Society and culture

The Social and Cultural World Unit

The Nature of

1.0 The Nature of Society and Culture

• This first section of the Society and Culture course is designed for students to learn the language and approach of Society and Culture.

• By learning the language and approaches of Society and Culture it enables students to develop SOCIAL AND CULTURAL LITERACY.

• Social and Cultural literacy is a set of skills a student acquires to simply recognise and accept differences without making value judgments and to be able to research effectively. It is summarised in the following diagram:

1.1 Society and Culture is Conceptually Based

• The first step in developing Social and Cultural literacy is to

learn the language of Society and Culture- The Concepts.

• Society and Culture is different from many subjects that you

have done as it has concepts that you need to understand

rather than facts to memorise.

• At first you need to learn the FUNDAMENTAL CONCEPTS that

underlie the whole Society and Culture course.

• Then it is expected that you learn additional concepts

throughout each unit.

• ONCE A CONCEPT IS LEARNED YOU NEED TO BE ABLE

TO APPLY IT AS MUCH AS POSSIBLE right up to and

beyond the HSC exam.

• Once you identify an issue you should be able to describe and

explain it through the concepts.

The Simpsons- an introduction to the Society and Culture Course Concepts“Bart Gets an F”

Persons

1 Describe the roles and status of each of the following characters in this Simpsons episode.

a) Bart

b) Marge and Homer

c) Ms Krababble

d) Martin

e) Otto

Society

2 What are the different social groups Bart interacts with each day and what are the factors that make him a member of the groups?

Culture

3 What culture is the Simpons parodying?

4 What evidence is there to suggest that this the culture in which it is set?

5 What are some core values and beliefs that are potrayed in the Simpsons family?

Environment

6 Describe the area where the Simpsons live.

7 What if the Simpsons were set in a rural area, would the characters interactions and personalities be any different? Why/Why not?

Time

8 This episode first aired in 1990. Hasve many things changed in 20years in the society Bart is potrayed in?

9 Is schooling still the same for many people?

Power

10 How does Martin’s personality change? Why would he allow this to occur?

Authority

11 Why is Ms Krabapple able to keep Bart in the 4th grade even though Bart does not want this to occur?

12 Who are some other people who are allowed to make decisions on Bart’s behalf?

Gender

13 What role does Marge play in the Simpons household?

14 What role does Homer play in the Simpsons household?

15 What sex is often perceived as mischievous in the Simpsons?

16 What sex is portrayed as responsible?

Technology

17 List some technologies that have influenced the work and leisure of the Simpsons family.

The Fundamental Concepts of Society and Culture

Interactions of the Compulsory and Additional Concepts.

Environment

Persons + Society + Culture

Gender Authority

Power

Technology

Time

The Fundamental Concepts

Concept My Definition Actual Definition

Persons

Society

Culture

Environment

Time

Concept My Definition Actual Definition

Power

Authority

Gender

Technology

PERSONS: This refers to the individuals who make up a society. What is

important is that every person, regardless of commonalities they have with

everyone, are unique and have different roles and status within a society.

SOCIETY: This concept refers to the way people interact with each other and

organise themselves based on commonalities. Another term used is Social

Group, as it is the groups, networks, institutions, organisations, and systems

that people use to link themselves with other people.

CULTURE: This concept generally refers to the values, arts, technology, laws

and beliefs that bind a society together. Culture can include artefacts

(physical expressions of their society-tattoos, clothing, buildings etc) and

mentefacts (non-physical- values, beliefs, customs etc)

ENVIRONMENT: This concept generally refers to the physical and

psychological setting of a society. Physical may include rural or city

environments, whereas psychological could include growing up in a violent

home.

TIME: Time is a constant in all societies and cultures. In our western way of

thinking we choose to measure it in the linear model of past, present, and

future. In Society and Culture time refers to continuity and change.

POWER: The easiest way to understand power is to think about what it is

that allows people to bring others to do things they may not normally do. It

involves a capacity to influence others to follow a course of action or a point

of view they would not otherwise follow. Think of peer pressure.

AUTHORITY: Authority implies a legitimate use of influence and

or/persuasion. Someone in authority has permission (implied or directed) to

make decisions; someone in power would make decisions regardless of what

those affected by the decision think.

GENDER: This concept refers to how society constructs the differences

between men and women. It is not the physical differences but the values

society places on those differences. For example, society accepts males as

tough and boisterous while women are seen as meek and shy. These beliefs

only have meaning because society gives them one, not because they are

based on facts.

TECHNOLOGY: Technology means the tools that make life easier for both

work and leisure. Some societies have simple tools whereas others

completely rely on sophisticated tools.

Concepts of Micro and Macro Worlds

• Your Micro World is your immediate sphere of influence.

• It includes all the people, groups, social settings, and

experiences that you interact with and see first hand.

• Your Macro World is the sphere of indirect influence.

• It includes laws, governments, governing bodies, media, cultural

expectations, big business, world events that you do not directly

participate in, but they continue to have a significant level of

influence on you.

My Micro World

My Macro World

My Micro World

My Macro World

Homework- Applying the Concepts to the Social Environment of a SchoolDue:

Persons

1) List the key people that make up a school and describe their roles?

2) What other key people could influence a school?

Society

3) Of the people who you interact with at school:

a. Who would you interact with outside the school setting? Why?

b. Who would you NOT interact with outside the school setting? Why?

