Understanding Shifting and Multiple Selves Across Cultures Christine J
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Social Media and the Spiral of Silence: the Case of Kuwaiti Female Students’ Political Discourse on Twitter
Journal of International Women's Studies Volume 16 | Issue 3 Article 4 Jul-2015 Social Media and the Spiral of Silence: The aC se of Kuwaiti Female Students Political Discourse on Twitter Ali A. Dashti Hamed H. Al-Abdullah Hasan A. Johar Follow this and additional works at: http://vc.bridgew.edu/jiws Part of the Women's Studies Commons Recommended Citation Dashti, Ali A.; Al-Abdullah, Hamed H.; and Johar, Hasan A. (2015). Social Media and the Spiral of Silence: The asC e of Kuwaiti Female Students Political Discourse on Twitter. Journal of International Women's Studies, 16(3), 42-53. Available at: http://vc.bridgew.edu/jiws/vol16/iss3/4 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. This journal and its contents may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. ©2015 Journal of International Women’s Studies. Social Media and the Spiral of Silence: The Case of Kuwaiti Female Students’ Political Discourse on Twitter By Ali A. Dashti1, Hamed H Al-Abdullah2 and Hasan A Johar3 Abstract The theory of the Spiral of Silence (Noelle-Neumann, 1984), explained why the view of a minority is not presented when the majority view dominates the public sphere. For years the theory of the spiral of silence was used to describe the isolation of minority opinions when seeking help from traditional media, which play a significant role in increasing the isolation. -
Sociological Theories of Deviance: Definitions & Considerations
Sociological Theories of Deviance: Definitions & Considerations NCSS Strands: Individuals, Groups, and Institutions Time, Continuity, and Change Grade level: 9-12 Class periods needed: 1.5- 50 minute periods Purpose, Background, and Context Sociologists seek to understand how and why deviance occurs within a society. They do this by developing theories that explain factors impacting deviance on a wide scale such as social frustrations, socialization, social learning, and the impact of labeling. Four main theories have developed in the last 50 years. Anomie: Deviance is caused by anomie, or the feeling that society’s goals or the means to achieve them are closed to the person Control: Deviance exists because of improper socialization, which results in a lack of self-control for the person Differential association: People learn deviance from associating with others who act in deviant ways Labeling: Deviant behavior depends on who is defining it, and the people in our society who define deviance are usually those in positions of power Students will participate in a “jigsaw” where they will become knowledgeable in one theory and then share their knowledge with the rest of the class. After all theories have been presented, the class will use the theories to explain an historic example of socially deviant behavior: Zoot Suit Riots. Objectives & Student Outcomes Students will: Be able to define the concepts of social norms and deviance 1 Brainstorm behaviors that fit along a continuum from informal to formal deviance Learn four sociological theories of deviance by reading, listening, constructing hypotheticals, and questioning classmates Apply theories of deviance to Zoot Suit Riots that occurred in the 1943 Examine the role of social norms for individuals, groups, and institutions and how they are reinforced to maintain a order within a society; examine disorder/deviance within a society (NCSS Standards, p. -
Transient Solidarities: Commitment and Collective Action in Post-Industrial Societies Charles Heckscher and John Mccarthy
bs_bs_banner British Journal of Industrial Relations doi: 10.1111/bjir.12084 52:4 December 2014 0007–1080 pp. 627–657 Transient Solidarities: Commitment and Collective Action in Post-Industrial Societies Charles Heckscher and John McCarthy Abstract Solidarity has long been considered essential to labour, but many fear that it has declined. There has been relatively little scholarly investigation of it because of both theoretical and empirical difficulties. This article argues that solidarity has not declined but has changed in form, which has an impact on what kinds of mobilization are effective. We first develop a theory of solidarity general enough to compare different forms. We then trace the evolution of solidarity through craft and industrial versions, to the emergence of collaborative solidarity from the increasingly fluid ‘friending’ relations of recent decades. Finally, we examine the question of whether these new solidarities can be mobilized into effective collective action, and suggest mechanisms, rather different from tra- ditional union mobilizations, that have shown some power in drawing on friending relations: the development of member platforms, the use of purposive campaigns and the co-ordination of ‘swarming’ actions. In the best cases, these can create collective actions that make a virtue of diversity, openness and participative engagement, by co-ordinating groups with different foci and skills. 1. Introduction In the last 30 years, there is every evidence that labour solidarity has weak- ened across the industrialized world. Strikes have widely declined, while the most effective recent movements have been fundamentalist and restrictive — turning back to traditional values and texts, narrowing the range of inclusion. -
Cycle of Socialization
