Sociology
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Sociology
Portal · History
General aspects
Public sociology · Social researchSocial theory · Sociological theorySociological practice
Related fields and subfields
Comparative sociology · CriminologyDemography · Social movementsSocial psychology · Medical sociologySociolinguistics · Social networksSociology of: culture · devianceeconomics · education · genderindustry · knowledge · lawmilitary · politics · religionscience · stratification
Categories and lists
Journals · Publications · Topics
This box: view • talk • edit
Sociology is a branch of the social sciences that uses systematic methods of empirical investigation[1][2] and critical analysis[3] to develop and refine a body of knowledge about human social structure and activity, sometimes with the goal of applying such knowledge to the pursuit of social welfare. Its subject matter ranges from the micro level of face-to-face interaction to the macro level of societies at large.
Sociology is a broad discipline in terms of both methodology and subject matter. Its traditional focuses have included social relations, social stratification, social interaction, culture and deviance, and its approaches have included both qualitative and quantitative research techniques. As much of what humans do fits under the category of social structure or social activity, sociology has gradually expanded its focus to such far-flung subjects as the study of economic activity, health disparities, and even the role of social activity in the creation of scientific knowledge. The range of social scientific methods has also been broadly expanded. The "cultural turn" of the 1970s and 1980s brought more humanistic interpretive approaches to the study of culture in sociology. Conversely, the same decades saw the rise of new mathematically rigorous approaches, such as social network analysis.
Monday, March 16, 2009
Socioeconomic Status
"Social class refers to the hierarchical distinctions between individuals or groups in societies or cultures." (http://en.wikipedia.org/wiki/Social_class) Social class influences socioeconomic status because of how people are treated depending on the class they come from, which may be determined by various factors.
Socioeconomic status strongly influences the varying student perspectives on the value and attainability of higher education. The probability of students attending schools of higher education is more likely in students from higher socio-economic backgrounds.
Education can increase opportunities for income and job security. One's level of education can also be an indicator of socioeconomic status. Socioeconomic status is based on income, but too often is connected to race as well.
Individuals with lower incomes and less education (usually women and members of racial/ethnic groups) have higher death rates than better educated, wealthier people, and the differences between these groups are increasing.
Higher Education
The increasing cost of colleges and universities seems to be a deterrent for students of lower socioeconomic status. Students may feel that cost itself would hold them back. This belief, although commonly held, might be overcome if the students were counseled to find economic assistance through scholarships and loans.
Children whose parents are of a higher socioeconomic status are more likely to have higher IQs, test better, and advance their education further than those of a lower socioeconomic status. (Levitt, S. and Dubner S. 168-169) This may be due to several reasons. First, there is genetics: if the parents received advanced education, they are probably intelligent and therefore passed that on to their children. These parents are more likely to value education because of their experience in the effects of higher education. (Levitt. S and Dubner S. 168-169) Students whose parents don't have advanced degrees don't have time or money to spend on helping their children advance to a higher level. Therefore, a cycle is created where those in middle and lower classes generally stay in those classes.
Health
Lower socioeconomic status can be a factor in poor health. Studies have shown mental health to be impaired due to the daily stress due to unemployment, economic displacement, and housing dislocation, including homelessness.[[1]] In addition, it is more difficult to provide healthy food, safe communities, and clean work environments in areas of lower socioeconomic status.
On the flip side, those people with higher socioeconomic status have more exposure to health care and information that promotes healthy behaviors.
Lack of knowledge is one of the contributing factors for poor health in many people of lower socioeconomic status. Many who are not educated enough do not know and understand what it means to eat healthy and fails to see the consequences of unhealthy diets. Thus, it leads to poor health.- A.S
Technology
In today's society, students of lower socioeconomic background are generally lacking the technology needed to keep up with the general population. The obvious reason is the high price of technology.
Studies have shown that by using computers and the internet in the classroom helps to equalize students of all socioeconmic backgrounds. It allows students to be more involved academically and professionally in their futures. They may even become as technologically literate as their more economically advantaged peers.
