Category: Sociology

  • Structural functionalism, race, ethnicity, sex, gender, soci…

    This assignments is designed to meet module learning objective 6.4. Please write an essay addressing the following questions. The essay produced need not be a single, cohesive research paper. Answer the first question in a self-contained paragraph that addresses all parts of the prompt. Answer the second question in a new, self-contained paragraph that addresses all parts of the second prompt. Continue until all prompts have been addressed. Please be sure to single space your paper and save in a .doc format. These essays should total no less than 1,000 words. There is no upper limit on length. However, if you can answer my questions in exactly 1,000 words effectively you will receive the same score as a person who took 4,000 words to do so. The more you write the better chance you have of being wrong on certain parts of your argument. Be as concise as possible while being sure to make sure you explain all parts of your argument. Your paper is due at 11:59pm Sunday, March 1st. Any editing you wish to be done must be sent to me in an e-mail using my Hawkmail address (before Wednesday, February 18th at 11:59pm. A full draft of the assignment is necessary for the editing process. I plan to grade your papers as they are submitted to the website. Make sure the version you submit is your final version.

    1. Explain the basics of structural functionalism and then use it to describe race. Include in your answer what types of functions a functionalist would claim race and racism serve (How does using the concept of race create stability and harmony) and if you think structural functionalism is the proper way to view race in the United States. Be sure to explain why you think it is a good way or not a good way. Some keywords to include are: functions, dysfunction, moral

    2. Compare and contrast race, ethnicity, sex, and gender. Include in your answer how they are similar and how they are different from one another (Usually a good idea to directly compare race and sex and then ethnicity and gender to one another). Which one do you think has caused more inequality in our country? Please use statistics from lecture and the book or from the provided link below. Do you think if you used different statistics your answer might be different? (Hint: Open the attached .pdf below and read the section entitled “Race and Hispanic Origin”. Then look at Figure 2 in the same document. That should give you all the information you need to make a direct comparison for the year 2015 in terms on income.) inequality PDF attached

    3. Describe the differences and similarities between folkways, mores, and laws. Provide a definition and example of each. Also, discuss what anomie is and its connection to norms. Be sure to discuss what types of events would create anomie on a national or worldwide scale. Lastly, include what type of things could erode anomie. Could the appearance of a charismatic leader? What else could?

    Attached Files (PDF/DOCX): Inequality.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Sociology Question

    The ethical practice in grant writing is to establish a firm understanding of the problem and potential solutions, and to communicate that in a clear and concise manner. Creating a logic model for your project will help you accomplish this clean, concise communication tool. Our logic model will begin with identifying the problem in a clear statement.

    Once you have identified the problem and completed the problem statement, use the Logic Model Template [DOCX] linked in the Resources to do the following:

    1. Identify two root causes leading to the identified problem.
    2. Support each root cause with 2 data sources. The data should legitimize the root cause and its connection to the problem.
    3. Describe 2 local conditions that align to each of the data sources identified (4 sources total).
    4. Support each local condition with a data source (existing or potential). The data should legitimize the local condition and its connection to the root cause.
    5. Identify 2 strategies to address each of the local conditions identified in step 3.
    6. Finally, for each strategy identified above, create a measurable outcome. This outcome should increase or decrease by some percentage for each year of the grant
    7. attached is my last assignment for reference

