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Final revision Unit 1: May 2013

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Tara Doherty

on 26 November 2013

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Transcript of Final revision Unit 1: May 2013

Unit 1: Resit
Part A Questions
Key concepts
Process of Socialisation
PART D: Pre release material
Heath et al
About the decline of social class identity
Method: Added questions to the BSA - Survey(4,000+)
Unstructured interviews (42)
Found that social class is becoming less relevant
and more people identified as middle class.
Types of culture:
High culture
Popular culture
Cultural diversity
Consumer culture
Global culture
Define the concept of _______ . Illustrate your point with examples.
Make sure you give a clear definition and give 2 detailed examples to support your points.
Spend 5 mins!
Role models
Teaches basic norms and values
positive & negative sanctions
Gender roles
Family structure
Formal & informal curriculum
Role models
Positive & negative sanctions
More relevant
Representations of social groups
McRobbie - mag/slimblondness
Creation of consumer culture
BWB - Voas & Crockett.
Written rules
Figure of authority
Different treatment of males/females
Decline in rel identity
Peer groups
Skelton & Francis: peers essential (boys sports/ girls skipping)
Conform to shared norms and values
Role models
Sewell (2000) cultural comfort zones
Peer pressure (positive & negative)
Resocialisation - learn the rules of new workplace.
Unwritten rules - observing.
Dress codes - identity
Role models
Social control
Ward & Winstanley (2005) - concealing identity - coming out.
Can differ according to class, age & ethnicity
Blackman (1995) NWG
Passive femininity
Osler & vincent (2003) - girls dont get into trouble - effects their reputation
Jackson (2006) Ladettes
Seidler (2006) expectations from the family (family honour)
Connell argues there is a range of masculinities - Traditional (hegemonic) masculinity- associated with male supremacy, heterosexuality, aggression and laddish culture.
Macho & sexist - associated with W/C
Willis (1977) Learning to labour
Uncool to work - seen as feminine
Creation of Gender identities
Imitate behaviour - internalise what they hear.
Language used- canalisation (toys they play with)
Acceptable behaviour - girls can cry
Gendered relationships (mothers & daughters - Mitchell and Green 2002)
Frosh et al 2002 - boys described mothers as sensitive and emotionally closer - fathers detached.
Charles (2002) Men still viewed as the providers.
Mass Media
Reinforces what is taught by the family
Marsh & Millard (2003) Superheros
Gauntlett (2002) Magazines teach how to be attractive- role models.
Gill & Herdiekerhoff (2006) chick lit - persuades young women the body is the key source of identity.
Storey (2003) Music can be masculine - Eminem.
Need to be viewed as appropriately masculine & femininity to 'fit in'.
Gendered language used
Lees (1986) males control females by their use of derogatory language.
Double standards
MacDonald & Marsh (2005) for some males more important to be one of the lads.
Frosh et al (2002) boys who valued education- seen as more feminine. Lads who messed about - seen as more traditional.
Skelton (2001) boys come to school with laddish views.
Jackson (2006) fem & mas more blurred with females being ladettes
sexism still in schools
Gendered friendship groups
Less important
Role models - virgin mary/eve
Overlook male promiscuity
Family honour (muslim) - good daughters/wives
Woodhead (2007) religious dress becomes apart of identity (veil)
Women have become more economically active.
Mac and Ghaill (1994) Crisis in masculinity.
Frosh et al (2002) need more flexible masculine identities.
McDowell (2003)- traditional aspirations.
Sexualisation of some jobs - subordinate.
Norms & values class based
Passing on Cultural & economic capital. Reay (1998)
Cater & Coleman (2006) Teenage pregnancy.
Type of school
Formal curriculum -cultural capital
Power et al - links between M/C and achievement & unis
Bourdieu (1990) for m/c uni is like fish in water.
Media representations of different social classes - eg shameless.
Media is used by the super rich.
New technology
Changing class identity
Attendance at church is higher for M/C. - more to do with status.
Rasta's - W/C
under researched
Peer group
Peers related to where they live, school, hobbies & friends of parents.
Mac an Ghaill - different types of masculinities - eg macho lads - class based.
Sense of identity
Manual work - w/c
Non manual - m/c
Work place changing
Socialisation & Class identity
It assesses your knowledge and understanding.
You should include studies, concepts, examples and theory (if relevant)
Spend about 15 mins answering the question.
Structuring part C Questions
This assesses the same things as part B in unit 2 (Knowledge, interpretation and evaluation skills.
Intro - define key terms
2 points in agreement
2 points in disagreement (These are your evaluative points)
You should spend 20 mins on this question
Mixed methods (both qualitative and quanitative)
This then cancels out the issues with each method - eg validity/ reliability
Large sample used - high in generalisability
Mixed methods can be very time consuming
you need to be a skilled researcher to analyse this type of data
Ethics - this topic could be seen as a sensitive topic and might make people feel uncomfortable - however answered on a comp - anonymous
Interviewer effect
How to answer the D part Question
Start by referring to the exam question
Discuss the methodology - validity, generalisability, reliability & representativeness.
Discuss the sample/ access & ethics
Discuss problems &improvements.
Answer the question!
You should spend 45 mins on this question!!!
Good Luck
You'll be fine!
Full transcript