective' discharge of business primarily means a discharge of business according to calculable rules and 'without regard for persons.'"

🗂️ Positive aspects of bureaucracy

  • Intended to improve efficiency.
  • Ensure equal opportunities.
  • Increase consistency and predictability.
  • Needed in situations requiring rigid hierarchies (e.g., military, emergency response).

🗂️ Negative aspects: Irrationality within rationality

ProblemDescription
Bureaucratic alienationWorkers cannot find meaning in repetitive, standardized tasks; "only a single cog in an ever-moving mechanism"
Bureaucratic inefficiency/ritualism (red tape)Focus on rules and regulations to the point of undermining goals and purpose
InertiaFocus on perpetuating themselves rather than accomplishing or re-evaluating tasks; "trying to turn a tanker around mid-ocean"
Iron law of oligarchyOrganization ruled by a few elites; serves to promote oligarchs' self-interest and insulate them from public/clients
  • Weber: "Once it is established, bureaucracy is among those social structures which are the hardest to destroy."
  • Today's information-age workplace requires faster pace, problem-solving, flexibility—rigid bureaucratic training can decrease productivity and efficiency.
  • Smaller organizations often more innovative and competitive due to flatter hierarchies and democratic decision-making.

Don't confuse: The intended rational efficiency of bureaucracy with its actual outcomes—bureaucracies often become irrational, alienating, and self-perpetuating.

🍔 McDonaldization of society

McDonaldization: The increasing presence of the fast-food business model in common social institutions (Ritzer, 1994).

Four components:

  1. Efficiency: Division of labor (cashiers check out, stockers stock, deli workers slice).
  2. Predictability: Same goods, organization, brands, prices across all stores in chain.
  3. Calculability: Goods sold by weight; employees use time cards for hours/overtime.
  4. Control: Uniforms, name tags, security cameras, restricted areas.

Benefits: Improved profits; increased availability of goods and services worldwide.

Costs:

  • Reduced variety; products become uniform, generic, bland.
  • Mass-produced shoe vs. local cobbler; corporate chicken vs. family farm; chain coffee vs. local roaster.
  • Rational systems become irrational: "they deny the basic humanity, the human reason, of the people who work within or are served by them."

McJob: Dismissive term for fast-food work, implying it's not a "real job." However, some research (Newman, 2007) found these jobs require more skill and effort than imagined; employees are honest and hard-working; management often impressive; job on résumé can be a plus (indicates reliability, ability to handle pressure).

🕯️ Case study: The Holocaust and group dynamics

🕯️ Why study the Holocaust sociologically?

The Holocaust (systematic extermination of 6 million Jews and Gypsies by Nazis, 1941–1945) demonstrates the significance of group behavior dynamics. It cannot be understood merely as isolated individuals interacting—it must be understood at the level of group behavior.

🕯️ Common explanation vs. sociological explanation

ExplanationDescriptionProblem
CommonTemporary aberration; mass irrationality; imposition by megalomaniacal HitlerHas element of truth (instability, desperation from war reparations, hyperinflation, Great Depression) but incomplete
SociologicalProduct of ordinary sociological phenomena operating in modern, rational societyMore discomforting but more accurate

🕯️ Discomforting facts

  • Nazis democratically elected twice (1932, 1933).
  • Suspension of Weimar constitution enacted through legal, constitutional means.
  • Totalitarian rule and internment enabled by voluntary contributions of ordinary citizens.
  • Occurred in one of most modern, cultured, technologically advanced, rational societies in Europe.
  • Perpetrators were not sadists, criminals, or madmen—by clinical criteria, no more than 10% of SS were "abnormal."

🕯️ Bauman's argument

Zygmunt Bauman (1989):

"The Holocaust was not an irrational outflow of the not-yet-fully-eradicated residues of pre-modern barbarity. It was a legitimate resident in the house of modernity; indeed, one who would not be at home in any other house."

  • The Holocaust could not have occurred without modern, rational forms of social organization—specifically, bureaucracy.
  • Once Hitler posed the problem of a Judenfrei (Jew-free) Germany, bureaucracy enabled examination and rejection of various solutions before settling on the Final Solution.

🕯️ Three conditions bureaucracy provided

ConditionHow it enabled mass killing
AuthorizationViolence authorized according to correct bureaucratic procedures and hierarchical command channels
RoutinizationViolence routinized by rule-bound practices and clear division of labor
DehumanizationVictims dehumanized through ideological propaganda, media spin, and impersonality inherent in bureaucracy

🕯️ Sociological lesson

The Holocaust was the product of ordinary sociological phenomena operating today:

  • Formation of in-groups and out-groups.
  • Conformity to structures of authority.
  • Groupthink.
  • Rational structure of bureaucratic organizational forms.

Why individuals conform to collectivities: Even when it means overcoming strong personal moral convictions or rational thinking. This cannot be fully explained at the micro-level of interpersonal interactions—we must examine properties of groups at meso- and macro-levels to understand how the whole is more than the sum of individual parts.

Don't confuse: The Holocaust as an aberration with the Holocaust as a product of modernity—it reveals the dark potential of ordinary, rational social structures we rely on today.

7

Chapter 7. Deviance, Crime, and Social Control

Chapter 7. Deviance, Crime, and Social Control

🧭 Overview

🧠 One-sentence thesis

Deviance and crime are not intrinsic qualities of acts or individuals but are socially constructed through ongoing processes of labelling, social control, and power relations, requiring sociological analysis to understand how societies define, respond to, and potentially address rule-breaking behavior.

📌 Key points (3–5)

  • What deviance means: A violation of established norms (folkways, mores, or laws) that is defined by social context, not inherent in the act itself.
  • How deviance is created: Through social processes—moral entrepreneurs, labelling, and institutions—rather than biological or psychological traits alone.
  • Common confusion: Deviance vs. crime—all crimes are deviant, but not all deviance is criminal; crime specifically violates codified law.
  • Social control strategies: Range from sanctions (positive/negative, formal/informal) to disciplinary techniques (surveillance, normalization, examination) to risk management approaches.
  • Why it matters: Understanding deviance sociologically reveals how power, inequality, and social structures shape who gets labelled criminal and what responses are effective.

🔍 Core concepts of deviance

🔍 What deviance is

Deviance: A violation of established contextual, cultural, or social norms, whether folkways, mores, or codified law.

  • Not an intrinsic quality of an act or person; depends entirely on social context and definitions.
  • The same behavior can be normal in one setting and deviant in another.
  • Example: Wearing pants was deviant for women fifty years ago in Canadian schools; today it is acceptable.

⚖️ Deviance vs. crime

Crime: A behavior that violates official law and is punishable through formal sanctions.

  • All crimes are deviant acts, but not all deviance is crime.
  • Crime breaks codified laws enforced by political authority; deviance may only violate informal norms.
  • Example: Picking your nose in public is deviant but not criminal; murder is both deviant and criminal.

📊 Types of deviance (Hagen's typology)

TypeDefinitionPublic agreementExample
Consensus crimesNear-unanimous agreement they are harmful and seriousHigh consensusMurder, sexual assault
Conflict crimesIllegal but considerable disagreement about seriousnessLow consensusProstitution, marijuana use
Social deviationsNot illegal but widely regarded as serious/harmfulModerate agreementAbusing service staff, addiction behaviors
Social diversionsViolate norms provocatively but seen as harmlessLow concernSkateboarding on sidewalks, facial piercings

🔄 Two key sociological insights

  1. Context-dependent: What counts as deviant changes across cultures and time as rules and norms change.
  2. Socially constructed: Deviance is not a biological trait but a product of social processes—labelling, moral entrepreneurship, institutional responses.

Don't confuse: The sociological view does not claim acts have no consequences, but that which acts are defined as deviant (and how seriously) is determined by social processes, not inherent qualities.

🏛️ Social control mechanisms

🏛️ What social control is

Social control: The regulation and enforcement of norms; organized action intended to change people's behavior.

Social order: An arrangement of practices and behaviors on which society's members base their daily lives.

  • Social control maintains social order (like an employee handbook maintained by incentives and disincentives).
  • Operates through various strategies, not just punishment.

⚡ Sanctions as social control

Positive sanctions: Rewards for conforming to norms.

  • Example: A promotion at work for working hard.

Negative sanctions: Punishments for violating norms.

  • Example: Arrest for shoplifting.

Formal sanctions: Officially recognized and enforced.

  • Example: Expulsion from school for plagiarism, criminal charges.

Informal sanctions: Emerge in face-to-face interactions.

  • Example: Disapproving looks for wearing flip-flops to an opera.

🎯 Four styles of social control (Donald Black)

StyleFocusHow it works
PenalProhibition and punishmentPunishes violations with sanctions
CompensatoryRestitutionOffender pays victim to compensate harm
TherapeuticRestoration to normal stateUses therapy to rehabilitate individuals
ConciliatoryReconciliationRestores harmony between disputing parties
  • Penal and compensatory emphasize sanctions; therapeutic and conciliatory emphasize healing and restoration.

👁️ Disciplinary social control (Foucault)

Disciplinary social control: Detailed continuous training, control, and observation of individuals to improve their capabilities while making them more compliant.

Emerged in 19th-century modern institutions (prisons, schools, hospitals, factories).

Three key components:

  1. Surveillance: Making individuals' lives and activities visible to authorities.

    • Example: Bentham's panopticon prison design—prisoners visible to guards at all times, inducing self-monitoring.
    • Modern example: CCTV cameras, electronic monitoring.
  2. Normalization: Establishing norms, then using them to assess, differentiate, and rank individuals.

    • Example: Grading students as A, B, C based on established performance norms.
    • Minor sanctions continuously modify behavior toward correct conduct.
  3. Examination: Periodic tests/assessments that document and enable authorities to know each individual.

    • Example: School tests, medical exams, workplace reviews.
    • Enables tailored disciplinary procedures for different individuals.

Normalizing society: A society that uses continual observation, discipline, and correction to exercise social control.

  • Discipline renders individuals "docile"—simultaneously more capable and more compliant.
  • Don't confuse: Docile doesn't mean passive; it means trained to be both useful and manageable.

🎲 Risk management social control

Risk management: Interventions designed to reduce the likelihood of undesirable events based on probability assessments.

  • Does not focus on individual deviants but restructures environments to minimize risks to the general population.
  • Example: Needle exchange programs for drug users—don't prevent drug use but reduce HIV transmission and overdose deaths.
  • New penology: Identifies, classifies, and manages groups of offenders by risk level rather than rehabilitating individuals.
  • Situational crime control: Redesigns spaces (lighting, cameras, alarms) to make crime less likely to occur.

🧩 How deviance is socially constructed

🧩 Moral entrepreneurs

Moral entrepreneurs: Individuals or groups who publicize and problematize "wrongdoing" and have power to create and enforce rules to penalize it.

  • They serve their own interests while defining what is deviant.
  • Example: Judge Emily Murphy's 1922 book The Black Candle demonized marijuana use, leading to changes in Canadian drug laws.

🌀 Moral panics

Moral panic: Media-fueled public fear and overreaction that leads authorities to label and repress deviants, creating a cycle of more deviance discovered, more fear, more suppression.

  • Often distorts actual threat to public.
  • Example: Grow-op panic—media portrayed marijuana cultivation as widespread organized crime, but a 2011 Justice Department study found only 5% had organized crime connections.

🏷️ The looping effect (Hacking)

  • Once a category of deviance is established and applied to a person, that person begins to define themselves in terms of this category and behave accordingly.
  • The label influences behavior, making it difficult to separate innate predispositions from socially constructed identities.
  • Example: Fallon's psychopathy—only recognized his own traits after seeing his brain scan and learning the label.

🔬 Theoretical perspectives on deviance

🔬 Functionalist approaches

🔬 Durkheim: Deviance as functional

  • Deviance is a necessary part of a successful society.
  • How it's functional:
    • Challenges present views (e.g., civil rights sit-ins challenged segregation).
    • When punished, reaffirms currently held norms and contributes to social solidarity.
  • Example: A student getting detention for skipping class reminds others that the rule exists.

🏚️ Social disorganization theory

  • Crime is most likely in communities with weak social ties and absence of social control.
  • Developed by Chicago School sociologists studying "zones of transition"—areas with high migration, diversity, and social change.
  • Residents hadn't assimilated, making stable social ecology difficult to establish.
  • Control theory (Hirschi): Social control is directly affected by strength of social bonds.

Four types of social bonds:

  1. Attachment: Connections to others whose opinions we value.
  2. Commitment: Investments in conforming behavior (career, reputation).
  3. Involvement: Participation in socially legitimate activities.
  4. Belief: Agreement on common values in society.
  • Weak bonds → more likely to commit deviance.
  • Example: A child in a poor neighborhood with high crime rates, weak family ties, and few community programs is more likely to become criminal than a child in a stable, well-resourced neighborhood.

Limitation: Focuses on moral problems rather than economic inequality, racism, and power dynamics.

📉 Strain theory (Merton)

  • Deviance results from the gap between socially acceptable goals (e.g., financial success) and socially acceptable means to achieve them.
  • When people lack legitimate means to reach valued goals, they experience strain.

Five adaptations to strain:

  1. Conformity: Pursue goals through accepted means (majority response).
  2. Innovation: Use criminal/deviant means to pursue goals.
  3. Ritualism: Lower goals to achievable levels through accepted means.
  4. Retreatism: Reject both society's goals and means (drop out).
  5. Rebellion: Replace society's goals and means with alternative ones.
  • Example: An entrepreneur who can't afford to launch a company may embezzle from their employer for start-up funds (innovation).

⚔️ Critical sociology approaches

⚔️ Core argument

  • Social and economic inequality causes crime and deviance.
  • Normative order and criminal justice system actively maintain power structures, not neutral or functional.

💰 Crimes of accommodation (Quinney)

Ways individuals cope with conditions of oppression:

  • Predatory crimes: Break-ins, robbery, drug dealing as economic survival strategies.
  • Personal crimes: Murder, assault from stresses of scarcity and deprivation.
  • Defensive crimes: Sabotage, illegal strikes, civil disobedience challenging injustice.

👔 Crime and social class

Street crime vs. corporate crime:

  • No clear evidence that poor commit crimes disproportionately overall.
  • Street crimes (robbery, assault) associated with underprivileged, but not the majority or most serious crimes.
  • Corporate/white-collar crime: Crimes by corporate employees/owners pursuing profit.
    • Harder to detect (private transactions) and prosecute (expert legal advice).
    • U.S. estimate: Street crime value is ~5% of corporate crime value.
    • Canadian examples: Tax evasion in offshore havens ($7.8 billion lost), investment fraud (tens of millions), workplace deaths (5 per working day in 2005 vs. 1.8 homicides per day).

Power elite (C. Wright Mills):

  • Small group of wealthy, influential people at top of society hold power and resources.
  • They decide what is criminal; rules favor the privileged.
  • Example: Celebrities and politicians can commit crimes with little legal retribution.

Sentencing disparities:

  • Prison sentences nearly twice as likely for break-ins (59%, typically lower-class) than fraud (35%, typically middle/upper-class).
  • Corporate officials rarely prosecuted for consequences of safety violations causing deaths.

👩 Feminist contributions

Doubly deviant:

  • Women who break laws also break gender norms about appropriate female behavior.
  • Men's criminal behavior seen as consistent with aggressive character; women's seen as pathological.
  • Historical example: Kleptomania diagnosis in 19th century linked women's theft to physiological/psychiatric illness rather than acknowledging their emerging independence.

Gender inequality and crime:

  • Patriarchal attitudes disregard private/domestic matters.
  • Until 1969: Abortion illegal in Canada (hundreds died from illegal abortions).
  • Until 1970s: Sexual assault and spousal assault largely ignored or difficult to prosecute.

Reforms achieved:

  • 1983: Criminal Code amended to replace "rape" with three-tier "sexual assault" structure emphasizing violence, not sex.
  • Challenged twin myths of rape:
    1. Women lie about assault out of malice.
    2. Women say "no" when they mean "yes."
  • Consent redefined as what a woman actually says/does, not what man believes.
  • Zero-tolerance policies for spousal assault—police must lay charges when complaint made.

Current situation:

  • 2009: 84% of violent spousal incidents reported to police resulted in charges.
  • But only 30% of actual incidents reported to police.
  • Many women don't report because they dealt with it another way, felt it was private, didn't want spouse arrested, or were afraid.

🔄 Symbolic interactionist approaches

🔄 Core argument

  • Deviance is learned through social interactions.
  • Social groups and authorities create deviance by making rules and applying them to people, who are then labelled as outsiders.
  • Deviance is not an intrinsic quality but created through social processes.

📚 Differential association theory (Sutherland)

  • Individuals learn deviant behavior from those close to them who provide models and opportunities for deviance.
  • Deviance is less a personal choice, more a result of differential socialization.

Becker's marijuana study:

  • Becoming a regular marijuana user required passing through three stages (a social achievement):
    1. Learn to smoke properly: To produce real effects (how to inhale, how much).
    2. Learn to recognize effects: Connect sensations of "being high" with drug use.
    3. Learn to enjoy sensations: Redefine uncomfortable experiences (loss of control, paranoia) as pleasurable.
  • Failure at any stage → individual doesn't become regular user.
  • Example: Novice users coached by experienced users through difficulties, encouraged to persist.

🏷️ Labelling theory (Becker)

Labelling theory: The ascribing of a deviant behavior to another person by members of society; deviance is determined by reactions of others, not the act itself.

  • "Deviance is not a quality of the act the person commits, but rather a consequence of the application by others of rules and sanctions to the offender."
  • Addresses not why people break rules, but why particular acts/individuals are labelled deviant while others are not.

Primary vs. secondary deviance (Lemert):

Primary deviance: A violation of norms that does not result in long-term effects on individual's self-image or interactions.

  • Example: Receiving a speeding ticket generally doesn't make others view you as bad or alter your self-concept.

Secondary deviance: A person's self-concept and behavior begin to change after actions are labelled deviant by society.

  • Person takes on and fulfills the role of "deviant" as rebellion.
  • Example: High school student labelled "troublemaker" starts acting out more, embracing the deviant identity.

Master status: A label that describes the chief characteristic of an individual.

  • Examples: Some see themselves primarily as doctors or artists; others as convicts or addicts.
  • Criminal justice system ironically socializes individuals into criminal "career path."

Criminal justice as labelling process:

  • Teenager picked up by police for minor offense can be labelled "good kid who made a mistake" (released) or "juvenile delinquent" (processed as young offender).
  • First case: No impression on personality or how others react.
  • Second case: Sets up responses leading to criminal charges, socialization into criminal identity.
  • In detention, individuals learn to assume identity of serious offenders through interaction with hardened inmates.
  • Self-fulfilling prophecy: Cicourel's research showed police used discretion to label teenagers from divorced families as delinquents more often; subsequent research "confirmed" divorced families cause youth crime because police continued to arrest these children disproportionately.

📊 Crime statistics and trends

📊 How crime data is collected

Uniform Crime Reports Survey (UCR) (since 1962):

  • Compiled by Statistics Canada from all police agencies.
  • Limitations:
    • Many crimes unreported (victims' fear, shame, distrust).
    • Reflects police priorities, not actual crime levels.
    • Changes in legislation alter statistics.

General Social Survey on Victimization (GSS) (since 1985):

  • Self-report study via telephone interviews.
  • 2014: 79,770 households surveyed.
  • Provides wider scope: victim-offender relationships, consequences, substance abuse, demographics.
  • Reports higher crime rate than UCR (2009: only 31% of incidents reported to police).
  • Limitations: Non-response, inability to contact some demographics (no phones, frequent relocation), memory issues.

📉 The declining crime rate in Canada

Key trend: Crime rates rose after 1960, peaked in 1980s-1990s, then declined steadily to lowest level since 1972 by 2012.

2012 statistics:

  • ~2 million crimes total.
  • 415,000 violent crimes (21% of total)—lowest rate since 1987.
  • Homicide rate lowest since 1966 (0.1% of violent crimes).
  • ~1.58 million nonviolent crimes.
  • Major contribution to decline: Decreases in nonviolent crime (mischief, break-ins, theft).

Why the decline?

  1. Demographics: Age 15-24 cohort (most crime-prone) declined in size since 1991.
  2. Economics: Better male employment after 1990-1991 recession (unemployment correlated with crime).
  3. Policing: Improved methods, more targeted approaches.

Disconnect: Majority of Canadians believe crime rates are rising despite statistics showing steady decline since 1991.

  • Media focus on spectacular violent crime creates distorted perception.

⚖️ Corrections system issues

Incarceration rates (2011):

  • Canada: 38,000 adults in prison, 125,000 under community supervision; rate of 140 per 100,000.
  • U.S. (2008): Rate of 1,000 per 100,000 (highest in world).

🚨 Overrepresentation of Aboriginal people

Overrepresentation: The difference between proportion of an identifiable group incarcerated and their proportion in general population.

  • Aboriginal people: 4% of Canadian population, but 23.2% of federal prison population (2013).
  • Aboriginal women: 33.6% of incarcerated women.
  • Between 2003-2013: Aboriginal prison population grew 44%.
  • Despite 1999 Supreme Court ruling (R. vs. Gladue) that Aboriginal offenders' social history should be considered in sentencing.

Why overrepresentation occurs (Hartnagel):

  1. Aboriginal people disproportionately poor; poverty associated with higher arrest/incarceration.
  2. Commit more detectable street crimes than white-collar crimes.
  3. Criminal justice system profiles and discriminates against Aboriginal people.
  4. Legacy of colonization disrupted traditional sources of social control in Aboriginal communities.

🚨 Overrepresentation of Black Canadians

  • Black Canadians: 2.9% of population, 9.5% of prison population (2013), up from 6.3% (2003-2004).
  • Racial profiling: Police single out racial group for extra policing (stop-and-search, undercover operations, patrols in minority neighborhoods).
  • Toronto survey: Blacks much more likely to be stopped and searched than whites or Asians.
  • Paradox: Older, more affluent black males more likely to be stopped than younger, lower-income blacks.

🔄 Prison effectiveness and alternatives

Does prison reduce recidivism?

  • Research shows serving prison time does not reduce—or actually increases—likelihood of re-offense compared to non-prison sentences.
  • First-time offenders sent to prison have higher recidivism rates than similar offenders sentenced to community service.

Collateral effects:

  • Negative impacts on family members and communities.
  • Increased aggressiveness in young sons.
  • Children of incarcerated fathers more likely to commit offenses as adults.
  • Penal-welfare complex: Creation of inter-generational criminalized populations excluded from society/regular jobs semi-permanently.

Alternatives to prison:

  • Fines, electronic monitoring, probation, community service.
  • Emphasize compensatory, therapeutic, and conciliatory social control rather than penal.

Community-based sentencing:

  • Offenders serve conditional sentence in community, often through community service.
  • Argument: Rehabilitation more effective if offender in community.

Restorative justice conferencing:

  • Establishes direct, face-to-face connection between offender and victim.
  • Offender makes restitution, acknowledges responsibility, expresses remorse, apologizes.
  • Meta-analysis study: Reduced recidivism 7-45% compared to traditional penal sentences; reduced costs to criminal justice system.

Aboriginal sentencing circles:

  • Involve victims, Aboriginal community, elders in deliberation with Aboriginal offenders.
  • Emphasize traditional Aboriginal justice: Healing and building community rather than retribution.
  • May involve specialized counseling, community service under elders' supervision, traditional penalties.

Other goals of corrections:

  • Not just rehabilitation/recidivism reduction, but also:
    • Deterrence (prevent crimes).
    • Retribution (address harms to victims/communities).
    • Incapacitation (remove dangerous individuals from society).

🎯 Policy implications

🎯 The "tough on crime" debate

Safe Streets and Communities Act (2012):

  • Introduced mandatory minimum sentences for certain drug/sex offenses.
  • Restricted conditional sentencing.
  • Imposed harsher sentences on young offenders.
  • Reduced ability for pardons.
  • Made it harder for Canadians imprisoned abroad to transfer back.
  • Example: Mandatory 6-month sentence for cultivating 6 marijuana plants.

Context:

  • Shift toward punitive approach, away from preventive strategies (rehabilitation, prison diversion, reintegration).
  • Despite evidence that serious/violent crime rates falling.
  • Then Justice Minister: "We do not use statistics as an excuse not to get tough on criminals."

Why the appeal?

  • Violent crime lends itself to spectacular media coverage that distorts actual threat.
  • Television news focuses on "chaos news"—crime, accidents, disasters.
  • News reports don't accurately represent types of crime that occur:
    • 2000: 44-48% of CBC/CTV murder coverage focused on stranger murders, but only 12% of Canadian murders committed by strangers.
    • 24-22% of reports referred to gun murders, but only 3.3% of violent crime involved guns in 1999.
    • 71% of violent crimes in 1999 involved no weapon.

Moral panic example: Marijuana grow-ops:

  • Media/police characterized as widespread, gang-related, linked to guns and hard drugs.
  • 2011 Justice Department study: Only 5% of 500 grow-ops had organized crime connections.
  • 2005 RCMP study: Firearms/hazards found in only 6% of cases.
  • Yet 76% of Canadians believe marijuana should be legally available.

🎯 Sociological approach to policy

Key difference from moral framing:

  • Moral categories ("tough" vs. "soft" on crime) are unfalsifiable and non-scientific.
  • Sociological approach focuses on effectiveness of different strategies for different behaviors and risks.
  • Evidence-based and systematic, not moralistic.

What sociology contributes:

  • Systematic thinking about who commits crimes and why.
  • Big picture view of why certain acts are deviant/criminal and others not.
  • Examination of power and inequality: Who gets to define whom as criminal?
  • Advocacy for policy options that are evidence-based, addressing "individual troubles" within social structures that sustain them.
8

Media and Technology

Chapter 8. Media and Technology

🧭 Overview

🧠 One-sentence thesis

Technology and media are inseparable forces that shape how societies communicate, interact, and understand reality, creating both opportunities for connection and risks of inequality and control.

📌 Key points (3–5)

  • Technology and media are interwoven: Media depends on technology for creation and distribution, and technology shapes what media content reaches audiences.
  • Digital divide and knowledge gap: Unequal access to technology creates stratification—those without access fall behind in skills, information, and economic opportunity.
  • Planned obsolescence drives consumption: Products are intentionally designed to fail or become outdated, forcing continuous replacement and generating environmental costs.
  • Common confusion—access vs. capability: Having a device (like a smartphone) does not equal having the tools for empowerment (like a home computer for job applications); the digital divide now includes how people connect, not just whether they connect.
  • Globalization and control: Media and technology spread across borders, but ownership is concentrated in a few corporations, raising questions about whose voices are heard and whose realities are constructed.

📱 What Technology Is and How It Evolves

📱 Defining technology

Technology: The application of science to address the problems of daily life.

  • Technology is not only modern gadgets; fire, stone tools, and the abacus were all technologies that changed how people lived.
  • Every innovation—from the printing press to smartphones—builds on previous iterations.
  • Technology influences every aspect of life: agriculture, criminal justice, communication, and more.

Example: The introduction of farm machinery reduced the need for manual labor, leading to urbanization and lower birth rates because large families were no longer needed to work the land.

🔄 Evolutionary model of technological change

  • Anderson and Tushman (1990) describe a cycle: a breakthrough leads to variations, a prototype emerges, then incremental improvements until the next breakthrough.
  • Example: Floppy disks → zip disks → flash drives. Each generation improves on the last until a new technology replaces it entirely.

🏭 Types of patents (U.S. Patent Office categories)

Patent typeWhat it coversExample
UtilityNew and useful process, product, or machineA new vaccine
DesignNew and original design for a manufactured productAn architectural innovation
PlantDiscovery of new plant types that can be asexually reproducedGenetically modified crops
  • Patents create new forms of social organization and conflict.
  • Example: Monsanto patented genetically modified "Roundup Ready" canola. In a landmark Canadian case, farmer Percy Schmeiser found the seeds on his farm and saved them; Monsanto claimed ownership even after multiple plantings, establishing corporate control over seed supply.

⚖️ Technological Inequality and the Digital Divide

⚖️ Two forms of technological stratification

Digital divide: The uneven access to technology along race, class, and geographic lines.

Knowledge gap: An ongoing and increasing gap in information for those who have less access to technology.

  • Differential access leads to differential opportunity: students in well-funded schools gain more tech skills, making them more marketable in a tech-driven job market.
  • The OECD defines the digital divide as the gap between individuals, households, and areas at different socio-economic levels in both access to and use of information and communication technologies (ICTs).

📊 Who is affected

  • Class: About one-third of youth whose parents have no formal or only elementary education have no home computer, compared to 13% of those whose parents completed high school (Looker and Thiessen, 2003).
  • Race and device type: About 50% of minority groups in the U.S. connect to the internet via phones, versus one-third of whites. Tasks like updating a résumé or filling out job applications are much harder on a phone than on a home computer (Pew Research Center, 2011).
  • Gender: Women feel less confident in their internet skills and have less access at work and home, even when they have physical access to technology (Liff and Shepard, 2004).
  • Global: The digital divide results from both economic and sociopolitical characteristics of countries (Guillen and Suarez, 2005).

🧠 E-readiness

E-readiness: The ability to sort through, interpret, and process knowledge.

  • Even when access improves, there is a gap in the ability to use information effectively.
  • Don't confuse: having a device ≠ having the skills or context to use it for empowerment.

🔄 Planned Obsolescence and Embodied Energy

🔄 What planned obsolescence is

Planned obsolescence: The business practice of planning for a product to be obsolete or unusable from the time it is created.

  • Companies design products to fail or become outdated so consumers must replace them.
  • Example: When the battery in your iPod dies, it costs more to fix than to replace with a newer model. Phone companies offer "free" upgrades after two years because your phone is considered old.
  • Classic example: Nylon stockings get "runs" after a few wearings, requiring replacement; the garment industry did not invest in rip-proof fabric because regular replacement was profitable.

💡 Software and upward compatibility

  • Microsoft Windows releases new operating systems that can read old files, but old versions cannot read new files.
  • Printers, scanners, and software add-ons are only compatible upward, forcing users to upgrade or be left out.

🌍 Embodied energy costs

Embodied energy: The calculation of all the energy costs required for resource extraction, manufacturing, transportation, marketing, and disposal of a product.

  • One contested claim: the energy cost of a single cell phone is about 25% of the cost of a new car (Kedrosky, 2011).
  • Canadians generated 25 kg of electronic waste per person in 2012 (StEP, 2012). About 70% of e-waste is illegally disposed of or rudimentarily processed in poorer Asian and African countries, exposing workers to toxic substances like lead, mercury, and cadmium.
  • Don't confuse: Print newspapers bear most embodied energy costs internally; digital media downloads these costs onto consumers through personal technology purchases.

📰 Types of Media and Their Evolution

📰 Print newspapers

  • Early forms in ancient Rome were hand-copied; the printing press allowed mass production and storage, leading to the Renaissance and Age of Enlightenment.
  • The telegraph in the mid-1800s changed print media by allowing information transmission in minutes.
  • In the 20th century, publishers like Hearst wielded enormous power to socially construct events, but print media also allowed dissemination of counter-cultural or revolutionary materials (e.g., Lenin's Irksa).
  • Decline: With television and the internet, newspaper circulation has dropped. Revenue is declining over 20% by 2017 (Ladurantaye, 2013), and large and small newspapers are closing.

📻 Radio and television

  • Radio was the first "live" mass medium; people heard events like the attack on Pearl Harbor as they happened.
  • Radio survives because it is personal and local (Terry O'Reilly, 2014).
  • Television: By the late 1990s, 98% of homes had at least one TV. The average adult Canadian views 30 hours per week (TVB, 2014).
  • Television has a powerful socializing effect, reinforcing norms, values, and beliefs, and providing cultural touchstones during national events.
  • Canadian context: Canadian television has struggled with U.S. dominance, language divide, and federal government intervention. Public broadcasters like CBC, PBS, and BBC gained reputations for quality and global perspective.

🎬 Film

  • The film industry took off in the 1930s with color and sound.
  • Films act as time capsules and cultural touchstones, illustrating society's dreams, fears, and experiences.
  • Canada's film industry competes for U.S. production; many recognized trades in film require apprenticeship.
  • Global note: India's Bollywood produces more films per year than Hollywood.

🌐 New media

New media: All interactive forms of information exchange, including social networking sites, blogs, podcasts, wikis, and virtual worlds.

  • New media levels the playing field in who creates, publishes, and accesses information (Lievrouw and Livingstone, 2006).
  • It offers alternative forums for groups unable to access traditional platforms (e.g., Arab Spring protests).
  • Risk: No guarantee of accuracy; the immediacy and lack of oversight mean users must verify sources.
  • Emerging power: Google and Facebook have acquired aerial drone manufacturers, expanding data collection and dissemination capabilities with little regulation (Claburn, 2014).

📱 Social Media, Advertising, and Violence

📱 Social networking and its effects

  • Facebook was designed for students; now people of all ages use it. LinkedIn focuses on professional connections; Twitter on brevity; Foursquare on real-world places.
  • Usage statistics (IDC, 2012):
    • 61% of smartphone users check Facebook daily.
    • 62% check their device first thing on waking; 79% within 15 minutes.
    • Smartphone users check Facebook approximately 14 times a day.
    • 84% of smartphone time is spent on texting, emailing, and social media; only 16% on phone calls.
    • People use Facebook in meetings, at the movies, while working out, and while eating out.
  • Concerns: Comedian Louis CK argues smartphones are "toxic" because they prevent children from building empathy (no face-to-face interaction) and prevent people from being alone with their feelings (NewsComAu, 2013).
  • International study (Cisco, 2012): 60% of 18-to-30-year-olds are "compulsive" about checking smartphones; 42% feel "anxious" when disconnected; two-thirds spend more time with friends online than in person.

🎮 Violence in video games

  • Research by Anderson and Bushman (2001, 2003) found causal links between violent video game use and aggression.
  • Children who just played a violent video game showed increased hostile thoughts, aggressive emotions, and physiological arousal.
  • Repeated exposure leads to increased expectations of violence as a solution, more violent behavioral scripts, and easier cognitive access to violent solutions.
  • Don't confuse: This does not mean no role for video games, but it shows that heavy use makes violent solutions easier to imagine and access, and reduces socialization against violence.

📺 Product advertising

  • Advertising is changing as consumers bypass traditional venues (remote controls, recording devices that skip ads).
  • Synergistic advertising: The same message from multiple sources (e.g., billboards, stadium ads, halftime commercials, product placement).
  • New media advertising: Google earns over US$55 billion/year in revenue (Google Investor Relations, 2014) and over 50% of mobile device revenue worldwide. Keywords like "insurance," "loans," and "mortgages" cost over $40 per click (Wordstream, N.d.).
  • Market research: Valued at almost a billion dollars/year in Canada, employing over 1,800 professionals. Techniques include market segmentation, online focus groups, meta-data analysis, and crowdsourcing (MRIA-ARIM, N.d.).
  • Example: Facebook, which started as a free social network, is now a monetized business. Users "friend" brands like Pampers for coupons, renting out space on their page for advertising.

🌍 Global Implications: Media and Technological Globalization

🌍 How technology flattens (and doesn't flatten) the globe

  • Thomas Friedman (2005) argued that personal computing and high-speed internet changed core economic concepts, allowing core-nation corporations to recruit workers in call centers in China or India.
  • Critique: Many economists point out that innovation, economic activity, and population still gather in geographically attractive areas, creating economic peaks and valleys—not equality. Example: Shanghai and Beijing are worlds away from rural China's poorest areas.

🌍 Media globalization

Media globalization: The worldwide integration of media through the cross-cultural exchange of ideas.

Technological globalization: The cross-cultural development and exchange of technology.

  • Multinational corporations are the primary vehicle of media globalization (Lyons, 2005).
  • Concentration of ownership in Canada: Bell, Telus, and Rogers control over 80% of wireless and internet; 70% of daily and community newspapers are owned by seven corporations; 10 companies control over 80% of private radio and TV (CMCRP, N.d.; Newspapers Canada, 2013).
  • Vertical control example: Rogers owns cable distribution, TV stations, pay and specialty channels, and content (e.g., Toronto Blue Jays games shown on its channels) (Theckedath and Thomas, 2012).

🌍 Who accesses the global village

  • McLuhan (1964) predicted media would break down geographical barriers and create a global village.
  • Current research suggests the public sphere accessing the global village tends to be rich, Caucasian, and English-speaking (Jan, 2009).
  • Example: During the 2011 Arab Spring, technology offered a window into events in real time (e.g., Twitter updates from Tahrir Square in Egypt).

🌍 Risks of media globalization

  • Cultural imperialism and loss of local culture: Technology and media from core nations carry ideological and cultural assumptions.
  • Censorship: National governments (e.g., China) let in only information that serves their message.
  • Circumventing local laws: International websites allow access to illegal or illicit content (e.g., gambling, child pornography, sex trade) that bypasses local laws.

🇨🇳 China and the internet

  • China blocks Twitter, Facebook, and YouTube. Its 500 million internet users (as of 2011) turn to local companies: Renren.com (China's Facebook) and Sina Weibo (China's Twitter).
  • Weibo (microblogging): Moves quickly and with wide scope, making it difficult for government overseers to keep up. It has been used to criticize government response to a rail crash, protest a chemical plant, and campaign for accurate air pollution reporting in Beijing (Pierson, 2012).
  • Government control: China blocks terms like "human rights" and requires real-name registration. Example: 56-year-old microblogger Wang Lihong was sentenced to nine months in prison for "stirring up trouble" (Bristow, 2011).
  • Foreign engagement: The NBA has over 5 million Weibo followers; Canadian comedian Mark Rowswell has almost 3 million (2014). The government also uses Weibo to spread its own message.

🌍 Technological diffusion

Technological diffusion: The spread of technology across borders.

  • A 2008 World Bank report found that technological progress and economic growth are linked, and that tech progress has helped improve situations of those in absolute poverty (World Bank, 2008).
  • Benefits: Rural and low-tech products (e.g., corn) benefit from new innovations; mobile banking aids rural market vendors.
  • Challenges: The same patterns of inequality that create a digital divide in the West also create divides in peripheral and semi-peripheral nations. Access is clustered in urban areas; rural populations lack training, skills, and funds to use new technology.
  • Example: Technology to purify water could save lives, but villages most in need lack access, funds, or technological comfort to adopt it.