4) What are some common things you have with all the people in the school setting?

Culture

5) What are some physical (artefacts) signs in a school that display our culture?

6) What are some common beliefs and values (mentefacts) that most people at school share?

Environment

7) Describe the physical setting of the school and the area students are drawn from.

8) What is the psychological environment like at St Mary’s? Is it different to your previous school?

Time

9) How have you changed through your junior high school years?

10) What has remained the same?

Power

11) Describe an instance of a situation at school where you were pressured to do something you would normally not do. Why did you do it??

Authority

12) What people have the right to make decisions on your behalf in relation to school?

Gender

13) What evidence is there at school to show that we place different values and expectations on each gender?

Technology

14) List all the tools that are necessary for you to function at school?

15) Of the list you made, how many are absolutely required and how many do you not need?

1.2 How Society and Culture applies social and cultural research methodologies

• Another aspect of becoming socially and culturally literate is for

students to become good social and cultural researches.

• There are two approaches in conducting social and cultural

research:

o SECONDARY RESEARCH: We find out information from

books, journals, magazines, newspapers, pamphlets,

internet sites etc. In other words we research by studying

OTHER people’s views and findings.

o PRIMARY RESEARCH: The best tool a Society and

Culture student has is the ability to find out information

first hand through primary research. Society and Culture

students can find information first hand through

interviews, questionnaires, observations, statistical

analysis, content analysis etc.

• So, it is important to realise a large part of Social and Cultural

Literacy is in your ability to conduct research both primary and

secondary.

1.3 How Society and Culture integrates cross-cultural studies

• A large part of social and cultural literacy is for you to explore

views/issues from A DIFFERENT PERSPECTIVE TO YOUR

OWN. This is called cross-cultural studies.

• Cross-cultural perspectives range from the differing

perspectives and experiences between

o boys and girls

o rural and city people

o generations

o different cultures

o other countries etc.

• Having a cross-cultural perspective is an important aspect

especially here in Australia because of MULTICULTURALISM.

• What is Australian multiculturalism?

• According to the department of immigration

“Australian multiculturalism describes the government's approach to Australia's culturally diverse society. It means you don't have to be the same as everyone else to belong. It emphasises the principle of fair treatment and equal opportunity, and the benefits arising from our diversity. Multiculturalism emphasises a balance between rights and responsibilities. All Australians should be united by a commitment to a shared future, an overriding loyalty to our nation, its democratic institutions and values, and support for the rule of law with English as our common language.”

Source: DMIA. 2005 Multicultural Australia - frequently asked questions http://www.immi.gov.au/faq/multicult/index.htm (accessed 7/02/2006)

• By understanding the experiences of other cultural perspectives

it makes the student more able to interact with many people in a

positive way, thus avoiding CONFLICT.

http://www.immi.gov.au/faq/multicult/index.htm

1.4 How Society and Culture Combines Personal Experience and Public knowledge

• Another aspect in social and cultural literacy is in your ability to

combine PERSONAL EXPERIENCE and PUBLIC

KNOWLEDGE.

• As an individual you have come to know how to function and

develop through society. You have done this through

experiences that you have encountered as you have grown and

developed. Further, you have probably learnt other things

through possible research you’ve done through books, or from

some television program watched and/or magazine articles read.

• The first point is referred to as PERSONAL EXPERIENCE. This

is where you learn from things you have done and seen first

hand.

• The second point is PUBLIC KNOWLEDGE. This is where you

have learnt things not from personal experience, but from

consulting sources such as books, journals, other people,

newspapers, movies etc.

• Throughout Society and Culture a balance between personal

experience and public knowledge is required for valid

responses.

• Too much emphasis on your personal world will make your

arguments shallow and superficial.

• Support your personal experiences with material from the public

realm. This will make anything you do seem informed and

intelligent!

Personal Experience and Public Knowledge

Read the Article Bad Girls

1) List down the key points the article is stating about violence

and adolescent girls.

2) Does this piece of public knowledge ring true of your personal

experience of adolescent girls? Justify.

.

1.5 How Society and Culture is interdisciplinary, drawing upon the following disciplinesSecondary Research Exercise

Conduct some secondary research on the following academic disciplines and description of what they entail. List some vocations that are associated with each discipline.Academic Discipline Description Vocations Source of Information

Anthropology

Sociology

Psychology

Philosophy

Cultural Studies

Media Studies

Communications

Social Ecology

2.0 Applying Social and Cultural Research Methodologies

2.1 The Process of Social and Cultural Research

It is the way we go about finding out things we do not know in the area of society and culture. The major piece of social and cultural research you will undertake is your Personal Interest Project (PIP) in year 12.There is a process involved in social and cultural research that, at this stage, you only have to be aware of.

1. Clearly define your topic or question. Try to be specificYou need to know exactly what you are researching. By focusing in on an exact topic and being specific as possible makes researching so much easier.

2. Start planning. Break your research into manageable sections. Set yourself achievable targets.

Without a plan you get lost. By planning research into manageable chunks you can complete it on time. This is very important for assessment task and deadlines in the real world.

3. Start reading secondary research on your topicBy reading what other people have done in your area helps you get an idea of what you want done. Are there approaches you like? Are there ideas you want to explore further?

