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The “big three”
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Functionalism Conflict Theory Symbolic Interactionism
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Emile Durkheim Talcott Parsons Robert Merton
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Just as a human body has many parts which function together, so does the society have many parts
These institutions work together to promote the stability of the society
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Religion
Family Education
Economy
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Each Institution has FUNCTIONS: the consequences of people’s actions which have benefits to the system Manifest function: the action is intended Latent function: the action is unintended
DYSFUNCTIONS: consequences of people’s actions with hurt the system Latent dysfunction
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MANIFEST FUNCTIONS LATENT FUNCTIONS
Socialization Primary schooling
Basic language and mathematical skills
Secondary schooling Expansion of basic skills to
include the transmission of cultural values and norms
Cultural innovation Educational systems create
as well as transmit culture Social integration
Brings a diverse nation together
Social placement The enhancement of
meritocracy
Schools as child-care providers
Schools consume considerable time & energy- activity thus fostering conformity
Engages young people at a time in their lives when jobs are not plentiful
Sets the stage for establishing relationships & networks
Link between particular schools and career opportunities
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Karl Marx Max Weber Georg Simmel
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Conflict can be viewed asa continuum
War on the one side
Indifference on the other
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Institutions in conflict over power and resources
Conflict between institutions as well as within institutions
Main question is “who benefits?” Determine the dominant and
subordinate groups and the ways in which the dominant group maintains their dominance
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George Herbert Mead Herbert Blumer
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Focuses on how people use “symbols” Establish meaning Develop their views of the world Communicate with one another
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Symbolic interactionism speaks to how we construct our daily lives: the interactions with others that form our very existence and give it
meaning.
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Using the perspectives
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Functionalism is looking for the purpose of the object, both the obvious purpose and the less obvious.
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Latent function of the car—determining social class
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What inequalities are present when we look at the car?
Which would be the dominant group? The subordinate group? Does any dominant group use the car to keep the subordinate group in its place?
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What are your options if you have no car?
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Americans spend nearly 20 percent of their income on transportation – second only to housing as an overall portion of income – and are punished heavily by volatile swings in the oil market. For many working households, the goal of affordable living is becoming less attainable as fuel prices and trip lengths increase due to a lack of transportation options and worsening sprawl.
Data courtesy of Transportation for America
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What do we do with our cars? What do our cars say about us?
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Making Reading Connections
Based upon your readings, what was the cultural mindset of the 1950s that set the stage for the tremendous changes that were to come during the 1960s? Discuss the “seeds of discontent” that were taking root during the 50s. What were some of the elements that contributed to the 50s being labeled “The Wonder Years”?
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Please remember to:
1) Complete all the readings and any activities for the week.
2) Complete the quiz3) Make responses in the discussion board
(Make an initial response and to at least two others….remember it is going to be graded.)
4) Attend a seminar so it can reinforce what you have learned.
5) Any questions or concerns…send me an email!
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