    Requirements: 1-2

  • Public sociology

    Assignment Three: Pitching a Blog/Vlog or Op-Ed (with AI Brainstorming) Points: 50 Submission: Written pitch in word document uploaded + ChatGPT share link at bottom of pitch This assignment asks you to practice what it is like to pitch an idea for a public-facing blog or op-ed to an editor (me). You will use AI intentionally and transparently as part of your brainstorming process, then write the pitch in your own words. Your final public piece could eventually be: A written blog post or op-ed A short video blog For this assignment, you are only pitching the idea, not writing the full piece. Required AI Brainstorming (Before You Write) You must use ChatGPT through CSU Chico to brainstorm your pitch. Go to: Links to an external site. Sign in using your CSU Chico account (For more detailed info about accessing your CSU Chico ChatGPT account see the syllabus) What to Use AI For You should use AI to help you: Clarify your core idea Identify possible platforms and audiences Test headlines or hooks Think through why your topic is timely right now What AI Should Not Do Write the pitch for you Draft paragraphs you submit Replace your own thinking or voice ( I want you in this!) Required AI Prompt (Use This or Something Very Close) You may copy and paste the prompt below into ChatGPT: Prompt: I am a sociology student in a public sociology course and am preparing for an assignment to pitching a short public-facing blog or op-ed about [insert sociological topic you have been focusing on]. Help me brainstorm: Possible platforms where this piece could be published Likely audiences for each platform Potential headlines or hooks Why this topic is timely right now Do not write the pitch for me. I will write the final pitch myself. What You Will Submit in Canvas You must submit two things: Your written pitch (300450 words), written in your own words in a word document uploaded to the Canvas dropbox. Your ChatGPT share link, showing your brainstorming conversation Use the Share option in the upper-right corner of ChatGPT Paste the share link into the bottom of your word document with your pitch Important: You must use your CSU Chico ChatGPT account If I cannot open the share link, points will be deducted Submissions without a share link will not receive full credit Your Pitch Must Address In clear, public-facing language: What is the core issue or story you want to tell? Why is this issue important right now? Who is the intended audience? What platform are you pitching this to, and why is it a good fit? This should connect to your audience, too. Why should someone read or watch this piece instead of scrolling past it? How will you draw on what you have studied so far (e.g., legislation, research articles, news) to support your story?
  • Journel #2

    Read Why Wont African Americans Get (and Stay) Married? Why Should They?* by Shirley A. Hill (Reading 13) and Marriage and Family: LGBT Individuals and Same-Sex Couples by Gary J. Gates (Reading 16). Your journal entry must address all the questions below and be at least 350 words long. Do not include the questions in your answer.

    1. Based on Hills discussion of the history of African American families, why is it important to examine the institution of family with a racial, social class, and gendered perspective?
    2. How do the policies of other social institutions result in additional strains on the family for African Americans that white families do not experience?
    3. Many factors influence childrens well-being. Considering Gates discussion, how might the legalization of same-sex marriage positively impact the children of these relationships?
    4. How might same-sex marriages challenge traditional notions of family in the United States? How might recognizing these families lead to greater equality for people of all sexual orientations?

    Attached Files (PDF/DOCX): reading 16.docx, reading 13.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Who am i?

    Assignment Instructions: In this week’s assignment, you will be describing an individual of your choosing from history (more than 50 years ago) that has made a difference in fighting for equality. It can be anyone from around the world in history; you are not limited to historical individuals in the United States. You will provide clues as to who you have chosen, but you will not give away the name until the end of your essay. Follow the directions below, and be sure to include ALL of the information in the prompt. Please see the ESSAY TEMPLATE located HERE for how to format your essay. Essay Prompt: Week Seven ‘Who Am I’ Essay: Begin this essay with an introduction that clearly defines the field of sociology and what we mean by global inequality. Include citations after citing them. Follow this with more of an introduction to the topic of your summary. For the body, without giving away the individual you chose, provide details of the individual, such as birthplace, life growing up, and what made this individual fight for equality. Write in either first or third person (NOT BOTH). Use phrases such as: “This individual…” (third person) or “I was born…” (first person) Share theories and concepts that helped make this individual well known, whether in his/her time or currently. Provide a conclusion on the individual’s life, and share (at the end) who you chose to write about, thus answering the question “Who am I?” Assignment Instructions: Answer the essay questions thoroughly in no fewer than 400 words. Write in APA format according to the essay template (above) Include: Title page with title, name, date, and class Introduction; includes an overview of your main points Include a heading that says Introduction Conclusion; recaps main points, without presenting new information. Body; complete paragraphs, each discussing one main point with support and details. Include a heading. It can say Body or a unique title for your topic Conclusion; recaps main points, without presenting new information. Include a heading that says Conclusion In-text and full citations are required in APA format. MS Word is the only acceptable document for credit. PDF and all other formats submitted will not be graded and will result in a 0 grade. Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review. Click
  • Finding variable

