The “big three”

Functionalism Conflict Theory Symbolic Interactionism

Emile Durkheim Talcott Parsons Robert Merton

Just as a human body has many parts which function together, so does the society have many parts

These institutions work together to promote the stability of the society

Religion

Family Education

Economy

Each Institution has FUNCTIONS: the consequences of people’s actions which have benefits to the system Manifest function: the action is intended Latent function: the action is unintended

DYSFUNCTIONS: consequences of people’s actions with hurt the system Latent dysfunction

MANIFEST FUNCTIONS LATENT FUNCTIONS

Socialization Primary schooling

Basic language and mathematical skills

Secondary schooling Expansion of basic skills to

include the transmission of cultural values and norms

Cultural innovation Educational systems create

as well as transmit culture Social integration

Brings a diverse nation together

Social placement The enhancement of

meritocracy

Schools as child-care providers

Schools consume considerable time & energy- activity thus fostering conformity

Engages young people at a time in their lives when jobs are not plentiful

Sets the stage for establishing relationships & networks

Link between particular schools and career opportunities

Karl Marx Max Weber Georg Simmel

Conflict can be viewed asa continuum

War on the one side

Indifference on the other

Institutions in conflict over power and resources

Conflict between institutions as well as within institutions

Main question is “who benefits?” Determine the dominant and

subordinate groups and the ways in which the dominant group maintains their dominance

George Herbert Mead Herbert Blumer

Focuses on how people use “symbols” Establish meaning Develop their views of the world Communicate with one another

Symbolic interactionism speaks to how we construct our daily lives: the interactions with others that form our very existence and give it

meaning.

Using the perspectives

Functionalism is looking for the purpose of the object, both the obvious purpose and the less obvious.

The obvious, or manifest function of the car

Latent function of the car—determining social class

What inequalities are present when we look at the car?

Which would be the dominant group? The subordinate group? Does any dominant group use the car to keep the subordinate group in its place?

What are your options if you have no car?

Americans spend nearly 20 percent of their income on transportation – second only to housing as an overall portion of income – and are punished heavily by volatile swings in the oil market. For many working households, the goal of affordable living is becoming less attainable as fuel prices and trip lengths increase due to a lack of transportation options and worsening sprawl.

Data courtesy of Transportation for America

What do we do with our cars? What do our cars say about us?

Making Reading Connections

Based upon your readings, what was the cultural mindset of the 1950s that set the stage for the tremendous changes that were to come during the 1960s? Discuss the “seeds of discontent” that were taking root during the 50s. What were some of the elements that contributed to the 50s being labeled “The Wonder Years”?

Please remember to:

1) Complete all the readings and any activities for the week.

2) Complete the quiz3) Make responses in the discussion board

(Make an initial response and to at least two others….remember it is going to be graded.)

4) Attend a seminar so it can reinforce what you have learned.

5) Any questions or concerns…send me an email!