Signed ‿life experiences‿, testimonies and stories
NEA Executive Committee member Marsha Smith ran into a former, very smart student working at her local home-improvement store. The girl had graduated from high school and decided not to go to college because it was going to cost too much money. Smith knew the girl could have been wearing "a white coat or a black robe". (NEA Today, May 2005)
Success Stories http://www.ncrel.org/engauge/resource/indss/isocio.htm
Our school district has over 50% of its students on free or reduced lunch. We had a series of Ruby Payne workshops to help teachers better understand poverty level students. I learned things like kids in poverty talk loud not because they are angry or upset but because everyone in their household talks loud. I would highly recommend the Ruby Payne workshops to any teacher who works with low socioeconomic students. E. Morrison
It has always troubled me that music programs are often only accessible to students who can afford to rent or buy an instrument. Many students of lower socioeconomic backgrounds would benefit from the many aspects offered by education in music. I have worked in a school board where the school owned provided instruments for all students and was amazed at how many students of all socioeconomic levels were in the band, which is uncommon. As a result of this, I beleive that instruments should be accessible to all students who wish to play.-G. Vigneron
While I agree that intelligence and genetics play a role in keeping people in their socio-economic classes, there are also thousands (millions?) of exceptions. I've worked with hundreds of extremely intelligent children who live in poverty. The natural ability is there, but it has not been nurtured and cultivated. The parents lack the life experiences to know how to advance their children, thus the cycle continues. T. Stilts
References and other links of interest
Social class
Socioeconomic status, race/ethnicity, and selective college admissions[2]
National School Lunch Program Program Facts, Program History & Eligibility, etc.
enGauge. "Indicator: Socioeconomic Equity." North Central Regional Educational Laboratory. 1995-2004. http://www.ncrel.org/engauge/framewk/equ/soc/equsocin.htm
James, Richard. "Socioeconomic Background and Higher Education Participation: An analysis of school students' aspirations and expectations." Centre for the Study of Higher Education, The University of Melbourne. April 2002. http://www.dest.gov.au/archive/highered/eippubs/eip02_5/eip02_5.pdf
Levitt, Steven D. and Dubner, Steven J. (2005) Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. Morrow: New York.
Randall, Vernellia. "Socioeconomic Status and Health." Institute on Race, Healthcare and the Law. July 2001. http://academic.udayton.edu/health/08civilrights/01-02-06Socioeconomic.htm
No Child Left Behind examines SES Social Class Definition
Oprah's Show on Social Class April 2006
Retrieved from "http://wik.ed.uiuc.edu/index.php/Socioeconomic_status"
Categories: EPSY400 ClassroomLearning
Socioeconomic status strongly influences the varying student perspectives on the value and attainability of higher education. The probability of students attending schools of higher education is more likely in students from higher socio-economic backgrounds.
Education can increase opportunities for income and job security. One's level of education can also be an indicator of socioeconomic status. Socioeconomic status is based on income, but too often is connected to race as well.
Individuals with lower incomes and less education (usually women and members of racial/ethnic groups) have higher death rates than better educated, wealthier people, and the differences between these groups are increasing.
Higher Education
The increasing cost of colleges and universities seems to be a deterrent for students of lower socioeconomic status. Students may feel that cost itself would hold them back. This belief, although commonly held, might be overcome if the students were counseled to find economic assistance through scholarships and loans.
Children whose parents are of a higher socioeconomic status are more likely to have higher IQs, test better, and advance their education further than those of a lower socioeconomic status. (Levitt, S. and Dubner S. 168-169) This may be due to several reasons. First, there is genetics: if the parents received advanced education, they are probably intelligent and therefore passed that on to their children. These parents are more likely to value education because of their experience in the effects of higher education. (Levitt. S and Dubner S. 168-169) Students whose parents don't have advanced degrees don't have time or money to spend on helping their children advance to a higher level. Therefore, a cycle is created where those in middle and lower classes generally stay in those classes.
Health
Lower socioeconomic status can be a factor in poor health. Studies have shown mental health to be impaired due to the daily stress due to unemployment, economic displacement, and housing dislocation, including homelessness.[[1]] In addition, it is more difficult to provide healthy food, safe communities, and clean work environments in areas of lower socioeconomic status.
