Welcome back Year 2 Sociologists Year 2 Sociology

Welcome back Year 2 Sociologists!

Year 2 Sociology For A-Level or Year 2 – we cover an additional paper, as well as the other two you have learnt in Year 1: AQA Specification: Paper 1 – 33. 3% (2 hrs) Education Methods in Context Research Methods Paper 2 – 33. 3% (2 hrs) Culture and Identity Beliefs / The Media Paper 3 – 33. 3% (2 hrs) Crime and Deviance Theory and Methods All short answer and extended writing questions – these will be increased to 30 marks next year Charlotte Russell Bilton School

Housekeeping… • Keep your folders/booklets/notes from last year – may be worth organising them now, you won’t have time next year • Keep your notes safe for next year, even if you are thinking of dropping Sociology – you may be surprised at your Sociology result! • Although you may have lost all motivation, these next few weeks are very important – we are doing content now that we won’t have time to do next year so please try your best and at least stay awake!

Paper 3: Crime and Deviance with Theory and Methods � For the Paper 3 exam you will have: �Section A: Crime and Deviance �Section B: Theory and Methods � For Section B – you will have 2 questions � 10 mark research methods question � 20 mark theory question (you will have an Item) We are starting with this….

Functionalism Year 2 �Objectives: �To review structure vs. action theory �Examine key functionalist concepts �To describe the main features of the functionalist view of the social system

What analogy can you use to represent functionalism? Make a Play-Doh model which represents what you understand about functionalism… Work in pairs – be ready to explain your analogy.

Present new information: In the Paper 3 exam – you will be expected to complete a 20 mark essay for theory which will have an Item. The question will look like: Using material from Item A and your own knowledge, evaluate the usefulness of functionalism to our understanding of society (20 marks) How could you go about answering this? ?

Functionalism: Functionalism is traced back to Durkheim and Parsons. It is a macro, structural theory. It is also a consensus theory. What do these terms mean? ? ?

Functionalism: Consensus theory is where Consensus theory: society has an agreement about the core beliefs, norms and values of society. Can you give an example of an agreement we have in society? What would happen if we didn’t have an agreement of beliefs, norms and values?

TASK: Summarise the main functions of education according to the Functionalists � Functionalism and education • • A sense of solidarity Teaching specialist skills Promoting meritocracy Role allocation – selecting and allocating pupils to their future work roles

Construct… • You are stranded on a desert island, there are 9 other people also stranded (10 in total) one of the islanders is Durkheim… • How would Durkheim create a new society? • What would his main ideas be? • Would everyone work together? Would there be social cohesion? • What will happen if people don’t share the same goals/values according to Durkheim? • Can you name any common shared values/norms? • Include the following: value consensus, socialisation, norms, beliefs, social integration, social control, division of labour.

Durkheim and functionalism: Successful socialisation into the value consensus Key term: Value consensus People in society have shared goals, roles and norms which enable people to operate. People share the same values and goals

Durkheim and functionalism: Successful socialisation into the value consensus How can education promote social integration? • Durkheim believed that subjects such as history, language and religious education link the individual to society, past and present, by promoting a sense of pride in the historical and religious achievements of their nation. • Durkheim argued the main function of religion is to socialize society’s members into value consensus by investing certain values with a sacred quality.

Durkheim and functionalism: Social Control: • Once members of society have been socialised into values, they need to be regulated by having social control (formal and informal) • Without social control, society would be disordered.

Specialised division of labour Education encourages learning skills and attitudes through exams and qualifications so that we can work in jobs that suit our abilities; families encourage us to commit to a career. We can therefore make our own valuable contribution to society – working within the various social institutions. Durkheim believes this is weaker in modern life. Why?

Review: Complete this table in groups: Socialisation into the value consensus: Social integration Social control: Division of labour:

Parsons: Parsons using the organic analogy to explain society… …what is this? ?

Parson’s Functionalism group task 1. Group 1: Organic analogy & Social order and the integration of individuals 2. Group 2: The social system 3. Group 3: Functionalist prerequisites: Parson’s GAIL model 4. Group 4: Pattern variables and types of society

Construct: In small groups – you are going to learn a section of Parson’s theory. You will create a teaching aid of this information which will be used to teach the other groups – each person needs a role!!! You need to prepare: An explanation of what it is An image An example

Parsons: society as a system

Parsons: value consensus and social order Parson’s central question is: “how social order is possible? ” “How are individuals able to cooperate harmoniously? Ø Social order is achieved through a central values system or shared culture: a set of norms, values, beliefs and goals shared by society. Ø What does Parsons call these? Ø Value consensus: the glue that holds society together

Parsons: integration of the individual Value consensus makes social order possible by integrating individuals into the social system and directing them towards meeting the system’s needs. For Parsons, the system has 2 mechanisms for ensuring individuals conform to shared norms and meet the system’s needs: In groups, explain how socialisation occurs and link this to social control… Socialisation: Key Term: Socialisation The process by which an individual learns or internalises the culture of society. There’s primary and secondary socialisation Social control: Key Term: Social Control The means by which society tries to ensure can be formal or informal. Positive/negative sanctions.

