revisingsociology

[revisingsociology]

Unfortunately, I've decided it's time to leave this blog

I no longer study sociology so this blog has become more of a stressor than a revision tool for me now. If anyone would like to see my progress throughout a psychology degree, let me know and I may make a blog.

Good luck in your studies everyone, happy revising!

[revisingsociology]

The impact of migration on the family

AO1:

Immigration:

1900-1950s - Mainly White immigrants.

1950s - Black Caribbean immigrants.

Have more lone-parent families and less formal marriages compared to White adults.

More likely to inter-marry with members of another ethnic group.

1970s - South Asian\East African immigrants.

Typically live in extended, multigenerational families.

14% of the population are from ethnic minorities.

Emigration:

People often move from the UK to the USA, Canada, New Zealand, Australia and South Africa.

Push factors - Unemployment, recession.

Pull factors -  Higher wages, better opportunities.

Migration:

Increases the UK population.

Lowers the average age.

Working age immigrants lower the dependency ratio.

AO3:

Victor - 90% of South Asian families living in the south of England live in multigenerational families.

Leads to more family diversity.

Asian families often have more children - This actually increases the dependency ratio.

Berthoud - African Caribbean women are more likely to be employed than African Caribbean men, which may explain why there are more lone-parent households. The women may see an unemployed father as a financial burden and choose to be a lone parent.

Intermarrying leads to ‘dual heritage’ (Ali) children.

Platt - People aged 18 and under are 6x more likely to be mixed-race than people aged 30+.

Migration patterns have lead to greater cultural variety which has a positive impact on society.

Migration patterns also lead to political debate which can cause tension in society, e.g. the far left encouraging migration and the far right reprimanding it.

[revisingsociology]

Consequences of the ageing population

AO1:

Harper - We will reach ‘radical longevity’ with many more people living over the age of 100.

It has a negative effect on the dependency ratio (there are less people of working age to support the non-working elderly economically).

The elderly are excluded from paid work, forcing them to be dependent on the state.

Postmodernists believe the fixed, orderly stages of life are becoming more blurred - People have more choice over their lifestyle regardless of their age, e.g. going to the gym or getting cosmetic surgery.

Pilcher - Inequalities like class and gender are still important in old age, e.g. the middle class are likely to have more savings to be able to support themselves and older women are open to sexist stereotypes, like being ‘old hags’.

The increased dependency of the elderly has a negative impact on the NHS and pension system.

Jeremy Hunt - The biggest issues we face is the sustainability of the  NHS and the sustainability of the pension system.

Healthy life expectancy is not keeping pace with life expectancy - People are living longer but are spending more years in poor health.

AO3:

There are social class, regional and gender differences in life expectancy.

Walker - People living in poorer areas die an average of 7 years earlier than those living in richer areas.

In 2015 there were 3.2 people of working age for every one pensioner, this is predicted to drop to 2.8 by 2023.

It is wrong to assume that all elderly people are economically dependent.

Phillipson (Marxist) - The elderly are of no use to a capitalist society as they are no longer productive.

Hunt - We choose our lifestyle and identity regardless of our age.

People who are in the working class typically earn less, will have a lower pension and therefore become more dependent on the state and their family.

Many of the elderly have private pensions and undergo private care, therefore they are not a ‘burden’ on society.

The increase in the years spent in poor health means more people with chronic illnesses and dementia needing round-the-clock social care which is a financial burden.

[revisingsociology]

How did everyone find the AQA sociology exam today?

Because I was ecstatic

[revisingsociology]

Reasons for the decline in death rate

AO1:

Improved nutrition:

McKeown - Improved nutrition accounts for up to half of the reduction in death rates.

Improved nutrition increased resistance to infection and survival chances for those who did become infected.

Medical improvements:

Improved medical knowledge post-1950s in antibiotics, immunisation maternity services etc.

By-pass surgery has reduced deaths from heart disease by 1/3.

Tranter - Over 3/4 of the decline in death rate is due to the fall in deaths cause by infectious diseases, e.g. Tuberculosis (these were replaced by diseases of affluence, like diabetes and heart disease, in the 1950s).

Smoking and diets:

Harper:

A reduction in smoking has caused a decline in death rates.

We are moving to an ‘American health culture’ - lifestyles are unhealthy but long lives are maintained through costly medication.