📱 Mobile phones in sub-Saharan Africa

  • In Africa's poorest countries, landline access has not changed, but mobile phone access has increased fivefold; more than a third of people in sub-Saharan Africa can access a mobile phone (Katine, 2010).
  • Village phone programs: Created by the Grameen Foundation, allowing shared phone access.
  • Benefits: Fishers and farmers can call neighboring markets to find vendors, avoiding wasted trips. Mobile money-sending systems allow secure transfers.
  • Funding: Programs are often funded by businesses (e.g., Germany's Vodafone, Britain's Masbabi) seeking market share, or by business organizations promoting innovation and entrepreneurship.
  • Risks: Cultural imperialism and the assumption that core nations know what is best. Technology in Africa requires more than foreign investment; benefits must reach where they are needed most.

🔍 Theoretical Perspectives on Media and Technology

🔍 Structural functionalism

  • Focuses on how media and technology contribute to the smooth functioning of society.

💼 Commercial function

  • Television is a highly functional way to meet a market demographic. Sponsors use sophisticated data to target advertising.
  • Advertising is everywhere: movies, public transportation, buildings, roadways, and schools (e.g., Coca-Cola sponsors sports fields and fills schools with vending machines).

🎭 Entertainment function

  • An obvious manifest function. 98% of households have a TV; the average adult Canadian views 30 hours/week (TVB, 2014).
  • Technology offers new ways to entertain (e.g., online gaming, Facebook).

📚 Social norm functions

  • Media socializes us, passing along norms, values, and beliefs throughout the life course.
  • Media teach us what is good, how to speak, behave, and react to events.
  • Debate: Krahe et al. (2011) found violent media content has a desensitizing effect and is correlated with aggressive thoughts. Gentile et al. (2011) found exposure to media violence increased physical and relational aggression in children. But Savage (2003) could not establish a definitive link between viewing violence and committing criminal violence.
  • Don't confuse: Media clearly influences dress and talk, but it is unclear how much socializing influence media has compared to other agents (peers, family, religious institutions).

🔄 Life-changing functions

  • Technology changes lives for better or worse.
  • Latent function example: Rising obesity is correlated with decreased physical activity caused by increased technology use (Kautiainen et al., 2005).
  • Downside: Near impossibility of disconnecting leads to constant access expectations.

Narcotizing dysfunction: When people are too overwhelmed with media input to really care about an issue, so their involvement becomes defined by awareness instead of action (Lazerfeld and Merton, 1948).

🔍 Critical sociology

  • Focuses on creation and reproduction of inequality.

⚖️ Differential access

  • The digital divide embodies differential access to media and technology.
  • Critical sociologists examine who controls the media and how media promotes norms of upper-middle-class white demographics while minimizing the working class, especially people of color.

🚪 Gatekeeping

Gatekeeping: The sorting process by which thousands of possible messages are shaped into a mass media–appropriate form and reduced to a manageable amount (Shoemaker and Voss, 2009).

  • People in charge of media decide what the public is exposed to—the heart of media's power (C. Wright Mills, 1956).
  • New media shift: Sites like YouTube and Facebook engage in democratized self-policing; users report inappropriate behavior that moderators address.
  • Political arena: Those with the most money buy the most media exposure, run smear campaigns, and maximize visual presence. Example: The Conservative Party ran attack ads on Justin Trudeau moments after his 2013 Liberal Party leadership win. Enbridge and Cenovus promote their controversial Northern Gateway pipeline and tar sands projects.

👁️ Panoptic surveillance

Panoptic surveillance: A form of complete visibility and constant monitoring in which observation posts are centralized and the observed are never communicated with directly (Bentham; Foucault, 1975).

  • Increasingly realized through technology: digital security cameras, cell phone tracking, facial-recognition software.
  • There is an entire journal devoted to its study: Surveillance and Society.

🔍 Feminist perspective

  • Examines how media and technology create and reinforce gender stereotypes.

📺 Portrayal of women

  • In popular TV shows, ads, and online games, women are portrayed in a narrow set of parameters: thin, white or light-skinned, beautiful, and young.
  • Why it matters: Fox and Bailenson (2009) found that online female avatars conforming to gender stereotypes enhance negative attitudes toward women. Brasted (2010) found that advertising promotes gender stereotypes.

💻 Gender gap in tech

  • The gender gap in STEM (science, technology, engineering, math) is no secret.
  • A 2011 U.S. Department of Commerce report suggested gender stereotyping is one reason, acknowledging bias toward men as keepers of technological knowledge.
  • Press coverage reinforces stereotypes that subordinate women, giving airtime to looks over skills and disparaging women who defy norms.

🌐 Cyberfeminism

Cyberfeminism: The application to, and promotion of, feminism online.

  • Research ranges from liberating use of blogs by women in Iraq during the second Gulf War (Pierce, 2011) to analysis of postmodern discourse on the body and technology (Kerr, 2014).
  • A European agency (Advisory Committee on Equal Opportunities for Men and Women, 2010) noted that new media has potential to perpetuate gender stereotypes and the gender gap, but also offers alternative forums for feminist groups and exchange of feminist ideas.
  • Warning: The relatively unregulated environment of new media allows antifeminist activities (pornography, human trafficking) to flourish.

🔍 Symbolic interactionism

  • Focuses on how technology and media act as symbols and construct reality.

🖥️ Technology as symbol

  • The kind of computer you own, the car you drive, whether you can afford the latest Apple product—these serve as social indicators of wealth and status.

Neo-Luddites: People who see technology as symbolizing the coldness and alienation of modern life.

Technophiles: People who see technology as symbolizing the potential for a brighter future.

🌍 Social construction of reality

  • Media create and spread symbols that become the basis for our shared understanding of society.
  • Primary group: For some, people on a screen become the small informal groups of people closest to them.
  • Reference group: A group that influences an individual and to which an individual compares themselves. Example: We might do well without a smartphone until we see characters using it on TV or classmates using one.

📱 Social networking and reality construction

  • Gamson et al. (1992) point out that some forms of media discourse allow competing constructions of reality.
  • Example: Advertisers sell us products we don't need, but sites like Freecycle offer a commercial-free way of requesting and trading items.
  • Corporate influence: We think we are reading objective observations (e.g., Yelp reviews), but we may be buying into advertising.
  • Facebook monetization: Started as a free social network, now sells goods and services subtly. Users become "fans" of brands to receive coupons, renting out space on their page for advertising (e.g., Pampers).
  • Don't forget: Dynamic tension between liberating effects of technology (democratizing information) and newly emerging corporate ownership and revenue models that necessitate control of the same technologies.
9

Social Inequality in Canada

Chapter 9. Social Inequality in Canada

🧭 Overview

🧠 One-sentence thesis

Social inequality in Canada is a structured system of unequal distribution of wealth, income, power, and status that is shaped by both individual circumstances and underlying structural forces, challenging the ideology of equality of opportunity.

📌 Key points (3–5)

  • Social stratification is an institutionalized system that determines who gets what resources, when, and why, creating persistent hierarchies in society.
  • Class position can be defined either by relationship to means of production (Marx) or by gradations of status, income, and occupation (Weber), capturing different dimensions of inequality.
  • Social mobility in Canada exists but is limited—class background significantly affects life chances, contradicting the myth of pure meritocracy.
  • Common confusion: Equality of opportunity vs. equality of condition—the former means equal chances to succeed, the latter means similar levels of wealth and status; Canada emphasizes the first but may not fully achieve it.
  • Growing inequality: Since the 1980s, the wealth gap has widened dramatically, with the top 1% capturing a disproportionate share of income growth while middle and lower classes stagnate.

🏛️ Understanding social inequality and stratification

🔍 What is social inequality?

Social inequality: The unequal distribution of valued resources, rewards, and positions in a society.

  • It rests on social differentiation—dividing people by characteristics like class, occupation, gender, or race.
  • Differentiation becomes inequality when it creates hierarchies of privilege and access to resources.
  • Not just about individual differences; sociologists focus on systematic, group-based patterns of advantage and disadvantage.

Social stratification: An institutionalized system of social inequality that solidifies divisions into a structure determining life chances.

  • Like geological strata (layers in rock), society has layers of people with unequal resources.
  • Stratification is "built in" to the organization of society, not merely a result of individual talent or effort.

⚖️ Equality of opportunity vs. equality of condition

ConceptDefinitionImplication
Equality of conditionEveryone has similar levels of wealth, status, and powerEven the most egalitarian societies today have significant inequality of condition
Equality of opportunityEveryone has an equal chance to pursue rewards; access to education and meritocracyDominant ideology in Canada, but sociological evidence questions whether it truly exists
  • Don't confuse: Having formal freedom to succeed with actually having equal structural access to success.
  • Example: Ted Rogers inherited wealth and elite schooling; Aboriginal gang members faced poverty and limited options—both made "choices," but within vastly different habitus (deeply ingrained social schemas and life circumstances).

📊 Key dimensions of stratification

Stratification is measured by four main factors:

  • Wealth: Net value of money and assets.
  • Income: Wages, salary, or investment dividends.
  • Power: How many people you command vs. how many command you.
  • Status: Degree of honour or prestige in others' eyes.

Status consistency: The degree to which an individual's rank is similar across these factors.

  • High consistency: A corporate CEO is wealthy, powerful, and prestigious.
  • Low consistency: A teacher has high status (education, respect) but relatively low income; a prime minister has high power but earns less than top executives.

🏗️ Systems of stratification: Caste vs. class

🔒 Caste systems (closed)

Caste system: People are born into a social standing and remain in it their whole lives; based on fixed ascribed status.

  • Ascribed status: Status received by birth (e.g., hereditary position, gender, race).
  • Little or no social mobility; roles assigned regardless of talent or interest.
  • Marriage is endogamous (within the same caste); contact between castes is highly ritualized.
  • Examples: Traditional India (Brahmans, Kshatriyas, Vaisyas, Sudras, Dalits); feudal Europe (clergy, nobility, commoners); feudal Japan (emperor, nobles, samurai, peasants, merchants, burakumin).
  • Cultural beliefs support the system: fate, destiny, divine order make inequality seem natural and just.

🔓 Class systems (open)

Class system: Social standing based on both social factors and individual achievement; at least partially open.

Class (Marx): A set of people who share the same relationship to the means of production—the tools, technologies, resources, and property used to produce goods.

  • In capitalism, the main division is between:

    • Bourgeoisie (capitalist class): Own or control productive property; live from profits.
    • Proletariat (working class): Sell their labour for wages.
    • Petite bourgeoisie: Small owners (shopkeepers, farmers) who own some property but rely on their own labour.
    • Lumpenproletariat: Chronically or irregularly employed; the "reserve army of labour."
  • Class systems allow movement between levels (upward or downward mobility).

  • Marriage can be exogamous (across classes).

  • Structural inequality: Class divisions are "built in" to the economic system, creating objective conflicts of interest (e.g., capitalists seek to lower wages to increase profit; workers seek higher wages for better living standards).

🧩 Marx vs. Weber on class

ThinkerDefinition of classEmphasisStrength
MarxRelationship to means of production (owner vs. non-owner)Material, structural, historical dynamicsExplains why class structure changes and how classes are in conflict; reveals underlying logic of capitalism
Weber"Life chances" based on possession of goods or income opportunities in marketsStatus gradations, occupation, education, lifestyleDescribes how people experience class differences; captures nuances of status and prestige
  • Don't confuse: Marx's one-dimensional model (production-based) with Weber's multi-dimensional model (market-based, status-based).
  • Marx's approach is dialectical: classes exist in relationship to one another; change comes from the unity and struggle of opposites (capital vs. labour).
  • Weber's approach is descriptive: useful for ranking strata but doesn't explain the formation of hierarchy itself.
  • Example: A professional hockey player earning $6 million is technically working class (sells labour for salary) in Marx's terms, but has vastly different life chances than a truck driver in Weber's terms.

📈 Social inequality and mobility in Canada

💰 Standard of living and poverty

Standard of living: The level of wealth available to acquire material necessities and comforts to maintain one's lifestyle.

  • Canada has seen rising standards of living over the last century, but access is unequal.
  • Absolute poverty: Severe deprivation of basic human needs (food, water, shelter, health).
  • Relative poverty: Lacking the minimum resources to participate in ordinary living patterns and activities of a society.

Measuring poverty in Canada:

  • LICO (Low Income Cut-Off): Income below which a family spends 20+ percentage points more on food, clothing, shelter than average.
  • LIM (Low Income Measure): Half the median family income.
  • MBM (Market Basket Measure): Disposable income needed to purchase a basket of necessities.
  • These measures produce different poverty rates (9.6%, 13.3%, 10.6% respectively in 2009), showing measurement matters.

📉 Trends: Growing inequality since the 1980s

Key data:

  • In 2005, the top 10% held 58% of Canada's wealth.
  • In 2007, the richest 1% took 13.8% of total income (up from 7.7% in 1977).
  • In 2010, the median top 1% earner made 10 times more than the median of the other 99% (up from 7 times in 1982).
  • The top 1%'s median income rose from $191,600 to $283,000 (constant dollars), while the bottom 99%'s median income barely budged ($28,000 to $28,400).
  • Middle-income earners' share of total income shrank from 53.8% (1981) to 49.1% (2005).

Why did inequality grow?

  • From 1946–1981, real wages grew with the economy; inequality stayed stable despite massive economic transformation.
  • After 1981, only the top 20% saw meaningful income growth; the very wealthy saw huge increases.
  • Neoliberal policies: Tax cuts, reduced state spending, deregulation—benefits flowed upward, not "trickled down."
  • Corporate elites granted themselves large raises even during the 2008 financial crisis.

Gini Index (0 = perfect equality, 1 = absolute inequality):

  • Canada's Gini rose from 0.38 (1980) to 0.43 (2005).
  • Canada is more equal than the U.S. (higher Gini) but less equal than Nordic countries (lower Gini).
  • This shows that policy choices matter—greater equality is possible even in a globalized economy.

🏘️ Social classes in Canada

The owning class:

  • Top wealth holders (e.g., in 2012, the richest 86 families held $178 billion, equal to the bottom 11.4 million Canadians).
  • Wield enormous power: control jobs, shape media, fund think tanks, influence politicians.
  • Distinction between "old money" (inherited, high prestige, socialized into elite customs) and "new money" (self-made, may lack elite cultural capital).
  • Example: Ted Rogers inherited wealth and elite education, built a $25 billion empire.

The middle class:

  • Upper-middle: Hold bachelor's or postgraduate degrees; work in professions (law, medicine, management) with high autonomy and income.
  • Lower-middle: Hold associate degrees or some college; work in white-collar, administrative, or paraprofessional jobs supervised by upper-middle class.
  • Key concept: comfort—can afford decent homes, cars, vacations, but lower-middle class struggles to maintain status and has precarious grip on class position.

The traditional working class:

  • Working class: Blue-collar jobs (production, extraction, construction, transportation, maintenance); hands-on, often physically demanding; routine tasks under supervision.
  • Working poor: Unskilled, low-paying, no benefits, seasonal or temporary jobs (e.g., migrant farm workers, house cleaners, day labourers); over 1.8 million Canadians in 2012 earned below the low-income cut-off despite working.
  • Living wage (amount needed for basic needs and community participation): $19.14/h in Vancouver, $16.60/h in Toronto, $14.95/h in Hamilton—far above minimum wage ($9.95–$11/h).
  • Underclass (lumpenproletariat): Mainly unemployed or underemployed; live in inner cities; rely on welfare; homeless or in menial jobs.

🪜 Social mobility: How much movement is there?

Social mobility: The ability to change positions within a stratification system.

Types:

  • Upward mobility: Moving to a higher class (e.g., rags-to-riches stories like Guy Laliberté, Jim Carrey).
  • Downward mobility: Moving to a lower class (e.g., due to job loss, illness, divorce).
  • Intergenerational mobility: Difference in class between generations of a family (e.g., children earning more or less than parents).
  • Intragenerational mobility: Difference in class between members of the same generation (e.g., siblings with different incomes).
  • Structural mobility: Whole groups move up or down due to societal changes (e.g., industrialization raised living standards; recent recessions caused downward shifts).

Is Canada a meritocracy?

  • Intergenerational earnings elasticity measures how much fathers' income predicts sons' income (higher = less mobility).
  • Canada: 0.19 (less than one-fifth of father's advantage passes to son)—relatively high mobility.
  • U.S.: 0.47 (almost half passes on)—much lower mobility, greater "stickiness."
  • Nordic countries (Finland, Norway, Denmark): 0.15–0.18—even higher mobility than Canada.

But mobility is limited:

  • In the U.S., over 25% of sons born to top 10% fathers stay in the top 10%; 22% of sons born to bottom 10% fathers stay in the bottom 10%.
  • In Canada, sons from the bottom 20% have only a 38% chance of reaching the top 50% of earners; 62% remain in the bottom half.
  • Class background significantly affects life chances—equality of opportunity is incomplete.

Don't confuse: High overall mobility with equal opportunity for all—structural barriers remain, especially at the extremes of wealth and poverty.

🎭 Class traits (class markers)

Class traits: Typical behaviours, customs, and norms that define each class; the subjective, cultural dimension of class identity.

  • Indicate exposure to cultural resources and amount of resources for hobbies, vacations, leisure.
  • Upper class: Expensive clothing, luxury cars, refined tastes, high-end fundraisers, opulent vacations.
  • Middle/lower class: Camping, fishing, shopping at large retailers, community activities.
  • But: Class traits have blurred in recent decades; individual taste doesn't always follow class lines (e.g., a wealthy person may enjoy bowling; a low-income hipster may own designer shoes).
  • Still, systematic patterns exist: You won't see a Mercedes in an inner-city neighbourhood or a bicycle commuter in a gated community.
  • Class traits stem from the resources available within each class and shape how people perceive and perform their class identity.

Pierre Bourdieu's concept:

Cultural capital: Cultural assets (education, taste, manners, knowledge) accumulated and passed down between generations like financial capital.

  • Children of university-educated parents are 60% likely to attend university; children of parents with less than high school have only 32% chance.
  • Cultural capital is expensive and difficult to attain, yet provides access to better occupations.
  • It reproduces the power of ruling classes—people with the "wrong" cultural attributes face barriers.
  • Example: Knowing how to wear a suit, having an educated manner of speaking, familiarity with elite customs.

Thorstein Veblen's concept:

Conspicuous consumption: Buying products to display status rather than out of need.

  • Example: A $100,000 car vs. a $17,000 car—both provide transportation, but the luxury car makes a social statement.
  • Carrying eco-friendly water bottles, wearing expensive trendy sneakers never used for sports—these are status symbols.
  • Interpretive sociologists study these symbols because their social significance is constructed through shared cultural meanings.

🌍 Global stratification and neoliberalism

🌐 What is global stratification?

Global stratification: Comparison of the wealth, economic stability, status, and power of countries across the world; highlights worldwide patterns of inequality.

  • Early societies (hunter-gatherer, agrarian) rarely interacted; trade of goods and ideas began with exploration.
  • The Industrial Revolution (19th century) created unprecedented wealth in Western Europe and North America but also vast inequalities between industrialized and non-industrialized nations.
  • Industrializing nations took advantage of traditional nations' resources (a critical perspective).
  • Today, poverty levels vary greatly: The poor in wealthy countries (Canada, Europe) are much better off than the poor in less-industrialized countries (Mali, India).

UN Millennium Project (2002–2015):

  • Goal: Cut extreme poverty (living on $1.25/day or less) by half.
  • Success: Extreme poverty was halved; undernourishment in developing regions fell from 23.3% to 12.9%.
  • But hunger reduction fell slightly short of target.

🏦 Neoliberalism and the changing role of the state

Historical context:

  • 19th–early 20th century: State's role limited to protecting private property; capitalism regulated by competition.
  • Great Depression (1930s): Revealed that production capacity far exceeded people's ability to buy—crisis of overproduction.
  • Fordism (post-WWII): Intensive mass production, high wages, mass consumption; required disciplined workforce and labour peace.
  • Welfare state: Labour-management accord included union recognition, state mediation, Keynesian economic policy (taxes, spending to address recessions), social safety net (unemployment insurance, pensions, health care, disability).
  • This system promised full employment, prosperity, and a "just society" within capitalism (though it did not challenge private property rights).

Breakdown (late 1960s–1970s):

  • Fordism and the welfare state began to fail; the state-economy relationship changed.
  • Post-Fordism: Lean production, precarious employment, niche markets.

Neoliberalism: A set of policies in which the state reduces its role in providing public services, regulating industry, redistributing wealth, and protecting the commons, while emphasizing "free market" mechanisms.

Neoliberal rhetoric:

  • "Inefficiency of big government," "burden on the taxpayer," "need to cut red tape," "culture of entitlement."
  • Virtues of the competitive marketplace: efficiency, lower costs, pragmatic decisions, discipline.

But the facts often contradict the rhetoric:

  • Government-funded health care in Canada costs far less per person than private U.S. health care.
  • Norway has higher taxes, lower unemployment, lower inequality, better services, higher living standards, and a competitive corporate sector (with 80% state ownership of oil/gas).
  • Deregulation caused the 2008 financial crisis; even neoliberal economist Alan Greenspan admitted the free-market model was flawed.

Result of neoliberalism:

  • Massive shift of power and wealth to economic elites.
  • The "great U-turn" in inequality: From 1946–1981, inequality was stable; from 1981 onward, inequality soared.
  • Tax cuts and deregulation benefited the rich, not the middle class or poor—"trickle-down" theory proven false.

🌏 Globalization and the decline of state sovereignty

Globalization has intensified since WWII, especially in the late 20th century:

  • Capital and goods circulate globally; production shifts to where labour is cheapest and profit greatest.
  • Ulrich Beck: Globalization "conjures away distance"—borders become less relevant to economics, information, ecology, technology, culture, and civil society.
  • Political actors no longer operate in self-enclosed national spaces.
  • Result: Weakening of state autonomy and power; national governments have less control over economic and foreign policy.

Neoliberalism as a response to globalization:

  • Not just an internal domestic policy shift, but a response to competitive global markets.
  • Countries adopt neoliberal policies to attract "fickle" global capital by becoming more "competitive."
  • This shifts the balance of power to the global capitalist class and redistributes wealth upward.

Empire (Hardt & Negri):

  • The global order is no longer a system of independent nation-states but a single supra-national entity.
  • Empire: A new global form of sovereignty whose "territory" is the entire globe.
  • Power is exercised through a network of dominant nation-states, supranational institutions (UN, IMF, WTO, G8, NATO), and major corporations.
  • Not the same as U.S. imperialism; it's a new political form responding to global capitalism.
  • Examples: Trade agreements harmonize economies; global "police actions" (Iraq, Afghanistan, Libya, Syria); global treaties (Kyoto Protocol, Ottawa Treaty).

Don't confuse: Empire (a networked, supra-national sovereignty) with traditional imperialism (one nation dominating colonies).

🔬 Theoretical perspectives on social inequality

⚙️ Functionalism: Inequality serves a purpose

Davis-Moore thesis (1945):

The greater the functional importance of a social role, the greater must be the reward.

  • Social stratification represents the inherently unequal value of different work.
  • Certain tasks are more valuable; qualified people must be rewarded more to incentivize them.
  • Example: A firefighter's job is more important and requires more skill than a grocery cashier's; higher pay and benefits encourage people to take on dangerous, skilled work.
  • Stratification is necessary to promote excellence, productivity, and efficiency—it gives people something to strive for.
  • Everyone benefits to some extent because the system ensures the most important roles are filled by the most qualified people.

Critique (Melvin Tumin, 1953):

  • What determines a job's "importance"? Why do media personalities with little skill become rich and famous?
  • The thesis doesn't explain inequalities due to race, gender, or unequal access to education.
  • Social stratification may prevent qualified people from filling roles (e.g., an underprivileged youth with talent may never become a scientist due to lack of opportunity).

⚔️ Critical sociology: Inequality benefits only some

Core argument:

  • Social inequality benefits only some people, not all of society.
  • The "great U-turn" in income equality (from stability 1946–1981 to soaring inequality 1981–present) is problematic.
  • The top 1% doubled their share of income; the top 0.1% tripled; the top 0.01% quintupled.
  • Corporate elites grant themselves huge bonuses even during economic crises (e.g., 2008 financial crisis).
  • Neoliberal policies (tax cuts, reduced spending) benefit the rich at the expense of the poor and middle class—"trickle-down" theory is false.

Marx's analysis:

  • In the 19th century, capitalists (owning class) got rich while proletarians (working class) earned low wages and struggled.
  • Workers experience exploitation, alienation, and misery due to class power.
  • Marx predicted workers would develop class consciousness (awareness of common interests) and overthrow capitalists, abolishing private property and creating a classless, democratic society.
  • Though state socialist systems (Soviet Union) failed, Marx's critique of structural inequality remains relevant.

Today:

  • The strained relationship between employers and employees persists.
  • Capitalists own the means of production; neoliberal systems keep workers poor and the rich richer.
  • The middle class is becoming proletarianized—in terms of income, property, control, and life chances, the middle class increasingly resembles the working class.
  • But: Increasing inequality is neither inevitable nor necessary—viable policy alternatives exist (e.g., Nordic models).

🔍 Interpretive sociology: Everyday interactions and cultural symbols

Symbolic interactionism:

  • Examines stratification from a micro-level perspective: How does social standing affect everyday interactions?
  • People interact primarily with others of the same social standing—they live, work, and associate with those who share income, education, race, and tastes.
  • Social stratification groups people together and shapes their social networks.

Appearance and status:

  • Housing, clothing, transportation, hairstyles, accessories, and personal style reflect perceived social standing.
  • Pierre Bourdieu's cultural capital: Cultural assets (education, taste, manners) are accumulated and passed down like financial wealth.
    • Children of university-educated parents are 60% likely to attend university; children of less-educated parents have only 32% chance.
    • Cultural capital is expensive to attain and provides access to better occupations.
    • Privilege is reproduced through cultural attributes; those with the "wrong" attributes face barriers.

Thorstein Veblen's conspicuous consumption:

  • Buying products to display status rather than out of need.
  • Example: A $100,000 car vs. a $17,000 car—both provide transportation, but the luxury car makes a social statement.
  • Eco-friendly water bottles, expensive sneakers, designer goods—all are status symbols.
  • Interpretive sociologists study these symbols because their social significance is constructed through shared cultural meanings.

Comparison of perspectives:

PerspectiveFocusKey insight
FunctionalismPurpose of inequalityStratification incentivizes people to fill important roles; serves society's needs
Critical sociologyPower and exploitationStratification benefits elites at the expense of workers; structural change is needed
Interpretive sociologyEveryday interactions and symbolsStratification shapes social networks, lifestyles, and cultural distinctions

Don't confuse: Functionalism's claim that inequality is necessary with critical sociology's claim that inequality is exploitative—these are fundamentally opposed views.

10

Global Inequality

Chapter 10. Global Inequality

🧭 Overview

🧠 One-sentence thesis

Global inequality involves the concentration of resources in certain nations and among certain groups, shaped by historical exploitation, economic structures, and ongoing patterns of dependence that create disparate life chances across and within countries.

📌 Key points (3–5)

  • Two dimensions of stratification: gaps exist both between nations (global stratification) and within nations (affecting specific populations like women, minorities).
  • Classification systems evolved: terminology shifted from Cold War labels (first/second/third world) to economic classifications (high/middle/low income) and structural approaches (core/peripheral/semi-peripheral).
  • Poverty types differ: relative poverty (unable to meet society's average standard), absolute poverty (lacking basic necessities), and subjective poverty (perception-based) represent different experiences.
  • Common confusion: modernization vs. dependency theory—modernization sees development as natural stages all countries can follow; dependency theory argues core nations actively create and maintain peripheral nations' underdevelopment through exploitation.
  • Consequences perpetuate causes: poverty creates a cycle where lack of healthcare, education, and resources both results from and reinforces ongoing inequality.

🌍 Understanding global stratification

🔍 What global stratification means

Global stratification: the unequal distribution of resources between countries, involving both economic inequality and social inequality.

  • Not just about differences in wealth between nations, but also how inequality concentrates burdens on specific populations.
  • Two key dimensions:
    • Gaps between nations (e.g., Canada vs. Democratic Republic of Congo)
    • Gaps within nations (e.g., discrimination based on race, gender, sexual orientation)
  • Life expectancy example: Canada 81 years, Mexico 76 years, Democratic Republic of Congo 55 years—where you are born heavily determines life chances.

⚖️ Economic vs. social inequality

  • Economic inequality: differences in wages, resources, income (e.g., comparing average worker wages between China and Canada).
  • Social inequality: prejudice and discrimination that create and worsen economic conditions.
  • Example: South Africa's apartheid created legal, institutionalized racism that produced severe social inequality earning global condemnation.
  • Gender inequity is a global concern (e.g., debates over female genital mutilation, crimes against LGBTQ+ individuals).
  • Social and economic inequalities reinforce each other both within and between nations.

🏷️ Classification systems for nations

❄️ Cold War terminology (1945-1980)

TermDefinitionExamples
First worldCapitalist democracies, industrializedUnited States, Canada, Japan
Second worldSocialist/Soviet bloc, industrially developed but state-runSoviet Union and allies
Third worldPoorest, most underdevelopedSub-Saharan Africa, Latin America, Asia
Fourth worldStigmatized minorities denied political voice globallyIndigenous populations, prisoners, homeless
  • Based on economic development and standards of living during Cold War divisions.
  • Terms like "developing" and "developed" imply nonindustrialized countries are inferior and must improve—an ethnocentric bias.
  • Modernization theory from this era suggested societies move through natural stages toward becoming developed (stable, democratic, market-oriented, capitalist).
  • Walt Rustow's linear stages: traditional society → pre-take off → take-off → maturity → age of high mass-consumption.
  • Reflected Cold War ideology and the concept of "noblesse oblige" (first-world responsibility to provide foreign aid).

🌐 Wallerstein's world systems approach

World systems approach: uses economic and political basis to understand global inequality, viewing development and underdevelopment as products of power relations and colonialism rather than natural stages.

Core nations:

  • Dominant capitalist countries, highly industrialized, technological, urbanized.
  • Can support or deny economic legislation with far-reaching implications.
  • Exploit both semi-peripheral and peripheral nations.
  • Example: United States leveraging NAFTA for advantageous global trade position.

Peripheral nations:

  • Very little industrialization; often have outdated castoffs from core nations.
  • Factories and production owned by core nations or resources exploited by them.
  • Unstable governments, inadequate social programs.
  • Economically dependent on core nations for jobs and aid.
  • Example: Guatemala, Bangladesh, Malaysia, Colombia (check clothing labels).

Semi-peripheral nations:

  • In-between: not powerful enough to dictate policy but major source of raw materials.
  • Expanding middle-class marketplace for core nations while also exploiting peripheral nations.
  • Example: Mexico provides cheap agricultural labor to US/Canada and supplies goods at rates dictated by North American consumers without constitutional protections for workers.

💰 World Bank classification by income

Gross national income (GNI): all goods and services plus net income earned outside the country by nationals and corporations headquartered in the country, measured in U.S. dollars.

CategoryGNI per capitaUrban population %Examples
High-income (OECD)$40,136 average77%Canada, US, Germany, UK
High-income (non-OECD)$23,839 average83%Saudi Arabia, Qatar
Upper middle-income$3,976-$12,27557%Brazil, Thailand, China, Namibia
Lower middle-income$1,006-$3,975Various
Low-income≤$1,005 ($528 average)28%Myanmar, Ethiopia, Somalia

💼 Economic challenges by income level

📉 High-income nation challenges

Capital flight:

The movement of capital from one nation to another, as when companies close factories in one country and open them elsewhere.

  • Example: General Motors, Ford, Chrysler closing Ontario factories and opening in Mexico.
  • Companies seek locations with lowest costs: infrastructure, training, shipping, wages.
  • Ontario lost 290,000 manufacturing jobs (2000-2013), dropping from 18% to 11% of labor force.

Deindustrialization:

  • Occurs as consequence of capital flight when no new companies replace lost jobs.
  • Related to "Dutch disease": high value of Canadian dollar (from oil exports) makes manufacturing expensive, but this describes the general process of capital flight to cheaper locations.

Service outsourcing:

  • Not just manufacturing—tech support, customer service relocated to countries like India.
  • Workers are educated, multilingual, skilled, but paid fraction of Canadian wages.
  • Example: calling tech support and speaking with someone halfway across the globe.
  • Consumer demand for lowest prices builds the market for outsourcing.

💳 Middle-income nation challenges

Debt accumulation:

The buildup of external debt when countries borrow money from other nations to fund expansion or growth goals.

  • When global markets reduce value of a country's goods, managing debt becomes very difficult.
  • Has plagued Latin America, Caribbean, East Asian and Pacific nations.
  • Example: Argentina in early 2000s fixed peso to U.S. dollar to fight hyperinflation, but this hurt competitiveness and created chronic deficits requiring massive borrowing; by 2001, financial panic led to riots and president's resignation.
  • Even in European Union, semi-peripheral nations (Italy, Portugal, Greece) face increasing debt burdens threatening the entire EU economy.

🌾 Low-income nation challenges

Global feminization of poverty:

Pattern where women bear a disproportionate percentage of the burden of poverty worldwide.

  • Women live in poorer conditions, receive inadequate healthcare, bear brunt of malnutrition and inadequate drinking water.
  • In 1990s, poverty rates for women increased nearly 20% more than for men.
  • Three causes identified:
    1. Expansion of female-headed households
    2. Persistence of intra-household inequalities and biases against women
    3. Implementation of neoliberal economic policies
  • Within impoverished households, women more likely to go hungry; in aid programs, women less likely to receive help.
  • Women have less time (responsible for family care plus any earnings), affecting ability to learn skills, expand businesses, or improve craft.

Absolute poverty:

  • 88 million people live on less than $1/day; close to 3 billion on less than $2.50/day.
  • Most of world's poorest people are women in peripheral and semi-peripheral nations.
  • Low-income economies primarily in Asia and Africa where most of world's population lives.

📊 Types and consequences of poverty

📏 Three types of poverty

TypeDefinitionExample from excerpt
Relative povertyUnable to meet society's average standard of living; can afford necessities but cannot participate meaningfully in societySingle mother in Toronto waiting for paycheque before buying groceries; living without car, safety net, or extras
Absolute povertyLack even basic necessities: adequate food, clean water, safe housing, healthcareLiving on less than $1-2.50/day; distended bellies of chronically malnourished in sub-Saharan Africa and South Asia
Subjective povertyActual income doesn't meet expectations and perceptions; multidimensional and self-definedFamily in Nepal on few dollars/day might see themselves as doing well, while Western visitor sees extreme need

Don't confuse: Relative vs. absolute poverty—relative is about inability to keep up with societal standards (feeling poor compared to neighbors); absolute is about survival (lacking food, water, shelter).

🔄 Consequences perpetuating poverty

According to Neckerman and Torche's analysis, three main consequence areas:

1. Sedimentation of global inequality:

  • Once poverty becomes entrenched in an area, typically very difficult to reverse.
  • Poverty exists in a cycle where consequences and causes are intertwined.
  • Example: poor experience inadequate healthcare, limited education, inaccessibility of birth control—these are both consequences and causes of poverty.

2. Physical and mental health effects:

  • Physical: malnutrition, high infant mortality rates.
  • Mental: emotional stresses, with relative deprivation carrying strongest effect.
  • Effects become more entrenched over time.

3. Crime prevalence:

  • Cross-nationally, crime rates (especially violent crime) are higher in countries with higher income inequality.

🌍 Regional poverty patterns

Africa:

  • Majority of poorest countries in the world.
  • African income levels dropping relative to rest of world.
  • Causes: lack of arable land, centuries of struggle over land ownership, colonial extraction of natural resources, civil wars, inadequate governance from artificial colonial borders.
  • Example: Rwanda—Belgians rigidly confined population into two unequal ethnic groups, leading to power struggles, repressive government, and genocide.

Asia:

  • Majority of world's poorest people (though not poorest countries).
  • Most poverty concentrated in South Asia.
  • Pressing cause: population size puts pressure on resources.
  • China's success partly due to population control rules and market-oriented reforms.

Latin America:

  • Some countries (Mexico) improved through education investment; others (Paraguay, Peru) continue to struggle.
  • Foreign investment tends to be higher-risk speculative rather than stable long-term.
  • Volatility prevents leveraging investments, especially with high interest rates on aid loans.
  • Internal political struggles, illegal drug trafficking, corrupt governments add pressure.

🏭 Underground economy

A loosely defined unregulated market unhindered by taxes, government permits, or human protections.

  • Accounts for over 50% of non-agricultural work in Latin America; up to 80% in parts of Asia and Africa.
  • Wages are pittance (e.g., 250 rupees or ~$4.50 for day's fruit/vegetable sales), but mark difference between survival and extinction.
  • Members don't pay taxes, don't take loans, rarely earn enough for consumer spending.
  • Seen as key player in keeping people alive during recessions—somewhat buffered from economic downturns but equally buffered from growth possibilities.
  • Women particularly benefit as majority of economically active women in peripheral nations engaged in informal sector.
  • In Canada, estimated 10-13.5% of economy: under-the-table nannies, gardeners, housecleaners, unlicensed vendors, informal daycares/salons.

⛓️ Modern slavery

Forms of slavery:

Chattel slavery: when one person owns another as property (includes child slavery and prostitution).

Debt bondage (bonded labor): poor pledge themselves as servants in exchange for basic necessities like transportation, room, board; paid less than charged, unable to work free.

  • Other forms: human trafficking (forced to work against will after being moved), child domestic work and labor, servile marriage (women as chattel slaves).
  • Example from excerpt: mining company in B.C. town owns stores and houses, sells goods at inflated prices, rents houses for twice mortgage cost, pays workers less than needed for food/rent, trapping workers in debt with non-transferable skills.

