300 words answering each of the 4 activities (1200 words in total) this must include at least one APA7 formatted reference for each activity.
To receive a grade of satisfactory:
• Referencing must be in APA7 formatting
• All activities are within +/- 10% of the 300-word limit
Activity 1
The course looks at your learning over the duration of the Bachelor of Social Science (BSS), reflecting on social science as an intellectual enterprise. This task returns to the beginning and considers what sociology is and why it is a “reflexive discipline”.
Read, the excerpt “What is Sociology?” in R Van Krieken et. al., Sociology (pp. 2-5), 4th Edition, Pearson, 2010 and write responses to the following questions:
http:
li
ary.acap.edu.au/StudentDownload.asp?FName=/nonMASS/Social_Science_Integration/3051EB201505/Section01_02_VanKriekenEtal.pdf
1. What are the differences between a sociological and a psychological perspective?
2. What is “the sociological imagination”?
3. What is meant by the idea that sociology is a reflexive discipline?
Activity 2
Socialisation and class
Part of understanding sociology, is to understand the influence certain forces have over our lives. Some influences are so normalised that they hardly seem problematic. This normalisation occurs, in part, through socialisation.
Watch this video of highlights from the wonderful ‘7 Up Series’:
https:
vimeo.com/ XXXXXXXXXX
P.s. if you do not know what it is, you can find out about it here: https:
en.wikipedia.org/wiki/Up_(film_series)
In a way, this whole series illustrates the power of norms and socialisation (strongly overlaid by class).
1. What does this series (or highlights) say about norms (particularly, gender and class) and socialisation?
2. What other core concepts are applicable here?
Activity 3
We can integrate our learning at both the disciplinary and the conceptual level by linking the psychology of development to a social theory about the development of contemporary western society. This helps us to think in two registers the micro or individual and the macro or societal. In this section, we will read an article that compares psychological and sociological theories regarding “individualization” with a view to integrating these perspectives. As Côté and Schwartz note, “Acknowledging and capitalizing on these parallels may provide a vehicle for formulating a more comprehensive, integrative perspective on identity.”
Read Côté, E. J., & Schwartz, S. J XXXXXXXXXXComparing psychological and sociological approaches to identity: Identity status, identity capital, and the individualization process. Journal of Adolescence, 25(6), 571–586 and answer the following questions.
http:
li
ary.acap.edu.au/StudentDownload.asp?FName=/nonMASS/Social_Science_Integration/3051EB201505/Section03_01_Cote.pdf
1. What are the four stages of adult maturation identified by the authors?
2. What is the sociological concept of “individualization” and how can it be distinguished from the psychological concept of “individuation”?
3. What is meant by “default individualisation” and how does this come about?
4. What is the “identity capital” model and how does it combine the insights of both psychology and sociology?
Activity 4
Joan Acker has studied organisations and their reproduction of gender and, more recently, race and class inequality. In this paper she outlines her intersectional understanding of “inequality regimes” in the workplace with a view to ameliorating inequality.
https:
classes.navitas-professional.edu.au/pluginfile.php/394541/mod_book/chapte
194505/Acker_2009.pdf
1. Acker suggest that “inequality regimes” is a better metaphor than the “glass ceiling” for the inequality that women and minorities face in organisations. Explain her rationale for this shift.
2. What distinguishes Acker’s approach as intersectional?
3. Describe the key components of inequality regimes.