Public health measures:

A more effective government has lead to improved housing, diets and reduced pollution.

Other social changes:

Higher incomes allow for a healthier lifestyle.

A decline in dangerous occupations, e.g. mining.

Greater public knowledge of the causes of illness.

AO3:

The increased life expectancy is not the same throughout the country, e.g. in 2002, male life expectancy in England was 76.2 years compared to 73.5 in Scotland.

Gender, ethnicity and social class also have an impact on life expectancy:

Gender - Women live longer than men.

Ethnicity - The lowest life expectancies dependent on ethnicity are Mixed Background (70.2 years) and White Irish (74 years). The highest are Indian (83.4 years) and Pakistani (87.3).

Social class - Middle class has a higher life expectancy then the working class.

[revisingsociology]

Reasons for the decline in birth rate

AO1:

Changes in the position of women:

Major changes:

Legal equality with men, e.g. the right to vote.

Increased educational opportunities.

More women in paid employment.

Increased control over fertility (i.e. access to contraception).

Easier access to divorce.

Changes in attitudes towards women’s roles in family life.

Sarah Harper - Education of women is the most important factor in the decline of birth rates.

Decline in infant mortality rate:

Harper - Because the infant mortality rate has dropped, people are having less children because more of them are surviving.

Infant mortality rate dropped in the first half of the 20th century due to improved housing, nutrition, services for women and medical knowledge.

Children have become an economic liability:

Pre-19th century, children were an economic asset (they could be sent to work from an early age).

In the late 19th century, they became an economic liability:

Laws were introduced preventing child labour.

School leaving age increased.

Expectations of parents also increased.

People are having less children due to what is expected from them.

Child centredness:

Childhood is a social construct.

There has been a shift from ‘quantity’ to ‘quality’ - e.g. parents want to have less children and lavish them, giving them more resources, time and affection as opposed to having a lot of children and not providing for them as much.

AO3:

Immigration has led to an increase in birth rate again - in 2008, the birth rate was at it’s highest point in 40 years.

It increases the dependency ratio - less children are born, so less people will grow to be of working age, whilst those currently at working age will reach pension age meaning that in future there will be less people in the working population to support the non-working population.

Brass and Kabir - The trend for smaller families began in urban areas, where the infant mortality rate remained higher for longer, so the decrease in the infant mortality rate may not be the cause of the decline in birth rate.

There is now a trend towards voluntary childlessness - in 2000, 1/5 women aged 40 had no children compared to 1/10 in 1980.

More women are in full-time work as they have less children, meaning more children are raised by nannies or daycare centres.

Fewer schools and paediatricians are needed.

[revisingsociology]

New Right view of the family

AO1:

Believe that the nuclear family is the ‘correct’ family type due to biological differences between men and women.

Ideally, women should stay at home with the children whilst men work.

Murray:

Lone-parent families cause deviance in children.

The welfare state has led to a ‘Nanny state’, dependency culture and offers ‘perverse incentives’ which encourage lone-parent families.

The New Right encouraged the Conservative government to launch the ‘Back to Basics’ campaign which encourage traditional family values.

Statistics to support the superiority of the nuclear family (these can also be used as AO3):

Children from ‘broken homes’ are 9x more likely to become young offenders.

These children are also 5x more likely to develop emotional problems.

Young people with separated parents are 3x more likely to show aggressive behaviours.

Lone-parent families are more than 2x likely to live in poverty than families with 2 parents.

Family breakdown in married couples is 6% compared to 20% in unmarried couples.

AO3:

Most lone-parents aren't ‘scroungers’ and work hard to support their family.

It exaggerates the decline of the nuclear family.

Chester - The neo-conventional family:

People don’t choose to live in alternate family structures for long periods of time.

Cohabiting is a temporary phase before marrying.

Most people still strive to have a nuclear family.

Chester - Most children spend most of their lives in a nuclear family.

Many fathers fail to pay maintenance so the welfare state isn’t that generous.

Feminists: 

Easier access to divorce is good because it allows for women to leave unhappy or abusive relationships.

The differences between men and women are socially constructed and are not biological as the New Right suggest.

The nuclear family oppresses women.

Marxists - The nuclear family is used to oppress the proletariat.

Functionalists will support this.

