1. Social Psychology: Sociological Perspectives David E. Rohall Melissa A. Milkie Jeffrey W. Lucas This multimedia product and its contents are protected under copyright law. The following are prohibited by law: ● any public performance or display, including transmission of any image of a network; ● preparation of any derivative work, including the extraction, in whole or in part, of any images; ● any rental, lease, or lending of the program

2. Social Psychology: Sociological Perspectives Chapter 4: The Social Psychology of Stratification

3. Copyright (c) Allyn Bacon 2007 Defining Stratification  Social stratification refers to ways in which individuals or groups are ranked in society  Important statuses include our social class, race or ethnicity, gender, age, and sexuality  Social psychologists study the effects of stratification on the individual and how individuals contribute the development and maintenance of stratification systems

4. Copyright (c) Allyn Bacon 2007 SI: Basic Stratification Processes  There are three ways that interactionists show the impacts of stratification: Social structure shapes who we interact with People in lower-status positions have to take the role of the other more often than their more powerful counterparts of higher status Meaning-making itself is stratified; individuals with higher statuses have more power to define situations and to define themselves

5. Copyright (c) Allyn Bacon 2007 SI: Doing Gender  West and Zimmerman (1987) argued that one of the foundational guidelines for social interaction is our gender  Gender includes the cultural definitions of masculinity and femininity associated with individuals’ biological sex  Doing gender is a social process in which individuals act according to the social rules or norms associated with being a man or a woman in society

6. Copyright (c) Allyn Bacon 2007 SI: A Gendered World  Barrie Thorne (1993) extends the idea of doing gender by showing how gender processes occur at very early ages  Her study of elementary school children demonstrates that boys and girls act in ways that separate themselves from the others, a process called borderwork

7. Copyright (c) Allyn Bacon 2007 SI: Doing Gender in Adulthood  Heilman and colleagues (2004) show that “doing gender” continues into adulthood  Their research generally found that people who are disliked generally receive lower evaluations than people who are liked  Women who achieve in work groups tend to be less liked than their male counterpart but only when women achieve success in traditionally male work arenas

8. Copyright (c) Allyn Bacon 2007 SI: Doing Race and Ethnicity  Several notable studies have applied the interactionist perspective to understanding the complexities of race and poverty on a day-to-day basis  Elijah Anderson (1999), for instance, studied the effects of poverty on the lives of poor African Americans in Philadelphia, finding that at most residents hold traditional middle-class values but must try to maintain these values in the face of poverty and a culture of crime and drugs

9. Copyright (c) Allyn Bacon 2007 SSP: Structures of Inequality  In industrialized nations, our status derives from our social class position, among other things  Social class refers to a group of people who share the same relative status in a given society  A more structural perspective takes hierarchy as a “given” and “seeks to understand the processes by which individuals become distributed in that hierarchy” (Kerchoff 1995: 476)

10. Copyright (c) Allyn Bacon 2007 SSP: Social Mobility and the Wisconsin Model of Status Attainment  Social mobility refers to upward or downward change in social class over time  The Wisconsin Model of Status Attainment ties together the relative impact of social background characteristics and ability on long-term status attainment  The project is based on a survey of high- school seniors in Wisconsin that began in 1957 among a group of researchers from the University of Wisconsin

11. Copyright (c) Allyn Bacon 2007 SSP: Research Applying the Wisconsin Model  The Wisconsin Model examines the interaction of our early cognitive ability and social background on important life outcomes like education and income  Recent research using this model shows that effects of family social class on long- term status operates almost entirely through education and cognitive ability

12. Copyright (c) Allyn Bacon 2007 SSP: Networks and Social Capital  Social networks serve as the basis for the exchange of both fiscal and social capital, the trust and social support found in relationships with other people  Granovetter (1973) original research showed the importance of weak ties, people we do not know as well, in finding work

13. Copyright (c) Allyn Bacon 2007 SSP: Education, Occupations, and Aspirations  Melvin Kohn and Carmi Schooler carried out another research project to study the long-term consequences of our social class position on values  They argued that there is an ongoing feedback loop in which our class position influences the development of values that, in turn, influences the type of job we look for  The type of job we get then influences the type of people we are—our personality