Understanding The Cycle of Socialization The Cycle of Socialization helps us understand the way in which we are socialized to play certain roles, how we are affected by issues of oppression, and how we help maintain an oppressive system based upon power. The Cycle is comprised of 3 arrows, 3 circles, and a core center. Each of these components represents the following: 1. The beginning of the cycle, depicted by the 1st circle, represents the situation into which we were born. We have no control over this. We are also born without bias, assumptions, or questions. We are either “lucky” to be born into a privileged situation or “unlucky” to born into an underprivileged situation. 2. The 1st arrow represents that fact that our socialization process begins immediately. We are given a pink blanket if we are a girl or a blue one if we are boy. The rules and norms are already in place and we subtly (and in many cases not so subtly) are made aware of the rewards of conforming and the consequences of rebelling. 3. The second circle represents the institutions that help shape our views and beliefs, and help instill within us prejudice or acceptance. 4. The second arrow represents the way in which the instilling of ideas, beliefs, and behaviors reinforce the cycle of oppression. Behaving differently is not as simply as most of us think. We are rewarded for good behavior – conforming to the norms and standards. By the same token, we are punished for bad behavior – questioning or rebelling against oppressive societal norms. -
Beyond Authoritarianism: a Cultural Perspective on Asian American Parenting Practices
DOCUMENT RESUME ED 390 952 UD 030 756 AUTHOR Chao, Ruth K. TITLE Beyond Authoritarianism: A Cultural Perspective on Asian American Parenting Practices. PUB DATE Aug 95 NOTE 25p.; Paper presented at the Annual Meeting of the American Psychological Association (New York, NY, August 1995). PUB TYPE Reports Evaluative/Feasibility (142) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Asian Americans; *Authoritarianism; *Child Rearing; *Cultural Differences; Elementary Education; Elementary School Students; Parent Attitudes; Parenting Skills; Parent Participation; *Parents; Socialization; Surveys; Training IDENTIFIERS *Parenting Styles ABSTRACT A study was conducted to determine Asian American conceptualizations of parenting, focusing on socialization goals, parenting style, and parenting practices related to schooling, aspects of parental influences discussed by D. Darling and L. Steinberg (1993). It was suggested that the standard conceptualizations of parenting style, those of D. Baumrind, are not as meaningful for capturing the styles of East Asians as some alternative conceptuelizations. Thirty-six East Asian (Chinese, Japanese, and Korean) parents of elementary school students and 35 European American parents from the Los Angeles area (California) completed surveys about parenting, with translation provided where needed. The study demonstrated that standard parenting concepts such as the parenting styles conceptualization of Baumrind, the idea of authoritarian parental control, and the direct/managerial style of parental involvement in school of Steinberg and others (1993) are not adequate for describing the practices of East Asian parents. The alternative style of "training" was more endorsed by the East Asians than the European Americans. Family-based parental controlwas more common among East Asians, and indirect involvement in schooling was more often endorsed by East Asians. -
Social Class and Deviant Behavior: Suggestions for Theoretical and Methodological Improvement
SOCIAL CLASS AND DEVIANT BEHAVIOR: SUGGESTIONS FOR THEORETICAL AND METHODOLOGICAL IMPROVEMENT by CHARLES B. VEDDER Wichita State University Sociological theories which posit an inverse causal relationship between social class and deviant behavior are able to coexist with other sociological theories stressing a positive relationship between social class and deviance because of the present theoretical and empirical inability to distinguish between them. In order to resolve this dilemma, class-deviance theorists are advised to restrict their concern to behaviors that show promise of class lin~- age, to specify limiting conditions in the formation of propositions, and to entertain reasonable alternative ex- planations. Methodologists could also profit by employing m?ltiple measures of the class variable, by utilizin~ a more precise cutting point strategy with respect to class, and by using both self-report and official indicators of deviance. The following conclusion offered by Westie and Turk is justifiably pessimistic: 'Perhaps the most important contribution of' sociologists to the study of human behavior has been their demonstration that the significance of whatever variable is used in research depends upon the location of persons in social structures and the interaction among persons at the various levels of power and prestige characterizing such structures••••Criminologists alone have produced hundreds of studies attempting to deter mine and to explain the relation between social stratifica tion and the phenomenon of crime••••Neverthelsss, these re lations have not yet been established with precision, and explanatory propositions are found in the literature without adequate empirical data by which to evaluate them (1965: 456). Responsibility for the present obscurity concerning the relation between class and deviance variables does not rest solely on the shoulders of empirical research, Social Class and Deviant Behavior 189 however, but must be shared by current theoretical attempts at linking these variables. -