Parsons: integration of the individual Social control: Socialisation: Through socialisation in Positive sanctions reward conformity, negative the family, education, ones punish deviance. work etc. , individuals internalise the system’s e. g. educational success = degrees/qualifications; norms and values so Those who deviate (drop that society becomes out of school) = part of their personality stigmatised as layabouts structure Socialisation and social control ensure we each follow society’s shared norms, and this enables others to predict our behaviour with confidence which makes cooperation easier: they are motivated pursuing society’s goals

Parsons: integration of the individual

Orderly life is then possible as people’s behaviour will be stable and predictable and they will be motivated towards pursuing society’s goals. What does Parson’s mean by value consensus? How does this create social order?

Parsons: parts of the social system Parsons’ model of the social system is like a series of building blocks: � Individual actions (at the bottom) – each action we perform is governed by a system of specific norms/rules � Status-roles – are ‘clusters’ or sets of norms that tells us how the occupant of a status must act e. g. teachers must be knowledgeable � Institutions – are clusters of status-roles e. g. the family is an institution made up of roles such as mother, father � Sub-systems – groups of related institutions, e. g. shops, farms, factories form part of the economic sub-system � Social system – sub-systems together make up the social system as a whole

Parsons: parts of the social system � Using page 222: create an analogy for the parts of the social system… what is Parsons’ model of the social system compared to? � Remember you need to explain this in detail to the other members of your group…

GAIL schema Ø Society is a system with its own needs. But what are the systems’ needs? Ø Parsons identifies 4 basic needs (GAIL), each need is met by a separate sub- system of institutions: ØG – Goal attainment. Society needs to set goals and allocate resources to achieve them (political sub-system, e. g. Parliament) ØA – Adaptation of the environment to meet people’s material needs (e. g. shelter, food) (economic sub-system) ØI – Integration. The different parts of the system must be integrated together to pursue shared goals (sub-system: religion, education, media) ØL – Latency. Refers to processes that maintain society over time. The kinship sub-system provides ‘pattern maintenance’ and ‘tension management’ ensuring individuals are motivated to continue performing their roles.

Parson’s GAIL schema Instrumental problems: Setting and achieving social goals, adapting to and achieving basic needs for survival. Prerequisite or system need Description/explanation Sub-system Goal attainment The selection and definition of a society’s priorities and aims/goals, and providing the means of achieving them. E. g parliament and the government set the goals by making and carrying out policy decisions and provide the means of achieving them by allocating resources raised through taxation. Political system e. g political parties, pressure groups, government, parliament and state agencies. Adaptation Adapting to the environment and providing the basic material necessities for continued human existence and sufficient resources to achieve valued social goals. Economy For example, organisations like factories, financial institutions and shops concerned with economic production.

Parson’s GAIL schema Expressive problems: maintaining efficient cooperation and social solidarity; managing conflicts and tensions between individuals. Prerequisite or system need Description/explanation Sub-system Integration Coordinating all parts of the system to achieve shared goals, with people having a sense of belonging to society. Socialisation into shared beliefs, values and goals promotes social harmony and solidarity with social control to prevent deviance. Cultural/community organisations. For example, the mass media, education and religion socialise individuals into conformity to social norms and values and the criminal justice system and other social control agencies restrict any threats to social order. Latency (or pattern maintenance) Minimizing social tensions and interpersonal conflicts which might prevent individuals and society working efficiently, and preserving/maintain commitment to culture and pattern of values Family and kinship For example, the family is a key agency of socialization and social control: a place to recharge batteries, let off steam and escape and recover from the stresses and influences of daily life outside the family.

Parson’s types of society Parsons sees two types of society, each with its own typical pattern variables or sets of norms: �Traditional societies �Modern societies You may need to look up some of these key terms in the textbook! Further info on page 222

Parson’s types of society Traditional societies: • Faming and agriculture • Ascribed status (fixed at birth, not to do with what you have achieved • Diffuseness: relationships have a broad range of purposes e. g. on the family farm – relatives are also workmates • Particularism: norms emphasise treating people differently e. g. employing someone just because they’re a relative • Affectivity – immediate gratification of desires, e. g. leaving school early to start earning • Collective orientation: putting the groups interests first Modern Societies • Achievement status is based on performance such as effort in education – i. e. what you do, not who you are or who you know • Specificity - relationships are narrow and limited to specific purposes (e. g. lawyer and client) • Universalism – Norms emphasis everyone being treated the same (e. g. giving the job to the best qualified person) • Affective neutrality – Deferred gratification e. g. staying on at school • Self orientation – individualism, pursuing one’s own self interest.

