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Social Class - Coggle Diagram
Social Class
Social Class and Deviant Subcultures
Hardin, Street Casino
Success is determined by acquiring and retaining Street capital
Links to Bordeui
Cultural, economic and social capital
Extensive ethnographic study of local residents, professionals and gang members in south London
Gangster's social arena of competition where members struggled for distinction, status, position and survival
Gang as a dangerous place, a game of huge stakes for young people- competition
It is a world of winners and losers, where everyone in the field must play, where rules change and incumbents strive to maintain their privilege’
Gang as a dangerous place, a game of huge stakes for young people- competition
Miller
Working class males feel that they need to be tough, showing their masculinity and rejecting weakness, by maintain a reputation. Emphasizing their smartness, by they try and out wit each other due to wanting the excitement and thrills from the emotional stimuli. They accept their lives will involve violence, they will not run from it. Due to their future already being determined they go and seek trouble for a thrill. By committing this deviance, it is allowing working class boys to have autonomy, by being interdependent rather than relying on other therefore they do not alert the police, not reporting on other who commit crime
-Linked to fatalism and collectivism = accept they need to help their friends and family in time of conflict.
Focal Concerns
Trouble, toughness, excitement, fate and autonomy
Set of norms and values have become independent to the working-class to mainstream society through which they gain status
Challenges the value consensus as working class boys do not try to gain academic sucess
Marginalised and Poverty
Status fustration and deprivation- Cohen
Blocked opportunities- Cloward Ohlin
Young, sociology of vindictiveness
Challenges New Right view
Rebellion, risk taking, anger, frustration an exclusion, but which is also driven by a strong desire for inclusion
Live in a bulimic society, a contradictory culture in which citizens are encouraged to worship money, status and success but in which many are excluded from achieving these things
Developed ideas from functionalists and subcultural studies to explain underclass youth criminality
Deviant responses, as an emotional response to the social exclusion
‘Intensity of exclusion’ felt by the younger class, incorporating feelings of resentment humiliation and anger fuelled by economic insecurity and deprivation
Social Class and Anti School Subcultures
Willis
Studied an all-boys school in Birmingham, focusing on working-class lads
Found that the ‘lads’ saw themselves as school failures , but had turned this round to be a good thing. They disliked and even bullied the ‘ear’oles’, who they saw as weak and not ‘macho’. These boys spent most of their time at school ‘havin a laff’ - mucking around and being cheeky
Getting jobs in local factories like their dads, so did not share the school’s value on education, since they did not see it as necessary.
Follow up study
Little had changed; they still spent their time messing around, finding ways to entertain themselves and get one over on the supervisor in their boring jobs
School had prepared them perfectly for work.
Mac and Ghail
Parnell School
Number of fluid groups with different responses to school
The ordinary lads, who were not academic and were indifferent in society
The academic achievers who are pro school and worked hard
The macho lad, who formed an anti school subculture where they valued acting tough, saw academic work as effeminate and referred to the academic pupils as dickhead achievers
Brown
Three different response to education
Getting in – from the low achievers who wanted to join manual occupations
Getting out - from high achievers who wanted to use education to improve their social position
Getting on- the ordinary working class youths who just got on with it and comply with the demands and rules of schools
Subtle differences between these groups based on academic ability rather than social class
Working class pupils in schools as a way of protecting their self esteem and enabling them to gain respect and status for mothers as well as protecting them from the fear of failure
Also be a form of resistance against the schools or or the middle class education system
Negative effect on their educational achievement
Social Deprivation and Gang membership
White
Gangs provide a mechanism for deprived youths to cope with their oppressive environments and chronic marginalisation
Gangs arise whenever these conditions become evident
Gangs tend to be linked to the ‘underclass’ conditions of poverty and social exclusion
Decker and Van Winkle
Pushes and Pulls for working-class youth
Pulls are about the attractiveness of the gang- status, excitement, money-making
The push is the social, economic and cultural disadvantages
Feelings of exclusion and marginalisation may push youths from the underclass towards the status and identity that gangs can provide
Youths from dysfunctional families, the hierarchy and closeness of relationships that gangs may offer may provide a sense of safety and protection and support that is missing from the individual's life
LINKS TO MURRAY
Murray
Not father's- Murray
No role model, discipline or a father figure
Have deviant set of norms and values based on dependency, criminality, and laziness
No father figure meaning that they cannot aspire to a role model so they cannot socialise properly