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Social stratification in our society
Social stratification in our society
Socialization and stratification
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Social stratification and diversity is found in most societies around the world. These ideas are explored in Andy Furlong’s book Youth Studies: An Introduction chapter “Divisions in Youth” and C. Welti’s “Adolescence in Latin America: Facing the Future with Skepticism”. Furlong begins his chapter by stating the various forms of social inequality that are found across societies, including class, gender, race, ability, sexuality, and youth. Although Furlong includes youth as a factor of social inequality, he discloses that youth is a temporary form of discrimination unlike the other constructions previously mentioned, nevertheless still involves “state-sanctioned denial of various rights” (25). Furlong emphasizes that one’s unique location within …show more content…
Welti prefaces his work with a survey conducted by UNICEF, which found that the youth of Latin America think that they will have a better future than their parents while simultaneously believing that their countries will be a worse place to live (276). This fact provides a jumping off point Welti’s research and analysis, in which he concludes that the future for Latin American youth will be dismal when the statistics behind educational attainment, job placement/security, family/peer relations, sexual/reproductive behavior, and violence are examined. His findings conclude that the disconnection between gaining access to higher education and a lack of employment opportunities for the growing population of youth has constrained their dreams and aspirations, which has forced youth into a state of frustration and crime (292,294,300). Welti’s findings are useful for considering the hardships many Global South youth face; however, the youth in Latin America are in a precarious position; in which they are demonstrating characteristics of emerging adulthood similar to the youth of the Global North. The strength of Welti’s article lies in his use of statistical evidence; however, he ends up generalizing the experiences of Latin American youth in the
In Bettie’s analysis of Mexican-American and white girls, she finds that race, gender and class are extremely crucial in the outcomes and futures of these girls. The unmentioned and hidden effects of class, race, and gender provide the explanation for much of the inequality seen between the white middle-class girls and Mexican-American working-class girls. Much of this inequality is itself perpetuated within the school system, both by the faculty and students.
He provides us a with a depth overview of a three-year study of 40 minority youths, 30 of whom were previously arrested. The study was done in Oakland, California. Rios give us a clear overview inner city young Latino and African American. Rios emphasize on the difficult lives of these young men, who are faced with policies in their schools, communities, and policing. Importantly, he gives us a clear understanding
The Latino Generation: Voices of the New America is a book written by Mario T. Garcia. This book tells the individual life stories of individual Latino Americans all attending the same class at University of California, Santa Barbra. The book discloses stories and events told by 13 students each who narrate from first person and give us a brief description of their life. The book is composed of 13 sections with an additional introduction and conclusion (Garcia, Kindle). Within this reflection I will describe the key points within this book and compare the stories within this book not only to each other, but also to additional stories of Latino Americans and how Garcia’s book rids the general public of misconception of Latinos.
In Lives in Limbo, Roberto G. Gonzales dissects the disastrous effects of US immigration policy on young Latina/os struggling in the often untouched, unnoticed, uncared for, American underbelly. Through a striking ethnography, Gonzalez examines 150 illuminating case-studies of young undocumented Latina/os, shedding light on their shared experience in the struggle for legitimacy in the United States - their lives, effectively, in limbo. He develops two major groups with which to classify the struggling youth: the college-goers, like Cesar, who received strong marks in high school and was able to land himself a spot within the UC system, and the early-exiters, like Silvia, who was unable to attend college, resigned to a paranoid life plagued
Most people want to feel like they fit in, but for refugees and immigrants, that feeling was even more important. “Young refugees and immigrants... were caught between the world of their parents and the new world of their friends and schoolmates” (105) and had to choose whether they would vie for the approval of their peers or their family. One young boy on the Fugees soccer team refused to cut his hair because his peers thought it was cool, and ended up being kicked off the team (111). Other young refugees in Clarkston gave in to the allure of gangs, and ended up in a cycle of violence and crime, just for a sense of belonging and safety. “Gangs… promised both belonging and status”(105) and provided a way to become American, despite all the trouble and anguish they put their members in. As adolescents between worlds, young immigrants experience a heightened sense of liminality, when a person “becomes neither here nor there” (221), and struggle with finding out who they are and where they
The novel “Women Without class” by Julie Bettie, is a society in which the cultural you come from and the identity that was chosen for you defines who you are. How does cultural and identity illustrate who we are or will become? Julie Bettie demonstrates how class is based on color, ethnicity, gender and sexuality. The author describes this by researching her work on high school girls at a Central Valley high school. In Bettie’s novel she reveals different cliques that are associated within the group which are Las Chicas, Skaters, Hicks, Preps, and lastly Cholas and Cholos. The author also explains how race and ethnicity correspondence on how academically well these students do. I will be arguing how Julie Bettie connects her theories of inequality and culture capital to Pierre Bourdieu, Kimberle Crenshaw, Karl Marx and Engels but also how her research explains inequality among students based on cultural capital and identity.