4. Choose your methodologies. Make sure they are appropriate.

Remember in SOC a well-rounded response is based on personal experience and public knowledge. Researches have many tools they use to get the personal experience. Choosing the right method is important so that you get the right data for the project you are undertaking.

5. Collect relevant factsKeep all data collected that is clearly related to your topic. Straying off a topic just causes headaches and makes you loose motivation.

6. Organise and interpret all the data you have collectedOnce you have collected your data you need to convert it into meaningful information. By organizing your data logically you can look for patterns and relationships. By doing this you can come up with excellent conclusions

7. Evaluate your methodologies and the way you have used them

A good researcher recognises the limits of their research methods. They constantly look at how they did things, what worked and what can be done better?

8. Present your findings using a variety of relevant forms of communication.

Finally, you need to let the world know what you have found. By presenting your findings in all different ways such as graphs, tables, diagrams, photos etc everybody can see how you came up with your conclusions and then become informed.

Present your findings using a variety of relevant forms of communication.

Keep all data collected that is clearly related to your topic. Straying off a topic just causes headaches and makes you loose motivation.

Choose your methodologies. Make sure they are appropriate.

Once you have collected your data you need to convert it into meaningful information. By

organizing your data logically you can look for patterns and relationships. By doing this you

can come up with excellent conclusions

Collect relevant facts

Without a plan you get lost. By planning research into manageable chunks you can

complete it on time. This is very important for assessment task and deadlines in the real

world

Evaluate your methodologies and the way you have used them

You need to know exactly what you are researching. By focusing in on an exact topic

and being specific as possible makes researching so much easier.

Start planning. Break your research into manageable sections. Set yourself

achievable targets.

Finally, you need to let the world know what you have found. By presenting your findings in all different ways such as graphs, tables,

diagrams, photos etc everybody can see how you came up with your conclusions and then

become informed.

Clearly define your topic or question. Try to be specific

By reading what other people have done in your area helps you get an idea of what you want done. Are there approaches you like? Are there ideas you want to explore further?

Start reading secondary research on your topic

Remember in SOC a well-rounded response is based on personal experience and public knowledge. Researches have many tools they use to get the personal experience.

Choosing the right method is important so that you get the right data for the project you are

undertaking.

Organise and interpret all the data you have collected

A good researcher recognises the limits of their research methods. They constantly look at how they did things, what worked and what

can be done better?.

2.2 The methodologies and techniques of researchQuantitative Research and Qualitative Research

Quantitative Research

Quantitative research is research that is easily measurable and is

concerned with being objective thus, it removes itself from the

source. The data collection tools include questionnaires, statistical

analysis etc. The information presented is often numerical (quantity)

usually as graphs tables, and statistics.

Qualitative Research

Qualitative Research is more interested in the subjective

experiences of people, therefore, it is not removed from the source.

The data collection tools are often interviews and observations thus,

the information presented is often in the form of descriptions,

quotes and reflections on observations.

Differentiating Quantitative and Qualitative Research

Quantitative Methodologies:

• Data is removed from the source and interpreted solely by the researcher

• Reported using numerical data, tables, graphs and diagrams

• use of survey, questionnaires and statistics as their main techniques

• enable the collection of highly specific data from large populations

• are easy to compare with other studies

• rely heavily on the researcher’s organisational skills in writing the research questions, ie at the beginning of the process

• Does not take into account individual experiences

Qualitative Methodologies:

• Data is interpreted as close as possible to the sources experiences

• Reported using descriptive prose, quotations and summaries

• use personal interviews and observations as their main techniques

• enable detailed data to be obtained, but for a small populations only

• are difficult to compare with other studies as it relates to a particular group, time, place.

• rely heavily on the researcher’s interpretive skills to understand the complexities of the resulting data, ie at the end of the process

• Can be to specific to one situation, broad conclusions hard to make.

The Quantitative and Qualitative ContinuumThe following shows that few methods are exclusively quantitative or qualitative.

Quantitative Methodologies:

• Data is removed from the source and interpreted solely by the researcher

• Reported using numerical data, tables, graphs and diagrams

• use of survey, questionnaires and statistics as their main techniques

• enable the collection of highly specific data from large populations

• are easy to compare with other studies

• rely heavily on the researcher’s organisational skills in writing the research questions, ie at the beginning of the process

• Does not take into account individual experiences

Qualitative Methodologies:

• Data is interpreted as close as possible to the sources experiences

• Reported using descriptive prose, quotations and summaries

• use personal interviews and observations as their main techniques

• enable detailed data to be obtained, but for a small populations only

• are difficult to compare with other studies as it relates to a particular group, time, place.

• rely heavily on the researcher’s interpretive skills to understand the complexities of the resulting data, ie at the end of the process

• Can be to specific to one situation, broad conclusions hard to make.

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Research MethodsAt this stage an awareness of the main research methodologies is required:

Interviews

Essentially the way you find out information through an interview is by speaking one

on one with another person. You can have STRUCTURED INTERVIEWS, which basically

use the same questions for each participant or UNSTRUCTURED INTERVIEWS where

the interview is just a conversation. You can also have a combination of both.

Observation

This method is where you watch and record the way people behave in a particular

situation. There are two types of observation you can participate in. Firstly you can sit

back and observe from the outside looking in. This method can be quantitative as you

might have tally sheets and so on. The other type is PARTICIPANT OBSERVATION

whereby you actually get involved in the behaviour being observed unknown to the people

around you (sometimes they can know but it doesn’t change what they normally do).