Chapter Eight: Deviance and Social Control
Chapter Eight: Deviance and Social Control Chapter Summary Sociologists use the term deviance to refer to any violation of rules and norms. From a sociological perspective, deviance is relative. Definitions of “what is deviant” vary across societies and from one group to another within the same society. Howard S. Becker described the interpretation of deviance as, “…not the act itself, but the reaction to the act that makes something deviant.” This coincides with the symbolic interactionist view. In some cases, an individual need not do anything to be labeled a deviant. He or she may be falsely accused or discredited because of a birth defect, race, or disease. Even crime is relative when interpreting the deviance of the actor. Deviance is based on adherence to and violation of norms. Human groups need norms to exist. By making behavior predictable, norms make social life possible. Consequently, all human groups develop a system of social control, which involves formal and informal means of enforcing norms. Those who violate these norms face the danger of being labeled “deviant.” Violators can expect to experience negative sanctions for the violation of norms. Members of society who conform to societal norms, especially those who go above and beyond what is commonly expected, receive positive sanctions. In some societies, such as the Amish, shaming is a common negative sanction that acts strongly as a means of social control, minimizing deviance. Biologists, psychologists, and sociologists have different perspectives on why people violate norms. Biological explanations focus on genetic predispositions, psychologists concentrate on abnormalities within the individual (commonly known as personality disorders), and sociologists look at social factors outside the individual. -
Class Structure and Political Ideology
CLASS STRUCTURE AND POLITICAL IDEOLOGY Val Burris Marxist theorists have devoted much eVort recently to the clari cation of the concept of class and the elaboration of alternative models of class structure. The main focus of this theorizing has been the class position of salaried intermediaries and their role in the class struggle. With a few exceptions, most Marxists today recognize the existence in advanced capitalist society of a signi cant group of people who cannot be included in the working class, even though they work for a salary or wage. Various names have been applied, to this group—“new middle class,” “new petty bourgeoisie,” or “professional-managerial class”—and com- peting theories have been advanced to explain the nature and signi cance of these positions within the class structure. Disagreements over how to conceptualize intermediate class positions have prompted extensive debates over the basic principles of Marxist class analysis and the application of those principles to modern capitalist society. Three issues have been central to this debate. First is the de nitional question of specifying the boundaries of classes—especially the bound- ary which separates intermediate class positions from the working class. Second is the conceptual issue of clarifying the nature and identity of these intermediate class positions. Do they qualify as a “class” in the full sense of the term? lf so, do they constitute a new class within advanced capitalism or the evolution of some earlier intermediate class? Third is the political question of predicting the alignment of this group in the struggle between capital and labor. -
When Do People Trust Their Social Groups?
When Do People Trust Their Social Groups? Xiao Ma1†, Justin Cheng2, Shankar Iyer2, Mor Naaman1 1Jacobs Institute, Cornell Tech, 2Facebook {xiao,mor}@jacobs.cornell.edu,{jcheng,shankar94}@fb.com ABSTRACT 1 INTRODUCTION Trust facilitates cooperation and supports positive outcomes Trust contributes to the success of social groups by encourag- in social groups, including member satisfaction, information ing people to interpret others’ actions and intentions favor- sharing, and task performance. Extensive prior research has ably, thereby facilitating cooperation and a sense of commu- examined individuals’ general propensity to trust, as well as nity [5, 22, 33, 55, 60, 74]. In groups, trust increases member the factors that contribute to their trust in specific groups. satisfaction, and task performance; reduces conflict [33, 77]; Here, we build on past work to present a comprehensive and promotes effective response to crisis [53]. framework for predicting trust in groups. By surveying 6,383 Previous research has examined how different factors such Facebook Groups users about their trust attitudes and ex- as size [13, 21, 83], group cohesiveness [38], and activity [77] amining aggregated behavioral and demographic data for may impact people’s trust in their social groups, both on- these individuals, we show that (1) an individual’s propen- line [39] and offline [67]. However, previous studies tend sity to trust is associated with how they trust their groups, to be small in scale, limited to specific contexts (e.g., online (2) groups that are smaller, closed, older, more exclusive or marketplaces), or only consider a specific type of group more homogeneous are trusted more, and (3) a group’s over- (e.g., organizations [18, 50]). -
Social Relation Recognition from Videos Via Multi-Scale Spatial-Temporal Reasoning