🎓 Theoretical perspectives

🔬 Sociological lens comparison

PerspectiveFocus on global inequality
FunctionalistWhy we have global inequality and what social purposes it serves; some nations better at adapting to technology and globalized economy; core nation companies expand local economies and benefit workers
Critical sociologyCreation and reproduction of inequality; systematic inequality when core nations exploit peripheral nations' resources
Symbolic interactionDay-to-day impact; meanings individuals attach to stratification; subjective nature of poverty; difference between relative and absolute poverty definitions

📈 Modernization theory

Core claims:

  • Low-income countries affected by lack of industrialization.
  • Can improve global economic standing through:
    1. Adjustment of cultural values and attitudes toward work
    2. Industrialization and other economic growth

Criticisms:

  • Inherent ethnocentric bias.
  • Supposes all countries have same resources and can follow same path.
  • Assumes goal of all countries is to be as "developed" as possible (like capitalist democracies).
  • No room for possibility that industrialization and technology are not best goals.
  • Cultures are viewed as functional or dysfunctional for economic development.

Basis for assumptions:

  • Core nations tend to have lower maternal/child mortality, longer lifespans, less absolute poverty.
  • Poorest countries: millions die from lack of clean water and sanitation.
  • Challenge: allow benefits of modernization while maintaining cultural sensitivity to what exists.

🔗 Dependency theory

Dependency theory: global inequality primarily caused by core nations exploiting semi-peripheral and peripheral nations, creating a cycle of dependence.

Key mechanisms:

  • During colonialism, core/metropolis nations created conditions for underdevelopment of peripheral/hinterland nations through metropolis-hinterland relationship.
  • Resources shipped from hinterlands to metropolises, converted to manufactured goods, shipped back for consumption.
  • Hinterlands used as source of cheap resources, unable to develop competitive manufacturing.

Ongoing dependence:

  • Peripheral nations dependent on core nations for economic stimulus and access to global economy.
  • Will never achieve stable, consistent growth under these conditions.
  • Core nations and World Bank choose which countries get loans and for what purposes, creating segmented labor markets benefiting dominant market countries.

Response to criticism:

  • Some point to formerly low-income nations (China) now becoming middle/high-income as flaw in theory.
  • Dependency theorists counter: in core nations' best interests to ensure long-term usefulness of partners—healthy enough to provide work but not so healthy as to establish threat.
  • Entities more likely to outsource when they are dominant player in equation.

🌐 Globalization theory

Core focus:

  • Less on dependent/core nation relationships, more on international flows of capital investment/disinvestment in integrated world market.
  • Since 1970s, capital accumulation occurs less in national economies, more on global scale.
  • Production, distribution, consumption administratively and technologically integrated worldwide.
  • We no longer live in self-enclosed spaces of national states.

The globalization project:

  • Core components: imposing open "free" markets across borders, deregulating trade/investment, privatizing public goods/services.
  • Development redefined from nationally managed growth to "participation in world market."
  • Global economy as whole (not modernized national economies) emerges as site of development.
  • World managed by democratically unaccountable elite organizations: G7, WTO, GATT, World Bank, IMF.

Outcomes:

  • Redistribution of wealth and poverty on global scale.
  • Outsourcing shifts production to low-wage enclaves.
  • Displacement leads to higher unemployment in wealthy global north.
  • Migration from rural to urban areas, "slum cities," illegal migration from poor to rich countries.
  • Large numbers of workers become redundant to global production, turn to informal/casual labor.

Anti-globalization movement:

A global counter-movement based on environmental sustainability, food sovereignty, labor rights, and democratic accountability that challenges the corporate model of globalization.

🏭 Case study: Factory girls in China

  • Symbolic interactionist approach by Leslie T. Chang studying two young women (Min and Chunming) at handbag plant in Dongguan, China.
  • City produces one-third of world's shoes and 30% of computer disk drives.
  • Focus on daily lives and interactions: workplace friendships, family relations, gadgets, goods.
  • Findings: women subject to hyper-exploitation but also disembedded from rural, traditional culture in manner providing unprecedented personal freedoms.
  • Shift from traditional family affiliations and narrow options to life in "perpetual present."
  • Friendships fleeting and fragile, life improvised and sketchy.
  • Marked by goals of upward mobility, resolute individualism, obsession with prosperity.
  • Life is adventure compared to rural village fate, but characterized by grueling work, insecurity, isolation, loneliness.

👕 Global production chains example

🧵 The true cost of a T-shirt

Rana Plaza disaster (April 24, 2013):

  • Building in Dhaka, Bangladesh collapsed, killing 1,129 garment workers.
  • Like 90% of Dhaka's 4,000 garment factories, structurally unsound.
  • Workers earn as little as $38/month so North American consumers can buy T-shirts for $5.
  • Workers making clothes for Joe Fresh (Loblaw brand) when building collapsed.

Complex global production chain:

  • At one time, garment industry important in Canada (Toronto's Spadina Avenue, Montreal's Chabanel Street).
  • Last two decades: Canadian consumers tied through retail chains to complex outsourced production network stretching from China through Southeast Asia to Bangladesh and Sri Lanka.
  • Early 1990s: China's economic opening provided millions of workers at fraction of Western cost.
  • Canadian manufacturing moved overseas.
  • Chinese began outsourcing to even cheaper regions: Vietnam, Cambodia, Sri Lanka, Bangladesh—"outsourcing was outsourced."

How it works:

  • Store like Loblaw places order through agents.
  • Agents source and negotiate price of materials and production from competing locales globally.
  • Most T-shirts begin in cotton fields of arid west China (owing scale/efficiency to state socialism collectivization).
  • As Chinese labor costs increased, Chinese moved into connecting role between Western retailers and production centers elsewhere.
  • Global division of labor: agents organize sourcing/production/logistics; Western retailers focus on marketing.
  • Bangladesh went from few dozen to several thousand garment factories; garment industry now 80% of Bangladesh's export earnings.

Challenges:

  • Rapid expansion exceeded ability of underfunded state agencies to enforce safety regulations.
  • Difficult to follow links between purchasing T-shirt and chain of agents, workers, shippers whose labor produced it.
  • Lives tied to chain each time we wear T-shirt, yet history and lives involved are invisible.
  • Even retail stores uncertain about where shirts come from.
  • No international agency to enforce compliance with safety/working standards.

Questions raised:

  • Why do worker safety standards have to be imposed by government regulations rather than being integral to production?
  • Why does this seem normal?
  • Why does this make it difficult to resolve the issue?

Responses:

  • Fair trade movement pushed back against hyper-exploitation.
  • Better Factories Cambodia program inspects garment production regularly.
  • After Rana Plaza, Loblaw signed Accord of Fire and Building Safety in Bangladesh.
  • Bigger problem: our desire to purchase T-shirt for $5 in first place.
11

Race and Ethnicity

Chapter 11. Race and Ethnicity

🧭 Overview

🧠 One-sentence thesis

Canada has transformed from a predominantly white, European-origin society into one of the world's most racially and ethnically diverse nations through immigration policy changes, yet this diversity continues to generate challenges around inequality, discrimination, and the management of cultural difference.

📌 Key points (3–5)

  • Demographic shift: Visible minorities grew from 0.8% (1921) to 19.1% (2011) and are projected to reach 29-32% by 2031, concentrated heavily in Vancouver and Toronto.
  • Terminology matters: "Race" is socially constructed (not biological), "ethnicity" refers to shared culture, and "minority group" means lack of power (not numerical size).
  • Institutional racism persists: Despite legal equality, racialized Canadians earn significantly less (81.4% of non-racialized income), face higher unemployment, and experience systemic barriers in housing, education, and criminal justice.
  • Common confusion: Prejudice (thoughts/feelings) vs. discrimination (actions) vs. stereotypes (oversimplified ideas)—these terms are often used interchangeably but have distinct meanings.
  • Management strategies vary: Canada's approach has evolved from assimilation and segregation to official multiculturalism, though debates continue about whether diversity strengthens or fragments national unity.

📊 Defining core concepts

🎭 Race vs. ethnicity vs. minority group

Race: Superficial physical differences that a society considers significant; socially constructed rather than biologically determined.

Ethnicity: Shared culture—practices, values, beliefs, language, religion, and traditions of a group.

Minority group: "Any group of people who, because of their physical or cultural characteristics, are singled out from the others in the society in which they live for differential and unequal treatment" (Wirth, 1945).

Key distinction: Being a numerical minority is NOT required to be a minority group—the defining feature is lack of power.

  • Example: Under apartheid in South Africa, the black majority population was the subordinate/minority group because they lacked power.
  • The terms "subordinate group" and "dominant group" can replace "minority" and "majority" to emphasize power relations rather than numbers.

Don't confuse: Race with ethnicity. Race focuses on perceived physical traits (skin color, features); ethnicity focuses on cultural heritage. Someone can share a racial category (e.g., "white") but have very different ethnicities (Irish, Italian, Russian, Jewish, Serbian).

🔄 Racialization

Racialization: The social process by which certain groups are marked for unequal treatment based on perceived physiological differences.

  • Race is not biologically identifiable—genetic variation within racial groups exceeds variation between them.
  • Skin color evolved as adaptation to sunlight availability in different regions.
  • Racial categories change across time and place: In Brazil, class matters more than melanin levels in determining racial identity; someone with high melanin but middle-class status may be considered "white."
  • Example: Actress Rashida Jones (daughter of Quincy Jones) does not play black characters despite having a black father, illustrating how race is socially assigned rather than biologically fixed.

🏷️ Multiple identities

Before the 20th century, racial intermarriage was extremely rare and often illegal. The Indian Act in Canada effectively restricted Aboriginal-non-Aboriginal marriage by stripping Indian women (but not men) of their status if they married non-Indians.

Current trends:

  • 3.9% of Canadian couples were "mixed unions" in 2006 (up from 2.6% in 1991).
  • Almost 14 million Canadians described themselves as having multiple ethnic origins in 2011.
  • Example: Tiger Woods coined "Cablinasian" to describe his Chinese, Thai, African American, Native American, and Dutch heritage.

The Métis represent Canada's original mixed-race culture, formed from French fur traders and Cree, Anishinabe, and Saulteaux peoples.

🧩 Stereotypes, prejudice, and discrimination

🎭 Four distinct concepts

TermDefinitionTypeExample from excerpt
StereotypesOversimplified ideas about groupsCognitive (thoughts)Sports teams using names like "Eskimos," "Indians," "Braves" perpetuate views of Aboriginal people as "fierce savages"
PrejudiceBiased thoughts/feelings about groups; prejudgment not based on experienceAffective (feelings)Racist beliefs held but not acted upon
DiscriminationActions against a groupBehavioral (actions)Racial steering in housing; hiring discrimination
RacismPrejudice used to justify belief that one racial category is superior/inferiorIdeological systemWhite supremacist groups; historical "yellow peril" hysteria

Don't confuse: Thinking vs. doing. You can hold prejudiced beliefs without discriminating (prejudiced nondiscriminator), or discriminate without conscious prejudice (unprejudiced discriminator who unthinkingly practices sexism).

🏛️ Institutional racism

Institutional racism: When a societal system has developed with embedded disenfranchisement of a group; racial distinctions organize policy and practice of state, judicial, economic, and educational institutions, systematically reproducing inequalities.

Critical point: Institutional racism does not require individual intention or individual acts of prejudice. Rather, inequality is the outcome of patterns of differential treatment.

Evidence from excerpt:

  • Aboriginal median income was 30% less than non-Aboriginal in 2006.
  • Aboriginal child poverty rates: 40% overall (vs. 12% for non-Indigenous, non-racialized children).
  • Racialized Canadians earned only 81.4% of non-racialized income; racialized men 24% more likely to be unemployed, racialized women 48% more likely.
  • These gaps persist even into the third generation of immigrants, indicating structural rather than integration-related causes.

🏫 Residential schools as institutional racism

The residential school system (1883-1996) forcibly separated over 150,000 Aboriginal, Inuit, and Métis children from their families to "civilize" them through European education and assimilation.

Systematic features:

  • Based on racial distinction: Aboriginal children "needed" different education than non-Aboriginal children.
  • Public Works Minister Hector Langevin (1883): "In order to educate the children properly we must separate them from their families."
  • Substandard education, neglect, disease, and abuse were rampant.
  • Thousands died; survivors often couldn't reintegrate into either Aboriginal or non-Aboriginal society.

Legacy: Several generations of disrupted families, loss of languages and cultural heritage, trauma, "joblessness, poverty, family violence, drug and alcohol abuse, family breakdown, sexual abuse, prostitution, homelessness, high rates of imprisonment, and early death."

The Truth and Reconciliation Commission concluded this constituted a systematic assault on Aboriginal families and cultures—some call it cultural genocide.

🎯 Scapegoat theory

Scapegoat theory: The dominant group displaces its unfocused aggression onto a subordinate group.

  • Example: Hitler used Jewish people as scapegoats for Germany's social and economic problems.
  • Example: Eastern European immigrants were branded "Bolsheviks" and interned during economic slump after WWI in Canada.
  • Example: U.S. states enacting laws to disenfranchise immigrants, allowing the dominant group to blame subordinates for societal problems.

⚪ White privilege

White privilege: The benefits dominant groups receive simply by being part of the dominant group; accepting one's own experience as normative (and superior).

Key insight: Most white people acknowledge non-white people face disadvantages, but few acknowledge the advantages they themselves receive.

Examples from Peggy McIntosh:

  • White women easily find makeup matching their skin tone.
  • White people can usually expect to deal with authority figures of their own race.
  • Failure to recognize this "normality" as race-based is unconscious racism.

👮 Racial profiling

Racial profiling: Selecting specific racial groups for greater levels of criminal justice surveillance.

Example from excerpt: Despite police denials, studies confirm black complaints in Toronto that they are more frequently stopped, questioned, and searched for "driving while being black" violations than other groups.

🔬 Theoretical perspectives

⚙️ Functionalism

Core view: Racial and ethnic inequalities must have served an important function to exist so long.

How it works:

  • Racism and discrimination contribute positively to the dominant group (e.g., slavery benefited slaveholders).
  • Ethnic/racial group ties serve positive functions: group cohesion, economic benefits through community networks, political mobilization for resources, cultural familiarity and emotional support.

Limitation acknowledged in excerpt: Over time, racism harms society through poverty, crime, and discrepancies in employment and education.

⚔️ Critical sociology

Core view: Race and ethnicity are bases of social inequality that must be addressed for emancipation; often involves examining power disparities and struggles.

Key concept—Internal colonialism:

Internal colonialism: The process of uneven regional development by which a dominant group establishes control over existing populations within a country, typically by maintaining segregation (different geographical distributions, wage levels, occupational concentrations based on race/ethnicity).

Canada itself is a product of internal colonialism—originally colonized by France and England (external), it adopted colonial techniques internally as it became independent.

Intersection theory (Patricia Hill Collins):

Intersection theory: We cannot separate the effects of race, class, gender, sexual orientation, and other attributes.

  • Multiple layers of disadvantage intersect to create experience.
  • Example: Prejudice against a white woman differs vastly from layered prejudice against a poor Asian woman (affected by stereotypes of poverty + gender + visible minority status).

🔄 Symbolic interactionism

Core view: Race and ethnicity provide strong symbols as sources of identity; symbols of race (not race itself) lead to racism.

Herbert Blumer's insight: Racial prejudice forms through interactions between dominant group members—without these interactions, individuals wouldn't hold racist views. These interactions create an abstract picture of the subordinate group that maintains the status quo.

Culture of prejudice:

Culture of prejudice: The idea that prejudice is embedded in our culture.

  • We grow up surrounded by stereotypical images and casual expressions of racism.
  • Example: Stereotyped imagery on grocery shelves, stereotypes in movies and ads (Speedy Gonzales cartoon, Taco Time restaurants).
  • Because everyone is exposed, it's impossible to know how much these have influenced thought processes.

🌐 Strategies for managing diversity

📏 The spectrum of tolerance

Strategy for the management of diversity: Systematic methods used to resolve conflicts between groups arising from perceived differences.

The excerpt describes a spectrum from most tolerant to most intolerant:

StrategyTolerance levelDescription
MulticulturalismMost tolerantCultural distinctions made but groups have equal standing; mutual respect and tolerance
HybridityTolerantDifferent groups combine to create new emergent cultural forms
AssimilationLess tolerantMinority gives up identity, takes on dominant culture characteristics
SegregationIntolerantPhysical separation of groups in residence, workplace, social functions
ExpulsionVery intolerantDominant group forces subordinate group to leave area/country
GenocideMost intolerantDeliberate annihilation of targeted group

💀 Genocide

Genocide: The deliberate annihilation of a targeted (usually subordinate) group; includes both intent to exterminate and function of exterminating (intentional or not).

Examples:

  • Holocaust: Hitler's "Final Solution" killed 12 million (6 million Jews) through forced emigration, concentration camps, mass executions.
  • Aboriginal populations in North America: Dwindled from ~12 million (1500) to 237,000 (1900). Major cause was European diseases and lack of immunity, though debate continues about whether disease spread was intentional (rumors of smallpox-infected blankets as "gifts").
  • Darfur, Sudan (recent): Sudanese government and Janjaweed militia campaign of killing, forced displacement, systematic rape.

🚪 Expulsion

Expulsion: A dominant group forcing a subordinate group to leave a certain area or country.

Canadian examples:

  1. Great Expulsion of Acadians (1755+): British forcibly removed ~75% of French-speaking Acadians from Nova Scotia after 1710 conquest, loading them on boats without keeping families together.

  2. Japanese Canadian internment (1942-1949): War Measures Act designated 22,000 Japanese Canadians (14,000 born in Canada) as enemy aliens after Pearl Harbor; held in camps despite RCMP/Defence reports of no evidence of collusion or espionage. Property sold to pay for internment. After WWII, forced to settle east of Rockies or face deportation to Japan. Ban ended 1949; formal apology 1988.

🚧 Segregation

Segregation: Physical separation of two groups, particularly in residence, but also in workplace and social functions.

De jure vs. de facto:

  • De jure: Segregation enforced by law
  • De facto: Segregation occurring without laws but due to other factors

De jure examples:

  • South African apartheid (1948-1994): Blacks stripped of civil rights, forcibly relocated.
  • U.S. Jim Crow laws: Codified in Plessey v. Ferguson (1896) "separate but equal"; ended with Brown v. Board of Education (1954).
  • Canada: Ontario and Nova Scotia had racially segregated schools; legislation prevented Chinese- and Japanese-owned businesses from hiring white women; reserve system for First Nations.

De facto segregation:

  • Cannot be abolished by court mandate.
  • Various ethnic enclaves developed: Chinatowns, Japantowns, Africville (black enclave in Halifax).
  • Contemporary: Richmond, Surrey, Markham have high concentrations of Chinese and South Asians.

Segregation indices (scale 0-100, where 0=most integrated, 100=least):

  • Vancouver, Toronto, Montreal: Over 40 for visible minorities overall; over 50 for Chinese and South Asians.
  • This means 40-50% would have to move for each neighborhood to match the metro region's racial balance.
  • Much lower than U.S. black-white indices (e.g., New York metro: 79).

🔄 Assimilation

Assimilation: The process by which a minority individual or group gives up its own identity by taking on characteristics of the dominant culture.

In Canadian history:

  • Indian Act policy: Attempted to integrate Aboriginal population by "Europeanizing" them.
  • Immigration policy: Absorbing immigrants from different lands.
  • Three waves of immigration: 1900-WWI (3 million, mostly European); post-WWII decades (3 million, 83-96% European 1946-1967); post-1967 (increasingly non-European after race-based policy ended).

Characteristics:

  • Minority group's cultural identity is lost as absorbed into dominant culture.
  • Minimal to no impact on majority group's identity.
  • Assimilated groups may keep only symbolic gestures (e.g., Irish Canadians celebrating St. Patrick's Day, Hindu Canadians celebrating Diwali, Chinese Canadians celebrating New Year).
  • Represented by "melting pot" metaphor (American model).

Measurement benchmarks: Socioeconomic status, spatial concentration, language assimilation, intermarriage.

Barriers: Racial and ethnic discrimination can prevent full assimilation, especially language barriers limiting employment and education.

🎨 Multiculturalism

Multiculturalism: "The recognition of the cultural and racial diversity of Canada and of the equality of Canadians of all origins."

Mosaic metaphor: Each ethnic/racial group preserves unique cultural traits while contributing to national unity; each culture equally important.

Canadian policy history:

  • 1971: PM Pierre Trudeau implemented official bilingualism (French and English) and multiculturalism policy.
  • 1982: Enshrined in Constitution.
  • 1988: Multiculturalism Act made it a fundamental principle.
  • Canada was first country to adopt official multicultural policy.

Group-specific rights (three types per Kymlicka):

TypeDescriptionExample
Self-government rightsCulturally distinct nations attain political autonomy and self-determinationFirst Nations' claims
Polyethnic rightsGroups express cultural beliefs/practices without discriminationMost common implementation in Canada
Special representation rightsAddress underrepresentation through proportional representationProposed during Charlottetown Accord (1992)

Flashpoints and debates:

  • 1990: Sikhs wearing dastaar (turban) in RCMP—seen by some as undermining Canadian unity.
  • Quebec Charter of Values: Sought to remove visible religious symbols (dastaar, hijab, kippah) from public service.
  • Ethical relativism problem: If all cultures have equal value, what principles resolve clashes between different cultural practices?

Outcomes:

  • Canada remains most accepting of diversity among OECD countries (2011 Gallup World Poll).
  • Critics argue official multiculturalism has exacerbated rather than resolved diversity problems: "led to an increase in both the number of minority identities and in the amount of effort required to 'manage' them" (Day).

🧬 Hybridity

Hybridity: The process by which different racial and ethnic groups combine to create new or emergent cultural forms of life.

Distinction from other models:

  • Not a multicultural mosaic (preserving unique traditions).
  • Not a melting pot (assimilating into majority).
  • Results in entirely new culture.

Homi Bhabha's insight: Mingling of formerly fixed cultural identities "opens up the possibility of a cultural hybridity that entertains difference without an assumed or imposed hierarchy."

Examples:

  • Caribbean cultures: Mixture of European colonization, African roots, "New World" setting—accents, racial blendings, religious beliefs, cuisines, music have diverse origins while being continuously reinvented.
  • Métis: Canada's original hybrid culture.
  • Contemporary Canadian culture: Fusion cuisine, martial arts and yoga, hip hop to reggae, alternative spiritual/healing practices.

Future possibility: As multiple ethnic origins category grows, distinctions supporting "us versus them" narratives might disappear naturally.

📜 Historical experiences of specific groups

🪶 Aboriginal Canadians

Arrival: Earliest humans arrived 45,000-12,000 BCE from Asia; developed hundreds of interconnected groups with distinct customs, traditions, languages, religions.

Four stages of European relations (Patterson):

  1. Mutual benefit: Europeans relied on Aboriginal knowledge, food, supplies; Aboriginals traded for European technologies.
  2. Economic dependence: Aboriginals drawn into European economy (fur trade), losing autonomy and becoming subjugated.
  3. Reserve system: Established to clear way for European colonization, resource exploitation, agriculture, settlement. Europeans fought Aboriginal stewardship with superior weapons.
  4. Political mobilization (post-WWII): Aboriginal Canadians developed political organizations, turned to courts to fight for treaty rights and self-government.

Key turning points:

Royal Proclamation of 1763: Established British rule but also set aside lands for First Nations; legally established sovereign rights to territory (basis of contemporary treaty rights).

Indian Act of 1876: Codified paternalistic "civilizing policy"; placed Aboriginal care under federal control until assimilation. Deputy superintendent (1920): "Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic."

Impactful provisions:

  • Prohibition against owning/acquiring land.
  • Dismantling traditional government, banning ceremonial practices.
  • Imposition of powerless band council system.
  • Denial of power to allocate funds/resources.
  • Prohibition against hiring lawyers or seeking legal redress for land claims.
  • Denial of voting rights: municipally (until 1948), provincially (until 1949), federally (until 1960).

Current status (2011): 4.3% of Canadian population; 40% of Aboriginal people aged 20-24 lack high school diploma (61% on-reserve, vs. 13% non-Aboriginal).

⚜️ The Québécois

Origins: Descendants of original French settlers; approximately 60,000 by time of British conquest (1760); most descended from only 5,800 immigrants (1608-1760) from northwestern France (especially Normandy).

History of intergroup relations:

Conquest: Port Royal ceded 1713 (Treaty of Utrecht); Quebec and Montreal 1763 (Treaty of Paris).

Accommodation attempts:

  • Quebec Act of 1774: Granted religious and linguistic rights.
  • Constitution Act of 1791: Divided Canada into Upper and Lower Canada with self-government.
  • Constitution Act of 1867: Protected religious, educational, linguistic rights; civil law based on French Napoleonic Code.

Despite "equality": English-speaking Canadians in Montreal held economic power; English was language of commerce; French-speaking population largely rural, agricultural, dominated by Catholic Church until mid-20th century.

Quiet Revolution (1960s): Challenged Catholic Church control; defeated reactionary Union Nationale government; modernized state; Quebec independence movement emerged.

Federal responses:

  • Royal Commission on Bilingualism and Biculturalism (1963): Addressed grievances as cultural/linguistic matters.
  • Official Languages Act (1969): Recognized French and English as official languages; mandated federal services and judicial system in both languages.
  • War Measures Act (1970): Response to FLQ kidnappings—suspended rights, arrested hundreds without due process, undermining notion of equal partnership.

Sovereignty movement:

  • 1976: Parti Québécois elected as separatist party.
  • 1980: First referendum on sovereignty failed.
  • 1982: Constitution repatriated without Quebec's consent.
  • 1987, 1992: Failed attempts to include Quebec (Meech Lake, Charlottetown Accords).
  • 1995: Second referendum narrowly defeated (50.5% to 49.5%).

Current status:

  • Income disparity between French and English largely disappeared by 1991.
  • Bill 101 (Charter of the French Language, 1977): Defines French as official language of Quebec; limits English in commercial signs; restricts English school enrollment.
  • 75.1% of Quebec population spoke only French at home (2006) vs. 72.8% (2011)—slight decline.
  • 42.6% of Quebecers reported bilingual ability (2011).
  • Issues shifted from economic inequality to political, linguistic, cultural alienation.

⚫ Black Canadians

Terminology: "Black Canadian" preferred over "African Canadian" because many have Caribbean rather than African roots; actual African immigrants may feel more claim to "African Canadian."

How they came:

  1. Slavery era: First blacks were French slaves (17th century); at least 6 of 16 English Upper Canada legislators owned slaves; slavery banned throughout British Empire 1834.

  2. Underground Railroad: ~60,000 runaway slaves and black Empire Loyalists arrived 1776-1865; 10% of Empire Loyalists were black. Many returned to U.S. after Civil War; only ~17,000 remained by 1911.

  3. Post-1960s immigration: After immigration policy change, blacks from Caribbean and elsewhere arrived in increasing numbers; grew from <1% pre-1971 to 2.9% in 2011 (15.1% of all visible minorities).

Current composition:

  • 42% live in Toronto, 22.9% in Montreal (largest visible minority in Montreal).
  • Nearly 40% have Jamaican heritage, 32% elsewhere in Caribbean.
  • 4.4% claimed Somali origin (2011)—over 55,000 Somali refugees arrived 1988-1996.

History of intergroup relations:

Despite legal equality after 1834, strongly held prejudices and informal segregation led to pervasive discrimination:

  • Voting and jury rights frequently challenged by white citizens.
  • Ontario (outside Toronto) and Nova Scotia enacted school segregation laws (until 1965 in Ontario, 1983 in Nova Scotia).
  • Residential segregation in Toronto, Hamilton, Windsor.
  • Africville (Halifax): Black community established as early as 1749; bulldozed 1965-1970 without meaningful consultation.
  • Employment restricted to domestic workers, railroad porters, low-pay service jobs, unskilled labor through most of 20th century.

Victoria, BC black immigrants (1850s): Illustrates ambiguities of early black experience:

  • Initially welcomed by Governor Douglas; assured full civic rights.
  • Fully employed by 1858; all-black Victoria Pioneer Rifle Company formed 1859.
  • Mifflin Gibbs: Successful shopkeeper, city councillor, temporary mayor, BC Confederation representative.
  • But: Tensions developed; voting dispute led to racist campaign; denied access to some saloons and theater seating; blamed for brawl they didn't start; Gibbs denied tickets to Governor Douglas retirement banquet.
  • Community declined and eventually disappeared after U.S. Civil War ended slavery.

Current status:

  • Black Canadians earned 75.6 cents per dollar white workers earned (2006)—$9,101 less per year.
  • 24% of black individuals in families lived in poverty (vs. 6.4% of white families); 54% of single blacks (vs. ~26% single whites).
  • Subject to greater racial profiling than other groups.

🏮 Asian Canadians

Represents great diversity; section focuses on Chinese, Japanese, and South Asian immigrants.

Chinese immigration:

  1. Mid-19th century: First wave were men intending to work temporarily to support families in China; came for Fraser Canyon gold rush (1858), many from California.

  2. Canadian Pacific Railway: Second wave recruited from Taiwan and Guandong Province; paid ~1/3 of white/black/Aboriginal workers; completed most difficult sections through Fraser Valley Canyon under squalid, dangerous conditions; 600 died during construction.

  3. Other work: Manual labor—mining, laundry, cooking, canning, agricultural work; gruelling and underpaid.

Japanese immigration:

  • Began 1887 with Manzo Nagano.
  • Issei (first wave): Mostly men from fishing/farming backgrounds in southern Japanese islands (Kyushu, Honshu).
  • Settled in Japantowns (Victoria, Vancouver), Fraser Valley, Pacific coast towns.
  • Worked in fishing, farming, logging; paid much less than European-background workers.
  • After 1907 restrictions on men, most immigrants were women (wives or betrothed).

South Asian immigration:

  • First Sikhs arrived Vancouver 1904 from Hong Kong, attracted by high-wage stories.
  • Encouraged by Canadian Pacific Railway agents (passenger liner travel plummeted with Chinese head tax).
  • Most arrived via Hong Kong or Malaysia where British employed them as policemen, watchmen, caretakers.
  • Originally from rural Punjab; mortgaged properties for passage.
  • Found employment in mills, factories, railway, Okanagan orchards.
  • By 1908: Over 5,000 South Asians in BC (90% Sikh); many settled in Abbotsford.

History of intergroup relations:

Orientalist stereotypes: 1902 Royal Commission declared Japanese and Chinese "unfit for full citizenship...so nearly allied to a servile class that they are obnoxious to a free community and dangerous to the state."

Disenfranchisement:

  • Right to vote denied: Chinese (1874), Japanese (1895), South Asians (1907).
  • Also prevented: Political office, jury duty, professions like law, civil service jobs, underground mining, labor on public works.
  • Rights returned: Chinese and South Asians (1947), Japanese (1949).
  • Immigration restrictions not removed until 1960s.

Chinese restrictions:

  • Head taxes: $50 (1885), $500 (1903) to restrict immigration.
  • Asian exclusion leagues developed; Vancouver riots (1907).
  • Complete ban on Chinese immigration (1923).

Japanese restrictions:

  • Immigration limited to 400/year after 1907, reduced to 150/year after 1928.
  • Fishing licenses arbitrarily reduced by 1/3 (1922).
  • "Yellow peril" hysteria; accused of smuggling secret army after successfully defending community in 1907 anti-Asian riots.
  • Internment camps (WWII)—discussed earlier under expulsion.

South Asian restrictions:

  • By 1908: Required $200 on arrival (challenging when earning 10-20 cents/day in British India).
  • Required continuous passage from India, but government pressured steamship companies not to sell direct tickets.
  • Komagata Maru incident (1914): Freighter carrying 376 South Asian immigrants kept in isolation in Vancouver harbor for 2 months, forced to return to Asia; only 20 of 376 allowed to stay.

Current status:

Model minority stereotype: Applied to Asian groups seen as reaching educational, professional, socioeconomic levels without challenging establishment.

Income data (2006):

  • Japanese: 120% of white Canadian income.
  • Chinese: 88.6%.
  • South Asians: 83.3%.

Criticisms of stereotype:

  • Creates unrealistic expectations.
  • Stigmatizes those who don't meet expectations.
  • Leads to lack of needed government assistance.
  • Results in educational and professional discrimination.
  • "Bamboo ceiling" prevents reaching highest corporate levels.
  • Stereotypes Asians as passive, lacking communication skills, "techies," not "real" Canadians.

🔑 Key terminology distinctions

Don't confuse:

  • Conquest (forcible subjugation by military) vs. colonization (settlement and displacement).
  • Exogamy (marriage outside one's group) vs. miscegenation (historical term for racial intermarriage, often with negative connotation).
  • Settler society (based on colonization through foreign settlement and displacement of Aboriginal inhabitants) vs. internal colonialism (dominant group establishes control over existing populations within a country through segregation).
  • De jure segregation (enforced by law) vs. de facto segregation (occurs without laws but due to other factors).
  • Dominant/subordinate groups (emphasizes power relations) vs. majority/minority groups (emphasizes numbers, can be misleading).
12

Gender, Sex, and Sexuality

Chapter 12. Gender, Sex, and Sexuality

🧭 Overview

🧠 One-sentence thesis

Gender, sex, and sexuality are distinct social and biological dimensions of identity that organize social life, shape institutional structures, and create systems of inequality that affect individuals' access to power, resources, and social acceptance.

📌 Key points (3–5)

  • Core distinction: Sex refers to biological/physiological differences (reproductive systems, secondary characteristics), while gender refers to social/cultural roles and expectations associated with being male or female; sexuality refers to emotional and sexual attraction.
  • Gender as social construction: Cross-cultural research (e.g., Margaret Mead's work) shows that masculine and feminine traits vary widely across societies, demonstrating that gender roles are learned rather than biologically fixed.
  • Dominant gender schema: Society operates on an ideological framework assuming only two sexes (male/female) and two genders (masculine/feminine), which marginalizes those who don't fit these categories (transgender, intersex, gender-nonconforming individuals).
  • Common confusion: Don't confuse sex (biological) with gender (social/cultural) or with sexuality (orientation of attraction); also, the "naturalness" of gender identity depends on fitting within dominant social schemas, not purely on biology.
  • Stratification and inequality: Gender distinctions organize unequal access to wages, political power, domestic labor distribution, and social acceptance, with women and LGBTQ individuals experiencing systematic disadvantages.

🔍 Core concepts and definitions

🔍 Sex vs. Gender vs. Sexuality

Sex: Physical or physiological differences between males and females, including primary sex characteristics (reproductive system) and secondary characteristics (height, muscularity).

Gender: Social or cultural distinctions and roles associated with being male or female.

Gender identity: The extent to which one identifies as being either masculine or feminine.

Sexuality: A person's capacity for sexual feelings and their emotional and sexual attraction to a particular sex (male or female).

Why the distinction matters:

  • Allows examination of gender and sexuality as social variables rather than purely biological ones.
  • Biology does not determine gender in any simple way—cultures differ markedly in how they define masculinity and femininity.
  • Example: Margaret Mead's 1930s research in New Guinea found that among the Arapesh, both genders were gentle and cooperative; among the Mundugumor, both were aggressive; among the Tchambuli, gender temperaments were opposite to North American norms.

Don't confuse:

  • A person's biological sex does not always correspond with their gender identity (as demonstrated by transgender people's experiences).
  • The terms are not interchangeable despite common everyday usage treating them as synonyms.

🌈 Sexual orientations

The excerpt identifies four main categories:

  • Heterosexuality: attraction to individuals of the opposite sex
  • Homosexuality: attraction to individuals of one's own sex
  • Bisexuality: attraction to individuals of either sex
  • Asexuality: no attraction to either sex

Heteronormativity:

North America is a heteronormative society, meaning it supports heterosexuality as the norm.

  • Example of heteronormative assumptions: Homosexuals are often asked "When did you know you were gay?" but heterosexuals are rarely asked "When did you know you were straight?"
  • Alfred Kinsey conceptualized sexuality as a continuum (six-point scale from exclusively heterosexual to exclusively homosexual) rather than a strict dichotomy.

🏳️‍⚧️ Transgender and related identities

Transgender: Individuals who identify with the gender that is the opposite of their biological sex.

Transsexuals: Transgender individuals who wish to alter their bodies through medical interventions (surgery, hormonal therapy) so their physical being aligns with their gender identity; also known as male-to-female (MTF) or female-to-male (FTM).

Cisgender: Individuals who identify their gender with the gender and sex they were assigned at birth.

Intersex: Individuals born with a mixture of male and female sexual organs or physical characteristics (approximately 1.7% of children).

Important distinctions:

  • Cross-dressing (wearing clothing traditionally assigned to the opposite gender) is not the same as being transgender—it may be self-expression or entertainment, not necessarily an expression of gender identity.
  • Transgender identity is about self-perception, not clothing or hairstyles.
  • There is no single conclusive explanation for why people are transgender; experts believe genetic, hormonal, developmental, social, and cultural factors all contribute.

🌍 Cultural variability and the dominant schema

🌍 Gender across cultures

Evidence of cultural construction:

  • Some cultures view gender as fluid rather than dichotomous.
  • Historical examples: Some Aboriginal groups recognized "two-spirit" persons (individuals who occasionally or permanently dressed and lived as the opposite gender).
  • Samoan culture accepts "fa'afafine" (translates as "the way of the woman")—individuals born biologically male but embodying both masculine and feminine traits, considered an important part of Samoan culture.
  • In many Middle Eastern, Asian, and African cultures, dresses/skirts/robes can be considered masculine (e.g., Scottish kilt).

📐 The dominant gender schema

Dominant gender schema: An ideology that states (a) sex is a biological characteristic producing only two options (male or female), and (b) gender is a social/psychological characteristic that manifests biological sex, with only two options (masculine or feminine). "All persons are either one gender or the other. No person can be neither. No person can be both. No person can change gender without major medical intervention."

How it functions:

  • For many people, this schema seems natural and goes without saying.
  • Those who don't fit are defined by authorities/experts as "mistakes of nature" or products of "failed socialization."
  • Peers and family respond with concern or censure when someone is not feminine/masculine enough.
  • The schema is fundamental to organizing patriarchal power relations that have existed for 6,000 years.