Parsons: Types of society Parsons sees two types of society, each with its own typical pattern variables or sets of norms: �Traditional societies �Modern societies TASK: Match the society with the correct pattern variables… (use two different colours to colour code)

T T M M M T T M M T

Elaborate: TEACH each other your section – make sure each group has their section filled in their booklet. You will be quizzed on this later!!

Parsons: Social change � Change is a gradual, evolutionary process of increasing complexity. Just like organisms, societies must move from simple to complex structures: � Parsons calls this structural differentiation – a gradual processes in which separate, functionally specialised institutions develop, each meeting a different need. Institutions evolve as they produce different needs: �e. g. Industrialisation occurs in the institution of work needs a better educated workforce to cope with new skills; therefore the education system evolves to limit the potential disruptive effects of anomie. � Gradual change occurs through dynamic equilibrium: as a change occurs in one part of the system, it produces compensatory changes in other parts e. g. a change in industry can bring about a change in the family

Parsons: Social change �If there are two types of society, how do societies change from one to the other?

The move from an agricultural society to a industrial society The rise in industry brought about a change in the family Extended family from an extended family to ty. e i c o s ral) nuclear family u t l ricu Explain the reasons behind g a ( ily nal m ngfamily o i a e i this change in r f r t i u u r d d t a l a u y e r l t c IN ic of a t in agri d socie the nuc structure t is. D elp tte cause rk. i r h o f e U o w t t t for wn bes mily be arac eeded S T h h y l c c i r is a once n ar fam. RId. Aed fa sea their o atus. y o l i t e n d st e LI le cl am rs n t i e u f b e x f n a b b i d e e e SA and s to to ascr e end ily mem hat th han the e i t l l i i x T b • E e fam ved t fam mo eir. IO rt red i e y. l u h n l e g q i t o a Lar on bel ion ra ucti raphic nt of th s no. Nt re d o t s r • Par trialisa it of p re geog epende ily i m a s n f o indu s as a u ily is m o be ind s. The k t tion i wor lear fam need s o le al p i c o • Nuc g peop n nd s u a o s Y n • tio a p u occ Nuclear family

How do functionalists see negative events in society? Discuss in your groups for 3 minutes…

How do functionalists see negative events in society? Discuss in your groups for 3 minutes… • Functions of the human body all serve a purpose in society • E. g pain in the body is the body telling you that something is wrong • Parts of society also malfunction, families break up, riots, crime – functionalists would say that this serves a purpose • Crime for example can lead to a useful reaction in society, leading to other members of society also not committing crime • The shootings in Orlando were of course horrific, but functionalists would see that it has promoted social solidarity, and has brought people together.

Preparation for learning 1. 2. 3. 4. 5. 6. Quiz What is the term given for the definition “a state of chaos” Identify the 4 needs in the GAIL schema Identify and explain 2 ways that individuals are integrated into the social system (think social order) What building block am I according to Parsons: “I am a cluster of status-roles” Explain one norm pattern variable (norm) of a traditional society and one pattern variable norm of a modern society Explain ‘dynamic equilibrium’ in terms of social change

Preparation for learning 1. 2. 3. 4. 5. 6. Quiz – Answers: Anomie Goal Attainment , Adaptation, Integration, Latency Socialisation – helps us internalise society’s norms Social control - Positive sanctions reward conformity, negative ones punish deviance Institutions Traditional - Ascription/ diffuseness/ particularism / affectivity / collective orientation Modern – Achievement / specificity / universalism / affective neutrality / self orientation Change to one institution in society (e. g. Work) will bring about a change in another institution (e. g. Education – skills training)

Functionalism Lesson 3 �Objectives: �To evaluate functionalism �To understand how to answer 20 mark essays

Present new information � Functionalists claim that institutions or sub-systems can be viewed as either functional or dysfunctional. For example, deviance can be functional (by reinforcing social solidarity) and dysfunctional (since society's needs can only be met if individuals conform). Watch the programme ‘Skint’ and apply either the functionalist perspective to the situation and evaluation of it. https: //www. youtube. com/watch? v=YO 0 l 68 Zk. Zt. M