On the flip side, those people with higher socioeconomic status have more exposure to health care and information that promotes healthy behaviors.
Lack of knowledge is one of the contributing factors for poor health in many people of lower socioeconomic status. Many who are not educated enough do not know and understand what it means to eat healthy and fails to see the consequences of unhealthy diets. Thus, it leads to poor health.- A.S
Technology
In today's society, students of lower socioeconomic background are generally lacking the technology needed to keep up with the general population. The obvious reason is the high price of technology.
Studies have shown that by using computers and the internet in the classroom helps to equalize students of all socioeconmic backgrounds. It allows students to be more involved academically and professionally in their futures. They may even become as technologically literate as their more economically advantaged peers.
Signed ‿life experiences‿, testimonies and stories
NEA Executive Committee member Marsha Smith ran into a former, very smart student working at her local home-improvement store. The girl had graduated from high school and decided not to go to college because it was going to cost too much money. Smith knew the girl could have been wearing "a white coat or a black robe". (NEA Today, May 2005)
Success Stories http://www.ncrel.org/engauge/resource/indss/isocio.htm
Our school district has over 50% of its students on free or reduced lunch. We had a series of Ruby Payne workshops to help teachers better understand poverty level students. I learned things like kids in poverty talk loud not because they are angry or upset but because everyone in their household talks loud. I would highly recommend the Ruby Payne workshops to any teacher who works with low socioeconomic students. E. Morrison
It has always troubled me that music programs are often only accessible to students who can afford to rent or buy an instrument. Many students of lower socioeconomic backgrounds would benefit from the many aspects offered by education in music. I have worked in a school board where the school owned provided instruments for all students and was amazed at how many students of all socioeconomic levels were in the band, which is uncommon. As a result of this, I beleive that instruments should be accessible to all students who wish to play.-G. Vigneron
While I agree that intelligence and genetics play a role in keeping people in their socio-economic classes, there are also thousands (millions?) of exceptions. I've worked with hundreds of extremely intelligent children who live in poverty. The natural ability is there, but it has not been nurtured and cultivated. The parents lack the life experiences to know how to advance their children, thus the cycle continues. T. Stilts
References and other links of interest
Social class
Socioeconomic status, race/ethnicity, and selective college admissions[2]
National School Lunch Program Program Facts, Program History & Eligibility, etc.
enGauge. "Indicator: Socioeconomic Equity." North Central Regional Educational Laboratory. 1995-2004. http://www.ncrel.org/engauge/framewk/equ/soc/equsocin.htm
James, Richard. "Socioeconomic Background and Higher Education Participation: An analysis of school students' aspirations and expectations." Centre for the Study of Higher Education, The University of Melbourne. April 2002. http://www.dest.gov.au/archive/highered/eippubs/eip02_5/eip02_5.pdf
Levitt, Steven D. and Dubner, Steven J. (2005) Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. Morrow: New York.
Randall, Vernellia. "Socioeconomic Status and Health." Institute on Race, Healthcare and the Law. July 2001. http://academic.udayton.edu/health/08civilrights/01-02-06Socioeconomic.htm
No Child Left Behind examines SES Social Class Definition
Oprah's Show on Social Class April 2006
Retrieved from "http://wik.ed.uiuc.edu/index.php/Socioeconomic_status"
Categories: EPSY400 ClassroomLearning
Sociology of sports
Sociology of sport
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Sociology of sport, alternately referred to as "sports sociology", is an area of sociology that focuses on sport as a social phenomenon and on the social and cultural structures, patterns, and organizations or groups engaged in sport.
There are many perspectives from which sport can be referred to. Therefore, very often some binary divisions are stressed, such as: professional — amateur, mass — top-level, active — passive/spectator, men — women, sports - play (as an antithesis to organized and institutionalized activity). Following feminist or other reflexive and tradition-breaking paradigms sports are sometimes studied as contested activities, i.e. as activities in the centre of various people/groups interests (connection of sports and gender, mass media, or state-politics).