Challenging the schema:

  • Anne Fausto-Sterling's research on intersex children argues there are at least five sexes: male, female, herms (true hermaphrodites with both testes and ovaries), merms (male pseudo-hermaphrodites), and ferms (female pseudo-hermaphrodites).
  • Doctors typically decide "nature's intention" within 24 hours of an intersex child's birth, sometimes involving surgery that has scarred individuals for life.
  • The decision to label someone male or female is ultimately a social decision, not purely biological.

🎭 Gender as performance

Gender display:

  • We read someone's gender from their "gender display"—their "conventionalized portrayals" of the "culturally established correlates of sex."
  • Gender is a performance enhanced by props (clothing, hairstyle) and mannerisms (tone of voice, physical bearing, facial expression).
  • Example: For Marilyn Monroe, the gender display was exaggerated almost to self-satire; for "gender blending" women (who don't dress/look stereotypically feminine), the display can be ambiguous to the point where they're mistaken for men.
  • Signs of gender must be communicated unambiguously for an individual to "pass" as a member of their assigned gender—often a problem for transgender/transsexual individuals.

🏛️ Gender socialization and roles

👶 How gender roles are learned

Gender role: Society's concept of how men and women are expected to act and how they should behave.

Socialization: A process in which people learn to behave in a particular way as dictated by societal values, beliefs, and attitudes.

Timeline of awareness:

  • Children are aware of gender roles by age two or three.
  • By four or five, most children are firmly entrenched in culturally appropriate gender roles.
  • The phrase "boys will be boys" justifies aggressive behavior from boys as unchangeable and part of their nature.

🏠 Four major agents of socialization

🏠 Family

  • Differential treatment: Sons are allowed more autonomy and independence at an earlier age; fewer restrictions on clothing, dating, curfew.
  • Sons are often free from domestic duties (cleaning, cooking); daughters are expected to be passive, nurturing, obedient, and assume domestic responsibilities.
  • Even when parents set gender equality as a goal, underlying inequalities persist (e.g., boys take out garbage—tasks requiring strength; girls fold laundry—tasks requiring neatness).
  • Fathers are firmer in expectations for gender conformity than mothers, especially for sons.
  • Boys are particularly attuned to fathers' disapproval when engaging in "feminine" activities (dancing, singing).

🏫 Education

  • Historically, schools explicitly stratified boys and girls (girls encouraged toward home economics/humanities; boys toward shop/math/science).
  • Today, stratification is subtler: teachers praise male students more, interrupt girls more, give boys more opportunities to expand ideas.
  • Teachers position boys and girls oppositionally, reinforcing competition rather than collaboration.
  • Boys are permitted greater freedom regarding rule-breaking; girls are expected to follow rules carefully and adopt obedient posture.

👥 Peer groups

  • Children actively apply normative gender expectations to those around them.
  • Non-conformity faces negative sanctions (criticism, marginalization).
  • Example: A girl who takes karate instead of dance may be called a "tomboy" and face difficulty gaining acceptance.
  • Boys face intense ridicule for gender nonconformity.

📺 Mass media

  • Women have less significant roles in TV/movies, often portrayed as wives or mothers.
  • When women have lead roles, they're often extremes: wholesome/saint-like or malevolent/hypersexual.
  • Research on 101 top-grossing G-rated movies (1990-2005): three out of four characters were male; only seven movies were near gender-balanced.
  • Commercials: women almost exclusively present in ads for cooking, cleaning, child care products.
  • Women underrepresented in roles involving leadership, intelligence, or balanced psyche.
  • Themes intermingling violence and sexuality are common, especially in music videos.

🎭 "Doing gender"

Doing gender: When people perform tasks or possess characteristics based on the gender role assigned to them.

  • Gender is something we do or perform, not something we are.
  • According to West and Zimmerman, we are always "doing gender" whether expressing masculinity or femininity.
  • Charles Cooley's "looking-glass self" concept applies: one's determination of self is based mainly on society's view (if society perceives a man as masculine, he will perceive himself as masculine).

⚖️ Gender stratification and inequality

📊 Evidence of gender stratification in Canada

Gender stratification: A system in which groups experience unequal access to basic, yet highly valuable, social resources.

Patriarchy: The set of institutional structures (property rights, access to power, relationship to income sources) based on the belief that men and women are dichotomous and unequal categories.

Historical timeline of women's rights in Canada:

  • Before 1859: Married women not allowed to own/control property
  • Before 1909: Abducting a non-heiress woman was not a crime
  • Before 1918: Women not permitted to vote
  • Before 1929: Women not legally considered "persons"
  • Before 1953: Employers could legally pay women less than men for same work
  • Before 1969: Women did not have right to safe/legal abortion

💼 Economic inequality

Unpaid domestic labor:

  • In 2010, women spent average 50 hours/week looking after children vs. 24.4 hours for men.
  • 13.8 hours/week on household work vs. 8.3 hours for men.
  • Of those caring for elderly, 49% of women spent 10+ hours/week vs. 25% of men.
  • This "double duty" keeps working women in subordinate family roles and prevents them from achieving men's salaries.

Labor force participation:

  • Women's participation increased from 42% (1976) to 58% (2009).
  • Women now make up 48% of total labor force (vs. 37% in 1976).
  • 67% of women work in traditionally "feminine" occupations (teaching, nursing, clerical, administrative, sales, service).
  • 70% of part-time workers and 60% of minimum wage workers are women.

Wage gap:

  • Women's income for full-year, full-time workers: 72% of men's income (unchanged since 1992).
  • Average hourly wage comparison better: women earned 83% of men's hourly wage (2008), up from 76% (1988).
  • Young women ages 25-29 earn 90% of young men's hourly wage.
  • At current rate of change, women won't earn same as men until year 2240.
Age GroupWomen's wage as % of men's (1988)Women's wage as % of men's (2008)Change
25-2984.6%90.1%+5.6%
30-3479.4%85.8%+6.4%
35-3976.8%83.7%+6.8%
40-4473.6%82.5%+8.9%
45-4968.1%78.4%+10.3%
50-5464.5%80.7%+16.2%
Total75.7%83.3%+7.6%

Four reasons for wage gap:

  1. Gender discrimination in hiring and salary (despite being unconstitutional).
  2. Occupational segregation: Men and women concentrated in different types of work not equally paid.
  3. Unequal domestic duties: Child/elder care prevents women from working same hours as men, causes career disruptions.
  4. Arbitrary undervaluation: Work typically done by women is undervalued compared to work typically done by men (e.g., early childhood education vs. trades).

Political representation:

  • Ratio of women to men in federal parliament and provincial legislatures: about 1 in 4 (25%).

🧠 Bifurcated consciousness

Bifurcated consciousness (Dorothy Smith): A division between the directly lived, bodily experience of women's worlds (responsibilities for children, aging parents, household tasks) and the dominant, abstract, institutional world to which they must adapt (work/administrative world of bureaucratic rules, documents, cold calculative reasoning).

  • Two modes of knowing, experiencing, and acting directly at odds with one another.
  • Patriarchal perspectives are built into "relations of ruling."
  • Women's experiences are not acknowledged in wider patriarchal culture; their viewpoints are silenced, marginalized, discredited, or considered invalid.
  • Contrast: In some societies considered matriarchies (e.g., Indonesian Minangkabau), women and men work cooperatively; men don't experience bifurcated consciousness.

🔬 Theoretical perspectives on gender

⚙️ Structural Functionalism

Core argument:

  • Gender roles were established before the preindustrial era: men handled responsibilities outside home (hunting); women handled domestic responsibilities.
  • These roles were considered functional because women were limited by physical restraints of pregnancy/nursing.
  • Once established, roles were passed to subsequent generations as effective means of keeping family system functioning.

Talcott Parsons (1943):

  • Contradiction between occupational roles and kinship roles created tension/strain.
  • Division of traditional middle-class gender roles was functional because roles were complementary, enabling clear division of labor.
  • Within kinship system, wives' and husbands' roles were equally valued.
  • Within occupational system, only husband's breadwinner role was valued—an "asymmetrical relation."
  • Women had to find "functional equivalent" to husbands' occupational status to demonstrate "fundamental equality."
  • Predicted women would become "expressive specialists" (showing good taste in appearance, furnishings, literature, music) while men remained "instrumental/technical specialists."
  • Instability would lead to excesses: neurosis, compulsive domesticity, garishness, disproportionate attachment to clubs, "glamour girl" pattern.

Changes during WWII:

  • Women assumed breadwinner role alongside domestic role.
  • When men returned and wanted jobs back, society fell into imbalance—many women didn't want to forfeit wage-earning positions.

⚔️ Critical Sociology

Core argument:

  • Society structured by relations of power and domination among social groups determining access to scarce resources.
  • Men = dominant group; women = subordinate group.
  • Social problems/contradictions created when dominant groups exploit/oppress subordinate groups.
  • Dominant group members create rules for success and opportunity.

Friedrich Engels (1880s):

  • Same owner-worker relationship in labor force is seen in household, with women assuming proletariat role.
  • Women doubly exploited in capitalist society: when working outside home AND when working within home.
  • Due to women's dependence on men for wages.
  • Contemporary view: When women become wage earners, they can gain power in family structure and create more democratic arrangements (though may still carry majority of domestic burden).

🚺 Feminist Theory

Core focus:

  • Type of critical sociology examining inequalities in gender-related issues.
  • Uses critical approach to examine maintenance of gender roles and inequalities.

Radical feminism:

  • Considers role of family in perpetuating male dominance.
  • In patriarchal societies, men's contributions seen as more valuable; women essentially property of men.
  • Through feminist struggles, property relationship formally eliminated, but women still relegated to private sphere where domestic roles define primary status identity.
  • Men's roles/primary status defined by activities in public/occupational sphere.

Dorothy Smith's bifurcated consciousness (covered above).

🎭 Symbolic Interactionism

Core focus:

  • Understanding human behavior by analyzing critical role of symbols in human interaction.
  • Relevant to masculinity and femininity.

Example:

  • Meeting with male loan officer: state case logically, listing hard numbers (appealing to analytical characteristics associated with masculinity).
  • Meeting with female loan officer: make emotional appeal, stating good intentions (appealing to caring characteristics associated with femininity).

Fluid meanings:

  • Meanings attached to symbols are socially created, not natural; fluid, not static.
  • Example: Word "gay" once meant "cheerful," by 1960s meant "homosexual," carried negative meaning 50 years ago but has gained more neutral/positive connotations.
  • Shifts apply to family structure: In 1976, working mother was anomaly, viewed as "selfish"/"not good mother"; today (66.5% of women with preschool children work), working mother viewed as more normal.

Cooley's "looking-glass self":

  • One's determination of self based mainly on society's view.
  • Example: If society perceives a man as masculine, that man will perceive himself as masculine.

"Doing gender" (covered above).

🌈 Sexual attitudes and practices

🌍 Sexuality around the world

Cross-national differences:

  • Scandinavian students more tolerant of premarital sex than North American students.
  • 37-country study: Non-Western societies (China, Iran, India) valued chastity highly in potential mate; Western European countries (France, Netherlands, Sweden) placed little value on prior sexual experiences.

Examples of variation:

  • 89% of Swedes: nothing wrong with premarital sex vs. 42% of Irish.
  • 93% of Filipinos: sex before age 16 always/almost always wrong vs. 75% of Russians.
  • Spain: 45% said homosexuality always wrong, 42% said never wrong, 13% in middle.

Sweden as model:

  • Thought to be most liberal regarding sex.
  • Very few regulations on sexual images in media.
  • Sex education starts around age six, compulsory part of curricula.
  • Rates of teen pregnancy and STDs among world's lowest.

🍁 Sexuality in Canada vs. United States

Comparative attitudes (1998 survey):

IssueCanadaUnited States
Premarital sex always wrong12%29%
Sex before age 16 condemned55%71%
Extramarital sex condemned68%80%
Homosexuality condemned39%70%

2013 survey: "Should society accept homosexuality?"

  • Canada: 80% yes, 14% no
  • United States: 60% yes, 33% no

Legal developments:

  • 2005: Federal government legalized same-sex marriage.
  • Civil Marriage Act describes marriage in gender-neutral terms: "lawful union of two persons to the exclusion of all others."
  • 1996: Canadian Human Rights Act amended to explicitly prohibit discrimination based on sexual orientation.

🚻 Double standard and sexual behavior

Double standard: Prohibiting premarital sexual intercourse for women but allowing it for men (Ira Reiss, 1960).

Evolution:

  • Now allows women to engage in premarital sex only within committed love relationships.
  • Allows men to engage in sexual relationships with as many partners as they wish without condition.

Consequences:

  • Women likely to have fewer sexual partners in lifetime.
  • U.S. CDC 2011: Average 35-year-old woman had 3 opposite-sex partners; average 35-year-old man had 6 (twice as many).
  • Canadian study (1,479 adults): Men averaged 11.25 sexual partners over lifetime; women averaged 4.

Gender beliefs:

  • Widely believed that men are more sexual than women.
  • Popular notion: men think about sex every seven seconds.
  • Research reality: men think about sex average 19 times/day vs. 10 times/day for women.

🏳️‍🌈 Discrimination and homophobia

Homophobia: An extreme or irrational aversion to homosexuals.

Evidence of discrimination:

  • 2009 Canadian Climate Survey of LGBT high school students vs. non-LGBT:
    • 59% vs. 7% subject to verbal harassment
    • 25% vs. 8% subject to physical harassment
    • 31% vs. 8% subject to cyber-bullying
    • 73% vs. 20% felt unsafe at school
    • 51% vs. 19% felt unaccepted at school

Historical context in Canada:

  • 1841: Homosexuality criminalized
  • 1867: Sodomy prohibited
  • 1890: "Acts of gross indecency" between men made illegal
  • 1953: Acts between women prohibited
  • 1950s-60s: Homosexuals treated as national security risks; hundreds lost civil service jobs/purged from military; thousands kept under surveillance
  • 1969: Criminal Code amended to relax laws (Trudeau: "no place for the state in the bedrooms of the nation")
  • 2005: Same-sex couples given right to marry

Advocacy:

  • Organizations: Egale Canada, gay pride organizations, gay-straight alliance support groups in schools
  • Acronym: LGBTQ (lesbian, gay, bisexual, transgender, queer/questioning)

📚 Theoretical perspectives on sexuality

⚙️ Structural Functionalism on sexuality

Core argument:

  • Regulation of sexual activity is important function of family.
  • Social norms traditionally encouraged sexual activity within marriage, discouraged it outside (premarital/extramarital sex).
  • Purpose: intensify bond between spouses, ensure procreation occurs within stable, legally recognized relationship.
  • Structure gives offspring best chance for appropriate socialization and provision of basic resources.

View of homosexuality:

  • Poses potential dysfunction regarding procreative role of family and unifying myths of traditional family.
  • Strictly speaking, homosexual couples cannot have children together (though homosexuals can marry/procreate with opposite sex, as occurred throughout history).
  • Deep connection between traditional family form, religion, cultural practices provides unifying force that gay marriage threatens.
  • Homosexuality disrupts existing functional order.
  • Need to examine new structural forms providing functional equivalents of traditional marriage: legal acceptance of same-sex marriage, new narratives about marriage legitimacy (universality of "love bond" vs. rites of tradition), rise in gay/lesbian couples bearing/raising children.

⚔️ Critical Sociology on sexuality

Historical oppression:

  • Homosexuality criminalized in Canada 1841.
  • Throughout 1950s-60s, homosexuals treated as national security risks.
  • Not until 1969 that Criminal Code relaxed laws.
  • Not until 2005 that same-sex couples given right to marry.

Key question:

  • Why have homosexuality and other sexualities been subject to persecution by dominant sexual majority?

Knowledge and power:

  • Sexuality caught up in relationship between knowledge and power.
  • Homosexual first defined as "kind of person" in 19th century: the sexual "invert."
  • Definition was "scientific" but not independent of cultural norms/prejudices.
  • Not independent of modern expansion of "micro-powers" over facets of individual life.
  • Early scientists viewed "sexuality" as hidden agency defining viability of personality, posing threat to survival/health of population.
  • Abnormal sexuality associated with mental disease, threats to institutional stability, biological pathologies.

Division of normal vs. deviant:

  • Division between healthy normal sexualities and dangerous deviant sexualities required medical/psychological expertise to diagnose.
  • Became "Trojan horse" through which problem of sexuality entered people's lives.
  • Sexual lives of children, "perverts," married couples, population became subject to interventions by doctors, psychiatrists, police, administrators, moral crusaders, families.

Power and normality:

  • Part of power issue: who determines what is normal?
  • Norms defined by social custom, moral tradition, scientific knowledge determine degree of ease in living within own bodies and assuming gender/sexual identities.
  • Having gender/sexual identity only experienced as normal/natural to degree one fits within dominant gender schema.
  • Dominant gender schema provides basis for inequalities in power/status distributed according to degree individuals conform to narrow categories.

Alternative view (Devor, 2000):

  • "We live in a world which is far more diverse than any number of simplistic dichotomies can describe."
  • Society goes against reality when insisting only two genders, two sexes, two basic sexualities.
  • Society diminishes itself by failing to avail itself of special gifts/lessons from transgender, transsexed, intermediately sexed people.

🎭 Symbolic Interactionism on sexuality

Focus on meanings:

  • Meanings associated with sexuality and sexual orientation.
  • Femininity is devalued in North American society; those who adopt such traits subject to ridicule (especially boys/men).
  • Masculinity is symbolic norm; heterosexuality signifies normalcy.

"Passing" as heterosexual:

  • Depends on sexual cues/props being received and interpreted by others as passable.
  • Experiences of gender/sexual outsiders reveal subtle dramaturgical order of social processes through which all gender identity is sustained/recognized.

Coming-out process (Vivienne Cass): Six social stages homosexuals negotiate with others:

  1. Identity confusion: Attempt to deny/resist growing suspicion of being homosexual
  2. Identity comparison: Examine available identity options to see which explains sense of self best
  3. Identity tolerance: Recognize "I probably am gay," seek more information/contacts
  4. Identity acceptance: Carefully manage sexual information or claim public acknowledgment
  5. Identity pride: Identify strongly with reference group, minimize value of others
  6. Identity synthesis: Sexuality naturalized, becomes "no big deal"
  • Transitions not predetermined; possible to remain stuck or go backwards.
  • Transitions fraught with difficulty for homosexuals.
  • Same process applies to heterosexuals, but absurdity of "coming out as heterosexual" is grounded in deeply entrenched heteronormative norms appearing natural.

Focus on labels:

  • Discussions of homosexuals often focus almost exclusively on sex lives.
  • Homosexuals (especially men) assumed to be hypersexual, sometimes deviant.
  • Slurs like "queen" and "fag" demean homosexual men by feminizing them.
  • Affects how homosexuals perceive themselves (Cooley's "looking-glass self").
  • Constant exposure to derogatory labels, jokes, pervasive homophobia leads to negative self-image or self-hate.
  • CDC reports: Homosexual youths experiencing high social rejection are 6x more likely to have high depression, 8x more likely to have attempted suicide.

🌈 Queer Theory

Core approach:

  • Problematizes manner in which we've been taught to think about sexual orientation.
  • Scholars reject effects of labeling; embrace word "queer," reclaim it for own purposes.
  • Reject dominant gender schema and dichotomization of sexual orientations into two mutually exclusive outcomes (homosexual or heterosexual).

Alternative conceptualization:

  • Highlights need for more flexible and fluid conceptualization of sexuality.
  • Allows for change, negotiation, freedom.
  • Current schema (heterosexual vs. homosexual) pits one orientation against other, mirroring other oppressive schemas (Black vs. White, male vs. female).

Eve Kosofsky Sedgwick's argument:

  • Argued against North American society's monolithic definition of sexuality—reduction to single factor (sex of desired partner).
  • Identified dozens of other ways people's sexualities differ:
    • Identical genital acts mean very different things to different people
    • Sexuality makes up large share of self-perceived identity for some, small share for others
    • Some spend lot of time thinking about sex, others little
    • Some like lot of sex, others little or none
    • Many have richest mental/emotional involvement with sexual acts they don't do or don't want to do
    • Some like spontaneous scenes, others highly scripted, others spontaneous-sounding but predictable
    • Some experience sexuality as deeply embedded in matrix of gender meanings/differentials; others don't

Goal:

  • Question ways society perceives and experiences sex, gender, sexuality.
  • Open door to new scholarly understanding.

🔑 Key terms reference

Bifurcated consciousness: Experience of division between directly lived, bodily world of women's lives and dominant, masculine, abstract, institutional world to which they must adapt.

Cisgender: Individuals whose gender identity matches the gender and sex they were assigned at birth.

Doing gender: When people perform tasks based upon the gender assigned to them by society.

Dominant gender schema: Ideological framework stating there are only two possible sexes (male/female) and two possible genders (masculine/feminine).

Double standard: Concept prohibiting premarital sexual intercourse for women but allowing it for men.

Gender: Social or cultural distinctions of behaviors considered male or female.

Gender identity: Individual's sense of being either masculine or feminine.

Gender role: Society's concept of how men and women should behave.

Heteronormativity: Belief and practice that heterosexuality is the only normal sexual orientation.

Homophobia: Extreme or irrational aversion to homosexuals.

Intersex: Individuals with mixture of male and female sexual organs or physical characteristics.

Patriarchy: Set of institutional structures (property rights, access to power, relationship to income sources) based on belief that men and women are dichotomous and unequal categories.

Queer theory: Scholarly discipline that questions fixed (normative) definitions of gender and sexuality.

Sex: Presence of physical or physiological differences between males and females.

Sexism: Prejudiced belief that one sex should be valued over another.

Sexuality: Person's capacity for sexual feelings and orientation of emotional and sexual attraction to particular sex.

Socialization: Process in which people learn to behave in particular way as dictated by societal values, beliefs, attitudes.

Transgender: Individuals who identify with behaviors and characteristics different from their biological sex.

Transsexuals: Transgender individuals who alter bodies through medical interventions (surgery, hormonal therapy).

13

Aging and the Elderly

Chapter 13. Aging and the Elderly

🧭 Overview

🧠 One-sentence thesis

Aging is fundamentally a social process shaped by cultural attitudes, power relationships, and institutional structures, rather than merely a biological phenomenon, and understanding it requires examining how societies define, value, and respond to older adults across different contexts.

📌 Key points (3–5)

  • Aging as social construction: Age is not just biological years but a product of social norms, expectations, and cultural meanings that vary across societies and change over time.
  • The greying of Canada: Canada's population is aging rapidly due to increased life expectancy, the baby boom generation reaching 65+, and below-replacement fertility rates, creating significant social and economic implications.
  • Multiple challenges: The elderly face ageism (discrimination based on age), potential mistreatment and abuse, economic vulnerability, and loss of social roles, though experiences vary widely by gender, class, and other factors.
  • Common confusion: Distinguish between universal biological aging (primary aging) and aging shaped by controllable factors like lifestyle (secondary aging); also distinguish between stereotypes of decline versus the reality that many seniors remain active, healthy, and engaged.
  • Theoretical perspectives differ: Functionalist theories focus on role transitions and adaptation; critical theories examine power and inequality; symbolic interactionist theories explore identity and meaning-making in aging.

🌍 Demographics and population trends

📊 Measuring aging populations

Cohort: a group of people who share a statistical or demographic trait, such as being born in the same time frame.

  • Statisticians track the median age (the halfway point in a population's age range): in Canada it is about 40, meaning half are younger and half are older.
  • Population pyramids show age distribution patterns visually, revealing the proportion of different age groups.
  • Canada's pyramid shows a bulge moving upward as baby boomers age, indicating the population is becoming increasingly top-heavy with seniors.
  • The sex ratio (number of men to women) becomes increasingly skewed toward women at older ages: in 2013, 67% of Canadians over 85 were women.

📈 The greying of Canada

Life expectancy: the average number of years a person born today may expect to live.

  • Canada's elderly population (over 65) increased from 5% in 1901 to 14.4% in 2011, projected to reach 25.5% by 2051.
  • This "greying" results from three factors:
    • Longer life spans: people are living longer due to medical advances; the number of centenarians (100+ years old) nearly doubled between 2001 and 2013.
    • Baby boom aging: nearly a third of Canadians were born 1946-1964, and this large cohort began reaching 65 in 2011.
    • Low birth rate: below-replacement fertility means fewer young people relative to older people.
  • Example: The population bulge visible in 2011 pyramids (ages 45-55) will shift upward, making 65-85 the largest group by 2020.

🌐 Global aging patterns

Dependency ratio: the number of productive working citizens compared to non-productive members (young, disabled, elderly).

  • Aging is a global phenomenon but varies by nation: Japan has 25% over 65, while Canada has 15.3%.
  • Core nations (wealthy, industrialized) are better equipped to handle aging populations than peripheral nations.
  • China faces an "aging boom": 13.3% are over 60 today, projected to reach nearly one-third by 2050, straining the labour force.
  • Cultural differences matter: Asian cultures traditionally emphasize filial piety (deference and respect to parents and ancestors), placing elder care responsibility on families, while Western cultures emphasize independence.
  • Don't confuse: Different cultural attitudes toward aging don't reflect biological differences but rather social values and economic structures.

👶 Baby boomers as a distinct cohort

  • Baby boomers were the first generation with their own spending and marketing power as youth, creating a youth-oriented culture.
  • As they age, they redefine what it means to be old: they prefer terms like "later life" or "the third age" rather than "old."
  • Economic implications include concerns about pension sustainability and health care costs, though studies show aging itself adds only about 1% annually to health care costs (other factors like technology and end-of-life care are larger drivers).
  • Many boomers are financially unprepared: the average boomer has saved $228,000 but needs $1,352,000 to maintain their lifestyle, leading 71% to plan part-time work in retirement.

🧬 The aging process

🔬 Biological changes

Primary aging: biological factors such as molecular and cellular changes. Secondary aging: aging that occurs due to controllable factors like lack of exercise and poor diet.

  • Physical signs of aging typically appear after 50: skin becomes thinner and less elastic, hair thins and greys, vision and hearing may decline.
  • Common health issues for those over 65 include arthritis (44-51%), hypertension (40%), cataracts, back pain, and heart disease.
  • About 1.5% of Canada's population suffers from dementia such as Alzheimer's, projected to rise to 2.8% by 2038.
  • How people adapt depends partly on cultural meanings: cultures valuing youth and beauty create negative perceptions of aging, while cultures revering elders create more positive experiences.
  • Don't confuse: The biological changes themselves are neutral; the distress or acceptance people feel is socially constructed.

🧠 Psychological and social changes

Life course: the period from birth to death, including a sequence of predictable life events such as physical maturation and age-related roles (child, adolescent, adult, parent, senior).

  • Aging involves transitions in roles and identities at each life stage, requiring learning and self-redefinition.
  • Erik Erikson identified the final life stage challenge as integrity versus despair: successfully aging individuals embrace their life experiences and find peace, while others may experience regret and bitterness.
  • Retirement is a relatively recent concept (introduced in Germany in 1889, Canada in 1927); it can bring freedom and new opportunities or loss of purpose and social roles.
  • Gender differences: widows often enjoy newfound freedom living alone for the first time, while widowers experience greater loss of care and emotional support.
  • Example: A professor might experience retirement as loss of identity or as opportunity to pursue hobbies, depending on how they navigate the transition.

❤️ Sexuality and aging

  • Sexual identity and activity do not disappear after 65, though society is uncomfortable discussing elderly sexuality.
  • For women, elder years can bring relief from pregnancy fears and child-rearing responsibilities.
  • Medical attention to sexual dysfunction has focused more on men (pharmaceuticals for erectile dysfunction) than women (female sexual dysfunctions only recently acknowledged).
  • One in five new AIDS cases occur in adults over 65, indicating continued sexual activity without always practicing safe sex.

🏳️‍🌈 LGBT seniors

  • LGBT older adults face unique challenges: higher rates of disability and depression than heterosexual peers, and less likely to have partner/children support systems.
  • In long-term care facilities, many LGBT seniors practice "disclosure management," hiding their sexual orientation due to fear of discrimination.
  • Only 22% of LGBT seniors expect they could be open about orientation in long-term care; only 16% of non-LGBT seniors expect facilities would be accepting.
  • Same-sex marriage (legalized in Canada in 2005) provides legal and financial protections and reduces the need to "retreat to the closet."

💀 Death and dying

Grief: a psychological, emotional, and social response to feelings of loss accompanying death or similar events. Thanatology: the systematic study of death and dying.

  • Death became associated with old age only as life expectancy increased; previously death could occur at any life stage.
  • Cultural values shape perceptions: North Americans often view death as loss and frightening, rather than as natural or tranquil.
  • Elisabeth Kübler-Ross identified five stages of grief: denial ("this isn't happening"), anger ("this is unfair"), bargaining (negotiating to postpone death), depression (resignation to hopelessness), and acceptance (facing death as natural and inevitable).
  • Don't confuse: These stages are not rigid or universal; people may experience them in different orders or skip stages entirely.

🏥 End-of-life care debates

Physician-assisted suicide: the voluntary use of lethal medication provided by a medical doctor to end one's life. Euthanasia: taking someone's life to alleviate suffering, not necessarily reflecting the person's expressed desire. Hospice: health care that treats terminally ill people by providing comfort during the dying process rather than cure-oriented treatment.

  • Physician-assisted suicide is illegal in Canada (though suicide itself has been legal since 1972), but the law is being challenged.
  • Arguments for: autonomy and right to choose, inadequate palliative care, discrimination against disabled who cannot commit suicide themselves.
  • Arguments against: life is fundamental value, potential for abuse of vulnerable people, financial pressures might drive decisions, reduced urgency to improve care.
  • Key legal cases: Robert Latimer (convicted of mercy killing his daughter with cerebral palsy), Sue Rodriguez (lost Supreme Court case for right to physician-assisted suicide but received it anonymously), Gloria Taylor (won constitutional exemption but died before using it).
  • Quebec became the first province to pass right-to-die legislation in 2014, allowing terminally ill adults of sound mind to request continuous palliative sedation leading to death.
  • Hospice care is expanding: focuses on comfort and peace rather than cure, increasingly offers at-home care so people can die in familiar surroundings with family.
  • Studies show people prefer to die at home, yet society has institutionalized death, separating it from everyday life.

🚧 Challenges facing the elderly

😠 Ageism and stereotypes

Ageism: discrimination based on age. Gerontology: a field of science that seeks to understand the process of aging and challenges encountered as seniors grow older. Social gerontology: a specialized field examining the social and sociological aspects of aging.

  • Dr. Robert Butler coined "ageism" in 1968, noting it exists in all cultures.
  • Ageism ranges from mild (patronizing behavior) to severe (workplace discrimination, inadequate health care, loss of power in living situations).
  • Media portrayals often reflect negative attitudes: elderly are cast as grouchy, forgetful, or invisible rather than as employees, lovers, or complex individuals.
  • People accept age stereotypes more readily than race or gender stereotypes because they haven't experienced old age themselves yet.
  • Example: Assuming an older driver is slow simply because they're elderly, or assuming an older shopper needs help carrying groceries just because of age, both reflect ageist assumptions.
  • Historical shift: In preindustrial societies, elderly were respected for wisdom and experience (some had gerontocracy, rule by the oldest members). Industrialization and modernization diminished their status as physical strength and new technical skills became more valued.

💰 Economic vulnerability

  • Only 3.1% of Canadian households are multigenerational (2011), down from the norm in agrarian societies where elders lived with children and contributed through chores and childcare.
  • Poverty rates for elderly have improved dramatically: for elderly couples from 17.7% (1976) to 2.4% (2011); for single women over 65 from 68.1% to 16.1%.
  • However, women face greater economic challenges: their earnings don't increase at the same rate as men's, so they enter retirement with fewer resources. In 2007, 14% of senior single women lived in poverty (123,000 women versus 44,000 men).
  • Canada and Quebec Pension Plans, Old Age Security, and Guaranteed Income Supplement have successfully reduced elder poverty but don't cover full cost-of-living expenses.
  • Concerns about pension sustainability as boomers retire and fewer workers pay in; government raised retirement age from 65 to 67.

🤕 Elder abuse and mistreatment

Elder abuse: when a caretaker intentionally deprives an older person of care or harms the person in their charge. Senescence: the aging process, including biological, emotional, intellectual, social, and spiritual changes.

  • Physical frailty can render elderly dependent on caregivers, creating vulnerability to abuse.
  • Five major types: (1) physical abuse (hitting, shaking), (2) sexual abuse (rape, coerced nudity), (3) psychological/emotional abuse (verbal harassment, humiliation), (4) neglect (failure to provide adequate care), (5) financial abuse or exploitation.
  • Additional types: abandonment and self-neglect.
  • Prevalence: 2% of men and 3% of women reported emotional or financial abuse by child, relative, friend, or caregiver (2009). Actual numbers may be higher due to underreporting. Risk increases with dementia.
  • Caregiver risk factors for perpetrating abuse: inexperience, other demands (jobs, children), living full-time with elder, high stress, isolation, lack of support, history of depression, being abused as a child, financial dependency on the elder.
  • Paid caregivers at risk if they have low job satisfaction, treat elderly like children, or feel burnt out.
  • Example: An adult child caring for an elderly parent while depending on that parent's income is more likely to perpetrate physical abuse.

🔒 Aging in prison

  • Over 20% of Canadian prisoners are age 50 or older (age 50 used as benchmark because incarceration accelerates aging by 10 years), a 50% rise over the last decade.
  • Prisons not designed for elderly: physical mobility and sight impairments create difficulties, threat from younger inmates, isolation, fear.
  • Ethical questions: Is it appropriate to keep elderly prisoners incarcerated when they may be physically incapable of committing crimes? Few lawmakers willing to appear "soft on crime" by releasing them.

🔍 Theoretical perspectives on aging

⚙️ Functionalist theories

Disengagement theory: suggests that withdrawing from society and social relationships is a natural part of growing old.

  • Disengagement theory (Cumming and Henry, 1961): As people approach death and experience physical/mental decline, they naturally withdraw from society; withdrawal is gendered (men withdraw from work, women from family).
  • Criticism: Doesn't account for wide variation in aging experiences; not everyone withdraws universally.

Activity theory: suggests that activity levels and social involvement are key to happiness in old age.

  • Activity theory (Havinghurst, 1961): The more active and involved an elderly person is, the happier they will be; elderly need to find replacement roles for those they've lost.
  • Criticism: Access to activities isn't equally available to all; doesn't account for power and inequality; not everyone finds fulfillment in activity.

Continuity theory: suggests the elderly maintain consistency in personality structures, beliefs, and relationships, remaining active throughout elder years.

  • Continuity theory (Atchley, 1971): Elderly don't drastically change lifestyles or identities; they make future decisions based on already-developed social roles, maintaining social equilibrium.
  • Criticism: Emphasizes "normal" aging, inadequate for describing those with chronic diseases like Alzheimer's.

⚖️ Critical theories

Modernization theory: suggests that industrialization and modernization are the primary causes of the elderly losing power and influence in society.

  • Modernization theory (Cowgill and Holmes, 1972): As societies industrialize, elders' status decreases and they experience social exclusion. In preindustrial economies with extended families, elders have defined roles; in industrial societies with nuclear families, elders become economic burdens.
  • Applies to both developed and developing nations.

Age stratification theory: suggests that members of society are stratified by age, just as they are by race, class, and gender.

  • Age stratification theory (Riley, Johnson, Foner, 1972): Age serves as basis of social control; different age groups have varying access to political and economic power. A person's value is determined by age (ascribed characteristic). Behavioral age norms dictate what's appropriate for each age cohort.
  • Example: An elderly woman wearing a bikini might be considered deviant because it violates norms denying older females' sexuality.
  • Criticism: Too broad; doesn't attend to intersections with other stratifications like gender and race.
  • Feminist critique: An older white male has more power than an older white female due to historical access to resources; women's status depends more on youth and attractiveness; women enter retirement with fewer financial resources; many senior women were socialized to defer financial decisions to men and feel disempowered when widowed.

🔄 Symbolic interactionist theories

Subculture of aging theory: focuses on the shared community created by the elderly when they are excluded from participating in other groups.

  • Subculture of aging theory (Rose, 1962): When excluded due to age, elders disengage from society and develop new interaction patterns with peers sharing common backgrounds and interests. Group consciousness develops around issues like health care and elder abuse.
  • Example: Organizations like CARP create community and political pressure around elderly-specific issues.

Selective optimization with compensation theory: suggests successful aging is based on selection, optimization, and compensation to balance losses with gains.

  • Selective optimization with compensation theory (Baltes and Baltes, 1990): As energy diminishes with age, people select personal goals, optimize effort in activities, and compensate for loss of wider range of activities. Physical decline may increase dependence, but this allows saving energy for most meaningful activities.
  • Example: A professor values teaching, so participates in phased retirement, teaching only one or two classes per year rather than fully retiring.

Gerotranscendence: the idea that as people age, they transcend limited views of life held in earlier times.

  • Gerotranscendence (Tornstam, 2005): Throughout aging, elderly become less self-centered, more peaceful and connected to nature. Wisdom comes with age; elderly tolerate ambiguities, let go of conflict, develop softer views of right and wrong.
  • Not everyone achieves this; some grow bitter, isolated, grumpy, or judgmental.

Exchange theory: suggests one's status within social relationships depends on ongoing exchange of social resources.

  • Exchange theory (Dowd, 1975): Social relationships involve cost/benefit analysis of contributions (effort, time, money, support) versus rewards. As elderly become less able to exchange resources, their social circles diminish. To avoid being discarded, must engage in resource management (maintaining inheritance, providing childcare).
  • Criticism: Assumes people are calculating; overemphasizes material exchange and devalues nonmaterial assets like love and friendship.

Key distinction across perspectives: Functionalist theories ask "How do elderly adapt to role changes?"; critical theories ask "How do power imbalances affect the elderly as a group?"; symbolic interactionist theories ask "How do elderly create meaning and identity through interactions?"