[revisingsociology]

Personal Life view of the family

AO1:

We must look at the views of the individual and the meanings they give their relationships rather than the structures they are determined by.

Believe the family should include:

Adopted family.

Relationships with friends.

Fictive kin (e.g. calling your mum’s friend your aunt).

Gay and lesbian chosen families.

Dead relatives.

Pets.

Nordqvist and Smart – Some parents emphasised the importance of social relationships over genetic ones in forming family bonds – e.g. adoption (even though the experiences may not always be positive).

AO3:

Nordqvist and Smart's study emphasises the importance of the personal life approach.

Takes too broad a view and ignores what is special about relationships based on blood and marriage.

Rejects structural views about functions of the family but still sees the importance of them in a sense of belongingness.

Acknowledging that belongingness is not always perfect unlike Functionalists.

Tipper -  Pets are considered part of the family by children in particular.

[revisingsociology]

Another question sorry this post isn’t educational

But would you like to see me post pictures of my written notes?

What about posting revision for other topics in future? It would be really handy to know (the subjects I’d post revision for would be Psychology and Biology by the way).

[revisingsociology]

Feminist views of the family

AO1:

Liberal Feminists:

Causes:

Ann Oakley - Gender socialisation.

Maintenance:

Gender socialisation.

Sexist prejudices/stereotypes.

How it can be ended:

Legal, political and social reform.

Equality in gender socialisation.

Marxist Feminist:

Causes:

Capitalism.

Maintenance:

Fran Ansley - In the family women are expected to play the part of the expressive role; ‘women are the takers of shit’.

In the workplace, there is the glass ceiling effect.

How it can be ended:

The abolition of capitalism.

Radical Feminists:

Causes:

Men and their own biology.

Maintenance:

Women are seen as natural caregivers due to pregnancy.

Heterosexual family life.

Women's dependency on men.

How it can be ended:

Purdy - Baby strike.

Artificial reproduction technology.

Greer - Separatism.

Firestone - Political Lesbianism.

AO3:

Women are no longer just expressive leaders and now work and get an education.

Fails to challenge deep-rooted causes of inequality and think legal changed will help. Legal changes don't change sexist attitudes.

Women's status has improved (e.g. Sex Discrimination Act) and women can control their own fertility.

Some women have happy/fulfilling heterosexual relationships with men.

Contrast with Difference Feminism.

[revisingsociology]

Marxist views of the family

AO1:

The family helps to maintain class inequality and aids capitalism:

Ideological functions:

Zaretsky - The family teaches children that hierarchies are inevitable but also provides a safe haven away from the exploitative world of capitalism.

A unit of consumption:

Zaretsky - The family generates profits for capitalists as families are encouraged to ‘keep up with the Joneses’ and advertising is usually aimed at children which leads to ‘pester power’ and families spending more money.

Inheritance of property:

Engles -   During primitive communism there was no family only Engles 'promiscuous horde' (a tribe) in which there were no restrictions on sexual relationships but the family has evolved to allow for the inheritance of private property and to maintain economic wealth between generations.

Althusser – The family is an agent of social control. It passes on the messages that maintain the power of the ruling class and keep the workers subordinate.

AO3:

Capitalism correlates with gender equality and wealth within a country.

Too deterministic.

Feminism – gender inequality is the true inequality in society.

Ignores family diversity in modern society.

Ignores the benefits of the nuclear family.

[revisingsociology]

Exam question structures

4 and 6 mark questions:

P - Point.

E - Explain.

L - Link back to the question.

Repeat for each ‘point’ needed (2 for 4 mark questions, and 3 for 6 mark questions).

10 mark questions (without item):

P - Point.

E - Evidence (try to use research).

E - Explain.

L - Link back to the question.

No evaluation is needed in these answers but analysis is important.

The ‘E’s are interchangeable, it doesn’t matter what order is used as long as all the points are covered and the answer ‘flows’.

2x PEEL paragraphs.

In 10 mark questions, you can still gain 7 marks with only 1 paragraph if it is in-depth (good for if you can’t think of a strong second point).

10 mark questions (with an item):

P - Point.

E - Evidence/explain, whichever is most applicable.

R - Reference the item.

C - Criticise the original point/evidence.

Y - Why is this relevant? Answer the question.

2x PERCY paragraphs.

