Doing a sampling of the demographics in college around the United States in 2009 it can be seen that 65% of the students are women and 45% are male. In Dr Zak’s test it was distributed as 70% female and 30% male. Of the distribution among races it was as follows: 65% White, 14% Black, 11% Hispanic, and .7% Asian. When looking at the test subjects for Dr Zak it is seen that 89% of the students were White, .04%
Differences in aggressiveness are another feature of gender roles, this is sown in meads study, and she observed three countries in Papua New Guniea and found that males were more aggressive than females. Mead also observed cultural differences where in some cultures females were more aggressive than other females. This is known as cultural realism in which aggression is innate within us but the level of which the behaviours are performed is relative to their particular culture. Sex stereotypes affect gender roles according to the Williams and best study. They studies 30 different countries, 2800 university students used as participants.
Many different factors can influence their reason for their attitude. Some could simply not care and it was either school or jail. Some could be new students and upset about a move so they just won’t show effort. Out of all the types of students, these students are the most mysterious because their effort doesn’t necessarily show what type of person they really are. From a social stand point, this type of student could be bullied, have conflicts at home, or be influenced by some other outside force.
by trying to second guess what the researcher wants them to do and acting accordingly, which would not give very valid data. An obvious solution to this would be observing people without their knowledge, however this causes a lot of ethical issues; a general rule of sociological research is that a person must give their informed consent to be studied. Informed consent can be difficult to find with certain groups, for example children, as this would also require their parent or guardian to give consent, making obtaining data even more difficult and time consuming. Misleading people to
Having a mandatory uniform limits teenager’s creativity and their expressive side. Lastly, the uniform can be harmful to schools image because some schools may have nicer uniforms than others causing other schools to envy them and not feel equal and uniforms are all about making everyone equal. Students will most likely be in their uniforms after school hours. If some students are caught up in bad behavior it can make the school look bad and gain a reputation. Also, when students don't agree with the uniform they wear many of them alter
Unfair discrimination is usually when someone treated wrongly compared to another individual. An example of this would be not considered for a job role because they was younger than another applicant even though they might have just as much experience and qualifications as the applicant. Direct discrimination is when someone is rude or treats them as if they’re not a person as well, this could be because they are different. An example of this could be when some doesn’t dress the same as others so get called names in school. This type of discrimination isn’t hard to prove if there are witnesses present or if it has been heard about by others.
This approach could be classed as too deterministic. It makes an assumption that students will automatically embrace the values taught in school. In reality some students will and some won’t. Also the values taught are ethnocentric and pupils from different cultures often reject and rebel against this. A functionalist view could also be criticised by suggesting all pupils are not offered an equal chance to succeed, and therefore education is not meritocratic.
Employment Answer the following questions in 100 to 200 words each. Provide citations for all the sources you use. • What is ageism? How does ageism influence the presence of diversity in society? Ageism is the act of people discriminating against others just because of their age.
T., Leung, D., Ordqvist, A., & Parsons. R., 2013). Although results suggested that participants could, there are problems with the research which could suggest otherwise. The main criticism being that the fixation points the children showed towards the characters eyes does not represent any higher levels of processing in understanding facial emotion like the study suggests. The participants may have been fixated on the eyes for reasons such as simply showing an attraction towards the characters eyes.
Some distressed students may have not had adequate access to counseling services. Similarly, they may not have known how to obtain help in coping with psychological distress (Rosenthal & Wilson, 2008).Disparity could have been due the students’ perception of the need for counseling services. In this case, some students with high psychological distress levels may not have known that they had an unusual psychological state. In addition, they may have not understood that there were relatively effective and straightforward ways of coping with the distress. Additionally, the attitudes and values of the students could have enhanced or inhibited the utilization of mental health services.