14

Marriage and Family

Chapter 14. Marriage and Family

🧭 Overview

🧠 One-sentence thesis

The family is a socially constructed institution that takes diverse forms across cultures and time periods, shaped by economic conditions, gender relations, and social norms rather than a single "natural" or "normal" structure.

📌 Key points (3–5)

  • What constitutes a family: Socially recognized groups joined by blood, marriage, or adoption that form emotional connections and economic units; definitions vary widely and are culturally specific.
  • Multiple levels of analysis: Family can be studied at macro-level (society-wide patterns), meso-level (group dynamics like mate selection and marital satisfaction cycles), and micro-level (individual interactions and power exchanges).
  • Historical change, not decline: The nuclear family (married heterosexual couple with children) was an anomaly of post-WWII conditions, not a timeless norm; diverse family forms reflect adaptation to economic and social change.
  • Common confusion: "Decline of the family" vs. diversification—non-nuclear families are not dysfunctional but responses to changing economic realities, gender equality norms, and individual circumstances.
  • Key challenges: Divorce, domestic violence, and child abuse strain families; outcomes depend heavily on conflict levels, economic resources, and social support rather than family structure alone.

🏛️ Defining marriage and family

💍 What is marriage?

Marriage: A legally recognized social contract between two people, traditionally based on a sexual relationship and implying permanence of the union.

  • Definitions vary: some require legal recognition, others include common-law; some allow polygamy, others only monogamy.
  • Sociologists study marriage because it creates families, the basic social unit upon which society is built.
  • Marriage creates status roles sanctioned by society.

👨‍👩‍👧‍👦 What is family?

Family: A socially recognized group joined by blood relations, marriage, or adoption, that forms an emotional connection and serves as an economic unit of society.

  • Family of orientation: The family into which a person is born.
  • Family of procreation: A family formed through marriage.
  • Definitions are contested: social conservatives emphasize traditional nuclear structure; sociologists emphasize how members relate to one another.

🔍 Family as social form

  • Based on Simmel's distinction between form and content, the family is a social form that organizes five core interests: sexual activity, economic cooperation, reproduction, socialization of children, and emotional support.
  • Family forms are diverse (nuclear, polygamous, extended, same-sex parent, single-parent, blended, zero-child) and determined by cultural traditions, social structures, economic pressures, and historical transformations—not random variation.

🔬 Three levels of sociological analysis

🌍 Macro-level: Family and society

  • Functionalist view: Nuclear family (cohabiting man and woman with at least one child) is the basic unit of orderly, functional society; non-nuclear forms may lead to dysfunction.
  • Critical view: Diversity of family forms reflects responses to gender inequality and economic change, not "decline"; the nuclear family was an historical anomaly of the Fordist economy post-WWII, not a timeless norm.
  • Example: The large extended family of rural agricultural economies 100 years ago differed from the single-breadwinner nuclear family of the 1950s, which differs again from today's families facing precarious employment and gender equality norms.

👥 Meso-level: Group dynamics

  • Mate selection: Despite romantic love ideals, mate choice involves implicit cost/benefit analysis of socioeconomic and cultural resources; third parties (family, church, community) intervene to maintain group homogeneity; demographic variables (local marriage markets, sex ratios) affect availability of mates.
  • Marital satisfaction cycle: Satisfaction is high early, drops when children are young (lowest when teenagers), then increases when children leave home ("empty nesters" have highest satisfaction alongside childless couples); the family form itself has built-in dynamics independent of individual personalities.
  • Don't confuse: Individual chemistry vs. social influences—romantic love feels spontaneous but is shaped by group-level factors like in-group/out-group preferences and appraisal of socially defined "assets."

🔬 Micro-level: Individual interactions

  • Exchange theory: All relationships are based on giving and returning valued goods or services; individuals seek to maximize rewards.
  • Example: Spouses weigh who contributes more valuable resources (money, time, chores, emotional support); unequal exchange can lead to marital discord or, in extreme cases, domestic violence ("intimate terrorism" and "violent resistance").
  • Kundera's observation: Every relationship forges an implicit "contract" about exchanges within the first 6 weeks that governs future conflicts—a micro-level structure created through interaction that then constrains it.

💘 Romantic love and mate selection

🧠 What is romantic love (sociologically)?

  • Neuroscience: One of three central brain systems for mating (alongside sexual drive and companionate attachment); intense attraction to a specific person that focuses "mating energy"; manifests as obsessiveness, craving, loss of appetite, possessiveness, intrusive thoughts.
  • Sternberg's triangular theory: Romantic love has three components—passion (erotic attraction), intimacy (bonding and closeness), and commitment (deliberate choice to stay together).
  • Over time in long-term relationships: passion drops off, intimacy decreases gradually, commitment increases then levels off; romantic love may evolve into companionate love (deep friendship, comfortable companionship, shared interests but not necessarily intense attraction).

🎯 Social factors in mate selection

Despite the ideal of involuntary romantic attraction, mate selection involves three sociological variables:

  1. Socioeconomic and cultural resources: Potential mates assess income potential, family wealth, education, taste, worldview, values to maximize relationship rewards.
  2. Third-party intervention: Family, church, community members prevent out-group marriages to maintain group cohesion and homogeneity.
  3. Demographic variables: "Local marriage markets" (schools, workplaces, bars, neighborhoods) affect probability of meeting mates; group size, concentration, sex ratios, age distribution all influence likelihood of finding a mate within one's social group.
  • Result: People tend to select mates of similar social status from within their own social group—mate selection is not as random as Cupid's arrow suggests.

📊 Variations in family structure

🏠 Types of families in Canada (2011 data)

Family typePercentageNotes
Married couple with children31.9%Down from 37.4% in 2001
All married couples67%Still predominant but declining
Common-law couples16.7%Up 35% from 2001; much higher in Quebec (31.5%) and Northern Territories
Single-parent households19.3%82% live with mother
Same-sex couples0.8%Up 42% from 2006; 30% married; 9.4% raising children

👶 Children's living arrangements

  • 63% of children under 14 live with two married parents (down from 70% in 1981).
  • 16.3% live with two unmarried cohabiting parents (up from 12.8% in 2001).
  • 10% of children in two-parent homes live with a biological/adoptive parent and a stepparent.
  • 1.8% live with guardians who are neither biological nor adoptive parents (28% with grandparents, 44% with other relatives, 28% with non-relatives or foster parents).

🔍 What affects child well-being?

  • Key factors: Educational levels and economic condition of the family, not whether parents are married, common-law, or single.
  • Example: Young children in low-income families are more likely to have vocabulary problems; higher-income families provide more recreational opportunities.
  • Policy matters more than structure: In Sweden, generous family support policies (paid parental leave, subsidized daycare, child benefits) produce high child well-being indicators regardless of single- vs. dual-parent structure.
  • Don't confuse: Family structure vs. family resources—outcomes depend on economic support and services, not the marriage certificate itself.

🔄 Marriage patterns and trends

💑 Cohabitation

  • 1.6 million people (16.7% of census families) cohabitated in 2011.
  • 28% of men and women cohabitated before first marriage.
  • Most cohabiting relationships transition to marriage within three years; only 15% cohabitate only and never marry.
  • Cohabitation contributes to later age at first marriage: 29.6 for women, 31 for men in 2008 (compared to 23 for women, 25 for men in the 1960s-70s).
  • Recent research: Cohabitation has little effect on marriage success; those who don't cohabitate have slightly better rates of remaining married 10+ years.

🌈 Same-sex couples

  • 64,575 same-sex couple households in 2011 (up 42% from 2006).
  • 30% were married (up from 16.5% in 2006) following legalization of same-sex marriage in 2005.
  • More male-male couples (54.5%) than female-female couples.
  • 45.6% live in Vancouver, Toronto, and Montreal.
  • Research: Same-sex parents are as effective as opposite-sex parents; children of lesbian couples showed slightly lower behavioral problems and higher self-esteem.

🚫 Staying single

  • One-fifth of individuals over 15 did not live in a couple or family in 2011.
  • 73.1% of young adults 25-29 were never-married (up from 26% in 1981).
  • More young men single than women (78.8% vs. 67.4%) reflecting tendency for men to marry older and marry younger women.
  • By age 40: 20% of women and 14% of men will have never married.
  • Single women over 35 report feeling secure and happy, having found success in education and careers.

🌐 Polygamy

  • Practiced in 78% of world cultures, almost exclusively as polygyny (one man, multiple women).
  • Fewer than 10% (max 25-35%) of men in polygamous cultures have multiple wives; typically older, wealthy, high-status men.
  • In Canada: Illegal (bigamy prohibited by Criminal Code); associated with fundamentalist Mormons (estimated 37,500 in US, Canada, Mexico) and emerging among North American Muslims (approximately 20,000, about 1% of Muslim population).

🎭 Theoretical perspectives

⚙️ Functionalism

Core claim: Family performs four universal residual functions that stabilize society.

  1. Sexual regulation: Provides socially legitimate sexual outlet for adults; establishes norms governing sexual behavior.
  2. Reproduction: Ensures survival of society by producing and giving recognized status to new generations.
  3. Socialization: Primary agent teaching children social norms, values, beliefs, attitudes, manners, civility; establishes emotional security and self-worth.
  4. Economic function: Basic unit of consumption; members coordinate incomes to provide for the family.

Gender roles (Parsons): Men assume instrumental roles (work outside home, financial support, family status); women assume expressive roles (work inside home, emotional support, physical care). This differentiation ensures balance and coordination.

Critique of Parsons: He recognized "asymmetrical relation" between equality norms in family and inequality in occupational system created strain; men became narrow instrumental specialists, women turned "neurotically" to expressive tasks to demonstrate equality.

⚖️ Critical sociology

Core claim: Family is an arena where societal power struggles are felt; inequalities within families reflect broader social inequalities.

  • "The personal is political": Feminist slogan highlighting how matters long considered private (domestic violence, child abuse, inequality between sexes, property rights) have broad social/public implications.
  • Power and resources: Blood and Wolfe (1960) found person with most access to value resources (especially money) held most power; men working in paid labor held more power than women working inside home.
  • Household labor: Offers no wages, therefore no power; when men do more housework, women experience more marital satisfaction and less conflict.
  • Historical context: Nuclear family should be seen as historical anomaly of specific post-WWII conditions, not normative model; diverse family forms are responses to gender inequality and economic change, not "decline."

🎭 Symbolic interactionism

Core claim: Family is a group of role players who construct family through interaction; norms and roles are fluid, not fixed.

  • Family as symbol: Meanings of "family," "parent," "mother," "father" are socially constructed and change over time.
  • Example: "Parent" once meant biological connection; now more associated with whoever has responsibility for child's upbringing (through adoption, remarriage, guardianship).
  • Example: "Good father" once meant financial provider; now means promoting children's emotional well-being, social skills, intellectual growth.
  • How norms emerge: Rules and expectations coordinating family behavior are products of social processes and joint agreement (even if tacit); new norms continually emerge from ongoing interactions to make family structures intelligible in new situations.

💔 Challenges: Divorce

📈 Divorce trends

  • Legislative changes drove rates: 1968 Divorce Act broadened grounds; 1986 amendment made "breakdown of marriage" sole ground (one year separation, no fault required).
  • Peak and decline: Divorce rate peaked in 1987 at 362 per 100,000 population; dropped steadily to 221 per 100,000 in 2005.
  • Total divorce rate: 40.7% of marriages projected to end before 30th anniversary in 2008 (down from high of 50.6% in 1987).
  • Don't confuse: Annual divorce rate vs. total divorce rate—comparing divorces in a given year to marriages in that same year is misleading because they're unrelated statistics.

⚠️ What causes divorce?

  • Financial stress: Couples without strong asset base (home, savings, retirement) are 70% more likely to divorce after three years.
  • Children: Addition of children creates financial and emotional stress; marriages enter most stressful phase at birth of first child; couples with twins/triplets 17% more likely to divorce.
  • Declining satisfaction: Values and life goals may no longer match over time.
  • Cyclical pattern: Children of divorced parents 40% more likely to divorce; if parents divorced then remarried, likelihood rises to 91%; when both partners previously divorced, marriage 90% more likely to end in divorce.

🔄 Remarriage

  • 43% of individuals whose first marriage failed married again; 16% remarried after spouse's death.
  • Most remarry within five years (median 3 years for men, 4.4 years for women).
  • Remarriage tends to be more stable than first marriages (spouses older and more mature); 71% of remarried couples surveyed were still together after average of 13 years.
  • Couples marry second time more for intimacy-based reasons than external reasons, enjoying greater relationship quality.

👧 Impact on children

  • Conflict matters most: In high-conflict homes, children benefit from divorce and decreased conflict; in low-conflict homes (the majority), children more negatively impacted by divorce stress than by unhappiness in marriage.
  • Overall effect relatively weak: Amato and Keith found effect of divorce on children's well-being is relatively weak and declining over time; children of divorces experience higher well-being than children of intact but highly conflictual marriages.
  • Age differences: School-age children may find divorce most difficult (old enough to understand separation but not reasoning); teenagers recognize conflict but feel fear, loneliness, guilt, pressure to choose sides; infants/preschoolers suffer from loss of routine.
  • Proximity to parents: Boys with fathers (living or joint arrangements) show less aggression; girls with mothers tend to be more responsible and mature; 70% of children live primarily with mother, 15% with father, 9% move equally between both.
  • Children's views on marriage: Despite divorce, 75% of high school students say strong marriage and family life "extremely important"; over half believe "very likely" they'll have lifelong marriage.

🚨 Challenges: Violence and abuse

💥 Intimate partner violence (IPV)

Intimate partner violence (IPV): Violence between individuals who maintain a romantic or sexual relationship; includes physical violence, sexual violence, threats and intimidation, and emotional abuse.

Prevalence:

  • 1 in 4 victims of violent crime in Canada victimized by spouse or family member in 2010.
  • 1 in 4 women experienced some form of IPV in lifetime (compared to 1 in 7 men).
  • Women had more than double the risk of men of police-reported family violence in 2011.
  • Less than one-quarter of victims report to police; two-thirds stated abuse occurred more than once before first report; nearly 3 in 10 abused more than 10 times before reporting.

Patterns:

  • Against women: 71% physical assault (57% common assault, 10% major assault), 3% sexual assault, 10% uttering threats, 5% indecent/threatening calls, 9% criminal harassment/stalking.
  • Against men: 79% physical violence, less than 1% sexual assault.
  • Between 2000-2010: Nearly one-quarter of women murdered by intimate partners were killed for reasons of jealousy (compared to 10% of male victims).

Risk factors:

  • Aboriginal women: 2.5 times higher rate than non-Aboriginal women; 6 in 10 reported injury (vs. 4 in 10 non-Aboriginal); 52% feared for lives (vs. 31%).
  • Separated individuals report higher rates than other marital statuses.
  • Cohabitating/common-law more likely than married to experience IPV.
  • Women ages 25-34 at greatest risk.
  • Rural Canada: Nearly double the rate of major metropolitan areas (542 vs. 294 per 100,000).
  • Household income and education: Little effect in Canada (unlike US where low-income areas show double the rate).

Why victims don't report (top reasons from Table 14.3):

  • Personal matter (90% of men, 75% of women)
  • Dealt with another way (82% of men, 77% of women)
  • Not important enough (76% of men, 64% of women)

Long-term effects:

  • Unemployment (difficulty finding/holding jobs)
  • Major depression (nearly all women with serious domestic problems)
  • Alcohol/drug abuse, eating disorders, suicide attempts

👶 Child abuse

Prevalence:

  • 18,000+ children/youth under 17 were victims of police-reported family violence in 2010 (nearly 1/4 of all violent offenses against children/youth).
  • Rate of sexual assault against children five times higher than for population as a whole.
  • Girls 37% more likely than boys to be victims of family violence (almost twice as likely ages 12-17); girls almost four times as likely to be victims of sexual assault by family member.
  • 25% of violent crime against children/youth perpetrated by family member; 54% by someone known to victim.
  • 59% of family violence against children committed by parents, 19% by siblings, 22% by other family.

Age patterns:

  • Infants (<1 year) most victimized: 52 investigations per 1,000 children (vs. 43 per 1,000 for 1-3 year olds).
  • Infants most vulnerable to family homicide: 27 per million (vs. 9 per million for 1-3 year olds); 98% committed by parents.
  • Younger children more likely victimized by family: 70% of infants/toddlers under 3, 47% of children 3-11, 18% of youth 12-17.

🤚 Corporal punishment debate

Legal status: 1892 law permits corporal punishment; upheld by 2004 Supreme Court ruling with restrictions—"reasonable corrective force" for children 2-12 years old that is "minor" and of "a transitory and trifling nature"; cannot strike with object or hit head.

Public opinion divided:

  • 2005 study: 70% of mothers with preschoolers used corporal punishment; 1/3 used it at least weekly.
  • 2007 poll: 78% of parents believed parents don't discipline enough; 42% believed spanking benefited child development.

Research evidence:

  • Meta-analysis in Canadian Medical Association Journal: Spanking no better than other methods at eliciting compliance; linked to increased childhood aggression and long-term effects (depression, emotional/behavioral problems, drug/alcohol use in adulthood).
  • Studies show spanking not effective and may lead to aggression, particularly when used at young age.

🍼 Shaken-baby syndrome

Shaken-baby syndrome: A group of medical symptoms (brain swelling, retinal hemorrhage) resulting from forcefully shaking or impacting an infant's head.

  • Baby's cry is number one trigger for shaking.
  • Parents unable to soothe baby may take frustration out by shaking violently.
  • Other stress factors: poor economy, unemployment, dissatisfaction with parental life.
  • Attributed as cause of nearly 1/3 (31%) of family-related homicides of infants <1 year between 2000-2010.
15

Religion

Chapter 15. Religion

🧭 Overview

🧠 One-sentence thesis

Religion persists in modern society not simply as a set of supernatural beliefs, but as a complex social institution that provides meaning, solidarity, and identity through shared beliefs, rituals, experiences, and community forms that adapt to contemporary conditions.

📌 Key points (3–5)

  • What sociologists study: Religion as a social phenomenon—how it shapes behavior, creates solidarity, and functions in society—rather than the truth of religious claims themselves.
  • Four dimensions framework: All religions share (in varying degrees) belief systems, ritual practices, spiritual experiences, and distinctive social/community forms.
  • Classical predictions vs. reality: Marx, Durkheim, and Weber predicted secularization would erode religion in modern societies, but contemporary evidence shows religious resurgence, pluralism, and new forms of spirituality instead.
  • Common confusion—secularization vs. transformation: Declining church attendance doesn't mean religion disappears; it often transforms into individualized spirituality, fundamentalist movements, or new religious forms.
  • Why it matters: Understanding religion sociologically explains social cohesion, moral frameworks, political conflicts, gender relations, and responses to modernity and globalization.

🔍 Defining Religion Sociologically

🔍 Three approaches to definition

Sociologists use three main strategies to define religion, each with trade-offs:

Definition TypeCore LogicStrengthWeakness
SubstantialLists essential characteristics (e.g., "belief in spiritual beings")Clear boundaries; easy to apply cross-culturallyToo narrow; excludes Buddhism, Confucianism, neo-paganism
FunctionalDefines by what religion does (e.g., "struggles with ultimate problems of human life")Captures diverse forms; explains persistenceToo broad; hard to distinguish religion from non-religion
Family resemblanceCluster of shared attributes (belief, ritual, experience, community)—not all present in every caseFlexible; captures complexity without being vague"Religion" becomes somewhat hazy as a category

Example: The Céu do Montréal church uses ayahuasca (a controlled psychedelic substance) as a sacrament. Because it has formal church-like organization, it gained legal exemption as a religion in Canada. Other groups using ayahuasca in traditional healing ceremonies—without formal church structure—remain criminalized. The definition of religion has real legal and social consequences.

🧩 The four dimensions of religion

Rather than a single definition, sociologists examine religion through four dimensions present (in varying intensity) across all religious traditions:

🧩 Belief (cognitive dimension)

Religious beliefs: A generalized system of ideas and values that shape how members understand the world.

  • Not just "what you think" but frameworks for interpreting existence, suffering, morality, and the cosmos.
  • Includes formal creeds (e.g., Nicene Creed in Christianity) and informal stories, myths, songs.
  • Theodicy is a key belief function: explaining why a good/powerful God allows suffering (e.g., karma, predestination, dualism).

Don't confuse: Belief systems with mere opinions—religious beliefs are taught, shared, and claim authority over ultimate questions that science or politics cannot answer.

🔁 Ritual (behavioral dimension)

Rituals: Repeated physical gestures or activities (prayers, mantras, ceremonies) that reinforce beliefs, elicit spiritual feelings, and connect worshippers with the sacred.

  • Rituals divide the sacred (set apart, forbidden, touched by divine presence) from the profane (ordinary, everyday objects and activities).
  • Rites of passage (baptisms, Bar Mitzvahs, Sun Dances) mark identity transformations and sacralize vulnerable transitions.
  • Psychological functions: Rituals relieve anxiety (e.g., Trobriand Islanders' fishing rituals before dangerous ocean voyages) or enforce norms through taboos (prohibited acts that create fear/anxiety to maintain social order).

Example: In many Native American Sun Dance rituals, young men fast and dance for days, connected to a pole by rawhide through their chest skin. Friends and family pray for protection during this "liminal" state—neither the old self nor the new. The ritual confers prestige but also involves real danger of failure, reinforcing social cohesion and spiritual transformation.

✨ Experience (emotional/mystical dimension)

Spiritual experience: The feeling of immediate connection with a higher power—transformative, indescribable, and often overwhelming.

  • Not about thinking a certain way but feeling a certain way: visions, revelations, altered states, expanded consciousness.
  • Examples: Buddha's enlightenment, Saul's conversion on the road to Damascus (blinded for three days by a vision of Jesus), speaking in tongues in Evangelical congregations.
  • Religions vary in who can access these experiences (spiritual elites vs. all members) and whether they are cultivated (Zen meditation) or spontaneous (divine inspiration).

Don't confuse: Spiritual experience with mere emotion—these are experiences interpreted as encounters with the divine that often lead to permanent identity transformation.

👥 Community (social/organizational dimension)

Religious community: Specific forms of social organization that unite believers into a "single moral community" (Durkheim).

Four social functions of religious community:

  1. Credibility through shared belief: Easier to believe when others around you believe.
  2. Moral authority: Provides ethics, proper behaviors, and normative basis for the community.
  3. Social control: Shapes behavior through both external enforcement and internal self-control.
  4. Social hub: Places of worship provide entertainment, socialization, support (though declining in Canada).

Example: Even as many Canadians move away from traditional religion, they still draw values from religious origins (e.g., "Do unto others as you would have them do unto you").

📊 Types of religious organization

Religious organizations vary by size, influence, and relationship to society:

TypeDefinitionRelationship to SocietyExamples
EcclesiaLarge church with formal state tiesIntegrated; most/all citizens are membersAnglican Church (England), Catholic Church (Spain), Salafi Islam (Saudi Arabia)
DenominationLarge church without formal state tiesIntegrated but separate from state; coexists with other denominationsUnited Church, Catholic Church, Anglican Church in Canada
SectSmall group that breaks away from larger churchConflicts with some societal norms; seeks to restore "original" religionHutterites, Mennonites, Quakers, Doukhobors
Cult / New Religious MovementSmall group originating outside mainstream traditionAt odds with societal norms; often secretive; charismatic leadershipSolar Temple, Heaven's Gate, Unification Church (Moonies), Aquarian Foundation

Don't confuse: Sects with cults—sects break away from existing religions to restore original beliefs; cults originate outside mainstream traditions. Also, "cult" is a loaded term; many major religions (Christianity, Islam, Mormonism) began as cults.

Common confusion—brainwashing: Research (e.g., Eileen Barker's study of Moonies) finds no evidence that cults brainwash members or that members are mentally ill. Most cults are not violent, though a few (Aum Shinrikyo, Branch Davidians, Solar Temple, People's Temple) have committed violence or mass suicide.

🧠 Why Does Religion Exist? Sociological Theories

🧬 Evolutionary psychology perspective

Core claim: Religion enhances human survival by providing competitive advantages, so genes favoring religious disposition (self-transcendence) were naturally selected.

🧬 The self-transcendence trait

Psychologist Roger Cloninger identifies three measurable components:

  1. Self-forgetfulness: Absorption in tasks; losing oneself in concentration.
  2. Transpersonal identification: Feeling spiritual union with the cosmos; reducing boundaries between self and other.
  3. Mysticism: Accepting things that cannot be rationally explained.

Dean Hamer found the VMAT2 gene correlates with self-transcendence and produces monoamines (neurotransmitters causing euphoria). About 40-50% of self-transcendence is heritable, suggesting evolution favored genes displayed in religious populations.

🧬 Survival benefits of religion

  • Disease prevention: Many religions emphasize cleanliness (compared to spiritual purity), which minimized communicable diseases when disease was a constant survival threat.
  • Social cohesion and altruism: Religion creates frameworks for mutual support, solidarity during loss/grief—a crucial competitive strategy. Rather than "survival of the fittest" individualism, religious self-transcendence enables individuals to sacrifice for the group or abstract beliefs.
  • Modern evidence: Religious attendance correlates with reduced maladaptive behaviors (smoking), maintained social relations, marriage stability, and self-perceived happiness.

Richard Dawkins' meme theory: The idea of God is a "meme" (cultural unit like a gene) that spreads because it provides tangible benefits (answers to transcendence questions, comfort) even though God is a human creation. Religious memes colonized societies; secular memes could replace them as modern institutions provide the same social functions without "irrational" restrictions.

Don't confuse: Evolutionary psychology's claim that religion aids survival with the claim that religious beliefs are true. The theory explains religion's persistence without addressing whether God exists.

⚙️ Karl Marx: Religion as opium

Core claim: Religion is a human creation that projects human qualities onto a supernatural reality, then submits to this projection, preventing people from perceiving their true conditions of existence.

"Man makes religion, religion does not make man."

⚙️ Religion as illusion and protest

  • "Opium of the people": Religion is a narcotic fantasy that prevents people from seeing that their suffering is caused by historical, economic, and class relations—not by their relationship to God or the state of their souls.
  • "Religious suffering is at the same time an expression of real suffering and a protest against real suffering." Suffering is real, but the religious explanation is false.
  • Compensation for inequality: Religion provides illusory rewards in the afterlife (heaven, reincarnation) that compensate for real suffering in "the here and now," preventing collective action to change material conditions.

⚙️ The task of critical sociology

  • "The criticism of religion is the supposition [beginning] of all criticism." Until humans recognize their power to change circumstances in the present rather than the beyond, they will grasp at religious illusions to cope.
  • Disillusionment as liberation: "Criticism has plucked the imaginary flowers from the chains not so that man may bear chains without any imagination or comfort, but so that he may throw away the chains and pluck living flowers."

Example: A worker suffering under exploitative labor conditions might accept poverty as God's will or a test of faith, rather than organizing with other workers to demand better wages and conditions.

Don't confuse: Marx's claim that religion is false consciousness with the claim that religion will simply disappear. Marx recognized that as long as conditions of suffering persist, religion will persist to provide comfort—even if that comfort prevents addressing the real causes of suffering.

🔗 Émile Durkheim: Religion as social solidarity

Core claim: Religion exists because it performs necessary social functions—reinforcing mental states, sustaining solidarity, establishing norms, concentrating collective energies—regardless of whether religious beliefs are "true."

Religion: "A unified system of beliefs and practices relative to sacred things, that is to say, things set apart and forbidden—beliefs and practices which unite into one single moral community called a Church, all those who adhere to them."

🔗 Sacred vs. profane

  • Sacred: Objects, states, practices set apart and considered forbidden because of their connection to divine presence (touched by divine presence).
  • Profane: Everyday objects, states, practices with no spiritual significance.
  • The act of setting sacred and profane apart creates their spiritual significance—not anything that inheres in them. This division creates codes of behavior and spiritual practices.

🔗 Totemism as the elementary form

Durkheim studied Australian Aboriginal totemism (worship of totemic animals/plants as sacred symbols of spirits/gods) as the most basic, ancient form of religion.

Social functions of totemism:

  1. Social solidarity: Totemic worship brings clans together, focuses attention on shared ritual, increases cohesion.
  2. Social rules and norms: The sacred/profane division establishes ritually reinforced structure of rules.
  3. Social cohesion: Shared belief in transcendent power enforces cohesion.
  4. Mutual protection: All members become sacred as participants in the religion.

Key insight: In worshipping the sacred, people worship society itself—finding themselves together as a group, reinforcing ties, reasserting solidarity. Religious belief and ritual project the real forces of society onto sacred objects and powers.

🔗 Collective consciousness and effervescence

  • Collective consciousness: The shared set of values, thoughts, ideas that emerge when a society's combined knowledge manifests through a shared religious framework.
  • Collective effervescence: The elevated, positive feeling of excitement individuals experience when they come together to express beliefs and perform rituals as a group. Interpreted as connection with divine presence, but in reality it is the material force of society itself.

Example: When individuals actively engage in communal activities (singing hymns, chanting, dancing), their belief system gains plausibility and the cycle intensifies. The feeling of being "filled with the spirit" is actually the feeling of being part of a unified group.

🔗 Three ongoing functions in modern society

Even as other institutions provide bases for solidarity, religion persists because it still serves three functions:

  1. Social cohesion: Creates shared consciousness through participation in rituals and belief systems.
  2. Social control: Formally enforces norms and expectations, ensuring predictability and control of human action.
  3. Meaning-making: Answers universal "meaning of life" questions that other institutions (science, politics) cannot answer.

Don't confuse: Durkheim's claim that religion serves social functions with the claim that religion is only about society. For believers, the experience of the sacred is real and transcendent—even if sociologists explain it in social terms.

🔄 Max Weber: Religion and rationalization

Core claim: Religion provides meaning in the conduct of life, particularly through theodicies, and plays a key role in social change—both enabling and resisting the rationalization of modern society.

🔄 Theodicy: explaining suffering

Theodicy: An explanation for why all-powerful Gods allow suffering, misfortune, and injustice to occur, even to "good people" who follow religious practices.

Three dominant forms:

  1. Dualism (Zoroastrianism): Powers of good and evil coexist and conflict; suffering occurs when evil occasionally wins.
  2. Predestination (Calvinism): God predetermines individuals' fates; suffering is part of a higher divine reason that is inscrutable to believers.
  3. Karma (Hinduism, Buddhism): Suffering is a product of acts committed in former lives; individuals must struggle in this life to rectify past evils.

Each theodicy provides "rationally satisfying answers" to why gods permit suffering without undermining the obligation to pursue the religion's values.

🔄 Disenchantment of the world

Disenchantment: The elimination of a superstitious or magical relationship to nature and life; the replacement of "mysterious incalculable forces" with technical calculation and rational organization.

  • How it happens: Religious interdictions and restrictions against certain types of development (e.g., Chinese geomancy preventing railroad construction to avoid disturbing spirits) are overcome. The world becomes calculable: "One can, in principle, master all things by calculation."
  • Consequence: "One need no longer have recourse to magical means in order to master or implore the spirits, as did the savage. Technical means and calculations perform the service."
  • Weber's ambivalence: Disenchantment is a source of Western society's rapid development and power, but also a source of irretrievable loss (loss of meaning, enchantment, mystery).

🔄 The Protestant Ethic and capitalism

Weber argued that a specific religious ethic—the Protestant work ethic—became a central material force of social change by enabling the rise of capitalism.

The Protestant Ethic:

  • Duty to work hard in one's calling: Protestant sects (Calvinism, Pietism, Baptism) saw continuous hard labor as a spiritual end in itself—not just a means to maintain life.
  • Ascetic technique: Hard labor was a defense against temptations, distractions, and religious doubts.
  • Sign of God's favor: Under predestination, God's disposition toward the individual is predetermined and unknowable. But material success and steady wealth accumulation through personal effort were seen as signs of God's favor and one's state of grace.

Irony: The Protestant Ethic created conditions for capital accumulation and an industrious labor force, but eventually capitalism dispensed with the religious goals of the ethic. Modern capitalist rationality is "haunted by the ghosts of dead religious beliefs"—the duty to work hard persists, but the belief in God that produced it is replaced by secular belief systems.

The iron cage: Weber's metaphor for modern humanity in a technical, rationally defined, efficiently organized society. Having forgotten spiritual goals, humanity succumbs to pure efficiency: "only a single cog in an ever-moving mechanism which prescribes an essentially fixed route of march."

Don't confuse: Weber's Protestant Ethic thesis with the claim that religion always enables social change. Weber also showed how religion can prevent rationalization (e.g., religious interdictions against certain technologies or practices).

🕊️ Peter Berger: The sacred canopy

Core claim: Religion arises from the phenomenological experience of individuals as a solution to the inherent fragility of cultural meaning systems, providing an "ultimate shield" by grounding the social order in a supernatural reality.

🕊️ Phenomenological foundations

  • Human condition: Unlike animals with in-born biological programming, humans lack instincts for survival. Humans must create cultural knowledges, techniques, technologies and pass them down.
  • Culture as artifice: Culture mediates between humans and nature, providing stability and predictability. It creates the world as a stable, objective social reality outside the subject (objectification) and simultaneously creates social roles and expectations within the subject (interiorization).
  • Nomos: The stable, regular, predictable, taken-for-granted, reassuring world—or normative order—created by culture.

🕊️ Religion as solution to fragility

  • The problem: Culture's stability is inherently fragile. Events occur that are not explainable; they fall outside cultural categories and threaten to put the whole framework (nomos) into question. "Every nomos is an edifice erected in the face of the potent and alien forces of chaos."
  • The solution: Religion postulates a supernatural agency or cosmological view unaffected by everyday inconstancy and uncertainty. In a religious cosmology, the cultural order is the natural order—the way the gods decided things must be.

Sacred canopy: Religion provides an "ultimate shield" that protects the meaningful world of the cultural order and fixes it in place by reference to a divinity outside the fragile human order.

🕊️ Ultimate legitimation and alienation

  • Ultimate legitimation: Religion provides the social order with an unquestionable foundation—the way things are is the will of the gods.
  • The price: For this legitimation to work and be plausible, humans must forget that they themselves created religion. They must forget that religion is a human accomplishment. This is a mode of forgetfulness and alienation.

🕊️ Secularization prediction (later revised)

In The Sacred Canopy (1967), Berger argued that secularization would erode religion's plausibility:

  • Pluralism: Multiple cultural and religious systems compete; no single religion can offer ultimate stability.
  • Privatization: Religion becomes a matter of private, individual choice rather than the center of collective/public life.
  • Crisis of plausibility: Isolated, private beliefs cannot be the basis of a common shared cosmological order.

Later revision (1999): Berger abandoned this prediction, noting that modern society is as "furiously religious as it ever was, and in some places more than ever." Examples: Islamic upsurge, worldwide evangelical Protestantism (40-50 million converts in Latin America alone).

Don't confuse: Berger's phenomenological approach (how religion arises in experience) with psychological approaches (individual traits) or functionalist approaches (social functions). Berger focuses on how the world comes to presence as religious before it becomes a structure or institution.

💰 Rodney Stark: Rational choice theory

Core claim: Religious belief persists because people use rational cost-benefit analysis to choose beliefs that maximize rewards and minimize costs—and the most coveted rewards (eternal life, end to suffering) can only be provided by supernatural sources.

💰 Rational choice principles

  • Basic human motive: Individuals seek rewards and avoid costs.
  • Rational decision-making: All social activities are products of rational decision-making in which individuals weigh benefits against costs.
  • Bounded rationality: Choices are confined by personal knowledge, understanding, and beliefs. Even seemingly irrational decisions (religious belief in the supernatural) are rational from the individual's point of view.

Example: For a religious believer whose worldview assumes invisible supernatural powers affect the material world, it is completely rational to worship and make offerings to these powers to gain rewards and avoid misfortune.

💰 Compensators: IOUs from God

Compensators: Promises or IOUs of a reward at an unspecified future date, along with an explanation of how they can be acquired.

  • Scarce rewards: The rewards people desire most intensely (end to suffering, eternal life) are often scarce or unavailable.
  • Supernatural source: "Systems of thought that reject the supernatural lack all means to credibly promise such rewards as eternal life in any fashion." Only a supernatural power is capable of providing these rewards.
  • Rational exchange: A person must believe a supernatural power exists and is capable of providing the reward in order to rationally believe it is attainable. Religious devotion and practice are exchanged for future spiritual "pay offs."

Example: An individual accepts the promise of eternal life after death in compensation for not having it here and now, but "pays" for it upfront through a lifetime of religious devotion, ritual observance, self-denial, and faith.

💰 Why religion persists

"So long as humans intensely seek certain rewards of great magnitude that remain unavailable through direct actions, they will be able to obtain credible compensators only from sources predicated on the supernatural."

As long as people desire solutions to essential human questions and these are not provided by other sources, there will be a rational cost-benefit analysis that favors choosing religious devotion for future spiritual rewards.

💰 Testable propositions

Stark develops 344 deductive, testable propositions. Example: "As societies become older, larger and more cosmopolitan they will worship fewer gods of greater scope."

Criticisms:

  • Many propositions are difficult to test (e.g., how to quantify the "scope" of a god?).
  • Inherent bias toward monotheistic and Protestant Christian measures of religion (e.g., valuing belief and doctrine over ritual aspects of Hinduism or Catholicism).

Don't confuse: Stark's claim that religious belief is a rational choice with the claim that religious beliefs are true. The theory explains why people choose to believe, not whether the beliefs correspond to reality.

👩 Feminist approaches: Gender and religion

Core claim: Religious texts, practices, and institutions are gendered—they portray and subordinate (or empower) women, femininity, and female sexuality in ways that reflect and reinforce broader gender inequalities in society.

👩 Key questions

  1. Representation: How are women portrayed in sacred texts? (e.g., God as male in Abrahamic religions)
  2. Power: Why are power relationships within religious institutions typically gendered? (e.g., ministers, imams, rabbis, Brahmin priests are traditionally male)
  3. Paradox: Why do women—who are proportionately more religious than men—support religions that subordinate them?