In the book Punished by Victor Rios, he presents the argument that the consistent labeling by every state run institution that cast young Latinos as criminals or cast “at risk youth” expected to commit crimes is symptomatic of the social structures that creature the criminalization process of young Latinos. Non-state institutions as well as parents, who often seek help from them, are often advised to become policing agents at the encouragement of the authorities, hence becoming part of what Rios calls the “Youth Control Complex” that focuses solely on punitive measures. Parents often feel compelled to obey the dominate discourse provided by the youth control complex which sends the message, “Your child is a deviant, your child needs to be scrutinized and policed, and when your child acts negatively in any kind of way, such as dressing like a ‘thug,’ you need to call probation and police.” (Rios , p. 83) Labeling such as this creates over policing which in turn creates a symbolic violence in the criminalized youth.
In the 1900’s, within an eighty-year period, the rights of humans in Latin America were a part of many movements and society overall. Universal suffrage is a phenomenon. Many different philosophers and rulers contributed different perspectives in relation to rights of the individual over this course of time. Specific historic events influenced ways in which people were deemed equal or represented. Movements of ethnic and cultural pride, involving political figures, were of great importance.
Above all else the ten Latino boys Richard Mora observes over this time, have a want for control. Mostly control of their social identity; however, due to various social inequalities and differences that come attached to being working or poor class Latino children in urban areas, the boys are forced to overcompensate and exaggerate the one favorable aspect and privilege they have: Male privilege. The socialization of this happens early on and in certain cases has to if the boys even expect to survive contently in their social environment or even get half of the recognition their white male peers receive.
In addition, most of these children Nazario interviewed, almost half lived in dangerous gang territories and were exposed to life threatening situations, “Of the 322 minors I interviewed, 145 have at least one gang in their neighborhood, and about half of these live in a contested gang territory. They report hearing gunshots nightly and are often afraid to walk even two or three blocks from their home since they fear crossing an always changing boundary” (Nazario, ###). Children decided they must leave their home country and chose to go to where they had family, because they feel unsafe and they have the necessity to escape the danger that entraps them in a never ending cycle of violence; this is why DACA plays an important role assisting these individuals.
My object of study is Hispanic women experience inequality in education due to the social constructs of subordination of women and Hispanic culture. Historically women have been conditioned with a patriarchal system, which a woman’s domain should be at home, to be a homemaker. The ideology of inferiority can and will justify the deprivation of natural born rights. During the progressive area and women’s rights movement women wanted to be seen as people, they wanted to have rights to own property, negotiate wages, legal documents, access to birth control, and the right to vote, those women who had the voice to deal with these issues were white upper and middle class women. During this time Hispanic women, amongst other minorities, were fighting battles against racism, segregation, exploitation in the work force, access to a good education, and oppression through Hispanic culture. It is not just a struggle to be Hispanic overcoming the inequalities within the education system but to be a Hispanic women within the education system has greater disadvantages. This case study will investigate what forces contribute to the inequality within the education system for Hispanic women in the United States.
In other industrialized nations, teenage turmoil was a fraction of that seen in the U.S. The author proposed that turmoil was the result of infantilizing- a phenomenon largely attributed to American culture. When treated like adults, teens are capable of rising to the...
According to Steinberg (2014) adolescents is a time of growing up, of moving from the immaturity of childhood into the maturity of adulthood, of preparation for the future. It is a period of transitions: biological, psychological, and social. Adolescence can begin as early as ten years of age and not end until the adolescent is in their early twenties. It is important to note that adolescent development occurs at different times for each individual. Therefore, students in the same grade that are around the same age may be going through different developmental stages of adolescents. The purpose of this analysis paper is to discuss the different stages of adolescent development, how they affect the maturity of the students and to determine
“Definitions of ‘youth’ in Western societies usually refer to the life stage between childhood and adulthood, the transitional period between being dependant and becoming independent” (Kehily, 2007). The age of this transition can be best defined by the House of Commons as starting at 16 and ending at 24 years old (2013). This transition from youth to adulthood has altered considerably in recent years; the traditional norms and values that youth once followed are no longer respected or easily attained. Current youth have very different life styles and expectations, consequently; adolescents are taking longer to complete the transition into adulthood. Twenty-five years ago the traditional norms we...
“The youth[s] are actors in their own right. They make decisions, they accept the consequences of their choices, and they hold very strong opinions, all of which reflect the belief that children are capable and often very sophisticated beings” (Castro, 2005: 223). As such, they are able to develop and grow. The children are future adults. These children help create the structure and subsequently have to return it in order for them to enter the adult world in the future. The fact that the children are able to go from active agents back into structure institution illustrates that it is a fluid