    Assignment #2: Conceptualization and Operationalization 10 points Objectives: (1) To refine your Independent and Dependent Variables. (2) Define (conceptualize) your independent and dependent variables. (3) Begin planning how to measure (operationalize) your independent and dependent variables. Reminder, at least 1 (one) of your variables MUST be a scale or index. Instructions: For this assignment you need to conceptualize and operationalize your independent variables and dependent variables from Assignment #1: Research Topic and Questions. Please consider the feedback you got from Assignment #1 when conceptualizing and operationalizing your variables. Please choose at least one set of variables (one question and one hypothesis) for this assignment. First narrowly define your independent variables. This is the conceptualization step. Make sure your definition is very, very specific. It is not enough to copy and paste the encyclopedia definition or a definition you got from google. Instead, this definition should include how YOU are thinking about this concept. Please state the variable name and then the definition for each variable you are defining. Next come up with a way of measuring your independent variables. This is the operationalization step. Again, you will need to state the variable and the operational definition for each. How will you measure this variable? How will this information be collected? What sort of survey question(s) might be used? Will you use an index or a scale or will a single direct question work? What level of measurement will you use? (NOMINAL, ORDINAL, INTERVAL, RATIO). First narrowly define your dependent variables. This is the conceptualization step. Make sure your definition is very, very specific. It is not enough to copy and paste the encyclopedia definition or a definition you got from google. Instead, this definition should include how YOU are thinking about this concept. Please state the variable name and then the definition for each variable you are defining. Next come up with a way of measuring your dependent variables. This is the operationalization step. Again, you will need to state the variable and the operational definition for each. How will you measure this variable? How will this information be collected? What sort of survey question(s) might be used? Will you use an index or a scale, direct questions, etc.? What level of measurement will you use? (INTERVAL, RATIO). Reminder that your dependent variable needs to be a scale or interval/ratio level measure. Looking at your independent and dependent variables, what other variables (extraneous variables) might interfere with the relationship between your independent and dependent variables? List at least 3 and briefly discuss how you might conceptualize and measure these three extraneous variables. Please include whether you think these extraneous variables are intervening or antecedent. Helpful Tips: Your dependent variable must be a scale or interval/ratio level measure. It is strongly encouraged that your review how other scholars conceptualized and operationalized their own variables. You can and should use scales or indices that other reputable scholars have developed. You can use the CSULB library or google to find scales or indices that fit your concepts. If you are struggling with this assignment it may be useful to rethink your research question. Try simplifying your research question or getting more specific with your question.

    Attached Files (PDF/DOCX): Untitled document.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • introduction to sociology

    Touchstone 1: Developing a Research Plan

    SCENARIO: Imagine that you work for a nonprofit organization that is focused on increasing diversity in community groups in your area. Your supervisor asks you to develop a sociological study concerning topics of diversity and collaboration in a specific community group of your choice. Eventually, you will prepare to share your research with colleagues.

    ASSIGNMENT: For Touchstone 1, you will begin by formulating a question about diversity in a community group that you have access to. Then you will use the steps of the scientific method to prepare a research plan, including a bibliography for a literature review. As you learned, sociologists follow the scientific method so that their results are both scientifically valid and useful to the greater sociological community. A literature review allows researchers to learn from completed studies and to build upon their conclusions.

    hint

    For Touchstone 3 which will be completed later in Unit 3, you must incorporate your selected community group and research question from Touchstone 1 to conduct a literature review and develop your hypothesis and research plan.
    Use the following Touchstone 1 template to fill in your research plan as you develop it. When you have finished, submit this template to move on to the next unit. You may also download an example of a completed touchstone.

    download

    Helpful Links:

    A. Directions

    Step 1: Pick a Topic

    Select a community group to study. Some examples of community groups you might explore include:

    • An activity-based group like a book club, a soccer team, or a community choir
    • A religious or ideological community such as a church congregation or a local political party
    • A community organization like a Parent Teacher Association (PTA), a neighborhood association, or the volunteer committee at a local soup kitchen
    • An identity-based organization such as a social club for veterans or a fraternal type organization

    It should be a group in which membership is voluntary and recreational.