Imagine this box represents Functionalism. Some criticisms of Parsons have come from WITHIN the Functionalist School, whilst others have come from OUTSIDE. Functionalism

Construct The most significant criticisms of Functionalism come from Robert Merton. He was a functionalist and criticises three key assumptions of Parsons. sitive o p e v a h ent m y o l p m e oes un– decode for: 3 internal criticisms and TASK: In. Dpairs sthe n o i t c n u f summarise into your booklet? – make sure you: hole w a s a y • Include what ociet of functionalism does it challenge • Sarea • Explain why it challengesythis area of functionalism ? d e o mpl • The une

Merton’s Evaluation of Parsons Create Play-Doh representations of Merton’s 3 key criticisms… Indispensability Functional unity Universal functionalism

Preparation for learning: In small groups – you are going to create a play-doh model to represent an evaluation point (some you saw last lesson, some are new). You need to be prepared to explain it to the class and why it challenges functionalism.

Internal criticisms: � Manifest and latent functions – Merton suggests that Parsons fails to realise the difference between manifest (intended consequences) functions of latent (unintended consequences) of these actions. Therefore Merton reveals hidden connections between actions which actors may not be aware of. �e. g. a hospital has the manifest functioning of dispensing healthcare, but a latent function so that is provides a means for those who work there to meet potential marriage partners. It can also have a dysfunctional side such as spreading infection TASK: Complete the task at the bottom of the page EXT: Take the idea of manifest and latent function and apply these functions to schools, funerals and weddings

External criticisms: � While Merton’s criticism came from within functionalism, may less sympathetic writers have attacked it from the outside. We can divide these criticisms into 4 kinds: � Logical criticisms � Conflict perspective � Action perspective criticisms � Postmodernist criticisms TASK: In groups of 4, you are going to take responsibility to learn and prepare a revision aid for your criticism. Re-write this criticism in your own words (this will help you to teach/explain this later on) and provide an image to represent the information. Page 224 of old book

Further evaluation: Strengths Weaknesses • It recognises the importance of social structure in understanding society, how it constrains individual’s behaviour and how the major social institutions, like the family, education and the economy, often have links between them. • It provides an explanation for social stability, and why most people generally conform to the rules of social life. • Functionalists can’t explain periods of rapid social change as it does not explain social change very effectively as socialisation, value consensus and social control contribute to social stability and conformity should limit social change.

Conclusion � Functionalism seeks to answer the fundamental question of how social order is possible – even if the answer neglects conflict and is too deterministic. � It can also be said that Merton’s move away from Parsons ‘grand theory’, his notion of dysfunctions, and his distinction between manifest and latent functions all provide a good starting point for further research. � Craib (1992) notes that Parsons theory ‘has its faults, but at least it is a theory of society as a whole’.

Its over deterministic – suggesting that behaviour is wholly determined by social factors. What about the choice of the individual? Are we really puppets on strings pulled by the social system? The action approach believes that individuals create society not the other way around. Marxists: society is not a harmonious whole, its based on exploitation. Stability is just the dominant class being able to prevent change by manipulation What about people that resist the process of conformity? How do we explain their behaviour. Evaluation of functionalism What about domestic violence and other social functions that are not beneficial to society. Postmodern societies are more likely to have conflict – meta narratives are no longer relevant in postmodern societies as they are fragmented.

Potential Exam Question… Change the question on page 11 to the following: “Applying material from Item A and your own knowledge, evaluate the usefulness of functionalist approaches to our understanding of society (20 marks)” Structure: � Brief intro… (what is functionalism? ) • Outline Durkheim • Evaluate Durkheim – conflict perspectives e. g. Marxists, action perspectives etc. … • Outline Parson’s • Evaluate Parson’s using Merton – there is criticisms both inside and outside of functionalism • Conclusion – does functionalism contribute to our understanding of society?

Apply � You need to now condense this information into a revision sheet, including detailed evaluation.

Eye on the exam Example question: Assess the strengths and weaknesses of the functionalist approach to society (20 marks) � Start with Parson’s ideas, analysing functionalism’s key concepts and showing how they fit together. Focus on the organic analogy, concepts of function and system needs, value consensus, social integration, socialisation and social control. Outline the different parts of the social system (roles, institutions etc) and the GAIL model. � You should evaluate Parson’s model from a variety of perspectives. Begin with Merton’s criticisms (indispensability, functional unity and universal functionalism) and his ideas of functional autonomy, dysfunction and manifest and latent functions.

Review Merton’s internal critique 3 key assumptions External critique Logical criticisms Conflict perspective Manifest and latent functions Action perspective Postmodernist TASK: Write as much as you can remember on these criticisms of the functionalist perspective of society