👩 Mary Daly's insight

"If God is male, then the male is God."

Individuals are socialized to see men and masculinity as having greater importance than women and femininity, perpetuating gender ideologies that legitimate women's subordination.

👩 Linda Woodhead's four strategies

Women differ in how they "negotiate" their gender status and religious practice. Woodhead identifies four strategic positions:

StrategyOrientation to Status QuoOrientation to NarrativeDescription
ConsolidatingConfirmatoryMainstreamAccept existing gendered distribution of power as a means of affirming traditional gender roles' security and predictability
TacticalConfirmatoryMainstreamUse religion for intimate interaction and support of other women
QuestingChallengingMarginalSeek different forms (New Age, meditation, Wicca) for inner spiritual quest rather than addressing power structures directly
Counter-culturalChallengingMarginalReject traditional religion; create communities that empower women (e.g., goddess feminist movement)

Key insight: Women are not simply manipulated by patriarchal religion but exercise agency with different orientations and goals.

👩 Control over female sexuality

Fundamentalist movements focus on controlling female sexuality to "reclaim the family as a site of male power and dominance" in the face of modern challenges to male privilege:

  • Islamic fundamentalism: Purdah (seclusion within home, veiling in public) to protect male lineage honor; women regarded as property.
  • Hindu fundamentalism: 1986 Indian parliament bill disallowing women to file for divorce; violence against women to maintain social dominance.
  • Christian fundamentalism: Decades-long effort to reverse Wade-vs.-Roe decision guaranteeing women's reproductive rights; partial success with 2003 "partial-birth abortion" law.

Don't confuse: Western feminist critiques of non-Western religions with the actual experiences of women in those traditions. Attempting to speak on behalf of non-Western women risks Orientalist bias and distortion. It is imperative to gather perspectives of women in the movements themselves.

🌍 Religion and Social Change

🌍 Secularization debate

Secularization: The decline of religiosity as a result of modernization; the process by which religion and the sacred gradually have less validity, influence, and significance in society and individuals' lives.

🌍 Three types of secularization

  1. Societal secularization: The shrinking relevance of church religion for integration and legitimation of everyday life (e.g., Quebec's "Quiet Revolution"—state took over health care, education, welfare from Catholic Church).
  2. Organizational secularization: Modernization of religion from within (e.g., ordaining female ministers, using commercial marketing to attract congregations).
  3. Individual secularization: Decline in involvement in churches/denominations or decline in belief and practice of individual members.

🌍 Evidence for secularization in Canada

  • 1957: 82% of Canadians were official church members → 1990: 29%
  • 2011: 7,850,605 Canadians had no religious affiliation (second largest group after Catholics at 12,810,705)
  • 1971: Only 202,025 Canadians claimed no religious affiliation

🌍 Religious resurgence globally

Peter Berger (1999) reversed his earlier secularization thesis: Most of the world is as "furiously religious as it ever was, and in some places more so than ever."

  • Growth in Islam worldwide
  • Growth and export of Pentecostalism from the United States
  • Fink and Stark (2005): Americans actually became more religious as society modernized

🌍 Canada's exception

Canada (like most of Europe) is an exception to the trend of religious resurgence—less emergence of new and revived religious groups compared to the U.S. and rest of the world.

Reginald Bibby's three trends in Canada since 1960s:

  1. Secularization (1950s-1990): Steady decline in church attendance
  2. Revitalization (1990s): Small increases in attendance; fourfold increase of non-Christians; high spiritual belief among non-attenders
  3. Polarization (since 1990s): Public divided into highly religious vs. non-religious poles

Critique: Bibby's polarization trend ignores the ~50% in the middle (neither highly religious nor completely non-religious) and longitudinal measures showing continued decreases among highly religious and increases among non-religious.

🌍 Revised thesis

Peter Berger's revised view: "Modernity does not necessarily produce secularity. It necessarily produces pluralism, by which I mean the coexistence in the same society of different worldviews and value systems."

In modern societies there is neither steady secularization nor religious revitalization, but growing diversity of belief systems and practices.

Don't confuse: Secularization (decline of religion) with privatization (religion becomes a matter of private choice rather than public/collective life). Privatization can occur even as religiosity remains high.

🌈 Religious diversity

Religious diversity: A condition in which a multiplicity of religions and faiths co-exist in a given society.

🌈 Canada's changing landscape

  • 1951: 96% Christian (50% Protestant, 46% Catholic)
  • 21st century: 80 different religious groups surveyed (2011)
  • Christian decline: From 88% (1970s) to 66% (2011)
  • Other religions increase: From 4% to 11% (Islam, Hinduism, Sikhism, Buddhism, Judaism, Eastern Orthodox)
  • Religious "nones" increase: From 4% (1980s) to 24% (2011)—atheists, agnostics, and those subscribing to no religion in particular

🌈 Three societal responses to diversity

  1. Exclusion: Majority does not accept varying beliefs; other religions should be denied entry (e.g., early Canadian policy toward Jews—university quotas, turning away refugees fleeing Nazi Germany).
  2. Assimilation: People of all faiths welcomed on condition they leave beliefs behind and adopt majority's faith (e.g., outlawing and suppressing Aboriginal spiritual practices like sun dance, spirit dance, sweat lodge ceremonies between 1880 and mid-20th century).
  3. Pluralism: Every religious practice is welcome regardless of how divergent its beliefs or norms (official Canadian response through Multicultural policy and Charter protections).

🌈 Challenges of pluralism

  • Privatization strategy: Regard religious practice as purely private matter; ban all religious expressions in public spaces to avoid privileging one belief system (e.g., using "holiday season" instead of "Christmas"; Quebec Charter of Values proposal to ban conspicuous religious symbols for public personnel).
  • Problem: People's religious identities are often part of their public persona and inform their political/social engagement. Artificially restricting religion to the private sphere limits pluralism in the guise of implementing it.

Evidence: As people become more exposed to religious diversity and interact with people of other religions more frequently, they become more accepting of beliefs and practices that diverge from their own.

Don't confuse: Pluralism (accepting all religious practices) with relativism (believing all religious truth claims are equally valid). Pluralism is a social policy; relativism is a philosophical position.

🆕 New religious movements and trends

Despite secularization predictions, the relationship of believers to their religions changes through time. Religion is not static.

🆕 Believing without belonging

Grace Davie (1994): People retain fairly high levels of belief in God, supernatural forces, prayer, or ritual practices even though they might never attend conventional churches or services.

New religious sensibility: People seek more holistic, flexible, "spiritual growth" oriented types of religious experience.

New Age spirituality: Various forms and practices of spiritual inner-exploration that draw on non-Western traditions (Buddhism, Hinduism, Indigenous spirituality) or esoteric Western traditions (witchcraft, Gnosticism).

🆕 Six characteristics of new religious sensibility (Dawson, 1998)

  1. Individualistic: Locus of the sacred is found within; goal is to express inner authenticity of personal identity, not conform to external codes.
  2. Experiential: Emphasis on attaining direct spiritual experiences through practices of transformation (meditation, yoga) rather than formal beliefs, doctrines, rituals.
  3. Pragmatic: Approach to religious authority is pragmatic evaluation of ability to facilitate spiritual transformation, not submission.
  4. Relativistic: Tolerance and acceptance toward other religious perspectives; syncretistically borrowing and blending appealing elements of different traditions.
  5. Holistic: Emphasis on interconnectedness of all things rather than dualisms (God/human, spirit/body, good/evil, human/nature).
  6. Organizationally open and flexible: Tendency to model interaction as clients seeking and receiving services to maximize individual choice, rather than traditional commitments to a religious organization.

Implication: Significant numbers of people retain interest in or "need" for what religions provide, but seek it through individualistic, non-dogmatic, non-institutional frameworks of spiritual practice. Religious practices are subject to "do-it-yourself" bricolage, assembled from a multiplicity of religious "symbolic stocks" accessible through globalized media and interaction.

Don't confuse: New Age spirituality with traditional religion. New Age emphasizes individual spiritual quest and inner transformation; traditional religion emphasizes communal worship, doctrine, and institutional authority.

⚡ Contemporary Fundamentalist Movements

⚡ Defining fundamentalism

Fundamentalism (Ruthven, 2005): "A religious way of being that manifests itself in a strategy by which beleaguered believers attempt to preserve their distinctive identity as a people or a group in the face of modernity and secularization."

⚡ Origins in Christian Protestantism

  • The Fundamentals: A Testimony of Truth (early 20th century): Pamphlets sponsored by oil tycoons Milton and Lyman Stewart presenting core beliefs said to be fundamental to Christianity:
    1. Biblical inerrancy: The inerrancy and infallibility of the Bible
    2. Creationism: God's direct creation of the world
    3. Divine intervention: The existence of miracles
    4. Divinity of Christ: The virgin birth of Jesus as the son of God
    5. Redemption: Redemption of sins through Jesus' crucifixion and resurrection
    6. Pre-millenarian dispensationalism: The Second Coming of Jesus, end times, and rapture

Key insight: These pamphlets were both a response to modernity (defensively challenging modernist movement) and a product of modernity (using modern mass communication and commercial promotion techniques).

⚡ Family resemblance definition

Because strict definition limits fundamentalism to this specific 20th century Christian movement, Ruthven proposes a family resemblance definition with characteristics shared by most (but not all) religious fundamentalisms:

  1. Return to roots of scripture: Common style of reading holy texts
  2. Texts as blueprints for action: Using religious texts for practical action rather than simply spiritual/moral inspiration
  3. Search for secure foundations: Seeking personal identity and cultural authenticity in a modern pluralistic world
  4. Rejection of pluralism: Rejecting cultural pluralism and diversity in favor of religious monoculture
  5. Projection of ignorance and Golden Age: Myth of a period of ignorance prior to revelation and a Golden Age when religious tradition held sway
  6. Theocratic ideal: Political order ruled by God
  7. Messianism: Belief in end times when the divine will return to Earth
  8. Patriarchal principles: Reaffirmation of traditional, patriarchal principles including subordination of women and strict, separate gender roles

Common sociological feature: Fundamentalisms are modern reinventions of traditions in response to the complexity of social change brought about by globalization and diversification. "Fundamentalism is one response to the crisis of faith brought on by awareness of differences."

Don't confuse: Fundamentalism with traditionalism. Fundamentalism is a modern movement that selectively reconstructs tradition in response to modernity; traditionalism is simply the continuation of pre-modern practices.

⚡ Fundamentalism and women

Paradox: If fundamentalist movements primarily serve and protect men's interests, why do women support and practice these religions in larger numbers than men?

⚡ Three perspectives

  1. Feminist view: Women's subordinate role is a manifestation of patriarchy; subjects them to oppressive norms and prevents social mobility.
  2. Clarity view: Traditional gender roles provide welcome clarity about men's and women's roles and responsibilities in a period when gender roles appear increasingly diverse and uncertain.
  3. Empowerment view (Mahmood, 2005): Leading chaste, pious, disciplined lives of ritual practice apart from men and secular life is a form of spiritual exercise that empowers women and gives them strength. Strict observance is a choice women make to bring themselves closer to God.

⚡ Control over female sexuality

Fundamentalist movements focus on controlling female sexuality to "reclaim the family as a site of male power and dominance":

  • Islamic fundamentalism: Purdah (seclusion, veiling) to protect male lineage honor; women regarded as property; rape can only be proven with perpetrator's confession or four witnesses (Saudi Arabia).
  • Hindu fundamentalism: 1986 Indian parliament bill disallowing women to file for divorce; violence against women to maintain dominance.
  • Christian fundamentalism: Efforts to reverse Wade-vs.-Roe decision; partial success with 2003 "partial-birth abortion" law.

Riesebrodt (1993): Fundamentalism is a "patriarchal protest movement"—efforts to shape gender relations through enacting new social and political limitations on women.

Don't confuse: Western feminist critiques with the actual experiences of women in non-Western traditions. Women's roles in Muslim or Hindu traditions are so different from Western roles that characterizing them as inferior or subservient in Western terms risks Orientalist distortion. Gather perspectives of women in the movements themselves.

⚡ Science and faith

⚡ Disenchantment and the shift to science

Weber (1919/1958): The transition to a secular, rationalized, scientific worldview is the disenchantment of the world. Explanations for events are no longer based on mysterious or supernatural powers; everything, in principle, can be reduced to calculation.

The division between fact and value (Berman, 1981): The Scientific Revolution created a division between the worlds of fact (what things are, how things work) and the worlds of value (why things are, the purpose of things). Humans went from being part of a rich and meaningful natural order to being alienated observers of a mechanistic and empty object-world.

Weber's prediction: Science is "meaningless because it gives no answer to our question, the only question important for us: 'What shall we do and how shall we live?'" The outcome of disenchantment would be "ethical anarchy"—science can answer practical questions of how to do things effectively, but cannot answer ultimate human questions of value, purpose, and goals.

⚡ Galileo and the Catholic Church

When Galileo confirmed Copernicus's heliocentric model (sun is the immobile center of the solar system) based on telescope evidence in 1610, he was tried for heresy because his model contradicted Holy Scripture. He was forced to denounce his support and lived out his life under house arrest—although his ideas were later proven scientifically correct.

Source of conflict: Not that the Church completely rejected everything scientific, but that Galileo's claims were in direct contradiction of what was stated in Holy Scripture. Conflicts arise when competing claims are made or when the morality of science is questioned by religion (e.g., embryonic stem cell research rejected for moral reasons).

⚡ Creationism vs. Darwinian evolutionary theory

Darwinian evolutionary theory: Complex nature of life on earth can be explained by genetic mutations and small changes that, over time, result in "natural selection." Humans are biological animals who evolved from primitive primate ancestors to contemporary Homo sapiens.

Creationism: The world was created by God ex nihilo (from nothing) as is, not through evolution. To dispute this goes against everything the Bible stands for. The turn to biblical inerrancy (everything in the Bible is completely true in a factual sense) made evolution problematic because Genesis states God created the universe in 6 days and the Great Flood destroyed all life except the Ark's occupants.

Creation science: Attempts to discredit evolution and support creation by asserting evolution is "riddled with guesses, errors, and inconsistencies":

  1. Radiometric and other dating techniques are mere guesses
  2. Basic laws of physics (thermodynamics) contradict evolution
  3. Mathematical probability demonstrates evolution's extreme unlikeliness
  4. Evolutionists frequently disagree, proving they offer opinion, not science

Contemporary controversy: In the 1980s, states like Arkansas and Louisiana passed legislation mandating biblical creation be taught in science classes alongside evolution. Christian fundamentalists continue to lobby to reintroduce creationism into education or set up parallel private school systems/home schooling networks.

Opponents' argument: Common educational basis is essential to democratic society because it lays foundation for evidence-based decision making and rational debate. From a scientific point of view, creationism has no scientific validity.

Don't confuse: Conflicts between science and religion with complete rejection of science by religion (or vice versa). Most religious people seek out scientific knowledge; conflicts arise only when competing claims are made (e.g., creation vs. evolution) or when morality of science is questioned (e.g., stem cell research).

16

Education

Chapter 16. Education

🧭 Overview

🧠 One-sentence thesis

Education serves as a critical social institution that not only transmits academic knowledge but also socializes individuals into cultural norms, sorts them into social positions, and reflects broader patterns of inequality and power in society.

📌 Key points (3–5)

  • Dual nature of education: Education involves both formal learning (academic facts and concepts through structured curricula) and informal learning (cultural values, norms, and everyday behaviors through participation in society).
  • Global inequality in access: Educational systems worldwide vary dramatically based on resources, cultural values, time devoted to schooling, and distribution within nations; universal access remains an ongoing challenge.
  • Manifest and latent functions: Schools serve intended purposes (socialization, social control, social placement, cultural transmission) and unintended purposes (courtship, social networks, political integration).
  • Common confusion—sorting vs. inequality: What functionalists see as helpful "sorting" based on merit, critical sociologists view as perpetuating existing class, racial, and gender inequalities through mechanisms like tracking and hidden curriculum.
  • Theoretical disagreement: Functionalists view education as beneficial for society's needs, while critical sociologists and feminists see it as maintaining power structures and status quo inequalities.

🌍 Education systems worldwide

🌍 Global variations in education

Educational systems differ significantly across nations, shaped primarily by:

  • Resources and funding: Wealthier countries can support more robust systems; countries lacking basic amenities like running water often cannot support formal schooling at all.
  • Cultural values placed on education: The importance a society assigns to education affects outcomes.
  • Time investment: South Korean students spend 220 days/year in school vs. 190 days for Canadian students (180 in Quebec).

📊 International performance patterns

According to PISA tests administered to 15-year-olds worldwide:

  • Top performers (Shanghai, Finland, Korea, Hong Kong, Singapore) share common features: well-established standards with clear goals, recruitment of teachers from top 5-10% of university graduates.
  • Canada performed well (5th in reading, 8th in math, 7th in science out of 65 countries) with notably equitable results—small gaps between high and low scorers.
  • The United States ranked lower (17th in reading, 25th in science and math), with analysts attributing 20% of performance differences to social background factors.

Don't confuse: High average scores with equity—Canada's strength is both high performance and relatively small gaps between students of different backgrounds.

🔄 Resilient students

Resilient students: those who achieve at higher levels than expected given their social background.

  • Shanghai and Singapore: ~70% of students are resilient
  • United States: below 30% are resilient
  • This suggests that in top-performing countries, limited resources don't necessarily predict poor performance as strongly as in lower-performing nations.

🇦🇫 Case study: Afghanistan's educational rebuilding

After the Taliban's fall, Afghanistan experienced unprecedented demand for education:

  • 6.2 million students enrolled (2.2 million female)—largest in Afghan history
  • Severe teacher shortages; educators often undertrained and irregularly paid
  • Cultural challenges: female students should be taught by female teachers, but insufficient female teachers exist
  • World Bank programs focus on: teacher training, community grants, infrastructure development, partnerships with universities in other countries
  • Example: The importance of educating mothers—an educated mother is more likely to instill educational values in her children, creating positive generational cycles.

📚 Formal vs. informal education

📚 Formal education

Formal education: the learning of academic facts and concepts through a formal curriculum.

  • Arose from ancient Greek thinkers; formalized methods developed over centuries
  • Historically limited to higher classes who had means and leisure time
  • Universal mass education is relatively recent (around 1900 in Canada and U.S.)—still not achieved worldwide
  • Modern systems focus on standardized curricula and testing to ensure students learn facts and concepts society deems essential

🏠 Informal education

Informal education: learning about cultural values, norms, and expected behaviors by participating in a society.

  • Occurs both through formal education systems and at home
  • Earliest learning via parents, relatives, community members
  • Examples: how to dress for occasions, perform daily routines (shopping, food preparation), maintain hygiene
  • Parents teaching children to cook is informal education

🔄 Cultural transmission

Cultural transmission: the way people come to learn the values, beliefs, and social norms of their culture.

  • Both formal and informal education involve cultural transmission
  • Example: A student learns about modern history (formal) in a Canadian history class while simultaneously learning cultural norms for social interaction like asking someone on a date through notes and whispered conversations (informal).

Don't confuse: Formal education with the totality of learning—much of what students learn in school settings is informal and unplanned.

🚪 Universal access to education

🚪 What universal access means

Universal access: people's equal ability to participate in an education system.

  • Globally, access may be limited by race, class, or gender
  • In Canada, arose initially as a concern for people with disabilities
  • Provincial governments support universal access by covering costs of free public education (though implementation through budgets and taxes remains contested)

⚖️ Canadian Charter and special needs

The 1982 Canadian Charter of Rights and Freedoms was pivotal:

  • Before: Various local accommodations for special needs children since 19th century
  • After Charter: Universal access for disabled children became a Charter right
  • Provincial responses varied:
    • British Columbia (mid-1990s): Policies to define special needs students, develop individual education plans, find appropriate placements
    • Ontario Bill 82 (1980): Five principles—universal access, education at public expense, appeal process, ongoing identification/assessment, appropriate programming

🔍 Ongoing debates: inclusion vs. mainstreaming

Two approaches remain under research and debate:

  • Inclusion: Complete immersion of differently-abled students in standard classrooms
  • Mainstreaming: Balance between special-needs classroom time and standard classroom participation

The optimal implementation of universal access continues to be socially debated.

🔧 Functionalist perspective

🎯 Manifest functions (intended, visible)

Functionalists identify several primary purposes of education:

FunctionDescriptionExample
SocializationTeaching children societal roles and how to interact with othersPreschool/kindergarten practicing various roles
Transmission of cultureLearning dominant and diverse cultural normsStudents learning values of increasingly diverse Canadian culture
Social controlTeaching conformity to law and respect for authorityStudents learning to respect teachers' classroom authority
Social placementUsing education for upward mobilityUniversity as vehicle for career advancement and financial security

Social placement: the use of education to improve one's social standing.

Why it matters: Students often prioritize courses they believe will advance them socially—e.g., valuing business courses over Victorian poetry for perceived financial success potential.

🎭 Latent functions (hidden, unintended)

Education serves purposes beyond formal academics:

FunctionHow it works
CourtshipExposure to peer groups creates dating opportunities
Social networksEducational settings create lasting connections for future job opportunities (now maintained via Facebook, LinkedIn)
Working in groupsSmall group collaboration skills transferable to workplace
Political/social advocacyUniversity campuses provide space to learn about social issues, develop tolerance for diverse views (e.g., 2011 Occupy Wall Street movement)

🇨🇦 Cultural values transmission

Schools teach specific cultural values:

  • Individualism in Canada/U.S.: Valuing individual achievement over group welfare; highest rewards go to "best" individual in academics and athletics
  • Contrast with Japan/China: Focus on social esteem—honoring the group over the individual
  • Competition and cooperation: Athletics and classroom activities teach both working together and competing academically
  • Patriotism: Social studies classes teach common national history and identity

📊 Sorting function

Sorting: classifying students based on academic merit or potential.

  • Most capable students identified early through testing and classroom achievements
  • Exceptional students placed in accelerated programs anticipating university success
  • Other students guided toward vocational training with emphasis on practical skills (shop, home economics)

Don't confuse: Functionalist "sorting" (viewed as helpful matching of students to appropriate paths) with critical sociologists' "tracking" (viewed as perpetuating inequality).

👨‍👩‍👧 Taking over family functions

Schools increasingly address topics traditionally handled by families:

  • Human sexuality education
  • Basic life skills: budgeting, job applications
  • This shift reflects changing societal needs and family structures

⚔️ Critical sociology perspective

⚔️ Core argument: education reinforces inequality

Critical sociologists reject the functionalist view that schools reduce inequality. Instead:

  • Educational systems reinforce and perpetuate social inequalities from class, gender, race, and ethnicity
  • Schools preserve the status quo and guide lower-status people into subordinate positions
  • The system serves those already in power

💰 Social class and educational opportunity

Education fulfillment is closely linked to socioeconomic status:

  • Statistics: 25 of every 100 low-income Canadian 19-year-olds attend university vs. 46 of every 100 high-income 19-year-olds
  • Barriers: Not just cost, but subtle cultural cues undermine equality of opportunity

Example: A working-class student assigned a Friday paper on Monday faces multiple obstacles:

  • Monday evening: babysits younger sister while divorced mother works
  • Tuesday-Wednesday: stocks shelves until 10 p.m.
  • Thursday: too exhausted to start the paper
  • Mother wants to help but is exhausted; English is her second language, struggles with materials
  • Family lacks home computer/printer; must rely on library or school for technology access

This contrasts sharply with middle/upper-class students who have study support, time, resources, and material advantages.

🎓 Cultural capital (Bourdieu)

Cultural capital: the accumulation of cultural knowledge that helps one navigate a culture (parallel to economic capital).

French sociologist Pierre Bourdieu researched how cultural capital alters experiences and opportunities:

  • Forms: Cultural taste, knowledge, speech patterns, clothing, proper etiquette
  • Acquisition: Difficult and time-consuming to acquire
  • Class differences: Upper and middle classes have more cultural capital; can pass it to children from toddlerhood
  • Result: Educational system maintains a cycle where dominant culture's values are rewarded

Social class reproduction: The educational system perpetuates existing class structures through rewarding those who already possess cultural capital.

📖 Hidden curriculum

Hidden curriculum: the type of nonacademic knowledge learned through informal learning and cultural transmission.

  • Never formally taught but implied in expectations
  • Those who accept formal curriculum, institutional routines, and grading methods succeed
  • Reinforces positions of those with higher cultural capital
  • Bestows status unequally

Don't confuse: The formal curriculum (what's explicitly taught) with the hidden curriculum (unstated expectations and cultural knowledge required for success).

🛤️ Tracking as inequality perpetuation

Tracking: a formalized sorting system placing students on "tracks" (advanced vs. low achievers) that perpetuate inequalities.

Critical sociologists' concerns:

  • While educators believe tracked classes help students learn with similar-ability peers and receive individual attention
  • Reality: Tracking leads to self-fulfilling prophecies—students live up (or down) to teacher and societal expectations
  • IQ and aptitude tests: Attacked for cultural bias—testing cultural knowledge rather than actual intelligence

Example of test bias: A test item asks what instruments belong in an orchestra. Correct answers require cultural knowledge typically held by affluent people with more exposure to orchestral music.

Result: Based on biased testing, students are sorted into enriched, average, or remedial tracks, maintaining rather than challenging existing power configurations.

👩‍🎓 Feminist theory perspective

👩‍🎓 Focus on gender inequality mechanisms

Feminist theory aims to understand:

  • Mechanisms and roots of gender inequality in education
  • Societal repercussions of educational gender disparities
  • How to promote women's rights to equal education worldwide

🌍 Global gender disparities

  • Almost two-thirds of the world's 862 million illiterate people are women
  • Illiteracy rate among women expected to increase in many regions (especially African and Asian countries)
  • Limited educational opportunities restrict women's capacity for equal rights and financial independence

🇨🇦 Canadian women's educational progress

Positive trends:

  • Women now 56% of all post-secondary students
  • 58% of post-secondary graduates
  • Canadian women have highest percentage of higher education among OECD countries (55%)
  • Higher education more financially advantageous for women relatively: women with higher education earn 50% more than without vs. 39% more for men

Persistent disparities:

  • Men with higher education more likely employed than women (84.7% vs. 78.5%)
  • Women earn less in absolute terms: 74 cents for each dollar earned by men (ages 24-64)
  • Among full-time workers aged 25-29 with graduate/professional degrees: women earned 96 cents per dollar earned by men (2005)
  • With bachelor's degree: 89 cents per dollar
  • Exception: Physical/life sciences and health/fitness fields where women earned more than men

Don't confuse: Educational attainment equality with earnings equality—women may achieve equal or higher education levels but still face wage gaps.

🏷️ Symbolic interactionist perspective

🏷️ Labeling theory in education

Symbolic interactionists examine how labeling operates in educational settings:

  • Labeling has direct correlation to power dynamics—who has power and who is being labeled
  • Example: Low standardized test scores or poor class performance leads to "low achiever" label
  • Such labels are difficult to "shake off"
  • Creates self-fulfilling prophecies: students internalize labels and perform accordingly

📚 Real-world impact of labeling

Case from High School Confidential by Jeremy Iverson:

  • Stanford graduate posed as high school student in California
  • Teacher told him (not knowing his background) he would "never amount to anything"
  • Iverson didn't internalize this false assessment
  • But: When an actual 17-year-old hears this from an authority figure, they may begin to "live down to" that label

Why it matters: Teachers and powerful social groups within schools distribute labels adopted by the entire school population, significantly impacting students' educational trajectories.

🎓 Credentialism

Credentialism: the emphasis on certificates or degrees to show a person has certain skills, education levels, or job qualifications.

  • Certificates/degrees serve as symbols of achievement
  • Allow labeling of individuals based on credentials
  • Symbolic interactionists focus on how these symbols function in social interactions
  • The degree itself becomes more important than the actual knowledge or skills acquired

📈 Grade inflation debate

Grade inflation: the observation that correspondence between letter grades and achievements has been changing downward over time—what used to be C-level work now earns B or A grades.

Evidence:

  • 2010: 70% of first-year Canadian university students reported A-minus average or greater in high school
  • This represents 40% increase from early 1980s
  • Employers notice A-level students lack competencies evident in past graduates

Possible causes (research ongoing):

  • Shift toward culture rewarding effort instead of product quality
  • Pressure on instructors to earn positive course evaluations (tied to compensation, tenure, career advancement)
  • Online posting of reviews exacerbates this pressure

Counterargument: Some studies dispute that grade inflation exists at all; the issue remains hotly debated.

Don't confuse: Whether grade inflation exists with its causes—even among those who agree it exists, explanations vary widely.

📋 Summary comparison of theoretical perspectives

PerspectiveView of educationKey mechanismsWhat they emphasize
FunctionalismBeneficial social institution serving society's needsManifest functions (socialization, social control, placement) and latent functions (networks, courtship)How education prepares students for roles and maintains social cohesion
Critical sociologyMeans of perpetuating inequalityHidden curriculum, tracking, cultural capital, biased testingHow education maintains status quo and class/racial/ethnic divisions
Feminist theorySite of gender inequality with global implicationsWage gaps despite educational attainment, limited opportunities for women worldwideMechanisms and roots of gender inequality; promoting women's equal educational rights
Symbolic interactionismLabeling system affecting individual outcomesCredentialism, labeling theory, self-fulfilling propheciesHow interactions, labels, and symbols shape educational experiences and identities
17

Government and Politics

Chapter 17. Government and Politics

🧭 Overview

🧠 One-sentence thesis

Government and politics are not simply about formal state institutions but involve the broader exercise of power, authority, and collective decision-making that shapes how people live together and pursue common goals.

📌 Key points (3–5)

  • Power vs. authority: Power is the ability to impose one's will, while authority is power that is perceived as legitimate; domination occurs when power relationships become fixed hierarchies.
  • State sovereignty and its limits: The modern state claims a monopoly on legitimate force within a territory, but this sovereignty is increasingly challenged by terrorism, war, globalization, and states of exception.
  • Democracy as process: Democratic will formation involves institutions, citizenship, and public deliberation, shaped by political demand (social factors) and political supply (party strategies).
  • Common confusion: Politics is not only about "the state" or formal government—it operates at multiple levels (families, workplaces, social movements) and includes resistance to being governed.
  • Theoretical divides: Functionalists see the state as serving collective goals, critical theorists view it as maintaining inequality, and symbolic interactionists focus on face-to-face meaning-making in political life.

🔑 Core concepts of power and authority

🔑 What is power?

Power (1): The chance to realize one's will in a communal action even against the resistance of others (Weber).

Power (2): A capacity or ability each person has to create and act; the collective capacity to build new forms of community.

  • Power is not inherently negative or coercive—it can be the ability to do or create something.
  • Domination occurs when power relationships become fixed into permanent hierarchies (e.g., institutionalized inequality).
  • Example: A manager directing workers exercises power; when workers cannot resist or negotiate, it becomes domination.

🔑 What is authority?

Authority: Power that people accept because it comes from a source perceived as legitimate.

  • Authority is "accepted power"—people obey not because they are forced, but because they believe the authority figure has the right to command.
  • Example: A driver pulls over for a police officer because the officer's authority is seen as legitimate, not because the officer uses force.

🔑 Government as "conduct of conduct"

Government: The various means and strategies used to direct or conduct the behaviour and actions of others (or oneself).

  • Government is not limited to the state—it includes parents guiding children, doctors managing patients, individuals disciplining themselves.
  • The sociological question: Why do people obey, especially when it is not in their interest?
  • Don't confuse: Government (broad strategies of directing behaviour) with "the government" (formal state institutions).

🏛️ Types of authority

🏛️ Traditional authority

Traditional authority: Power legitimized on the basis of long-standing customs.

  • Authority is accepted because "that's how it has always been."
  • Example: Monarchies where rulers inherit power through established succession rules.
  • In modern societies, obedience often stems from a "habitual orientation to conform"—people don't question existing power relationships.

🏛️ Rational-legal authority

Rational-legal authority: Power legitimized by rules, regulations, and laws.

  • Authority resides in the system (laws, procedures), not in the person.
  • Bureaucracy is the key form: decisions are made according to explicit, written, neutral rules.
  • Example: A judge's authority comes from the legal system, not personal qualities.
  • Why it matters: People accept it because it appears unbiased, predictable, and efficient.

🏛️ Charismatic authority

Charismatic authority: Power legitimized on the basis of a leader's exceptional personal qualities.

  • Followers are drawn to the leader's personality, vision, or magnetism.
  • Charismatic leaders often emerge in times of crisis and inspire unusual sacrifices.
  • Example: Martin Luther King Jr., Mahatma Gandhi, Adolf Hitler (the excerpt notes both positive and destructive charismatic leaders).
  • Don't confuse: Charisma is not inherently good or bad—it is a type of legitimacy based on personal appeal.
  • Weakness: Charismatic authority is unstable and short-lived because it depends on the individual.
TypeSource of legitimacyExampleStability
TraditionalCustom, long-standing practiceMonarchyStable but rigid
Rational-legalRules, laws, proceduresBureaucracy, courtsStable and predictable
CharismaticLeader's personal qualitiesRevolutionary leadersUnstable, short-term

🏺 The state and sovereignty

🏺 What is the state?

State: A human community that successfully claims the monopoly of the legitimate use of physical force within a given territory (Weber).

  • The state is defined by its control of territory through force.
  • "The decisive means for politics is violence" (Weber)—but force is not always exercised; the state's legitimacy means people usually consent to be ruled.

🏺 Sovereignty

Sovereignty: The political form in which a single, central "sovereign" or supreme lawmaking authority governs within a clearly demarcated territory.

Sovereign state system: The structure by which the world is divided into separate and indivisible sovereign territories.

  • The modern state system emerged after the Peace of Westphalia (1648).
  • Hobbes argued that without a sovereign power, society would be in a "state of nature"—a war of all against all, where life is "solitary, poor, nasty, brutish, and short."
  • The social contract: Individuals give up their natural right to use violence in exchange for the sovereign's provision of law and security.
  • Don't confuse: Sovereignty within a state (the sovereign maintains order) vs. between states (no overarching sovereign, so the international system is potentially anarchic).

🏺 Politics: Two definitions

Politics (1): The means by which form is given to the life of a people (Aristotle's idea of the polis).

Politics (2): The activity of striving to share power or influence its distribution, either among states or among groups within a state (Weber).

  • Politics (1) is broader: it is how a community collectively creates a way of living together.
  • Politics (2) is narrower: it focuses on competition for power within or between states.
  • The excerpt suggests Politics (1) is too often reduced to Politics (2), making politics seem distant from ordinary people.

🗳️ Democracy and will formation

🗳️ Direct vs. representative democracy

Democracy: Rule by the people (demos = people).

  • Direct democracy: Citizens participate directly in decision-making (e.g., ancient Athens, where assemblies met at least 40 times a year).
  • Representative democracy: Citizens elect representatives (MPs, councillors) to make decisions on their behalf.
  • Criticism of representative democracy: It can distort the will of the people—representatives are often not socially representative, corporate media and lobbying give privileged access to elites, and image politics can overshadow substantive debate.

🗳️ Democratic will formation

Democratic will formation: The deliberative process by which the will or decisions of the people are determined.

Three key elements:

  1. Institutions of democracy: Parliament, elections, constitutions, rule of law.
  2. Citizenship: The internalized sense of individual dignity, rights, and freedom.
  3. Public sphere: Open space for public debate and deliberation.
  • The ideal speech situation (Habermas): Every individual is permitted to participate equally in public discussion, to question assertions, and to express needs. When this norm is violated, democratic will formation becomes distorted.
  • Example: The Tunisian revolution began when Mohamed Bouazizi's self-immolation sparked a radicalization in people's sense of citizenship—their capacity to act.

🗳️ Political demand and political supply

Political demand: The underlying societal factors and social changes that create constituencies of people with common interests.

Political supply: The strategies and organizational capacities of political parties to deliver an appealing political program to particular constituencies.

  • Political demand is shaped by social structure (e.g., economic sectors, education levels, exposure to international competition).
  • Political supply is how parties position themselves on the political spectrum to maximize votes while remaining distinct from competitors.
  • Example: The Liberal Party tries to position itself in the center of the spectrum where the largest group of voters resides; if it fails, it loses seats.
FactorWhat it meansExample
Political demandSocial conditions creating common interestsWorkers in export sectors favor free trade
Political supplyParty strategies to appeal to votersNDP positioning on redistribution vs. Conservatives on tax cuts

🗳️ Postmaterialism

Postmaterialist concerns: Quality-of-life issues such as personal autonomy, self-expression, environmental integrity, women's rights, gay rights, meaningful work, etc.

  • Since the 1960s, political preferences have shifted from materialist concerns (economic growth, physical security) to postmaterialist concerns.
  • This has created a new political cleavage: the "left" emphasizes redistribution, inclusion, sustainability, and autonomy; the "right" emphasizes free markets, social conservatism, and limits on political engagement.
  • Don't confuse: Postmaterialism does not mean people no longer care about the economy—polls show Canadians still rank the economy highly—but new issues have entered political debate.

⚠️ Political exceptionalism and crises

⚠️ State of exception

State of exception: A condition of crisis in which the law or constitution is temporarily suspended so that the executive leader can claim emergency powers.

  • The "authentic activity of politics" becomes clear in moments of crisis when normal rules no longer apply.
  • Example: Hitler's suspension of the Weimar Constitution (1933–1945) to claim emergency powers.
  • In recent decades, states of exception have become increasingly normalized—what was once temporary is now permanent.

⚠️ Terrorism

Terrorism: The use of violence on civilian populations and institutions to achieve political ends.

  • Terrorism is ambiguous: it can refer to (1) non-state actors attacking a government, (2) governments using violence against their own populations, or (3) violence in war that violates rules of engagement.
  • Example: Al-Qaeda's attacks on civilian targets vs. the FLQ's bombings in Quebec.
  • Chomsky argues the U.S. government is a major terrorist organization because of its support for illegal wars and authoritarian regimes.

⚠️ War and asymmetrical conflict

War: A form of organized group violence between politically distinct groups.

Asymmetrical warfare: Violent military conflict in which there is a significant imbalance of technical and military means between combatants.

