Darien T Shinniman
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Darien T Shinniman
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The Challenge of ChangePrologueChapter 1: Close to homeChapter 2: GrowingtrendsChapter 3: Views of CanadiansocietyChapter 4: Growing trends in CanadiansocietyChapter 5: Social stratification andinequalityChapter 6: Moving towards social justiceFlash Mobs/Robs: Flash mobs aredefined as a large publicgathering at which peopleperform an unusual or seeminglyrandom act and then disperse,typically organized by means ofthe Internet or social media.Flash robs on the other hand arean organized form of theft inwhich a group of participantsenter a retail shop orconvenience store in groups andsteal goods and other items.The state ofhavinginconsistentthoughts,beliefs, andattitudes.The Tipping PointLaw of a few:relies on talentas a small groupof individuals,20/80Stickinessfactor:memorablepresentationPower of context:time and place,environmentalfactorsCognitive DissonanceLeonFestingerRites ofPassageYouth VoiceExternalFactorsTheories ofChangeA way tounderstandingcultural beliefs.They are elaborateceremonies thatsigle anindividual'sprogress from onestatus to anotherRefers to the distinctideas, opinions,attitudes,knowledge, andactions of youngpeople as a collectivebody.Best known for histheory of cognitivedissonance,according to whichinconsistencybetween thoughts,or betweenthoughts andactions, leads todiscomfort(dissonance), whichmotivates changesin thoughts orbehaviours.PopulationChangesProximityPhysicalEnvironmentTechnologySocial Environment,Culture, and Social ValuesEvolutionary:society evolvesfrom simplebeginnings andbecomes morecomplex; progressCyclical: society change is likechanging seasons, each hasdifferent conditions; reaches apinnacle, then gives way to thenext season; trendsChallenge and Response:every society faces achallenge posed by thephysical environment, theability to respond is thedeciding factor to thesuccess of the societyFunctionalist: societyis affected by socialinstitutions ; socialstabilityConflict: inequities thatplague societies, rich andpoor,Deviance and SocialControlTheories of DevianceCriminal Justice SystemPolice, Courts, and CorrectionsSocialMovementsDeviance: actionsor beliefs thatviolate societalexpectations orbeliefsStandards ofDeviance: Location,age, social status,individual societiesA persondoes notneed to actdeviant, inorder to beconsidereddeviantSocial Control: waysto promoteconformity to socialnormsFunctionalist: commonpart of humanexistence, positive andnegativeconsequences; Strain:more likely when a gapexists; Control:depends on strongbonds betweenindividualsSymbolic Interactionist: how peoplelearn and develop conformingbehaviour; Differential Association:learn the behaviours from peoplethey associate themselves with;Labelling: deviants are people whohave been labeled by othersConflictPerspective:suggest thatindividuals whoare lower incomeare more likely tobe labeled asdeviantsA system comprisinginstitutions and processesresponsible for enforcingcriminal statutesPolice: primarycontact betweenthe populationand the criminaljustice system,maintain orderby enforcing thesocieties lawsCourts: determinesguilt or innocenceCorrections: designedto punish, deprive aperson of things ofvalue because of acriminal offenceThe most highlystructured, rational,and enduring formof collectivebehaviourGoal is to promote orprevent social changeTypes of Social Movements:Revolutionary (AmericanRevolution), Reformative (Women'sLiberation), Redemptive (Cults),Alternative (Mothers against drunkdriving)Theories of Social InequalityClassSystemSocial InequalityAscription and InequalityThe Economy andWealthThe Media andTechnologyPoliticsHealth and BeautyCanadian DiversityFeminismFamily TrendsTodayChallenges in SocialRelationshipsAdolescents and TechnologyOrigins of AdolescentsStanleyHallElkind'sTheorySocializationFactorsTheories of AdolescentDevelopmentGenerational TheoriesKarl ManniheimStrauss-HoweGenerational ReplacementAdolescentDevelopmentA type of stratificationbased on the ownership andcontrol of resources and thetype of work people doMarx and WeberMarx: examine classconflict within an economiccontext, between thebourgeoisie, or capitalistclass, who own the meansfor producing wealth inindustrialized society, andthe proletariat, or workingclass, and predicted thatthe exploitation of theworking class would leadto a conflict between theclassesWeber: believe thatno singlecharacteristic definesa person's positionwithin thestratification systemFunctionalist:inequality is notonly inevitablebut also positiveand necessary forthe properfunctioning ofsocietySymbolic Interactionist:George Mead, views humaninteraction and behaviour,examines individualactions, behaviours, andunderstandingsFour Classes: Upper (3-5% ofthe population), Middle(40-50% of the population),Working (30% of thepopulation), Lower (15-20% ofthe population)Most people encounter onlyone class with only a fewinteractions with people whoare in a different social classEconomic Inequality:income vs wealthPoverty: Those who do notpossess specific benefits thatare important to a societyare defined as poor.Gender, race, socialbackground, and ethnicityhave fundamental effectson our livesEthnicity and Race: definingfeature in Canadian society,poverty rates are higher forthese visible minoritiesSocial Background: level ofeducation, access toeducation, householdincomeGlass ceiling: an invisiblebut real barrier throughwhich the next stage orlevel of advancement can beseen, but cannot bereached by a section ofqualified and deservingemployeesGender: gender pay gap,women get paid less thenmenPhysical and Mental Disability:excluded from participating inmainstream society (workforce),face prejudice anddiscriminationHaving a job defines socialstatus among the population,integral part of a personsidentityWorking Teens: 