Statistical Analysis

This is the most quantitative research method a person will adopt. This involves turning

raw data into meaningful observable forms; preferably in number form. You either use

descriptive statistics such as percentages, means/ averages, medians, frequencies etc

or convert them into tables, graphs and diagrams. The point is being able to interpret

the data by making generalisations and describing trends

Content Analysis

This is the method of converting visual and print material into statistics. For example a

researcher might watch television for a week and count how many shows potrayed

violence in that time frame..

Questionnaire

A questionnaire is a series of written down questions which is given out to

respondents. This can now be done by paper or computer. As soon as a researcher reads

the questions to a person it becomes a structured interview.

Depending on the type of questions used determines how qualitative or quantitative this

method is.

A) CLOSED QUESTIONS are quantitative and range from:

• YES/ NO responses e.g. Do you agree with John Howard’s stance on reconciliation

Yes/ No

• Multiple choice type questions e.g. Which of the following best describes your family a)

…b)…c)…d)…

• Lickert type questions (sliding scales)

e.g. Do you place your rubbish in the bin: ALWAYS, SOMETIMES, RARELY,

NEVER.

B) OPEN-ENDED QUESTIONS are qualitative as they get a broader response to your

topic:

• Describe any situation where you were discriminated against?

______________________________________________________

______________________________________________________

• How did this situation make you feel?

_______________________________________________________

_______________________________________________________

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Primary Research Method

Definition Advantage Disadvantage

The Primary Research Methods

WHY THE MIDDLE CLASS GO INTO BAT FOR THEIR KIDS.

By Adele HorinArticle from the Sydney Morning Herald Thursday, February 6, 2003

For many parents Saturdays and Sundays are the hardest days of the week. That is when they confront the logistical challenge of their children’s sport commitments.

But new research shows it’s middle-class children-and their harried parents- who are most likely to be involved in the rush to far-flung courts and fields.

Working-class parents, on the other hand, tend to think that organised sport detracts from family time and prefer activities that keep the family together.

The study by Dr Maureen Harrington, of the School of Leisure Studies at Griffith University, Brisbane, will be presented to next week’s conference of the Australian Institute of Family Studies.

She found significant differences in the hours that children from the “two Australias” spent in organised sport, unstructured play, and visits to friends. And she found significant differences in parents’ attitude to leisure.

In middle-class families, children’s sport took up nine hours a week. In low-income families it occupied only 3.4 hours. But unstructured play took up more than 10 hours a week in low-income families compared with less than four hours in middle-class families.

“The cost of playing sport does not seem to be the principal reason for the differences”, Dr Harrington said. “Low –income families didn’t like the idea that one of the children would be doing their own thing instead of being with the family”.

Christine Griffiths knows both sides of the story-a middle-class, university educated mother of 14 –year old Llewelyn, she lives and works in working-class neighbourhoods.

Ms Griffiths coaches two cricket teams. Her son plays cricket and Australian Rules at representative level, and hockey.

“It’s about physical and mental health, and increasing the likelihood of his succeeding at school,” she said. “I am very

involved in my son’s life, and I also believe if a kid can catch, he can read”.But among her working-class friends and clients, Ms Griffiths has noted other priorities. “They have family things on, or they go to weekend language class”.

Sometimes when the kids turn 14 or 15, they join organised sport because that’s when they can get to games on their own”.

The qualitative study, based on in-depth interviews with 18 families who kept activity diaries, showed that middle-class parents saw organised sport as an antidote to television and computer games.

They also believed, like Ms Griffiths, that sport inculcated life-long values, such as teamwork and discipline, that would benefit their children in school and work.

A low-income mother, on the other hand, was concerned that her daughter “went off for three hours at a time on her own” to gymnastics. “She quite often didn’t have tea with the family,” the mother said. “And I really resented that… I don’t like the way certain sports split the family up”.

She was happy when her daughter gave up gymnastics.

The study showed that mothers, fathers and children from low-income families spent more than five hours a week together visiting friends and relatives. Middle-income families spent about 3.5 hours together on social visits.

In 2000 the Australian Bureau of Statistics published a large-scale study of children’s sport and cultural activities, which had indicated a similar class division over the allocation of time.

Dr Harrington had wanted to explore the reasons.

Questions

1. What type of research did Dr Harrington conduct, qualitative or quantitative? Give examples to support your claim.

2. What was her method to get her information?

3. What other research method was mentioned in the article?

4. What are the advantages of the method used by Dr. Harrington?

5. How would you criticise Dr Harrington on the research methods she adopted and on the results she published? (Disadvantages)

6. What type of questions would you ask in an interview or questionnaire for this study?

7. What other research methods could Dr Harrington adopt? Explain?

Romantic Rebels Out of the Living-in-Sin bin.By Adele Horin and Amanda Morgan

Article in the Sydney Morning Herald Thursday, 13 February 2003.

Only the rebellious young used to live together before marriage. And when they did tie the knot, their marriages were more likely to fail than those which moved from engagement party to wedding in respectable fashion.

But now that most young people live together before they marry the story is different.

Researches now say those who live together first are just as likely to have enduring marriages, while cohabiters are no less content than married couples.