    Avoid the following:

    • Families
    • Workplaces
    • Ethnic or racial categories
    • Friend groups

    You might wish to choose a group that you are a part of, or you might not. You can use your personal experience with the group to form the basis of your research question. Or you can ask members of the group about their experiences, which will help you develop your research question.

    In the template, write a paragraph (approximately 6-8 sentences) describing the community group you have chosen. In particular, be sure to answer the following questions:

    • What is the community group?
    • What are the attributes or characteristics of this community group? (e.g. What activities does this group do together? What element of the members’ interests or identities brings them together? How is membership in the group defined, if at all?)
    • What kind of experience with or access to this community group do you have?

    hint

    You will use this same topic in Touchstone 3 when you present your research plan.

    Step 2: Ask a Question

    Next, you will formulate a question related to this group, and to topics related to diversity and/or collaboration. You might think about diversity in terms of race, ethnicity, gender, sexuality, religion, socioeconomic status, or along multiple intersecting identities. Be sure to use what you learned in Unit 1 about the ways sociologists ask questions.

    Examples:

    • What are the challenges of a moms community organization in appealing to moms with children of different ages?
    • How does a group of car enthusiasts reach out to the surrounding community to get support for their events?
    • How has the Boy Scouts accepting girls impacted their mission and programs?
    • Do gender segregated sports teams for kids help maintain traditional gender roles?

    In the template, write the question you have formulated for your study. Be sure to identify the Independent and Dependent variables and identify them correctly. (HINT: Refer back to and for help.)

    Step 3: Prepare a Bibliography

    Finally, you will begin developing a bibliography for a review of the existing literature that relates to your question. Before conducting a full literature review, a sociologist will build a bibliography, or a list of potential sources that they will read and study in greater depth in the review.

    Collect 4-6 articles, books, or other resources that relate to your question and list them in your template. You dont have to look into these materials in depth right now! Youll review this literature more closely in Touchstone 3, and you will also be exposed to additional relevant research and frameworks in Unit 3. Youll also be able to add to or amend your bibliography before you submit Touchstone 3 in Unit 3.

    Attributes of good readings for your literature review:

    • They are academic, scholarly works about research findings or they are reliable journalistic reporting based on scientifically credible and reliable data.
    • They should have been published in the last 10 yearsunless they are a landmark work on the topic and provide important background or as a comparison.
    • They look at different sides of the argument and a variety of perspectives.
    • They do not have to be written by sociologists or published in sociology journals, but they should be academic and not popular works.

    Where to find readings:
    More than likely you will use a major search engine like Google Scholar. Start your search by identifying key search terms related to your research question, to generate relevant results. specifically searches scholarly literature. However, keep in mind that much of this literature may have limited or paid access. Another good place to search is in a public library or university library catalog or database. You might also want to try regular Google, but you will have to be careful to screen your results and make sure you only select academic sources. Whichever way you choose to search, make sure that you are selecting credible sources.

    What makes a source credible?
    Credible sources are written by authors who are well known in their field. They are based on scientific datanot opinions or with biased observations. Sources should be from reliable outlets, like major publishers, universities, think tanks, and credentialed current practitioners. (HINT: Refer back to for more guidance.)

    How to format sources in your bibliography:
    Sociologists use American Psychological Association (APA) format for their research. However, you will use a more simplified method to format sources for your bibliography. You will include five key elements for each source, with each element separated by a period:

    • Authors name(s)
    • Publisher and publication date
    • Title of the source, in quotation marks
    • Page numbers (if applicable)
    • Source’s location for web-based texts (URL)

    EXAMPLE

    Alireza Behtoui. Journal of Sociology, 2015. “Beyond social ties: The impact of social capital on labour market outcomes for young Swedish people.” p. 711-724.

    Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

    1. Identify Community Group
    Have you identified and described a voluntary, recreational community group?
    Have you provided group attributes/characteristics of this group?
    Have you discussed your experience with or access to this group?