34-40% ofteens aged 15 to 18 havea job, work in low payingservices (minimum wage)Challenges facingyouth workers:getting into theworkforceUnemployment: 7.4% ofCanadians are unemployed,creates a social stigmaWork and Identity: peopledefine themselves throughtheir occupationLooking-glass self: a person'sself-image, which forms byimagining what others thinkof his or her behaviour andappearanceCredit and Debt:troubling trendfor Canadians,can makehouseholdsvulnerableMedia Consumption:view an average of 22hours of television eachweekMedia and Culture: GeorgeGerbner researched theimpact of TV on a society,means of reinforcingbehaviour, a means oftransmitting cultureInfluential Media Figures are aruling class, this class setsstandards and norms for othersto follow. Often, the beliefs ofthese figures are also believed bytheir followersAlbert Bandura:Learning throughobservation, peoplefollow and learn fromwhat their peers doThere is a verystrong presents ofviolence in themedia, this leads tothe desensitizationto the violencePeople oftenconform to whatthey see in themediaParticipation: the youthpopulation do not express aslarge of an interest inpolitics; politicians are tryingto appeal to younger votersOverall, there has beena decrease in voterparticipation in all agegroupsAdolescents: a periodbetween childhoodand adulthood thatlasts until the ages of18 to 21Not always recognizedThe increasing costof living and therapidly rising cost ofpost-secondaryeducation are issuesthat today'sadolescent musttackle head on.Coined theterm'adolescents'Focused on theemotionaldevelopment ofadolescentsStorm and StressPeriod: can be feltboth physically andemotionally.The primary feature ofthis phase of life is theimmaturity of thethinking process.Adolescents canbe argumentative,related tounderdevelopedformal reasoningabilityBelieved that teenagers had themindset that they are invincibleand invulnerable, these beliefslead to risk-taking behavioursSocialization: the process by which anindividual learns to functionsuccessfully in society, by internalizingthe values, norms, and roles of thatsocietyFactors: Family, social groups,culture and identity inadolescentsSocializedAnxiety: refers tothe tension anddiscomfort felt byindividuals thatmotivate andinfluencebehaviourEduard Spranger andDominant Values: lastingvalues that shape the worldview an individual carriesforward into adulthoodLeta StetterHollongworth andGradual Change toAdulthood: adolescentsallows for a calm andcontinual developmentinto adulthoodLewin's Field Theoryof Adolescence:explains theindividual's behaviourwithout makingwide-sweepinggeneralizations aboutyouth at a wholeStructuralFunctionalism: socialstructures exist to servethe needs of society andits membersConflict Theory:Power is the basis forrelationships amonggroups andindividuals in societyand is the source ofcertain forms ofsocial conflictsFeministTheory: Socialconflict iscreated byinequalityrelated togender issuesand rolesSymbolicInteraction: theindividual's roleand function insociety isdetermined by hisor herinterpretation andreaction to itSocial Exchange:weighs the costsand benefits ofbelonging to andparticipation inpersonalrelationships andsocial groupsFresh Contacts: the personalinterpretation of the world bya young personGenerational archetypes, oruniversal symbols or patternsG.I. Generation(1901-1924)Silent Generation(1925-1942)Baby Boom Generation(1943-1960)Generation X(1961-1981)Millennial Generation(1980-2000)Generation Z/iGen(2001- Present)Claims that changes inadolescent attitudes areimportant markers oflong-term social changeAdolescents aresubject to influence(peer pressure)Learnimportantlife skillsLife choices can influence yourfuture (ie. mental and physicalhealth)Erik Erikson's Psychosocialdevelopment theory:Adolescents (10-20) are inthe Identity vs. roleconfusionFamily StructuresNuclear: spouses andtheir dependentchildrenExtended Family:Several generationsin a single householdLone-Parent Family: Oneparent with one or moredependent childrenBlended Family Divorcedpartners, married or not, withor without children from aprevious union/marriageSame-Sex Family: Twoindividuals of the samesex, married or not,with or withoutchildrenMarried/Cohabitingcouple: Spouses orpartners withoutdependent childrenConformity: act ofmatching attitudes,beliefs, and behaviours towhat individuals perceiveas normal to their societyor social groupFestinger and the SocialComparison Theory: individualsroutinely compare themselveswith others when they areunable to judge their statusand abilities on their ownDownward comparison:occurs when an individualcompares himself or herselfto someone who is worse offUpward Comparison: occurswhen an individualcompares himself or herselfto someone who is betteroffMaslow's Hierarchy ofNeeds: Physiological,safety, Love andbelonging, esteem,self-actualizationSocial NetworkingCyber-bullyingSextingLanguages: English andFrench are most prevalentImmigration to Canada:over the past 30 yearsCanada's populationgrowth is mainly due toimmigrationImmigrants bring customs and culturesfrom around the world when they settlein Canada. This adds to Canadiancustoms, beliefs, and languages and tothe already existing Canadian cultureIs a social perspectivedevoted to equalityand equal rightsbetween the sexes.Gender inequalitycan be seen in theworkplace as wellas everydayactivitiesBody Image: undergoing extremeweight loss or fluctuationinfluences how teenagers viewtheir surroundings. A componentof defining who we are is selfreflectionThe use of mediacampaigns to promotehealthy behaviours andreduce harmfulbehaviours. This allowsthe government toreach out to theiradolescentdemographicThere is a belief that inorder to increase voterparticipation, education isimportant. People are notgoing to vote if they donot even know how itworksDouble click this nodeto edit the textClick and drag this buttonto create a new node