David De Vaus, a senior research fellow at the Australian Institute of Family Studies, told the institute’s annual conference in Melbourne yesterday that unions of the two groups at the five and 10 year mark were about equally successful. The Australian study covered 7500 people- 4500 who had never lived together and 300 who did.

For those who had lived together before tying the knot in the 1970’s, about 70 per cent of the marriages survived after 10 years. This compared with 83 per cent of people who had proceeded directly to the altar.

Over the decades the gap diminished substantially, especially when comparisons between the two groups were made from the time couples started living together.

This was important because the chances of separation increased the longer couples were together.

Janeen and Brendan Byrne, from Surry Hills, met while travelling in England. They started living together three months later. “It was a geographic and financial decision. We met in London. Brendan went travelling almost straight away. I moved to Cambridgeshire,” Ms Byrne said. “He came back, came to see me and never left, basically. He had no money, I had no money.”

There was no element of “testing” the other partner before marriage in their decision to live together. Ms Byrne said potential nuptials did not cross their minds at the time.

“I think people move in together because they want to be together. It’s just another step.”

The next step for Janeen and Brendan- seven years later- was to marry, which they did in November.

Tying the knot had changed little in their relationship.“It’s an another level of commitment to each other,” she said.

Ms Byrne said it was important to live together before marriage.

“Otherwise you have a whole learning curve to go through together, getting to know each other’s likes and dislikes, if they’re a slob or not,” she said. “If you live together first you make an educated decision based on the fact that you know they’re a slob.”

In another study, Dr Mark Wooden of the Melbourne Institute of Applied Economic and Social Research found that people who live together are just about as happy as married people.

Dr Wooden said previous research had shown them to be less happy- about as miserable as single people- but now they are resembling married couples.

Questions

1. What type of research do you think David De Vaus used, quantitative or qualitative?

2. What are the indicators, in the article, which show what type of research was conducted?

3. What research method do you think David De Vaus used?

4. What indicators were evident to suggest the method you identified?

5. Why would this study be able to withstand criticism? (hint: sample)

6. What type of questions do you think would have been asked for this study?

7. The article uses an example of Janeen and Brendan’s relationship. What type of research method would you consider this to be?

8. The other study mentioned in the article was conducted by Dr mark Wooden. He did his research on happiness. What type of research and methods would he have used to find out if people were happy?

9. What methods would you use to find out if people are happy or not?

60% of young to shun marriage

By ALEXANDRA SMITH MOST Hunter high school students

would opt for a series of intimate relationships over marriage, a study of 2134 high school students revealed.

Students are optimistic about world peace but question the importance of religion and doubt the successful control of crime.

The study of high school students in government and non-government schools across the Hunter Region was done by Graeme Perry, who was recently conferred the degree Doctor of Philosophy through the Faculty of Education at Newcastle University.

Dr Perry said questionnaires on issues including the environment, politics, health, peace, equity and education were completed by Years 7, 9 and 11 students at. 19 Hunter Schools.

Dr Perry said that while the greatest fear of these young people was their own death, the general feeling was still one of optimism for the future.

'Sixty-three per cent of them felt positive about what lay ahead of them and the majority of these were excited about what may come their way.'

The questionnaires were completed by the students in their classrooms over three. days.

More than. 50% of young Hunter people would work as a volunteer in a Third World country if it would help attain peace and 22% considered divorce to be likely.

Dr Perry said the students' next greatest fear after death was feeling sad and suffering from depression.

`I think fear of your own death isn't really surprising but I think the fact students fear sadness. depression and feeling lonely is symptomatic of our readiness to recognise that depression exists among young people and it is OK to have those feelings’, Dr Perry said.

He said students were optimistic about . world peace, technological development, personal relationships and personal finances.

‘They were less optimistic about both future health and educational opportunities and indicated uncertainty about. future social equity and the importance of religion,' Dr Perry said.

'Students were pessimistic about the environment, political processes and the control of crime.'

Dr Perry's research also investigated the impact of these issues and other factors on students' feelings about the future.

He said positive feelings about the future were closely connected with satisfaction with their lives at present.

`Students' satisfaction with life was related to school, family, background factors and self-image,' Dr Perry said.

'Feelings of personal status and achievement at school, together with open communication, a lack of conflict and feelings of closeness at home appeared to indicate greater satisfaction with life.'

Young people want to be treated with respect by their peers and have a high status within their group of friends.

Dr Perry said he was surprised to discover 35% of students experienced anger between family members and another negative influence was being worried about school or feeling lonely and upset.

The study concluded that schools and families make a significant contribution to the hopeful outlook of students and recommended ways schools could enhance this contribution.

'School structure, organisation, administrative and classroom procedures may need to he modified to reduce students' negative feelings such as restlessness worry and depression, and to enhance students perception of achievements and personal status’, Dr Perry said

Youth fu l Thoughts PEACE.• 63% of students were prepared to go

without some things' to improve the likelihood of peace

• 59% were prepared to work as a volunteer in a Third World country to help attain peace

NEW TECHNOLOGIES• About three-quarters thought using

new technologies would be important and enjoyable

• Only 27% considered new technologies; would solve the problems of the human race

RELATIONSHIPS .• A happy marriage and home life

were considered important for future happiness

• 60% said most people would rather choose a series of intimate relationships than marriage

FINANCES• 59% said they would be

financially successful• 33% were uncertain• 8% expected to be

unsuccessful STANDARD OF LIVING• 54% said Australians would

enjoy a higher standard of living in 14 future

GENDER• Females were optimistic world

peace, personal relationships and future education

• Males were more optimistic about technology and personal finances

Questionnaires

1. How many people did Dr Perry give the questionnaire out to?

______________________________________________________________________

2. Who were given the questionnaires?

______________________________________________________________________

3. What was Dr Perry’s topic?

______________________________________________________________________

4. What groups would you NOT give this questionnaire to? Justify.

______________________________________________________________________

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5. Do you think Dr Perry’s research was qualitative or quantitative? Justify.