20 mark questions:

Introduction - Explain the key words you’ll be using that are mentioned in the question, set the scene.

4x PEEEL paragraphs:

P - Point (I usually quote or reference the item here). 

E - Evidence.

E - Explain.

E - Evaluate.

L - Link back to the question.

Conclusion - Base this on your paragraphs, if you have more supporting evidence, support the theory and vice versa.

Quote the item in all of these PEEEL paragraphs.

Remember the importance of linking back to the question, if your conclusion is weak, this can save you.

30 mark questions:

Use the same structure as above but use 5/6 PEEEL paragraphs, I’d recommend 6 if you have time just to be on the safe side but 5 strong paragraphs is fine.

Quote the item in 4 of the PEEEL paragraphs and make links for the other 1 or 2.

Methods in context questions:

Use the PERVERT checklist:

P - Practical issues.

E - Ethical issues.

R - Reliability.

V - Validity.

E - Examples.

R - Representation.

T - Theoretical issues.

Always apply to the circumstances, e.g. think about the effect on the teacher, pupils and parents.

Weigh up the pros and cons before making a conclusion based on the essay you wrote.

[revisingsociology]

Functionalist view of the family

AO1:

Believe in the nuclear family - shows both instrumental and expressive roles and performs the following functions.

Murdock - Believes the family has four functions:

Socialisation - To ensure everyone shares the same norms and values, leading to a value consensus.

Reproductive - (Of new generations).

Economic - Provides shelter and warmth, aiding survival.

Sexual - Allows adults to express sexuality in a socially acceptable way.

Parsons - The two functions of the family (that are left), the functional fit theory and the warm bath theory:

2 functions:

Primary socialisation - Leading to a value consensus.

Stabilisation of adult personalities - Via the emotional support from women.

Functional fit theory - The family changes depending on society's needs, e.g. extended family pre-industrialisation, nuclear family for modern society.

Warm bath theory - The family acts as a safe haven to escape the stress of the world.

Fletcher - The family has gained functions:

Healthcare - Looks after a child’s diet, hygiene, lifestyle and refers to doctors when required.

Education - Teaching children social norms, sending them to school, ensuring they do any homework, attending parents evenings, paying for resources/school trips

Consuming - Supporting the economy rather than acting as a unit of production. 

AO3:

Outdated – nuclear family no longer dominant.

Sexist and stereotypical views – e.g. good housewife guide, women now getting educations and careers, women face triple shift.

Too rose-tinted – ignores dark side of the family.

Other institutions can perform these functions.

Some cultures don't have the 'family' - the Nayar have different family structures.

Functional fit theory – too neat, society doesn't change as a whole in an orderly fashion.

Laslett – only 10% of pre-industrial homes were extended.

Young and Wilmott – extended family still prevalent in East London up until the 1970s.

[revisingsociology]

Before I start posting notes for Families and Households

Would anyone be interested in me posting some hints on exam technique? Different structures for different style questions kinda thing?

[revisingsociology]

Quick reminder:

If you ever have any questions about the topics, feel free to ask and I’ll explain the best I can.

[revisingsociology]

Families and Households subtopics

Theories of the family.

Demography.

Changing family patterns.

Family diversity.

Couples.

Childhood.

Family and social policy.

[revisingsociology]

Education Key Research

Social Class:

Feinstein - Found that diet has a direct impact on children’s ability to think in both the short- and long-term. Argues the main reason working class children underperform is because of their parents lack of interest in their education. Found that educated parents are more likely to use ‘challenging’ language with their children compared to less educated parents who use ‘simple, descriptive statements’.

Bull - The cost of free schooling; lack of financial support means that children from poor families do without equipment and experiences that would enhance their educational achievement.

Sugarman - The working class form subcultures with the following attitudes: fatalism, collectivism, immediate gratification, present-time orientation.

Bernstein - The middle class have an elaborated speech code whereas the working class have a restricted one.

Keddie - Argues that cultural deprivation is a myth and is a victim-blaming explanation; working class children are culturally different, not deprived.

Gibson and Asthana - The higher the level of deprivation, the slimmer the chance of a student achieving 5 A*-C grades at GCSE.

Douglas - Parental engagement is the most influential factor in educational achievement.

Gerwitz and Ball - Cultural and economic capital give the middle class better choice and opportunities in education.