The emergence of the sociology of sport (though not the name itself) dates from the end of the 19th century, when first social psychological experiments dealing with group effects of competition and pace-making took place. Besides cultural anthropology and its interest in games in the human culture, one of the first efforts to think about sports in more general way was Johan Huizinga's "Homo Ludens" or Thorstein Veblen's "Theory of the Leisure Class".[1]
So the first texts on sport sociology appeared in the early 1920s; however, this sub-discipline of sociology did not fully develop until the 1960s, prominently in Europe and North America. Scholars from both physical education and sociology formed the base of the International Committee for the Sociology of Sport (ICSS) in Geneva (1964). The organisation was formally founded in Warsaw (1965), presently known as the International Sociology of Sport Association (ISSA). One year after the first international seminar, "Small Group Research and Sport", took place at the University of Cologne (1966). Since then international symposia and meetings are held on the regular basis. ISSA co-operates with national and regional organisations. It continuously tries to exchange information between national bodies, identify current problems and organise research programmes. There are now some well established research centres throughout the world, e.g. University of Waterloo (Canada), Loughborough University (England), Seoul National University (South Korea), or University of Otago (New Zealand).[2] [3]
Scholars from various countries contributed to development of this relatively new branch of sociology. E.g. Harry Edwards, former Professor at UC Berkeley and professional sports consultant to the San Francisco 49ers of the National Football League.[4]
Current research areas include: sport and socialisation, sport and social stratification, sport subcultures, the political economy of sport, sport and deviance, sport and the media, sport, the body and the emotions, sports violence, sport politics and national identity, sport and globalisation. [1]
Several colleges and universities currently teach courses in sociology of sport, and graduate degree majors are offered at an increasing number of schools.
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Sociology of sport, alternately referred to as "sports sociology", is an area of sociology that focuses on sport as a social phenomenon and on the social and cultural structures, patterns, and organizations or groups engaged in sport.
There are many perspectives from which sport can be referred to. Therefore, very often some binary divisions are stressed, such as: professional — amateur, mass — top-level, active — passive/spectator, men — women, sports - play (as an antithesis to organized and institutionalized activity). Following feminist or other reflexive and tradition-breaking paradigms sports are sometimes studied as contested activities, i.e. as activities in the centre of various people/groups interests (connection of sports and gender, mass media, or state-politics).
The emergence of the sociology of sport (though not the name itself) dates from the end of the 19th century, when first social psychological experiments dealing with group effects of competition and pace-making took place. Besides cultural anthropology and its interest in games in the human culture, one of the first efforts to think about sports in more general way was Johan Huizinga's "Homo Ludens" or Thorstein Veblen's "Theory of the Leisure Class".[1]
So the first texts on sport sociology appeared in the early 1920s; however, this sub-discipline of sociology did not fully develop until the 1960s, prominently in Europe and North America. Scholars from both physical education and sociology formed the base of the International Committee for the Sociology of Sport (ICSS) in Geneva (1964). The organisation was formally founded in Warsaw (1965), presently known as the International Sociology of Sport Association (ISSA). One year after the first international seminar, "Small Group Research and Sport", took place at the University of Cologne (1966). Since then international symposia and meetings are held on the regular basis. ISSA co-operates with national and regional organisations. It continuously tries to exchange information between national bodies, identify current problems and organise research programmes. There are now some well established research centres throughout the world, e.g. University of Waterloo (Canada), Loughborough University (England), Seoul National University (South Korea), or University of Otago (New Zealand).[2] [3]
Scholars from various countries contributed to development of this relatively new branch of sociology. E.g. Harry Edwards, former Professor at UC Berkeley and professional sports consultant to the San Francisco 49ers of the National Football League.[4]
Current research areas include: sport and socialisation, sport and social stratification, sport subcultures, the political economy of sport, sport and deviance, sport and the media, sport, the body and the emotions, sports violence, sport politics and national identity, sport and globalisation. [1]
Several colleges and universities currently teach courses in sociology of sport, and graduate degree majors are offered at an increasing number of schools.
Subscribe to:
Posts (Atom)