______________________________________________________________________

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6. List THREE key findings of this study.

______________________________________________________________________

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7. Which students had a ‘greater satisfaction with life’?

______________________________________________________________________

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8. What was Dr Perry’s explanation? Do you agree with it?

______________________________________________________________________

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9. Why do you think Dr Perry used a questionnaire as his method to research his topic?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

10. Based on the same topic as Dr Perry’s, construct a questionnaire that has 5 closed ended questions and 5 open ended questions.

Observation- It’s a Mall World

1. Why does the director Lee Wilson believe that shopping Centres are perfect settings for

observation?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Why did the director choose Parramatta Westfields as a place to conduct observations?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. Describe some observations Lee Wilson made about the different subcultures.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. When the actors were asked to observe the people and their interactions in the food court

as animals, what were some of the descriptions they came up with?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Observation in Maitland Mall –Data Sheet

Date___________________ Day _______________________ Time ___________________

1. Which gender is predominant in the mall at this time?

2. Circle the age group which is most predominant for males?

<10

11-15

16-20

21-30

30-50

>503. Circle the age group which is most predominant for females?

<10

11-15

16-20

21-30

30-50

>504. Briefly describe the activities of three women (include age, description, if possible the

situation)

5. Briefly describe the activities of three men (include age, description, if possible the

situation)

6. Is there any evidence of groups interacting? What are they doing?

7. Identify the ethnic composition of the people in the mall at this time.

8. Observe 10 people wearing Jeans, 10 wearing shorts, and 10 wearing skirts in Maitland Mall? Determine the footwear worn with this clothing. Tally your results in the table below

Jeans Shorts Skirts

Thongs

Sneakers

Sandals

Dress Shoes

Analysis of Observation Data

1. What is the predominant activity in the mall? Why?

2. What gender is predominant in the mall?

3. Why do you think this is the case?

4. What gender is predominantly involved with small children in the mall?


6. What activities are men undertaking?

7. Do you feel the interactions in the Maitland Mall are highlighting typical gender roles in Australian society?

Justify your answer.

8. Is the ethnic composition typical of Australian Society? Justify.

9. Do you think the day and time would affect the age group and gender who are present in the mall? Give

reasons.

10. What percentage of people with jeans wore:

a. Thongs?

b. Sandals?

c. Sneakers?

d. Dress shoes?

11. What percentage of people with shorts wore:

a. Thongs?

b. Sandals?

c. Sneakers?

d. Dress shoes?

12. What percentage of people with skirts wore:

a. Thongs?

b. Sandals?

c. Sneakers?

d. Dress shoes?

13. What was the predominant type of footwear worn?


15. Make a general comment on the appearance of people in the mall.

16. If you were to conduct the same observation in the Pitt Street Mall in Sydney, would you be expecting to

find differences compared to Maitland? Why?

Participant Observation

1. What is Patti Moore’s occupation?

2. How do you think Participant Observation helped in her occupation?

3. What where the “revelations” from her experiences during her Participant Observation?

4. Why is participant observation a good method to use by a social researcher in understanding the experiences of the elderly?

5. Do you think that Patti Moore has a good understanding of the needs for the elderly?

6. Is Participant Observation a qualitative or quantitative approach to research? Justify.

Indicate which of the following are Observation or Participant Observation

The researcher studies group discussing by watching through a one way mirror.

The researcher joins a team meeting, sitting quietly in a corner of the room while recording team member

contributions on a data collection form

The researcher, studying infection control in a surgical ward, helps staff to change the bed linen.

Enables researcher understanding through active involvement.

Does not require the presence of the researcher in the study situation

Helps diminish the divide between researcher and subject

Indicate which of the following are Observation or Participant Observation

The researcher studies group discussing by watching through a one way mirror.

The researcher joins a team meeting, sitting quietly in a corner of the room while recording team member

contributions on a data collection form

The researcher, studying infection control in a surgical ward, helps staff to change the bed linen.

Enables researcher understanding through active involvement.