Bordieu - The middle class have cultural capital (and the working class are culturally deprived) because the education system is tailored to the middle classes habitus.

Willis - Working class lads form anti-school subcultures.

Becker - Middle class pupils are the closest to teachers versions of the ‘ideal pupil’.

Blackstone and Mortimore - Working class jobs require shift patterns so parents may not be able to attend parents’ evenings.

Reay - Working class parents lack the confidence and assertiveness in interactions with teachers meaning they can’t turn their interest into practical support.

Rosenthall and Jacobson - Told teacher 20 random pupils were going to be higher achievers, 1 year later these 20 pupils were outperforming other pupils.

Lacey - Streaming polarises boys into either pro- (mostly middle class) or anti-school (mostly working class) subcultures.

Gillborn and Youdell - The A-C economy has lead to an educational triage meaning that the working class are often labelled as ‘failures’ so teachers won’t spend the same time and effort with them as they do middle class pupils.

Harvey and Slatin - White middle class pupils were more likely to be identified as ‘good pupils’.

Ethnicity:

Gillborn - The high attainment of Indian pupils suggests that having English as an Additional language is not always a barrier to success.

Driver and Ballard - By age 16, Asian children (who’s main home language was not English) were at least as competent in English as their classmates.

Department for Education - Pupils who had English as a second language outperformed classmates who had English as their mother tongue in the EBacc.

Nehaul - Black Caribbean parents do value education just as much as other ethnic groups.

Murray - Lone-parenthood leads to the underachievement of some ethnic minorities.

Lupton - The adult authority in Asian families mirrors the model that operates in schools meaning that Asian pupils are more likely to be respectful.

Gillborn and Youdell - Teachers hold racialised expectations leading to labelling and a self-fulfilling prophecy.

Wright - In multi-ethnic primary schools, Asian pupils were marginalised.

Sewell - Black boys adopt a range of different subcultures (conformists, innovators, retreatists and rebels).

Fuller - Black girls revised in private (pro-education, anti-school).

David - The National Curriculum is ‘specifically British’.

Keddie - Cultural deprivation takes a victim-blaming approach.

Gender:

Sharpe - Girls prioritise school more now than in the 1970s.

Fuller - Educational success is a central aspect of many girls’ identities.

McRobbie - Girls magazines have gone from a focus on ‘being left on the shelf’ (1970s) to assertiveness and independence (now).

Mac and Ghail - The male gaze.

Leonard - Girls in single-sex schools are more likely to take up maths and physics at A-level.

Gorard - The gender gap in achievement is a ‘product of the changed system of assessment rather than any more general failing of boys’.

Mitsos and Browne - Girls are more successful in coursework because they are more organised and conscientious than boys.

Elwood - Exams have a bigger impact on overall grade and coursework is being filtered out so this can’t explain why boys underperform compared to girls.

Barber - Teacher pupil interactions; girls feedback focuses on work over behaviour and vice versa for boys.

Mitsos and Browne - Decline in male manual work has led to a crisis of masculinity, lowering their self esteem and motivation.

Francis - Boys have career aspirations that often require few formal qualifications.

Epstein - Boys are more likely to be harassed, bullied and subject to homophobic verbal abuse for working hard in school.

Sewell - Boys are falling behind because education is feminised.

Jackson - Girls also show ‘ladette’ cultures.

Murphy and Elwood - Gender socialisation is the cause of differences in subject choice.

Connell - Hegemonic masculinity leads to boys using name-calling to put down boys and girls who do not behave the ways they are expected to.

Theory:

Durkheim - Education allows for social solidarity and economic training.

Parsons - Education is used for secondary socialisation and is meritocratic.

Davis and Moore - Educations purpose is role allocation.

Althusser - Education acts as ideological state apparatus.

Bowles and Gintis - Believe in the correspondence principle and claim that meritocracy is a myth.

Policy:

Chubb and Moe - Consumer choice.

Ball - Myth of parentocracy.

Bartlett - Marketisation leads to popular schools choosing higher ability students (cream skimming) and forces those from disadvantaged backgrounds into unpopular schools (silt shifting).

Gerwitz - The middle class have cultural and economic capital allowing them to choose better schools.

Ford - There is very little mixing of classes in comprehensive schools.