14. Copyright (c) Allyn Bacon 2007 SSP: Social Backgrounds and Long- Term Work and Personality Outcomes  Kohn and Schooler (1983) showed that the closeness of the supervision, routinization of our work, and its substantive complexity can have long- term effects on our values  Aspects of our personality, our intellectual flexibility and self-directed orientation, can also affect our job choices  These work and personality characteristics interact to create the feedback loop described earlier

15. Copyright (c) Allyn Bacon 2007 GP: Stratification Processes in Groups  Group processes stratification is based on the study of exchange relationships among members of groups  Social exchange theory is based on the premise that individuals enter into relationships that provide some benefit to them and end or leave relationships that do not provide some sort of reward

16. Copyright (c) Allyn Bacon 2007 GP: The Principles of Social Exchange Theory  The basic principles of social exchange theory are: Exchange relationships develop within groups in which members have some degree of dependence Group members will act in groups in a way that maximizes personal benefit Interaction in groups will continue as long as reciprocity between individuals continues Groups operate on the satiation principle

17. Copyright (c) Allyn Bacon 2007 GP: Types of Social Exchanges  There are two types of exchanges possible in groups: Direct exchanges are those that occur between two people Indirect or generalized exchanges occur when people do not receive benefits directly from those to whom they give benefits  Differences in the types of exchanges can help explain the complexities involved in our decision-making processes in groups

18. Copyright (c) Allyn Bacon 2007 GP: Model of Direct and Indirect Exchanges in Groups

19. Copyright (c) Allyn Bacon 2007 GP: Exchange and Status in Groups  Peter Blau argued that exchange processes lend themselves to the development of status structures simply because people bring different types and quantities of resources into the process  Group studies have shown that leadership status was often attributed to those individuals perceived to contribute the most to group discussions

20. Copyright (c) Allyn Bacon 2007 GP: Status Construction Theory  Status characteristics theory links social roles from a larger society to stratification processes in groups  The theory was developed by Joseph Berger and a group of colleagues at Stanford University  The theory makes predictions about how members of task groups will become stratified

21. Copyright (c) Allyn Bacon 2007 GP: Status Hierarchies in Task Groups  A common finding in research on task groups is that task groups tend to organize themselves into status hierarchies  High and low status are based, in part, on status characteristics of group members  Social characteristics that can impact status in groups include: Diffuse status characteristics Specific status characteristics

22. Copyright (c) Allyn Bacon 2007 GP: Research with Status Characteristics Theory  Research shows that status hierarchies in task groups form based on the status characteristics of group members  Members look to the status characteristics of themselves and other group members to develop expectations for performance  Low-status members (e.g., females) generally receive lower status in task groups, regardless of performance

23. Copyright (c) Allyn Bacon 2007 GP: How to Get Status in a Group  There are two primary ways that people with low status characteristics can effectively hold high-status positions in groups: Giving the lower-status person legitimacy in the group Individuals with low social status should make it clear that they are carrying out behaviors with the interests of the group in mind

24. Copyright (c) Allyn Bacon 2007 GP: Power in Networks: Centrality  In the group processes perspective, a network emphasizes the idea that these people or groups are bound together through connections  Traditionally, people with a central position are considered most powerful  Modern theory and research emphasizes individuals’ ability to exclude other people in the network as the primary source of power, not just centrality in gaining power in groups

25. Copyright (c) Allyn Bacon 2007 GP: Distinguishing Power and Status  Power and status are related but distinct concepts  Power is structural; it rests in the positions that people have in relation to others  Status arises from the features of people; it rests in individual characteristics  Power and status are often related: Being high in status can significantly affect access to powerful positions

26. Copyright (c) Allyn Bacon 2007 Chapter 4: Bringing It All Together  The three perspectives in social psychology provide insights into the ways that stratification develops in society  Interactionists emphasize how individuals construct inequalities while social structure and personality scholars show how our social background influences our work and education decisions  Group processes work emphasize stratification processes in task groups