Does not require the presence of the researcher in the study situation

Helps diminish the divide between researcher and subject

Interview

http://www.youtube.com/watch?v=zP0sqRMzkwo

http://www.youtube.com/watch?v=vj1NwHl_J6o

BILL CLINTON INTERVIEW Video

Sexism Content anlysis

http://www.youtube.com/watch?v=2PHxTr-59hE

http://www.youtube.com/watch?v=3exzMPT4nGI

http://www.youtube.com/watch?v=ou5Ens-qNRc

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http://www.youtube.com/watch?v=ou5Ens-qNRc

http://www.youtube.com/watch?v=3exzMPT4nGI

http://www.youtube.com/watch?v=2PHxTr-59hE

http://www.youtube.com/watch?v=8CWMCt35oFY

http://www.youtube.com/watch?v=vj1NwHl_J6o

http://www.youtube.com/watch?v=zP0sqRMzkwo

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Content Analysis

Content analysis is a technique for systematically analysing a piece of text. McNeill wrote that content analysis "is a method of analysing the contents of documents or other non-statistical material in such a way that it is possible to make statistical comparisons between them' (1985: 104-5). There are two approaches to content analysis. Firstly, a researcher can measures the visible, surface content of a document. An example would be a tally of the number of times the words `women', `woman', `girl', etc are used throughout the sports pages of a newspaper, as compared to masculine terms. This allows us to assess whether women's sports are allotted equitable coverage in our popular media. Another approach is to assess the underlying meaning of a term or phrase For example, a tally might be kept of each instance within an article or book when it is considered by the researcher that a female has been portrayed in a passive or active role. The results might reveal that females are more likely to be depicted in passive roles.

The purpose of this exercise is to carry out the first type of content analysis where we will tally tabulation of the mentions of places in the news media.There are some rules regarding the categories you select and the coding procedure. The categories you choose should be:a) Clear and unambiguous

The categories must be easily used to sort items of data. The categories must be of similar origin/concept (one underlying principle of classification).

b) Mutually exclusiveEach datum must be eligible for one category only.

Figure 1 gives an example of a tally recording sheet. It is a tally aimed at indicating whether men's products manufacturers are more likely to sponsor violent shows than other-sponsors. The purpose of this was to record the instances of violence on shows before and following the screening of particular advertisements.

Statistical AnalysisPersons

1. What is the most common level of education that most Hunter residents achieve?

__________________________________________________________________________

2. What is the most common educational qualification for a woman in 2001

__________________________________________________________________________

3. What is the most common qualification for a man in 2001?

__________________________________________________________________________

4. What proportion of Hunter Valley residents have a disability? __________________

5. What proportion of Hunter Valley’s Males:

a. Are exercising? __________________________________________________

b. Drink excessive amounts of alcohol__________________________________

c. Are overweight ___________________________________________________

d. Smoke? _________________________________________________________

6. What proportion of Hunter Valley’s females:

a. Are exercising? __________________________________________________

b. Drink excessive amounts of

alcohol__________________________________________________________

c. Are overweight ___________________________________________________

d. Smoke? _________________________________________________________

Society:1. What percentage of people in the Hunter Valley

a) Are married?__________________________

b) In a de facto relationship? _____________________

c) Single parent? ________________________

d) Are children (under 15)? ___________________

2. What percentage of families are

a) A couple with dependant children? ____________________

b) A couple with no children? _______________________

c) A one-parent family? ___________________________

3. What are the two prominent income levels in the Hunter region as a whole? What does this

indicate about the social class of the Hunter Valley?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Culture1. What is the dominant religious tradition in The Hunter Valley?

___________________________

2. What two variants have the highest proportion of followers in the tradition identified above?

______________________________________________________________________

3. What can this tell you about the values, ideas and morals of Hunter Valley residents

4. ___________________________________________________________________________

___________________________________________________________________________

Environment

1. What types of housing do most Hunter Valley residents live in?

_________________________________________________________________

2. Are Hunter Valley Residents happy with the type of housing that is available?

__________________________________________________________________

3. What are some conclusions you can make about how Hunter Valley Residents feel about their

community/ environment?

___________________________________________________________________________

Gender

1. Which sex earns more money? _________________________________________________

2. What do these statistics tell you about the gender roles in many families in the Hunter Valley?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Using the statistics just analysed, make some generalisations about persons, society, culture, environment and gender in the Hunter Valley.

Secondary Research Task- Practise PIP

Pick a topic from the following List1) Boys Education

Women and magazines beautyhdhdh

2) Find FIVE different secondary resources about your topic. That is, a newspaper article, a magazine article, a

journal article a book, an internet article etc

3.0 The Social and Cultural World Cross-Cultural Study

An exercise in Personal Reflection and Film Study

“ My Big Fat Greek Wedding.”

The purpose of a cross-cultural study is for you to examine a topic from a

perspective other than your own. The vital component of any cross-cultural

study is to avoid judgement. This means that you do not try to judge a

society or culture you are studying, or measure it against your views. Rather,

you are investigating to view similarities and differences and to appreciate

them. We need to avoid being ETHNOCENTRIC, that is judge things by our

own cultural values, and belief that your culture is superior. For you to fully

achieve social and cultural literacy you need to go beyond ethnocentricity.

Preparation

For you to understand how you function within your social and cultural world it

is useful to prepare a cross-cultural study that compares Australia with a

culture from another country. We are going to use personal reflection of your

micro and macro world for the Australian section. Content analysis of the film

“My Big Fat Greek Wedding” and other secondary material will be used for

the overseas section.

We are going to compare the similarities and differences in the following

areas:

• Family;

• Roles and Status;

• Conflict, cooperation and decision-making;

• Gender;

• Communication;

• Power, authority and influence.

Remember the important thing is to see similarities and value differences.

Personal Reflection

Answer the questions below as a guide to your personal reflection. Where applicable, ensure you give specific examples, as specific examples are what make good responses in Society and Culture.Source: Howitt, B., & Julian,R. (2002)Heinemann Society and Culture, Heinemann: Port Melbourne. p. 22.