Social Relation Recognition from Videos via Multi-scale Spatial-Temporal Reasoning Xinchen Liu†, Wu Liu†, Meng Zhang†, Jingwen Chen§, Lianli Gao¶, Chenggang Yan§, and Tao Mei† †JD AI Research, Beijing, China §Hangzhou Dianzi University, Hangzhou, China ¶University of Electronic Science and Technology of China, Chengdu, China {liuxinchen1, zhangmeng1208}@jd.com, [email protected] {jingwenchen, cgyan}@hdu.edu.cn, [email protected], [email protected] Abstract Discovering social relations, e.g., kinship, friendship, Colleague etc., from visual contents can make machines better inter- pret the behaviors and emotions of human beings. Existing Man A Man A Standing Man A Woman B Woman A Woman B Woman A studies mainly focus on recognizing social relations from Woman B Talking Chair Cup still images while neglecting another important media— Door Door Writing Desk Door Document Meeting video. On the one hand, the actions and storylines in videos Document Document Room provide more important cues for social relation recogni- tion. On the other hand, the key persons may appear at arbitrary spatial-temporal locations, even not in one same Couple image from beginning to the end. To overcome these chal- lenges, we propose a Multi-scale Spatial-Temporal Reason- Standing Man A Woman A Man A Woman A Woman A Man A ing (MSTR) framework to recognize social relations from Smiling videos. For the spatial representation, we not only adopt a Hat Hat Hugging Bag Tree Hat temporal segment network to learn global action and scene Grass Grass Mower Outdoors information, but also design a Triple Graphs model to cap- ture visual relations between persons and objects. -
Social Relations on Multicultural Society in the Context of Social Change: Indonesian Perspective
SOCIAL RELATIONS ON MULTICULTURAL SOCIETY IN THE CONTEXT OF SOCIAL CHANGE: INDONESIAN PERSPECTIVE H. Tobroni University of Muhammadiyah Malang, Indonesia [email protected] Abstract Indonesia is one of the world mosaics. Vast archipelagic territory from Sabang to Merauke, there are hundreds of ethnics and languages and religions, making Indonesia one of the world's wonders. Develop appropriate patterns of social relations in a multi- cultural society such as this to be an important issue that horizontal conflicts and separatism can be avoided. Social change and social transformation in the political system from the bureaucratic system of the New Order authoritarian to democratic reform era in the setting- liberal globalization has implications for horizontal conflict, mass rioting and even separatism in various areas. Religious differences also play a role in increasing the scale of the conflict. The solution is not enough just through security approach and structural approach, but also takes a cultural approach and other approaches are more humane. develop the mind set of multiculturalism, tolerance and inter-religious cooperation and humanitarian projects and humanizing become more effective and more eternal in creating social resilience in a multi-cultural society in Indonesia. Key words: Indonesia, Multiculturalism, religious, Tolerance [43] 1. Introduction The development of post-modernism and globalization in the context of social relation affects several aspects of life including the structural, cultural, and behavioral aspects. Some of the structural changes include the democratization urgency and autonomy based on the cultural identity. The cultural changes show the development of pluralism and multiculturalism at the same time. While the pluralism emphasizes the equality of several different cultures and ethnics including religion, multiculturalism emphasizes the importance of co-existence of many different cultures. -
The Rise of Money and Class Society: the Contributions of John F
Working Paper No. 832 The Rise of Money and Class Society: The Contributions of John F. Henry by Alla Semenova* State University of New York, Potsdam L. Randall Wray† Levy Economics Institute of Bard College February 2015 * [email protected] † [email protected] The Levy Economics Institute Working Paper Collection presents research in progress by Levy Institute scholars and conference participants. The purpose of the series is to disseminate ideas to and elicit comments from academics and professionals. Levy Economics Institute of Bard College, founded in 1986, is a nonprofit, nonpartisan, independently funded research organization devoted to public service. Through scholarship and economic research it generates viable, effective public policy responses to important economic problems that profoundly affect the quality of life in the United States and abroad. Levy Economics Institute P.O. Box 5000 Annandale-on-Hudson, NY 12504-5000 http://www.levyinstitute.org Copyright © Levy Economics Institute 2015 All rights reserved Abstract This paper explores the rise of money and class society in ancient Greece, drawing historical and theoretical parallels to the case of ancient Egypt. In doing so, the paper examines the historical applicability of the chartalist and metallist theories of money. It will be shown that the origins and the evolution of money were closely intertwined with the rise and consolidation of class society and inequality. Money, class society, and inequality came into being simultaneously, so it seems, mutually reinforcing the development of one another. Rather than a medium of exchange in commerce, money emerged as an “egalitarian token” at the time when the substance of social relations was undergoing a fundamental transformation from egalitarian to class societies.