  • "War is the continuation of politics by other means" (von Clausewitz).
  • Modern wars (e.g., Afghanistan) are asymmetrical: professional state armies vs. insurgent groups using guerilla tactics.
  • Total war: Targeting civilian as well as military targets, leading to massive casualties (e.g., World Wars I and II).
  • Post-security: A condition in which lethal violence is always a potential, ready to erupt anywhere.

⚠️ Normalization of militarization

Normalization of militarization: The contradictory social process in which civil society organizes itself for the production of violence.

  • This involves: intensifying the division between "us" and "them," demonizing enemies, normalizing military perspectives on policy, and romanticizing military violence.
  • Example: Canada's shift from peacekeeping (Lester Pearson era) to a more militant stance during the Afghan operation.

⚠️ Empire

Empire (1): A geographically widespread organization of individual states, nations, and peoples ruled by a centralized government (e.g., Roman Empire).

Empire (2): A supra-national, global form of sovereignty whose territory is the entire globe and whose organization forms around nodes of power (dominant states, supranational institutions, corporations, NGOs).

  • The formation of a contemporary global empire undermines the sovereignty of individual nation-states.
  • War is increasingly reconceived as global police action rather than conflict between sovereign states.
  • Example: NATO interventions in Afghanistan or Libya are framed as humanitarian or security operations, not traditional wars.

🔬 Theoretical perspectives

🔬 Functionalism: The state serves collective goals

The state is "functionally organized about the attainment of collective goals" (Parsons).

  • From the viewpoint of the system, the state exists to perform specific functions: planning and directing society, meeting social needs, maintaining law and order, managing international relations.
  • Pluralist theory: Society is made up of competing interest groups; the state acts as a neutral mediator to balance their demands.
  • Strength: Functionalism allows comparison across different types of societies without presupposing a "proper" structure.
  • Weakness: It assumes the state is neutral and disinterested, ignoring that the system itself is structured to maintain inequality and that some interests are fundamentally antagonistic.

🔬 Critical sociology: The state maintains inequality

Marxist view:

"The executive of the modern state is but a committee for managing the common affairs of the whole bourgeoisie" (Marx and Engels).

  • The state serves the interests of capital, maintaining the conditions for capitalist accumulation and profitability.
  • Poulantzas: The state performs three functions—accumulation (economic conditions for profit), legitimation (promoting the legitimacy of the social order), and coercion (repressing unrest).
  • The state is not under the direct control of capitalists but maintains the long-term interests of capital as a whole.

Feminist view:

  • The state has been both an ally (e.g., Royal Commission on the Status of Women) and a mechanism for maintaining patriarchal power.
  • MacKinnon: State power is fundamentally sexual power, institutionalizing male domination by enforcing heterosexuality and protecting male sexual dominance while appearing to prohibit its excesses.

Foucault's view:

  • The idea of "the state" is an abstraction that conceals widespread "micro-power" relationships throughout society (in schools, hospitals, families, prisons).
  • Power operates through disciplinary practices that foster human capacities, not just through laws and rights.
  • "In political thought and analysis we still have not cut off the head of the king"—we must challenge power at local sites, not just the state.

🔬 Symbolic interactionism: Politics as meaning-making

  • Politics emerges through communicative interaction; the meaning of the state and political symbols is socially constructed.
  • Focus on image politics: Politicians manipulate symbols (flags, anthems, personal qualities) to claim legitimacy.
  • Image management: The process by which political actors control the impressions they make on the public (e.g., Trudeau's sweaters, attack ads).
  • Micro-level focus: Politics consists of face-to-face interactions in backroom meetings, committees, and lobbying efforts.
  • Example: Increasing incivility in Parliament undermines the give-and-take interactions necessary for consensus and democratic functioning.
PerspectiveView of the stateKey focus
FunctionalismServes collective goals, neutral mediatorSystem functions, pluralism
Critical (Marxist)Maintains capitalist interestsAccumulation, legitimation, coercion
Critical (Feminist)Institutionalizes male dominationGender hierarchies, sexual power
Critical (Foucault)Abstraction concealing micro-powerDisciplinary practices, local sites
Symbolic interactionismConstructed through interactionSymbols, image politics, face-to-face dynamics

🌀 Anarchism and the question of the state

🌀 Why is the state needed?

  • Anarchism provides a useful standpoint: Why do we need government in the form of the state at all?
  • Anarchists argue that states are artificial and unnecessary—natural society is self-governing collectivities freely associating.
  • Example: Rural farmers organizing markets or Swiss watchmakers forming cooperatives.

🌀 Anarchist principles

  • Maximize personal freedoms by organizing society on voluntary social arrangements, subject to continual renegotiation.
  • "Private property is theft!" (Proudhon)—anarchists oppose both state power and private capital.
  • Criticism: 19th-century anarchism invented modern political terrorism ("propaganda by the deed"), using violence to destroy hierarchical structures.

🌀 Anarchism vs. Hobbes

  • Hobbes: Without a sovereign, life is a war of all against all.
  • Anarchists: Cooperative, egalitarian society emerges when state power is destroyed.
  • The sociological question: Which view is correct? Or does the answer depend on social conditions?
18

Work and the Economy

Chapter 18. Work and the Economy

🧭 Overview

🧠 One-sentence thesis

The modern economy has evolved from agricultural and industrial systems to a polarized postindustrial knowledge economy where education, social capital, and structural forces increasingly determine who succeeds in the labour market.

📌 Key points (3–5)

  • Economic systems evolved historically: from hunter-gatherer usufruct → agricultural bartering → industrial capitalism/socialism → postindustrial information economies.
  • Capitalism vs socialism: capitalism is defined by private ownership, wage labour, profit motive, and competitive markets; socialism emphasizes state/collective ownership and equitable distribution of resources.
  • Job market polarization: modern economies show a dual labour market with high-paying skilled jobs and low-paying service jobs, but shrinking middle-level opportunities.
  • Education and social capital matter more: access to quality jobs increasingly requires post-secondary education and networks, not just hard work.
  • Common confusion: convergence theory suggests all economies naturally develop toward similarity, but critics argue this ignores colonialism, exploitation, and diverse economic realities.

🌾 Historical evolution of economic systems

🏹 Hunter-gatherer economies

  • Earliest human groups had no formal economy; they hunted and gathered food for immediate consumption.
  • Resources distributed by usufruct: allocation according to need, not ownership.
  • No trade of essential goods due to scarcity; groups were nomadic and could not accumulate property.

🌾 Agricultural Revolution (11,000–3,000 years ago)

Agriculture: the practice of raising crops and domesticating animals, which allowed settled communities and surplus production.

  • Began independently in multiple regions: Fertile Crescent, Indus/Yangtze/Yellow River valleys, New Guinea, sub-Saharan Africa, and the Americas.
  • Key shift: surplus food meant not everyone had to farm → specialization of labour (administrators, merchants, judges, soldiers).
  • Bartering emerged: exchanging one good/service for another.
  • Money was invented to solve the problem of needing simultaneous wants in barter.
    • Early forms: cowry shells, rice, barley, precious metals.
    • First coins minted in Lydia (Turkey) around 650–600 BCE.
  • Legal codes established property rights, inheritance, taxes, and fines.

Example: A farmer grows extra wheat and trades it for pottery; later, both use silver coins to buy what they need without direct exchange.

🏭 Industrial Revolution (late 18th–19th century)

  • Mechanization replaced manual labour: spinning machines, iron smelting with coke, steam engines.
  • Factory system: workers performed narrow tasks on assembly lines.
  • Agricultural mechanization (tractors, combine harvesters) allowed large-scale single-crop farming.
  • Outcomes: sixfold population growth, tenfold income growth (1800–2000), but also extreme inequality and unsafe working conditions.
  • Owners accumulated vast wealth; workers (including children) toiled for low wages.

💻 Postindustrial (information) societies

Postindustrial society: an economy where information and knowledge are the most valuable commodities.

  • Four economic sectors:
    1. Primary: extracts raw materials (mining, farming).
    2. Secondary: manufactures finished goods (factories).
    3. Tertiary: provides services (health care, education, retail).
    4. Quaternary: produces ideas and manages information (research, high-level education, arts).
  • In developed countries like Canada, over 75% of workers are in the tertiary sector.
  • Computerization and the internet have created entirely new industries; physical goods (CDs, DVDs) are replaced by digital streaming.

Don't confuse: The shift to postindustrial doesn't mean manufacturing disappears globally—it often moves to less-developed countries (outsourcing).

💰 Capitalism: definition and practice

💼 Core features of capitalism

Capitalism: an economic system characterized by private ownership of property/capital, sale of commodities on the open market, purchase of labour for wages, and the impetus to generate profit and accumulate wealth.

  • Private ownership: means of production (factories, land, tools) are owned by individuals or corporations, not the state.
  • Wage labour: owners hire workers and pay them wages; workers do not own what they produce.
  • Profit motive: goal is to sell goods/services for more than the cost of production, then reinvest profits to expand.
  • Competitive markets: supply and demand set prices and wages; competition can lower prices and improve quality but also drives instability.
  • Dynamic instability: capitalism experiences boom-and-bust cycles, falling profit rates, investment crises, and stock market crashes.

Example: Three investors put $250,000 each into a start-up. When it earns $1 million profit, they receive returns. One reinvests in the same company, one funds a tech start-up, one buys a yacht. All aim to maximize personal wealth.

🏛️ Capitalism in practice (Canada)

  • Canada is considered capitalist, but government plays a significant role:
    • Regulations on wages, worker safety, environment, banking.
    • Ownership/control of key sectors: post, schools, hospitals, highways, utilities.
    • Historical interventions: building the Canadian Pacific Railway (1880s), developing Alberta tar sands (1960s–70s).
  • Anti-monopoly laws: 1889 Act (precursor to 1985 Competition Act) broke up monopolies to prevent predatory practices.
  • Debate: Neoliberal economists (e.g., Fraser Institute) criticize government intervention as inefficient; others argue it protects workers and the public.

Don't confuse: A capitalist economy with government regulation is not socialism—private ownership and profit motive remain dominant.

🤝 Socialism: definition and practice

🏭 Core features of socialism

Socialism: an economic system with government ownership of goods and production, aiming to share work and wealth equally among society's members.

  • Collective ownership: the state or community owns major industries and resources.
  • Focus on society, not individuals: benefits from production are distributed to all contributors, not just owners.
  • Government control: to ensure fairness, the state controls property, production, and distribution.
  • Diverging views:
    • Communist systems (Soviet Union, Cuba, China under Mao): nearly all property was public; central planning dictated what to produce, how much, and at what price.
    • Democratic socialism (Scandinavia, Canada's social programs): state controls essential services (health care, education, utilities) but allows private ownership of farms, shops, and small businesses; wealth is redistributed through progressive taxes.

🌍 Market socialism

Market socialism: a subtype that adopts some capitalist traits, like limited private ownership or consulting market demand for pricing.

  • Examples: post-reform China, Vietnam, Russia—moved from central planning to market forces.
  • Profits may go directly to workers or fund public programs.

🇨🇦 Socialism in Canada

  • Democratic socialist movements (CCF, NDP) were instrumental in creating:
    • Universal health care
    • Old age pensions
    • Employment insurance
    • Welfare programs
  • Canada has a mixed economy: private enterprise dominates, but the state provides a social safety net and intervenes in key sectors.

Don't confuse: Democratic socialism with communism—democratic socialism retains private ownership in most sectors and uses elections, not revolution.

📊 Convergence and modernization theories

📈 Modernization theory

Modernization theory: the idea that all societies pass through natural stages of economic development from undeveloped to advanced.

  • Implies a normative model: wealthy Northern/Western economies are "advanced"; others are compared to them.
  • Convergence theory: as a country's economy grows, its social organization becomes more like that of industrialized societies.
    • Workers move from rural to urban areas.
    • Jobs become specialized; workforce needs continual training.
    • Government expands public services.
  • Evidence: Germany, France, Japan rebuilt quickly after WWII; East Asian "tigers" (Singapore, South Korea, Taiwan) converged in the 1960s–70s.

🔄 Catch-up effect

  • Poor countries with capital investment can grow faster than wealthy countries, allowing incomes to "catch up."
  • Conditions needed: access to inexpensive capital, new international markets, ability to adopt technology quickly (e.g., skipping landlines and going straight to cell phones).

⚠️ Criticisms of convergence theory

  • Ignores power and exploitation: global inequality stems from colonialism, imperialism, and unequal geopolitical relations, not "natural" stages.
  • Ideological bias: treats Western capitalism as the ideal endpoint, obscuring the diversity of economic systems.
  • Divergence: some countries' economies diverge rather than converge due to lack of capital, markets, or technology access.

Don't confuse: Convergence (economies becoming similar) with the claim that all countries will become equally wealthy—convergence theory is about structure, not equality.

🔍 Theoretical perspectives on the economy

⚙️ Functionalist perspective

  • Views the economy as a well-oiled machine designed for efficiency.
  • Davis-Moore thesis: social stratification is necessary because highly skilled, difficult jobs require higher rewards to motivate people to pursue long education/training.
    • Example: doctors and PhDs earn more because their positions are scarce and require years of qualification.
  • Criticism: ignores people who pursue low-paying nonprofit work despite advanced degrees; overlooks how class and gender structure inequality (not just merit).
  • Dysfunction: when institutions fail to adapt (e.g., 2008 financial crisis due to irresponsible lending and underregulation).
  • Functionalists see economic cycles (surplus → inflation → recession) as self-regulating, though governments often intervene to prevent depression.

⚔️ Critical sociology (Marxist perspective)

  • The economy reproduces inequality through class struggle.
  • Bourgeoisie (owners) exploit the proletariat (workers) by extracting profit from their labour.
  • Wealth concentrates in the hands of the few: as of 2012, the wealthiest 20% of Canadians owned 70% of wealth; the top 86 Canadians had as much as the poorest 11.4 million combined.
  • Marx argued capitalism's internal contradictions (class conflict, falling profit rates) would eventually lead workers to achieve class consciousness and overthrow private property.

Example: "Let them eat cake" (attributed to Marie Antoinette) vs. Occupy Wall Street—both express the same grievance about undeserved wealth concentration.

🔬 Symbolic interactionist perspective

  • Focuses on micro-level day-to-day interactions and shared meanings.
  • Career inheritance: children tend to enter the same occupation as their parents because they learn relevant norms, values, and have a model path.
  • Career socialization: learning the norms and values of a particular job.
  • Job satisfaction factors (Kohn et al., 1990):
    • Workers are happiest when they control part of their work.
    • They participate in decision-making.
    • They have freedom from surveillance.
    • They feel integral to the outcome.
  • Stress, vulnerability, and perceived risk lower job satisfaction.

📉 Polarization and the dual labour market

📊 Job market polarization in Canada

Polarization: a gap in the job market with most opportunities at the lowest and highest levels, and few jobs for mid-level skills/education.

  • Causes:
    • Outsourcing: manufacturing and clerical jobs moved to developing countries (e.g., call centres in India).
    • Automation: computers and robots replace bookkeepers, assembly-line workers, toll collectors.
    • Streamlining of management layers through mergers.
  • Result: strong demand at two extremes:
    • Low-skilled, low-paying: food service, retail.
    • High-skilled, high-paying: professionals, technologists, managers.
  • Middle-level jobs (requiring moderate education) are disappearing.

🏢 Dual labour market structure

Dual labour market: the division of the economy into sectors with different pay levels.

Primary labour marketSecondary labour market
High-paying jobs (public sector, manufacturing, telecom, biotech)Low-paying jobs (service, restaurants, retail)
High capital investment limits competitionLow barriers to entry; high competition
Good benefits, job security, advancement, unionizationFew/no benefits, little security, poor advancement, minimal unions
Labour costs are marginal compared to capitalWages are a significant cost; kept low to stay competitive

Example: A unionized telecommunications engineer (primary) vs. a part-time fast-food worker (secondary).

🎓 Social capital and the knowledge divide

Social capital: the accumulation of networks, relationships, and knowledge that provide a platform for financial success.

  • Hard work alone is insufficient; you need connections and education to access high-paying jobs.
  • Knowledge economy: creates a new dual market between high-education jobs (scientists, programmers) and support jobs (data entry, technicians).
  • Knowledge divide: the gap between those who can access, create, and use knowledge vs. those who cannot.

Don't confuse: Intelligence and effort with social capital—without the right networks or credentials, upward mobility is limited.

📚 Education, employment, and growth sectors

📈 Projected job growth in Canada

  • Growing sectors (2011–2020 projections):
    • Resource extraction
    • Computer and information services
    • Professional business services
    • Health care and social assistance
    • Accommodation and food services
  • Declining sectors: manufacturing, fishing, agriculture (static).

🎓 Education and employment

  • 6.5 million new job openings projected (2011–2020), two-thirds requiring post-secondary education or management roles.
  • Growth by education level:
    • University degree: 21.3% growth
    • College/apprenticeship: 34.3% growth
    • High school diploma: 24.9% growth
    • Less than high school: 8.6% growth
  • Implication: without post-secondary education, finding a job becomes much harder.

Example: Seven of the ten occupations with the most openings are in management and health care—both require advanced education.

👩‍💼 Women and immigrants in the workforce

👩‍🎓 Women's role

  • Since the late 1970s, women have enrolled in and graduated from university at higher rates than men.
  • 2008 data: 62% of undergraduate degrees and 54% of graduate degrees went to women.
  • 2011: 40% of employed women aged 25–34 had a university degree (vs. 27% of men in the same age group).
  • Occupational concentration: 20% of university-educated women still work in the same three jobs as in 1991 (nurses, elementary/kindergarten teachers, secondary teachers).
  • Wage gap: women earn 76% of men's wages for the same positions overall; young women (25–29) earn 90% of young men's hourly wage.

🌍 Immigrants in the workforce

  • 2006: immigrants made up 19.9% of the Canadian workforce.
  • 2008–2009 recession: employment rates dropped more for immigrants (77.4% → 74.9%) than native-born Canadians (84.1% → 82.2%).
  • Gap widened further for very recent immigrants (18.6 percentage points in 2009).
  • Skill level: about half of working-age landed immigrants are highly educated and skilled; they fill positions opened by job creation and retirement.
  • Temporary Foreign Worker Program: recent debate about low-skilled service jobs being filled by foreign workers.

Don't confuse: Landed immigrants (permanent residents, often highly skilled) with temporary foreign workers (often low-wage, short-term).

💸 Poverty and underemployment in Canada

📉 Relative vs absolute poverty

  • Relative poverty: unable to live the lifestyle of the average person in your country (Canada's situation).
  • Absolute poverty: unable to afford basic necessities like food (common in underdeveloped countries).

📊 Unemployment and underemployment

  • Unemployment statistics are inaccurate because they exclude:
    • Those who stopped looking for work (discouraged workers).
    • The chronically unemployed (e.g., homeless).
    • Seasonal and migrant workers.
    • Those not actively seeking work in the past four weeks.
  • Underemployment: accepting lower-paying, lower-status jobs than one's education/experience qualifies them for.
  • Structural unemployment: societal-level mismatch between job seekers and available jobs (geographic, technological, or due to sudden economic shifts).

🏚️ The working poor

Working poor: those who work at least 910 hours per year but remain below the poverty line (Market Basket Measure).

  • 2011: 6.4% of Canadians lived in working-poor households.
  • Risk factors:
    • Part-time work (higher risk than full-time).
    • Lower education levels.
    • Having children under 18 (four times more likely).
  • Canada has a higher percentage of working poor than many other developed countries.

👶 Child and senior poverty

  • Child poverty (2008): 9% of children under 18 lived in low-income families (down from 18% in 1996).
  • Senior poverty: significantly reduced by Canada/Quebec Pension Plans, Old Age Security, and Guaranteed Income Supplement.
  • Concern: children growing up in poverty lack access to education and services needed to escape the cycle.

Example: A single parent working full-time at minimum wage in retail may still fall below the poverty line due to high living costs and lack of benefits.

🏛️ Social safety net and neoliberal debate

  • Canada provides employment insurance, welfare, health care, and other social services to protect against absolute poverty.
  • Neoliberal critique: government intervention is inefficient and distorts free markets.
  • Counter-argument: intervention is necessary to protect workers and the vulnerable.
  • Social democratic countries (Norway, Finland, Sweden) have higher taxes but greater acceptance of universal services (health care, education, child care).

Don't confuse: Taxpayer interests vs. welfare state—this framing obscures the fact that social programs benefit society broadly, including "taxpayers."

19

The Sociology of the Body: Health and Medicine

Chapter 19. The Sociology of the Body: Health and Medicine

🧭 Overview

🧠 One-sentence thesis

Health and illness are not purely biological phenomena but are socially constructed through power relations, cultural meanings, and institutional practices that shape how we understand, experience, and respond to the body in society.

📌 Key points (3–5)

  • Biopolitics and the body: Since the 18th century, the body and population health became central to government and institutional control through disciplinary practices and norms.
  • Social construction of health: Medical knowledge, illness experiences, and definitions of disease are shaped by social, cultural, and economic forces, not just biology.
  • Health inequalities: Disparities in health outcomes follow lines of socioeconomic status, race/ethnicity, gender, and disability, reflecting broader structural inequalities.
  • Common confusion: Distinguishing between impairment (physical limitation) and disability (social limitation)—disability results from how society is organized, not just from bodily difference.
  • Medicalization vs. demedicalization: Normal life aspects can be redefined as medical problems requiring treatment (medicalization), or medical conditions can be normalized again (demedicalization).

🏛️ Historical emergence of biopolitics

🏛️ The body as object of power

Biopolitics: "the entry of life into history" or the moment when "the administration of bodies and the calculated management of life" became the priority in organizing social life.

  • Before the 18th century, authorities were largely indifferent to individual bodies and population health.
  • After the 18th century, institutions (military, schools, hospitals, prisons, factories) developed detailed procedures to train, discipline, and improve bodies.
  • Example: Military training manuals prescribed exact postures—recruits learned to stand erect, fix eyes forward, march with specific gait—transforming the body through discipline.

📏 The rise of norms

Norm: A socially defined rule distinguishing what conforms to accepted standards from what does not, typically understood as statistical averages rather than moral rules.

  • Norms define expected performance levels (e.g., grade-level knowledge in schools, health benchmarks in medicine, productivity standards at work).
  • Individuals are measured against norms and judged as normal or deviant.
  • The normalizing society emerged: institutions use norms to identify deviance and implement disciplinary procedures to bring individuals back to normal.
  • Don't confuse: Norms in biopolitics are statistical measures of what is typical, not necessarily moral judgments about what is good.

🧬 Contemporary body control

  • Today, control extends beyond institutional discipline to voluntary self-improvement: exercise, dieting, cosmetic surgery, meditation, life coaching.
  • Medical pluralism: No single model of health practice claims definitive truth; individuals face competing options and information.
  • Control has become "molecularized"—acting on the body at genetic, biochemical, cellular levels through genetic engineering, designer drugs, epigenetic therapies.
  • Paradox: Increased capacity to control bodies without certainty about best methods increases anxiety rather than freedom.

🏥 Social construction of health and illness

🏥 Cultural meaning of illness

Medical sociology examines how illnesses have both biological and experiential components that exist independently.

  • Culture, not biology, dictates which illnesses are stigmatized, which are disabilities, and which are contested (questionable) versus definitive (unquestionably recognized).
  • Example: Mental disorders, AIDS, venereal diseases, and skin disorders face greater stigmatization, leading to sub-par facilities, segregation, or patients avoiding treatment.

🏷️ Stigma and stigmatization

Stigma: A "mark" of difference (physiological, personality, or status-based) that defines a socially undesirable characteristic, making a person seem less than fully human.

Stigma theory: Explanations constructed to account for a stigmatized person's perceived inferiority and the threat they represent.

  • Stigmatization leads to discrimination, often unthinkingly applied.
  • Stigmatization of illness: People are discriminated against because of illnesses; their identity becomes spoiled and defined by the condition.
  • Example: Obesity is stigmatized as preventable through self-control, leading to negative stereotypes (lazy, unmotivated) and discrimination in work, education, and media.

🎭 Illness experience as social construction

  • Culture and personality shape how individuals experience long-term illness.
  • For some, illness makes their world smaller and more defined by the condition; for others, it becomes an opportunity for self-discovery.
  • Medical institutions increasingly acknowledge subjective perception: rating of perceived exertion (RPE) for physical activity, pain scales for pain management.
  • Example: Breast cancer and AIDS have specific cultural markers that have evolved over time, governing how individuals and society view them.

📚 Medical knowledge as social construction

Medical knowledge reflects and reproduces inequalities in gender, class, race, and ethnicity.

  • Example: Early 20th-century pregnant women were discouraged from driving or dancing; today they're discouraged from smoking or drinking—medical advice changes with social context.
  • Contested illnesses: Conditions like fibromyalgia or chronic fatigue syndrome are questioned by some medical professionals, affecting how patients seek and receive treatment.
  • Don't confuse: "Socially constructed" doesn't mean "not real"—it means the way we understand, categorize, and respond to conditions is shaped by social forces.

🌍 Global health patterns

🌍 Epidemiologic transition

Epidemiologic transition: The long-term shift in a population's dominant health problems from acute infectious diseases to chronic, degenerative diseases as societies industrialize.

Disease typeCharacteristicsAssociated with
Infectious diseasesCaused by micro-organisms (bacteria, viruses); often communicable; epidemic outbreaksPre-industrial societies; water-borne pathogens; poor sanitation; nutritional deficits
Chronic diseasesNon-communicable; slow symptom onset (cancer, heart disease, diabetes, obesity)Industrialized societies; higher living standards; better nutrition; public sanitation; longer lifespans
  • Chronic diseases are called "diseases of modernization" or "Western diseases."
  • Don't confuse: The transition doesn't mean infectious diseases disappear—they remain controlled but at different rates across populations.

💰 Health in high-income nations

  • Obesity rates rising, linked to cardiovascular problems, diabetes, musculoskeletal issues, respiratory problems.
  • Contributing factors: reduced household labor, unhealthy processed foods, sedentary leisure activities, shift from active to service work, passive transportation.
  • Higher rates of depression than low-income nations, possibly linked to greater income inequality within wealthy countries.

🌾 Health in low-income nations

  • Central concerns: infectious disease, high infant mortality, scarce medical personnel, inadequate water/sanitation.
  • Globally, child mortality (under five) is 60 per 1,000 live births; in low-income countries, 117 per 1,000; in high-income countries, under 7 per 1,000.
  • Leading child death causes: pneumonia (18%) and diarrheal diseases (15%)—preventable with clean water and medical access.
  • Low-income countries have one-tenth the doctors and nurses of high-income nations.

🇨🇦 Health disparities in Canada

🏞️ Aboriginal health

  • Historical context: 93% population decline from Euro-Asian diseases (smallpox, measles, influenza, tuberculosis) after contact.
  • Tuberculosis rate: 27 per 100,000 for Aboriginal people vs. 5 per 100,000 for general population (2005).
  • Aboriginal people live 8.1 years (men) and 5.5 years (women) fewer than average Canadians.
  • Higher rates of chronic diseases: diabetes, heart disease, obesity, respiratory problems, HIV.
  • Off-reserve Aboriginal people report lower self-rated health and more physical limitations than non-Aboriginal Canadians, even when controlling for socioeconomic factors.

💵 Socioeconomic status and health

  • "Being poor is in itself a health hazard; worse, however, is being urban and poor."
  • Poverty linked to lower life expectancy, chronic illnesses (diabetes, mental illness, stroke, cardiovascular disease).
  • Social determinants of health: Income, education, living conditions account for about half of health outcomes; actual medical care accounts for only about one-quarter.
  • British civil service study: Even small disparities in wealth and authority between employment grades led to significantly different health outcomes—more authority equals better health.
  • Education matters: Once information linking habits to disease spread, diseases decreased in high-SES groups but increased in low-SES groups.

⚧️ Gender and health

  • Women live longer but have higher rates of disability and non-fatal chronic disease: "Women get sicker but men die quicker."
  • 11% of Canadian women suffer chronic illnesses vs. 4% of men (multiple sclerosis, lupus, migraines, hypothyroidism, chronic pain).
  • Men's lower life expectancy attributed to: riskier behavior/work, lower health care system use, innate biological disposition to higher mortality.
  • Women's higher chronic disease rates linked to: gender roles, stress exposure, domestic work responsibilities, domestic violence exposure.

🩺 Medicalization of women's issues

Medicalization: The process by which previously normal life aspects are redefined as deviant and needing medical attention.

  • Women's life stages have been medicalized: menstruation, PMS, pregnancy, childbirth, menopause.
  • Pregnancy/childbirth medicalization is contentious; many women choose natural childbirth.
  • Research shows social support relieves birth pain and anxiety as effectively as medical support; supportive partners lead to less medical intervention and lower postpartum depression.
  • Institutionalized sexism: 75% of Borderline Personality Disorder diagnoses are for women; critics argue it's a catch-all diagnosis with pejorative connotations.

🧠 Mental health and disability

🧠 Mental health disorders

Prevalence in Canada:

Disorder typeLifetime prevalencePrevious year
Major depression11%4.7%
Bipolar disorder2.6%1.5%
Generalized anxiety disorder9%2.6%
  • Mood disorders: Major depression (long-term debilitating illness, not just temporary sadness), bipolar disorder (dramatic energy/mood shifts), dysthymic disorder.
  • Anxiety disorders: Worry and fearfulness lasting months (not normal occasional anxiety); includes OCD, panic disorders, PTSD, phobias.
  • ADHD: Affects 3% of Canadian children aged 3–9 (4% of boys, 5% of school-aged children); marked by attention difficulty, behavior control issues, hyperactivity; diagnosis and medication rates increasing, raising overdiagnosis concerns.
  • Autism spectrum disorders (ASD): Deficits in social interaction, communication, repetitive behaviors; U.S. estimates 1 in 68 children; increases in Canadian diagnoses believed due to greater awareness and broader diagnostic criteria.

🦽 Disability

Impairment: Physical limitations.

Disability: Social limitation resulting from how society is organized.

  • 13.7% of Canadians aged 15+ (3.8 million) reported disability in 2012; 26% classified as "very severe."
  • Historical shifts in disability conceptions: from jailing with criminals (early 19th century) → asylum model (1860–1890) → medical/economic rehabilitation model → sociopolitical model (since 1970s).
  • Sociopolitical model: Disability results from failure of the social environment, not individual impairment.
  • Ableism: Direct discrimination against persons with disabilities and unintended neglect of their needs; the social world is constructed to enable some while disabling others.

📊 Disability outcomes

  • Higher unemployment: 8.6% for disabled vs. 6.3% for non-disabled.
  • Underemployment: 8.6% higher for disabled men, 6.5% higher for disabled women.
  • Lower university completion: 20.2% for disabled vs. 40.7% for non-disabled.
  • Lower earnings: $9,557 less annually for disabled men, $8,853 less for disabled women.

🔬 Theoretical perspectives

⚙️ Functionalist perspective

Sick role: Patterns of expectations defining appropriate behavior for the sick and their caregivers.

Rights of the sick person:

  • Not responsible for their condition.
  • Exempt from normal social roles (temporary and relative to illness severity).
  • Exemption requires legitimation by a physician.

Responsibilities of the sick person:

  • Try to get well.

  • Seek technically competent help from a physician.

  • Sickness weakens society because sick people cannot fulfill normal roles.

  • Social control mechanisms bring sick behavior back to normal expectations.

  • Doctors serve as gatekeepers deciding who is healthy/sick—a relationship where doctors hold all power.

  • Critique: Is it appropriate to give doctors so much power? What about people who are sick but cannot leave their positions?

⚖️ Critical perspective

  • Health care issues rooted in capitalist society and power structures.
  • Key variable affecting health: equitable distribution of wealth within societies, not just overall wealth.
  • Health disparities created by class inequalities, racism, sexism, ageism, heterosexism.
  • Commodification of health: Changing health into something bought and sold in a marketplace; corporations, insurance companies, pharmaceutical companies influence how health care is run, funded, and delivered.
  • Corporate think tanks advocate profit-driven models over publicly funded models, using language emphasizing "taxpayer rights" and financial unsustainability.

🧬 Biopolitics (critical approach)

  • Modern scientific knowledge on body functioning establishes new power relations between experts (doctors, psychiatrists, psychologists) and subjects.
  • Biomedicine: System defining health/illness in terms of physical, biological systems; works on mind/body division leading individuals to submit to medical expertise.
  • Challenges to medical authority: people researching their own health, engaging with alternatives (yoga, acupuncture, naturopathy, homeopathy, indigenous healing).
  • Care for the self: Ways of acting upon the self to transform the self to attain a mode of being like "health."
  • Paradox: Individualized care can enable autonomy OR deepen submission to authorities and intensify body anxieties in a pluralistic medical culture.

🎭 Symbolic interactionist perspective

Health and illness are socially constructed; focus on specific meanings and causes people attribute to illness.

Medicalization of deviance: Process changing "bad" behavior into "sick" behavior.

Demedicalization: Process normalizing "sick" behavior again.

Example—Alcoholism:

  • 19th century: Excessive drinking = bad, lazy people ("drunks"); their own fault.
  • Late 19th century: "Disease of the will"—paradoxical illness requiring patient engagement despite defective will.
  • 20th century: Alcoholism = disease (psychological dependence, physiological disease, genetic predisposition); viewed with compassion, not blame.
  • Transformation: "badness" became "sickness."

Example—Demedicalization:

  • Drapetomania (Civil War era): Slaves running away diagnosed with mental disorder; now understood as appropriate response to enslavement.
  • Homosexuality: Labeled mental disorder until 1973; now demedicalized.

Critique: Who benefits when behavior becomes illness? Pharmaceutical companies profit from treating conditions like fatigue, insomnia, hyperactivity that may not need treatment.

20

Chapter 20. Population, Urbanization, and the Environment

Chapter 20. Population, Urbanization, and the Environment

🧭 Overview

🧠 One-sentence thesis

Human population growth, urbanization patterns, and environmental degradation are interconnected global challenges that require understanding the dynamics of capital accumulation, resource limits, and the tension between economic development and ecological sustainability.

📌 Key points (3–5)

  • Population dynamics: Fertility, mortality, and migration rates shape population composition and growth, with different countries at different stages of demographic transition.
  • Urbanization patterns: Cities evolve from industrial to corporate to postmodern forms, with stark global inequalities between slum cities in peripheral nations and global cities in core nations.
  • Environmental sustainability vs. capital accumulation: The Alberta tar sands case illustrates the fundamental conflict between short-term economic profit and long-term ecological health.
  • Carrying capacity and the commons: Human activity threatens shared resources (air, water, soil) and the Earth's ability to sustain life through pollution and overexploitation.
  • Common confusion: Distinguishing between individual rational choices and collective irrational outcomes—the "tragedy of the commons" shows how individually beneficial decisions can lead to collective environmental disaster.

📊 Demographic Concepts and Theories

📊 Core demographic measurements

Fertility rate: A measure noting the number of children born (generally lower than fecundity, which measures potential births).

Mortality rate: A measure of the number of people who die.

Migration: The movement of people into and out of an area (immigration = movement in; emigration = movement out).

  • Growth rate = (current population - initial population) ÷ initial population × 100
  • Growth depends on births, deaths, and net migration combined
  • Population composition: A demographic snapshot including sex ratio (men per 100 women) and population pyramid (distribution by age and sex)

🌍 Four major population theories

TheoryCore claimMechanismOutlook
MalthusianPopulation exceeds Earth's carrying capacity"Positive checks" (war, famine, disease) increase mortality; "preventive checks" (birth control, celibacy) reduce fertilityPessimistic: food grows arithmetically, population exponentially
Zero Population Growth (ZPG)Environment (not just food) will collapsePrivileged people pollute and deplete resources (water, air) faster than they regeneratePessimistic: advocates births + immigration = deaths + emigration
CornucopianHuman ingenuity solves all problemsAgricultural and technological innovation continuously expands resource availabilityOptimistic: no reason the pattern of innovation won't continue
Demographic TransitionSocieties follow predictable 4-stage patternStage 1: high birth/death rates; Stage 2: industrializing, death drops; Stage 3: industrialized, birth drops; Stage 4: postindustrial, both lowDescriptive: different countries at different stages

📈 Current global trends

  • Earth's population: 7 billion (2011), projected 8 billion by 2025
  • High-fertility countries (sub-Saharan Africa): population may triple by 2100
  • Intermediate-fertility countries (U.S., India, Mexico): ~26% growth expected
  • Low-fertility countries (China, Australia, Europe): ~20% decline expected
  • Over 200 million people still lack access to family planning resources

Don't confuse: Population size with population growth rate—a large country can have slow growth (China), while a smaller region can have rapid growth (sub-Saharan Africa).

🏙️ Urbanization Patterns and City Forms

🏙️ Three historical city types in Canada

Industrial city (1870–1920):

A city in which the major business and employment activities revolve around manufacturing, building, machining.

  • Canadian urbanization jumped from 19% (1871) to 49% (1920)
  • Workers left farms for factory jobs
  • Montreal and Toronto became major hubs

Corporate city (1940s onward):

A city focused economically on corporate management and financial services rather than industrial production.

Five defining features:

  1. Suburban population dispersal
  2. High-rise apartment buildings
  3. Isolated industrial parks
  4. Downtown office towers
  5. Suburban shopping malls

Made possible by: automobiles, deindustrialization, service/knowledge economy, spatial decentralization.

Postmodern city (recent):

Cities defined by orientation to global consumption circuits, cultural fragmentation, and multiple centres.

Three related developments:

  • Edge cities: clusters around shopping malls, entertainment, offices at transportation intersections—no clear core or boundaries
  • Dual cities: divided into wealthy high-tech zones vs. poor marginalized zones; "fortress cities" privatize public space and create gated communities
  • Fantasy cities: transform into theme parks or mega-event sites (Olympics, World Cup) to attract international tourists

Example: Victoria, B.C., brands itself as a heritage destination for cruise ship tourism.

🌆 Suburbs, exurbs, and sprawl

Suburbs: Communities surrounding cities, close enough for daily commute but with more space than city living.