Family1) Describe a typical Australian Family ?

2) How important is your family both immediate and extended?

3) With whom do you interact in your family the most?

4) What groups does your family interact with?

5) What links does your family have to your community?

Roles and Status6) What are some typical roles within an

Australian family and does it reflect your family situation?

7) Who has the higher status in a typical Australian family? Is this true in your family?

8) What other roles do you play within your life?

9) Do you have status from those roles?

10) How do these various roles and levels of status allow you to interact with individuals and groups?

11) How do these various roles and levels of status allow you to interact within the community?

Conflict, Cooperation and Decision-making12) What are some major sources of

conflict within Australian families?

13) What are some strategies Australian families use to cooperate in the household and the community?

14) Who are the key decision makers in a typical Australian family?

Gender15) Describe a typical Australian male?

16) Describe a typical Australian female?

17) What is the consequence of not meeting the expected criteria for your gender in Australia?

Communication18) Whata re some expected

communication patterns within a typical Australian family?

19) What role does gender play in communication patterns within an Australian family?

Power, Authority and Influence20) How is power and authority

distributed in a typical Australian family?

21) Is gender significant in this distribution?

22) How is power and authority distributed within the groups with which you are involved?

23) Which individuals do you believe have an influence upon you?

24) How can you have influence within your community?

25) What do you think being a good citizen means?

This task is on the network11 Society and Culture Secondary Research Task-

Greek Cultural Profile

You are to create a comprehensive profile of Greek culture through secondary research. You may work in a group of two or three if you wish.The profile needs to be printed off and pasted in your books. It would be expected that the profile would be at least TWO pages or more. The following websites can provide a useful start to your investigation. Don’t be afraid to add pictures.

http://www.greeka.com/greece-culture.htm

http://www.kwintessential.co.uk/resources/global-etiquette/greece-country-profile.html

https://www.cia.gov/library/publications/the-world-factbook/geos/gr.html

use the following headings to guide your research.

Use the following headings to create your profile• Basic general facts about Greece such as Map of

Greece, Greek Flag, population etc• Traditions, etiquette and Customs• Family values• Relationships• Religion• Food and wine

https://www.cia.gov/library/publications/the-world-factbook/geos/gr.html

http://www.kwintessential.co.uk/resources/global-etiquette/greece-country-profile.html

http://www.greeka.com/greece-culture.htm

A Comparison of Greek and Australian Cultures

Aspect Similarities Differences

Family

Roles and Status

Conflict, Cooperation and Decision-making

Gender

Communication

Power, Authority and Influence

Film Study- “My Big Fat Greek Wedding” A study of the Greek Culture

The film “My Big Fat Greek Wedding” is a portrayal of a woman

with a Greek cultural heritage living in North America. The film

deals with her plight to mix her traditional Greek culture with

living in North America. Even though it is a comedy, there is

legitimacy in the presentation of Greek culture. The writer and

star of the film, Nia Vardalos, is a Greek woman who grew up in

Canada and based much of the story on her cultural experiences.

.

Three things are going to happen from this stage on.

1. We will watch “My Big Fat Greek Wedding”. You will need to

take notes using the handout provided;

2. You will compare your personal reflection with that of the

Greek culture to find similarities and differences.

My Big Fat Greek Wedding NotesAspect Portrayal of Greek Society and Culture in Film

Family

Roles and Status

Conflict, Cooperation

and Decision-making

Gender

Communication

Power, Authority and

Influence

My Culture Greek Culture

Similarities

Let’s Conceptualise!

11 SOC Revision Task 1 Name: ____________________Try not to write casually. Try and include sophisticated words (concepts) to answer each question, were possible.

1. a) Define the concept of gender. (1 marks)

b) Explain what is meant by the term social construct? (2 marks)

b) Describe how gender affects roles and status in the macro world. (2 marks)

c) Describe how gender affects roles and status in your micro world. (2 marks)

2. Explain the difference between quantitative and qualitative research. (4 marks)

3. a)Define the research methodology of “observation”. (2 marks)

b) How would you use observation to study behaviours at a music festival? (4 marks)

4. Compare the “roles and status” of another culture to that of Australian culture. (8 marks)

Summary of Unit: The Social and Cultural World

We have learnt:

• That our main aim is to develop SOCIAL AND CULTURAL LITERACY• To become socially and culturally literate we need to

• learn the concepts and apply them.• differentiate between the MICRO WORLD and the MACRO WORLD;• appreciate that there are certain ways we approach ‘social and cultural research’ through different methods of data collection and how we actually approach the research;• learn about the ‘social and cultural world’ through the way people interact with individuals, groups and the community by doing a personal reflection and then comparing it to another culture (Cross-cultural study);

• apply the fundamental concepts to a social situation through the cross-cultural study;• The basic language of Society and Culture and have begun to use it (Cultural Literacy).

At this stage you may feel that you are confused. Don’t panic! Like learning languages you need to start with the basics and then slowly apply the little bits that you have learnt and eventually, you’ll become fluent!

Concept Key terms for a definition Example

Person

Society

Culture

Environment

Time

Power

Authority

Gender

Concept Key terms for a definition Example

Technology

Micro World

Macro World

Personal Experience

Public Knowledge

Multiculturalism

Quantitative Research

Qualitative Research

Society and culture

Education

Transcript of Society and culture