C. Wright Mills Sociological Imagination Analysis

At the core of C. Wright Mills’ sociological imagination concept is the intention for individuals to understand the external and larger historical scene in his or her period (in time), and thus better grasp both public and private issues as “minute points of the intersection of biography and history within society” (Mills, 1959). The introduction of this notable concept has proved C. Wright Mills to be one of the most influential American sociologists to date, as this has revolutionized the way we perceive and evaluate individuals’ predicaments or, not necessarily always tainted with a hint of negative connotation, circumstance in society and life. In the same spirit, the sociological imagination serves to remind individuals that they are not

There has also been a considerable amount of debate surrounding the issue of SAP schools resulting in students from different racial groups starting off on unequal footing in society (Yong, 2016). This heated discussion could be attributed to how such students’ ascribed statuses as race, ethnicity or parents’ occupations prevent them from even being considered for the programme in the first place, as there remains an admission criteria to which SAP schools must adhere in admitting pupils (Sim,

This served as a form of motivation for us as we knew that our input would eventually lead to a fair outcome or in this sense, “rewards”. Borrowing the concept of J. Stacy Adams’ Equity Theory (Al-Zawahreh & Al-Madi) (in the context of an organization), the rationale of this system was to allow us to perceive our inputs as resulting in a fair outcome and hence serving as motivation to (in this context) study and do well.

One of the clear frameworks we can observe here is how positive sanctions were “imposed” to create a nonmaterial culture of getting good examination grades to remain competitive in Singapore society. Even though the positive sanctions we were given as children could be deemed insignificant, they did result in a certain mentality in us that the norm of Singapore’s education system was its heavy emphasis on doing well in school to succeed in the