Exurbs: Communities outside the ring of suburbs, populated by wealthier families with longer commutes.

  • Suburbs developed in the 1850s as cities became crowded and costly
  • Suburban sprawl → traffic congestion → longer commutes → increased petroleum use and carbon emissions
  • Gentrification: Middle and upper classes renovate historically less affluent city areas, forcing the poor out through price pressures
  • Megalopolis: Huge urban corridor encompassing multiple cities and suburbs (e.g., Toronto-Hamilton-Oshawa)

Don't confuse: Canadian vs. French suburbs—in Canada, suburbs are typically middle/upper-class with private homes; in France, the banlieues are synonymous with housing projects, poverty, and immigrant populations (opposite image).

🌐 Global urbanization: two extremes

Slum cities:

Unplanned shantytowns on city outskirts with no access to clean water, sanitation, or municipal services.

  • 200,000 slum cities worldwide (examples: Quarantina in Beirut, Favéla in Rio)
  • 78.2% of city dwellers in semi-peripheral countries live in slums (vs. 6% in developed countries)
  • Exist largely outside rule of law; centres for child labour, prostitution, criminal activity
  • Caused by neoliberal restructuring, World Bank/IMF Structural Adjustment Programs withdrawing state services

Global cities:

Centres for financial and corporate services in circuits of global information and capital, progressively detached from local/national contexts.

  • Examples: London, New York, Tokyo
  • Provide technical infrastructure and human resources for global corporations
  • Three tendencies: wealth concentration in corporate sectors; disconnection from immediate geographic regions; large marginalized population excluded from high-end job markets
  • Characteristics: host multinational HQs, exercise international political influence, host international NGOs, host influential media, have advanced communication/transportation infrastructure

🏛️ Theoretical Perspectives on Cities

🏛️ Functionalist: Human ecology

Human ecology: A field focusing on the relationship between people and their built and natural physical environments.

Concentric zone model (Burgess 1925):

  • Views city as series of concentric circular areas expanding outward
  • Zones "invade" (new categories overrun edges) and "succeed" (new inhabitants repurpose and push out previous ones)
  • Zone A (centre): business and cultural district
  • Zone B: formerly wealthy homes → cheap apartments for immigrants, small manufacturers, marginal businesses
  • Zone C: working-class homes, ethnic enclaves
  • Zone D: wealthy homes, white-collar workers, shopping centres
  • Zone E: upper-class estates (exurbs) and suburbs

⚔️ Critical perspective: Political economy

  • Cities shaped by power dynamics and capital investment/disinvestment decisions
  • City space = commodity bought and sold for profit
  • Growth coalitions (Logan & Molotch): politicians, real estate investors, corporations, property owners, planners work together to attract capital and lobby for subsidies
  • Generally benefit business interests and middle/upper classes while marginalizing working/lower classes

Three aspects (Feagin & Parker):

  1. Economic and political leaders work together to control urban growth/decline
  2. Exchange value and use value balanced to favour middle/upper classes (e.g., public land in poor areas rezoned for industrial use)
  3. Urban development depends on structure (local government) and agency (business people, activists) in push-pull dynamic

NIMBY ("not in my back yard"): Middle/upper-class movements more likely to protest poor environmental practices affecting them directly, giving these groups more control over local land use.

🧠 Symbolic interactionist: Metropolitan way of life

  • Simmel's "The Metropolis and Mental Life": the built environment and city size/anonymity become a "social form"
  • City confronts individual as overwhelming "social-technological mechanism"
  • Self-protection against sensory overload: people become cold, callous, indifferent, impatient, blasé
  • Cut themselves off from potentially enriching contact with others

🌍 Environmental Sociology Concepts

🌍 Core concepts

Carrying capacity: The maximum amount of life that can be sustained within a given area considering available resources.

The commons: Collective resources that humans share in common (air, water, plant/animal life, ecosystems) remaining outside private ownership or commodification.

Environmental sustainability: The degree to which a human activity can be sustained without damaging or undermining basic ecological support systems.

  • When commons are threatened through pollution or overexploitation, carrying capacity degrades
  • Climate change = global issue where degradation of global commons threatens Earth's carrying capacity as a whole

🐄 The tragedy of the commons

Historical example (Garrett Hardin 1968, building on William Forster Lloyd 1800s):

  • Common pasture in England ruined by overgrazing
  • No one held responsibility for the land (open to all), so no one willing to make sacrifices to improve it
  • Each herder's individual rational choice: add more cattle to benefit personally
  • Collective irrational outcome: destroyed land undermines everyone's ability to benefit

The mechanism:

  • Individual cost-benefit calculation ignores collective impact
  • Incentive to add more cattle, no incentive for restraint
  • Satellite photos of Africa (1970s): fenced private land (well-managed, green) vs. outside fence (nomad-used, bare, devastated)

Modern application:

  • Earth's carrying capacity = global commons
  • Each economic/state actor maximizes own benefit from exploiting environment
  • Little compelling incentive to conserve in global interest
  • Result: environmental tragedy when too many take with too little thought for the whole

Don't confuse: Short-run vs. long-run thinking—the same good (common pasture, clean air) can sustain limited use in the short run but collapses under sustained overuse in the long run.

💧 Pollution and Environmental Degradation

💧 Water pollution

Pollution: The introduction of contaminants into an environment (water, air, land) at levels that are damaging.

  • Environments can sustain limited contaminants and "heal" to a degree, but beyond a threshold, results are catastrophic
  • 70% of Earth is water, but finite amount useable by humans
  • Human use renders much water unsuitable for consumption

Sources:

  • Untreated/partially treated sewage near settlements
  • Industrial processes (e.g., tar sands extraction uses vast amounts not returned to natural cycle)
  • Nitrogen and pesticides from food production
  • Chemicals, radioactivity, heat creating "dead zones"

Example: Producing 1 litre of Coca-Cola takes 2.5 litres of water; company uses close to 300 billion litres/year, often in water-short locales.

Food chain effect: Pollutants travel from prey to predator; humans consume at all levels, ultimately consuming accumulated carcinogens like mercury.

🌱 Soil pollution

  • Soil erosion and desertification: Over-tilling to expand agriculture causes topsoil disappearance (China today, like 1930s Oklahoma Dust Bowl)
  • Chemicals and pollutants that harm water also leach into soil
  • Brown zones where nothing grows
  • Green Revolution (1960s): Modern farming methods with pesticides brought to peripheral countries
    • Immediate result: positive food yields
    • Long-term result: damage from modern methods leaves traditional farmers worse off
  • Coastal dredging for beachfront property → greater storm impact, damaged reefs/sea grass beds/shorelines, killed marine life, threatened local fisheries and tourism

🗑️ Garbage and e-waste

Two primary disposal methods in Canada:

  1. Landfill: Synthetic materials (Styrofoam, plastics) don't decompose; risk groundwater contamination as sites fill
  2. Incineration: Releases carcinogens into air; increases air pollution and smog

E-waste: Obsolete, broken, and worn-out electronics (computers, mobile phones, televisions).

  • One of fastest-growing garbage segments
  • Toxic chemicals and precious metals = dangerous combination
  • Many companies ship e-waste to developing nations in Africa/Asia for "recycling"
  • Without environmental regulation, e-waste dumps become sites where workers exposed to deadly toxins while sorting for valuable metals
  • Product stewardship programs in some Canadian provinces: manufacturers/retailers pay per-item fee for electronic recycling

🌫️ Air pollution

  • Population growth + fossil fuel use + urbanization = too much stress on atmosphere
  • We breathe in soot, hydrocarbons, carbon, nitrogen, sulfur oxides along with oxygen
  • Ground-level ozone (O₃): Forms when nitrous oxides and volatile organic compounds from engine exhaust/industrial processes combine in sunlight
    • Associated with eye irritation, respiratory problems, heart disease
    • ~5,000 premature deaths/year in Canada due to air pollution
    • Over half of Canadians live in areas where summer smog reaches unacceptable levels
  • Much Canadian smog from coal-fired electrical generation and industries south of border (drifts north with prevailing winds)

Sources:

  • Vehicles (80% of ground-level ozone in Vancouver/lower Fraser Valley from automobile exhaust)
  • Printing, surface coating, solvents, industrial processes

Cumulative effects: Air pollution accumulates in body like smoking; affects crop quality, heating/cooling costs—we pay far more than the price at the pump.

☢️ Toxic and radioactive waste

  • Nuclear energy promises safe/abundant power but increasingly seen as danger
  • Fukushima, Japan (2011): Three reactor meltdowns released substantial radioactive material; cleanup estimated to take decades
  • Regular nuclear plant operation → accumulation of nuclear waste requiring long-term storage
  • Challenge: How to store toxic waste without damaging environment or putting future generations at risk?
  • Radiation enters food chain from bottom (phytoplankton, soil organisms) to top
  • Oil disasters: Exxon Valdez (1989), Enbridge pipeline spill (2010), BP Deep Water Horizon (2010)
  • Chernobyl (1986), Fukushima (2011)
  • Toxic sites often create cancer clusters in nearby communities (Fort Chipweyan, Alberta; Hinkley, California)

🌡️ Climate Change

Climate change: Long-term shifts in temperatures due to human activity, particularly release of greenhouse gases into the environment.

  • Term now preferred over "global warming" because short-term variations can include higher or lower temperatures despite overarching warming trend
  • Another effect: more extreme weather (record-breaking hurricanes, snowfall, etc.)
  • Extremes cause immeasurable damage to crops, property, lives

🌡️ The controversy

Scientific consensus:

  • NOAA (National Oceanographic and Atmospheric Association) recognizes climate change
  • Close to 200 countries signed Kyoto Protocol (voluntary actions to limit activity leading to climate change)
  • U.S. did not sign; Canada withdrew in 2011 under Conservative government

Opposition:

  • Companies making billions resist costly regulations requiring operational upgrades
  • Argue regulations would be disastrous for economy
  • Some question the science
  • Finger-pointing among countries about who "gets" to pollute

🌍 Global inequality in climate change

World systems analysis perspective:

  • Core nations (U.S., western Europe) historically greatest source of greenhouse gases
  • Now evolved into postindustrial societies
  • Core nations want strict protocols now that their economies less dependent on greenhouse-gas-causing industries
  • Semi-peripheral and peripheral nations: want same economic chance to develop; argue they were unduly affected by core nations' progress
  • If core nations insist on "green" policies, they should pay offsets or subsidies
  • China now leads as top greenhouse gas emitter

Durban Talks (2011): Willingness by both core and peripheral nations to move toward legally binding instrument for all countries.

Don't confuse: "Fair" historical development vs. current planetary needs—while it may not be "fair" that core nations benefited from polluting during their industrial boom, the planet's carrying capacity doesn't care about fairness; current emissions matter regardless of historical context.

This chapter illustrates how sociological analysis helps understand the interconnected challenges of population growth, urbanization, and environmental sustainability by examining the structural forces (capital accumulation, political economy, global inequality) and individual behaviors (consumption patterns, migration decisions, daily practices) that shape our collective future.

21

Social Movements and Social Change

Chapter 21. Social Movements and Social Change

🧭 Overview

🧠 One-sentence thesis

Social movements are purposeful, organized groups that drive social change by mobilizing resources, framing issues strategically, and responding to technological, institutional, population, and environmental shifts in society.

📌 Key points (3–5)

  • What social movements are: Organized groups working toward common goals—creating change, resisting change, or giving voice to the disenfranchised.
  • How collective behaviour differs: Collective behaviour is non-institutionalized and spontaneous (flash mobs, crowds), while social movements are purposeful and organized.
  • Three major theories: Emergent-norm theory (crowds develop rational norms), value-added theory (preconditions must align), and assembling perspective (individuals act rationally in crowds).
  • Common confusion: Mass vs. public—a mass shares common interests (e.g., TV show fans), while a public shares common ideas (e.g., social conservatives).
  • Why movements succeed or fail: Success depends on resource mobilization (money, people, skills), effective framing (diagnostic, prognostic, motivational), and adapting to changing conditions.

🌊 Collective Behaviour Fundamentals

🎭 What collective behaviour is

Collective behaviour: Non-institutionalized activity in which several people voluntarily engage.

  • It is not mandated or regulated by institutions.
  • Examples range from commuters traveling together to adopting fashion trends (like the "Justin Bieber hair flip").
  • It is spontaneous and temporary, unlike the structured nature of social movements.

👥 Four primary forms

FormDefinitionExample
CrowdLarge number of people in close proximityConcert attendees, protest rally
MassLarge, dispersed group with common interest; members unknown to each otherTV show audience, book readers
PublicUnorganized, diffused group sharing ideasSocial conservatives, policy advocates
Social movementPurposeful, organized group with common goalCivil rights movement, environmental groups

Don't confuse: Mass and public both involve dispersed people, but mass members share interests (what they like) while public members share ideas (what they think).

🎪 Types of crowds

The excerpt identifies four crowd types:

  • Casual crowds: Same place, same time, minimal interaction (people in a post office line).
  • Conventional crowds: Gathered for scheduled events (religious service, rock concert).
  • Expressive crowds: Come together to express emotion (funerals, weddings).
  • Acting crowds: Focus on specific goal or action (protest, riot).

Example: A Neil Young concert would be a conventional crowd (scheduled event), but if attendees organized a spontaneous protest about an issue, they would become an acting crowd.

🧠 Theories of Collective Behaviour

🌱 Emergent-norm theory

Emergent norm theory: In crowd situations, people perceive and respond with their particular set of norms, which may change as the crowd experience evolves.

  • Developed by Turner and Killian (1993).
  • Rejects the idea that crowds are irrational or impulsive.
  • Instead, norms develop and are accepted as they fit the situation.
  • Reflects a symbolic interactionist perspective (focus on individual interpretation).

How it works:

  1. Individuals find themselves in a new or suddenly unfamiliar situation.
  2. They interact in small groups to develop new behavioral guidelines.
  3. New norms emerge that participants feel are reasonable for the circumstances.

Example: During Hurricane Katrina, people took supplies from stores without paying—outsiders called it "looting," but those involved defined it as "seeking needed supplies for survival" under extraordinary circumstances.

Limitation: The theory doesn't explain how norms spread through the crowd or why certain norms are accepted over others.

⚙️ Value-added theory

Value-added theory: A functionalist perspective stating that several conditions must be in place for collective behaviour to occur.

  • Developed by Neil Smelser (1962).
  • Each condition "adds" to the likelihood of collective behaviour.

Six required conditions (in sequence):

  1. Structural conduciveness: People are aware of the problem and can gather (e.g., open area available).
  2. Structural strain: Expectations are unmet, causing tension.
  3. Growth and spread of generalized belief: Problem is clearly identified and attributed to a person/group.
  4. Precipitating factors: A dramatic event spurs action.
  5. Mobilization for action: Leaders emerge to direct the crowd.
  6. Social control: Agents of control (police, authorities) end the episode.

Example scenario from the excerpt: Students gather on campus (conduciveness) → stress over high tuition (strain) → blame the chancellor (generalized belief) → campus security uses pepper spray (precipitating factor) → student body president leads passive resistance (mobilization) → local police direct students to dorms (social control).

Criticism: Assumes collective behaviour is inherently negative or disruptive, ignoring positive examples like memorial gatherings or disaster response.

🔍 Assembling perspective

Assembling perspective: A theory crediting individuals in crowds as rational beings, focusing on collective action rather than collective behaviour.

  • Developed by Clark McPhail (1991).
  • Shifts focus from "irrational crowd" to "rational individuals making choices."
  • Examines processes and life cycles of gatherings.

Types of convergent/collective behaviour identified:

TypeDescriptionExample
Convergence clustersFamily/friends traveling togetherCarpooling parents to movies
Convergent orientationGroup facing same directionSemi-circle around stage
Collective vocalizationSounds made collectivelyScreams on roller coaster
Collective verbalizationSimultaneous speech/songSinging national anthem
Collective gesticulationBody parts forming symbolsYMCA dance
Collective manipulationObjects moved collectivelyHolding protest signs
Collective locomotionDirection/rate of movementChildren running to ice cream truck

Criticism: Lacks attention to larger cultural context, focusing too narrowly on individual actions.

🚀 Social Movement Dynamics

📍 Levels of social movements

Local example: Winnipeg Boldness Project focuses on early childhood care in Point Douglas community to break poverty cycles (40% of children not ready for school by age five).

Regional example: Western independence movements of 1980s-1990s (Western Canada Concept, Western Independence Party) advocated separation from Canada, driven by western alienation and policies like the National Energy Program.

National example: Idle No More (2012) protested government Bill C-45, which changed the Indian Act without consulting aboriginal peoples. Chief Theresa Spence's 43-day hunger strike galvanized national attention on aboriginal sovereignty and treaty rights.

Global example: Slow Food movement (founded 1989) operates in 150 countries with 100,000+ members, promoting local food traditions, reduced energy consumption, and healthier eating.

🎯 Types by goals (Aberle's classification)

TypeGoalExample
ReformChange something specific in social structureAnti-nuclear groups, MADD
RevolutionaryCompletely change every aspect of societyCuban 26th of July Movement, 1960s counterculture
RedemptiveProvoke inner change/spiritual growthAlcoholics Anonymous, religious groups
AlternativeSelf-improvement, limited individual changesSlow Food, Planned Parenthood
ResistancePrevent or undo changeKu Klux Klan, pro-life movements

🔄 Four-stage life cycle

  1. Preliminary stage: People become aware of issue; leaders emerge.
  2. Coalescence stage: People join together, organize, publicize the issue.
  3. Institutionalization stage: Movement becomes established organization with paid staff; no longer requires grassroots volunteerism.
  4. Decline stage: People fall away, adopt new movements, change is achieved, or issue loses relevance.

Don't confuse: A movement in decline isn't necessarily a failure—it may have successfully achieved its goals (like women's suffrage movement).

💡 Theoretical Perspectives on Movements

💰 Resource mobilization theory

Resource mobilization theory: Explains movement success in terms of ability to acquire resources and mobilize individuals to achieve goals.

  • Developed by McCarthy and Zald (1977).
  • Emphasizes organizational capacity and competition for resources.
  • Grievances alone don't create movements—viable organizations and resources are essential.

Key concepts:

  • Social movement organization (SMO): A single movement group (e.g., PETA).
  • Social movement industry: Multiple SMOs working on same issue (PETA + Greenpeace + Animal Liberation Front = animal rights industry).
  • Social movement sector: All movement industries in a society combined.

Why it matters: Movements compete for attention, money, time, and commitment—not just with other causes, but with everyday life (jobs, entertainment, family).

Example: You must choose which animal shelter to support, which political party to join, how to allocate your limited time and money.

🖼️ Framing theory

Frame: A way in which experience is organized conceptually; provides a behavioral template for situations.

  • Movements must align their frames with potential members' values and beliefs.
  • Based on Goffman (1974) and developed by Snow et al. (1986).

Three types of frames:

  1. Diagnostic framing: States the problem clearly, in black-and-white terms.

    • Example: "Marriage is only between a man and a woman; anything else is wrong."
  2. Prognostic framing: Offers solution and implementation plan.

    • Example: "Impose carbon taxes to make pollution more costly."
  3. Motivational framing: Call to action.

    • Example: "Join the blockade" or "Contact your MP."

Frame alignment process (Snow et al., 1986):

  • Bridging: Connecting unconnected groups with similar interests into stronger organization.
  • Amplification: Expanding core ideas to gain wider, more universal appeal (e.g., Slow Food linking local food to reduced pollution, better health).
  • Extension: Movements mutually promote each other even when goals differ (women's rights + civil rights as human rights).
  • Transformation: Complete revision of goals to remain relevant after initial success (suffrage movement → equal rights advocacy).

Example: Carroll and Ratner (1996) argue a "social justice" frame allows diverse movements (union, environmental, aboriginal justice, gay rights, anti-poverty) to form coalitions despite different specific goals.

🌿 New social movement theory

New social movement theory: Explains postindustrial, quality-of-life movements that focus on autonomy, identity, self-realization, and quality-of-life issues rather than material redistribution.

  • Emerged in 1970s (Melucci, 1989).
  • Examples: Peace/disarmament, environmental, feminist movements.
  • German Green Party slogan: "We are neither right nor left, but ahead."

Key characteristics:

  • Cut across traditional class and party lines.
  • Politicize aspects of everyday life traditionally seen as outside politics.
  • More flexible, diverse, informal organization than older movements.
  • Prefer non-hierarchical structures and unconventional engagement (direct action).

What makes them "new": They respond to encroachments on the lifeworld—shared meanings and common understandings of daily existence. Areas once considered private (body, sexuality), subjective (desire, emotion), or common (nature, urban spaces, language) are increasingly subject to social control, commodification, and administration.

As Melucci argues, these movements claim autonomy in precisely the areas where individuals "conduct their search for identity…and construct the meaning of what they are and what they do."

📱 Social Media and Movement Mobilization

⚡ How technology transforms stages

Preliminary stage acceleration: A Twitter user can alert thousands instantly about an emerging issue; leaders emerge through social media savvy rather than public speaking ability.

Coalescence stage transformation: Obama's 2008 campaign organized volunteers through social media, engaging people who typically avoided politics and empowering activists to generate more activity—all without geographical boundaries.

Example: 2009 Tehran student protests—U.S. State Department asked Twitter to suspend maintenance so the tool wouldn't be disabled during demonstrations.

⚖️ The debate: engagement vs. participation

Gladwell's critique (2010):

  • Social media increases participation but not necessarily engagement.
  • Cost of participation is much lower than cost of engagement.
  • Most Iran protest tweets were in English from Western accounts, not people on the ground.
  • Activists can click "like" from safety rather than risk arrest or injury.

High-risk vs. low-risk activism:

  • Strong-tie phenomenon: Civil rights movement participants stayed engaged because of close friendships with other participants; those who left lacked these connections, not ideological commitment.
  • Weak-tie nature of social media: People follow/friend strangers; lack of personal contact limits risk-taking on their behalf.

Positive example: 2010 Haiti earthquake—Twitter and Red Cross raised over $3 million through cell phone text donations alone.

🌍 Causes of Social Change

💻 Technology as driver

Social change: Change in society created through social movements as well as external factors like environmental shifts or technological innovations.

Friedman's three periods of globalization (2005):

  1. Military expansion era (late 15th century–1800): Driven by horsepower and windpower.
  2. Economic globalization (1800–2000): Driven by steam and rail power.
  3. Post-millennial era (2000–present): Driven by internet technology.

Technology's interconnected impacts:

  • Medical technology → infertile women can bear children → population increase.
  • Agricultural technology → genetically altered food → environmental changes.
  • Education, food production, all aspects of modern life transformed.

Drawbacks:

  • Digital divide: Gap between technological haves and have-nots (local and global).
  • Security risks: Privacy loss, system failure risk (Y2K panic), technological dependence vulnerability.
  • Example: Japan's Fukushima plant disaster showed risks when technology malfunctions.

🏛️ Social institutions

Each change in one institution leads to changes in all others.

Example chain reaction: Industrialization → no need for large farm families → smaller family size + urban migration → changed view of government in private sector → global economy → new political platforms → new religions (Scientology) → education system designed for industrial jobs (now outdated).

👶 Population shifts

Canada example: Baby boomer retirement creates:

  • Increased demand for warm-climate housing.
  • Massive shift in elder care and assisted-living needs.
  • Growing awareness of elder abuse.
  • Labour shortage concerns and knowledge gaps.
  • Financial instability (tax income loss, pension pressure).

Global concern: Countries with highest fertility rates often least able to absorb growing populations; family planning becomes crucial for both individual families and planetary resources.

🌊 Environment

Human-environment interaction:

  • More people in vulnerable areas → more affected by natural disasters.
  • Human interaction with environment increases disaster impact.
  • Population demands on Earth: lowered water tables, vulnerable shoreline development, long-distance irrigation.

2011 record: Unwelcome distinction of record year for billion-dollar weather disasters (about a dozen), including twisters, floods, snowstorms, droughts.

These events birth social movements and drive change as public becomes educated.

🔮 Modernization and Its Discontents

📈 What modernization means

Modernization: Processes that increase specialization and differentiation of structure in societies, resulting in move from undeveloped to developed, technologically driven society.

  • Judged by sophistication of technology, infrastructure, industry.
  • Inherent problem: Ethnocentric bias—assumes peripheral nations want to become like core nations.

⚠️ Contradictions and concerns

Time-saving paradox:

  • Technology promises time-saving but often fails to deliver.
  • Despite dishwashers, washing machines, robot vacuums, average housework time same as 50 years ago.
  • 24/7 email increased expectations for employee responsiveness rather than creating breaks.

Information overload:

  • Internet brought information but also misinformation.
  • As many poor sources as trustworthy ones.
  • Difficult to navigate the "morass of information."

Cultural sensitivity needed:

  • Pro-capitalist biases in modernization efforts.
  • Short-sighted to assume all countries aspire to Western model.
  • But also avoid "neo-liberal defence" that romanticizes "happy peasant" while ignoring crushing poverty and disease.
  • Requires careful balance: preserving cultural identity while supporting growth aspirations.

Don't confuse: Modernization theory (functionalist view of progress) with critical awareness of its limitations and cultural imperialism risks.

22

Social Interaction

Chapter 22: Social Interaction

🧭 Overview

🧠 One-sentence thesis

Face-to-face social interaction is a complex, ritualized process in which individuals continuously manage impressions and negotiate shared definitions of situations through symbolic communication, revealing that the "self" is not a fixed authentic core but a collection of roles performed for different audiences.

📌 Key points (3–5)

  • Emotions are socially structured: Laughter, smiling, and emotional displays follow cultural scripts and feeling rules that vary by gender, status, and historical context—not purely spontaneous reactions.
  • Reality is socially constructed: Situations are defined through ongoing symbolic interaction; meanings emerge from mutual interpretation of gestures and indications, not from pre-existing fixed definitions.
  • Impression management is universal: Goffman's dramaturgical approach shows that all social encounters involve front-stage performances and back-stage preparation, with individuals using props, scripts, and tact to maintain face.
  • Common confusion—authentic self vs. performed roles: The "schoolboy attitude" assumes a unique, authentic interior self, but sociological analysis reveals the self is always a mask or collection of roles adapted to specific audiences and situations.
  • Why it matters: Understanding micro-level interaction reveals how macro-level structures (gender inequality, power relations) shape everyday emotional life and self-presentation.

😊 The social nature of emotions

😊 Emotions follow cultural scripts

Feeling rules: a set of socially shared guidelines that direct how we want to try to feel and not to feel emotions according to given situations.

  • Emotions are not purely natural or spontaneous; they are subject to emotion management—producing or inhibiting feelings to match social expectations.
  • We speak of "having the right" to feel angry or "should feel more grateful," indicating that emotions are governed by social norms.
  • Example: Funeral selfies controversy—taking selfies at funerals violates deeply held feeling rules about solemnity and mourning; critics see it as a character defect (not knowing how to feel appropriately), while defenders argue modern death practices give young people no ritual outlet for grief.

😊 Gender and status structure emotional display

  • Research on 1,200 two-person conversations found that when a woman speaks and a man listens, the woman laughs 127% more than the man; when a man speaks and a woman listens, she still laughs more.
  • This pattern may reflect social deference tied to unequal gender status, not just differences in humor production.
  • Emotional displays like laughter are not equally distributed but structured by power relations.

😊 Historical variation in emotional culture

  • Ancient Romans did not have a culture of smiling; no Latin word for "smile" existed (only "laugh" and "little laugh").
  • Roman jokes often centered on anxieties about proving identity in a culture with minimal official ID.
  • Example: "I heard you were dead." "I'm not dead, here I am." "But the person who told me is more reliable than you."
  • The modern "culture of the smile" (smiling when meeting someone, in photos, etc.) was not invented until the Middle Ages.
  • Don't confuse: Emotional expressions we take as universal human nature are actually culturally and historically specific.

😊 Emotional labor as commodity

Emotional labour: deep gestures of exchange that enter the market sector and are bought and sold as an aspect of labour power.

  • In post-industrial service economies, managing emotion becomes part of the job description (nurses, flight attendants, teachers, therapists, etc.).
  • Emotional tonality is part of the commodity being sold, requiring workers to follow meticulous protocols.
  • Power operates through affect: joy expresses feeling empowered (able to act); sadness expresses feeling disempowered (blocked from action).

🎭 Social construction of reality

🎭 Habitualization and institutionalization

Habitualization: any action that is repeated frequently becomes cast into a pattern, which can then be performed again in the future in the same manner and with the same economical effort.

  • Society is created by humans and human interaction; we construct our own society but accept it as given because others created it before us.
  • Example: Your school exists as a school (not just a building) because you and others agree it is a school—by consensus, both prior and current.
  • Institutionalization: implanting a convention or norm into society; the institution, though socially constructed, is still quite real.

🎭 The Thomas theorem

Thomas theorem: "If men define situations as real, they are real in their consequences."

  • People's behavior is determined by their subjective construction of reality, not just objective reality.
  • Example: A teenager repeatedly labeled "delinquent" might live up to the label even if it wasn't initially part of their character.
  • Self-fulfilling prophecy (Merton): even a false idea can become true if acted upon.
    • Example: False fear of bank bankruptcy → people rush to withdraw cash → bank runs out of money → prophecy fulfilled.
    • Example: "Investor confidence" is a social construct that is "real in its consequences" but based on collective belief.

🎭 Labeling and deviance (Becker)

  • Being labeled "deviant" by authorities initiates consequences that make it difficult to participate in conventional activities.
  • The individual is subject to popular diagnoses ("bad seed," "weak willed") that further the perception of being an outsider.
  • These factors make it harder to conform to other rules, creating a self-fulfilling prophecy: "Treating a person as though he [or she] were generally rather than specifically deviant produces a self-fulfilling prophecy."
  • Don't confuse: Deviance is not an inherent quality; it is produced through social labeling and response.

💬 Symbolic interaction and communication

💬 Meaning emerges through interaction

Symbolic interaction: interaction mediated by the exchange and interpretation of symbols; people reach mutual understanding through interpreting symbols.

  • Social interaction depends on communication; ideas "in our head" are nebulous until confirmed by others through interaction.
  • Mead: "The meaning of a gesture by one organism … is found in the response of another organism to what would be the completion of the act of the first organism which that gesture initiates and indicates."

💬 Three lines of meaning (Blumer)

Actions are symbolic in that they indicate:

  1. What the other is expected to do (e.g., victim should not resist)
  2. What the speaker plans to do (e.g., robber will take money)
  3. What the joint action will be (e.g., a robbery)
  • If there is confusion or misunderstanding along any of these three lines, communication is ineffective and joint action is blocked.
  • Example: A robber tells a victim to put their hands up—this indicates (a) what the victim should do, (b) what the robber intends, and (c) the joint action (robbery).

💬 Definition of the situation

  • Situations are not defined in advance or by isolated individual understandings.
  • They are defined through ongoing communicative interaction: indications of meaning given by participants and responses by others.
  • "Such a response is its meaning, or gives it its meaning" (Mead).
  • Even habitualized situations involve symbolic interaction in which a definition emerges through mutual interpretation.

🎬 Goffman's dramaturgical analysis

🎬 Face and face-work

Face: an image of self delineated in terms of approved social attributes—a claim to a "positive social value" for oneself.

Line: a manner of self-presentation in which an individual expresses their view of the situation, their attitude towards others, and their attitude towards themselves.

  • In any social encounter, individuals adopt a "line" (consciously or not) and present a "face" to the group.
  • They present themselves as humble, sincere, knowledgeable, decisive, etc., depending on circumstances and the social crowd.
  • Whether they intentionally take a line or not, others will assume they have and act accordingly.

Face-work: the management of one's face in light of the responses of others—making it consistent with the line being acted out, making adjustments to cover inconsistencies.

  • If a professor misspells a word on the blackboard, it undermines their claim to knowledge; they must "save face."
  • If a driver has liquor on their breath, it undermines the appearance of sobriety they wish to display to police.
  • Key insight: One's face does not belong to the individual; it is "diffusely located in the flow of events in the encounter" and depends on others' acceptance or rejection.

🎬 Tact and working consensus

  • The audience projects a definition of the situation through their responses; they generally try to accommodate the performer's claims and overlook minor flaws.
  • Tact: rules dictating that the audience accommodates the performer so the encounter can conclude without mishap.
  • This is not true consensus but a covert agreement—a temporary suspension of disbelief, like in theater.
  • Working consensus (modus vivendi): a provisional "official ruling" on whose claims will be temporarily honored.

🎬 Stakes of mutual accommodation

  • Events that contradict or discredit the performer threaten to disrupt the social encounter, causing micro-level anomie (normlessness).
  • When disruption occurs, "the interaction itself may come to a confused and embarrassed halt"; participants feel ashamed, hostile, ill at ease, experiencing "the kind of anomie that is generated when the minute social system of face-to-face interaction breaks down."
  • Therefore, it is in the performer's interest to control others' responses through impression management (defensive strategies), and in the audience's interest to accommodate through protective practices (tact, willful ignorance).

🎬 Ritualized nature of interaction

  • Social interactions are governed by preventative practices to avoid embarrassment.
  • Because it can be unclear what role a person will play, they must improvise as the situation unfolds.
  • Interactions become routine, repetitive, and unconscious—ritualized.
  • Example: "Hi. How are you?" "Fine, how are you?"—an exchange of symbolic tokens, ordinarily empty of content, that stands in for a complete social interaction.

🎭 Front stage and back stage

🎭 Front stage performance

Front stage: the place where the performance is given to an audience, including the fixed sign-equipment or setting that supports the performance.

  • On the front stage, the performer puts on a personal front (or face), which includes:
    • Appearance: uniforms, insignia, clothing, hairstyle, gender/racial characteristics, body weight, posture—conveying claim to status.
    • Manner: aggressiveness or passivity, seriousness or joviality, politeness or informality—foreshadowing how they plan to play their role.
  • Example: Simply wearing a white lab coat conveys cleanliness, modernity, exactitude, and authoritative knowledge—even chimney sweeps and perfume clerks in 1950s England wore them to bolster impressions of clinical competence.
  • The performer is constrained to maintain expressive control; "a single note off key can disrupt the tone of an entire performance."

🎭 Back stage preparation

Back stage: generally out of the public eye, the place where the front stage performance is prepared; "the impression fostered by the performance is knowingly contradicted as a matter of course."

  • Back stage is where performers drop the performance temporarily: the waitress complains about customers in the kitchen, the date reassembles makeup in the washroom, the lawyer looks up uncertain matters of law.
  • Props are stored, costumes adjusted, roles rehearsed, ceremonial equipment hidden (like the good bottle of scotch) so the audience cannot see differential treatment.
  • "Here the performer can relax; he can drop his front, forgo speaking his lines, and step out of character."

🎭 No single authentic self

  • Don't confuse: Even backstage, the performer is not necessarily their "true self."
  • Role performances are often performed as part of a team requiring intimate cooperation; team members have reciprocal dependence (any member can give away secrets) and reciprocal familiarity (all are "in the know").
  • Even backstage, team members must demonstrate allegiance to the team project and play their respective "back stage" roles.
  • Whether one plays a role sincerely (fully taken in) or with cynicism/role distance (aware of acting), the self is never truly singular or authentic—just a collection of roles for different people in different situations.

🎭 The self as mask

  • The self is "an image pieced together from the expressive implications of the full flow of events" and "a kind of player in a ritual game."
  • "It is probably no mere historical accident that the word person, in its first meaning, is a mask."
  • "In so far as this mask represents the conception we have formed of ourselves—the role we are striving to live up to—this mask is our truer self, the self we would like to be."

🧩 Roles and status

🧩 Roles and role-set

Roles: patterns of behaviour expected of a person who occupies particular social status or position in society.

  • You play multiple roles in life: student, daughter, neighbour, employee—each associated with a different status.
  • Even a single status like "student" has a complex role-set: an array of roles attached to it.

🧩 Status: ascribed and achieved

Status: the access to resources and benefits a person experiences according to the rank or prestige of their role in society.

  • Ascribed statuses: those you do not select (son, elderly person, female).
  • Achieved statuses: obtained by personal effort or choice (high school dropout, self-made millionaire, nurse).
  • One person can be associated with a multitude of roles and statuses.

🧩 Role strain and role conflict

  • Role strain: when too much is required of a single role.
    • Example: A parent's duties—cooking, cleaning, driving, problem solving, moral guidance—can be overwhelming.
  • Role conflict: when one or more roles are contradictory.
    • Example: A parent with a full-time career faces daily conflict—deadline at the office vs. sick child needing pickup from school; promotion vs. children's school play.
  • Our roles have a great effect on our decisions and who we become.

🧩 Role performance

Role performance: how a person expresses their role; emphasizes that individuals use certain gestures, manners, and "routines" to influence others.

  • We can only observe behavior (role performance), not what's "in a person's head."
  • Individuals in social contexts are always performers.

🤔 The individual and society

🤔 The "schoolboy attitude"

  • The dominant modern way of thinking: we are unique individuals who make our way in life by personal effort and individual character.
  • Assumptions: the individual is independent of external influences; has a private subjective interior life; makes free, rational, autonomous decisions; is individually responsible; authenticity resides in finding and expressing uniqueness ("Be yourself!").
  • Key insight: These ideas about the individual are not universal "human nature" but a relationship to the self that emerges under specific historical conditions (Enlightenment political philosophy, Romantic aesthetics, ancient Stoic practices).

🤔 The individual as social artifact

  • The modern idea of the individual is not a product of self-discovery but a type of relationship to the self produced under specific conditions.
  • Micro-level sociology examines the various ways the individual is produced in social interaction, just like any other artifact.

🤔 The paradox of individuality

  • Monty Python's Life of Brian: "You're all individuals!" "Yes! We're all individuals!" "You're all different!" "Yes, we are all different!" "I'm not…" "Ssssh!"
  • The modern individual is defined by uniqueness and difference from all others, yet one is obliged to be an individual in a manner that forces conformity to the crowd.
  • To be "an individual" is to make a claim before others using a common, shared repertoire of impression management strategies.
  • Paradoxically, to be different means to be the same in many important aspects.