    2. Research Question
    Have you selected a research question that is sufficiently specific to be researchable while tying in to broader themes in sociology?
    Have you clearly identified independent and dependent variables?
    Are your independent and dependent variables in the correct relationship?

    3. Bibliography
    Have you provided 4-6 credible, relevant, recent, and properly cited sources?
    Did you properly format these sources and include the five key elements for each source, with each element separated by a period:

    • Authors name(s)
    • Publisher and publication date
    • Title of the source, in quotation marks
    • Page numbers (if applicable)
    • Source’s location for web-based texts (URL)

    4. Conventions
    Have you proofread your essay for grammatical and mechanical errors?
    Have you used spell check or another method to check spelling?

    5. Before You Submit
    Have you included your name and date at the top left of the page?

    Requirements: what it ask

  • Understanding Marxist and Weberian Definitions of the State

    Prompt

    Based on your readings of Marx and Weber, how would you conceptualize the State? Between the two theorists, whose definition of state do you resonate with the most and why – analyze critically.

    Directions:

    1. Write your answer with at least 5 connections to the class lecture and/or assigned materials (5X10 = 50 points). Your essay must have a relevant title and a clear thesis statement (10 points).

    2. Write 3-5 double-spaced pages in Times New Roman font 12.

    3. You must add references following the APA formatting (mentioning the last name of the author with publication year in parenthesis in-text AND a separate reference page). (10 points)

    4. Overall argument and organization of the essay = 20 points

    5. Grammar and spelling = 10 points

    Context of the

    Brumaire

    A historical materialistic analysis by Marx

    the aftermath of French Revolution of 1789

    the period from 1789 to 1848 – the

    Age of Revolution (by Eric Hobsbawm)

    an era marked by social upheaval and

    political turbulenceThe Three Notable Periods

    The revolutionary era encompassing

    the French Revolution and the

    Napoleonic Wars which disseminated

    revolutionary ideas across Europe.

    17891815

    The restoration, in which the old regime

    comes roaring back marked by the

    Congress of Vienna to the establishment

    of the so-called July Monarchy.

    18151830

    The July Monarchy a classical liberal

    constitutional monarchy replacing the

    preceding conservative monarchy.

    18301848Marxist Take

    Marx interprets those last two periods in

    terms of class dynamics.

    He sees the restoration (1815-1830) itself

    as a revenge of the landed aristocracy.

    He interprets the July Monarchy (1830-

    1848) as a bourgeois monarchy, with its

    social basis rooted in high finance.Social and

    Economic

    Background

    The other thing to consider is the

    immediate background of the 1840s

    which is the first big railway

    boom. The European railway

    network is being built out, and

    toward the end of the 1840s, theres

    a classic crisis of overproduction and

    a sharp cyclical downturn with

    deteriorating conditions of wages

    and employment. Its what sets the

    stage for the 1848 uprising itself…In

    February of 1848, amid escalating

    levels of this popular suffering, a

    widespread uprising against the July

    Monarchy erupted.

    Interview with Dylan Riley,

    Revisiting Marxs Eighteenth Brumaire

    Image Source:

    https://www.sciencephoto.com/media/363028/view/railway-construction-19th-centuryMARX, KARL. THE

    EIGHTEENTH BRUMAIRE OF

    LOUIS BONAPARTE, IN THE

    MARX-ENGELS READER,

    EDITED BY ROBERT TUCKER.

    NEW YORK: W.W. NORTON.

    In picture: Louis Bonaparte

    Source:

    https://www.napoleon-empire.org/en/personalities/louis_bonaparte.phpKnow the Class Divisions

    Group Who they are Political Name Their Goal

    Landed Aristocracy

    Old wealthy landowners Bourgeoisie Return to the Bourbon Monarchy (pre-1789 style).

    Finance Capital Big bankers/financiers Bourgeoisie Return to Louis Philippes constitutional monarchy.

    Industrialists

    Factory owners Bourgeoisie Stability for business; they hated the bankers but feared the workers

    more.

    The Party of Order

    A bourgeosie “coalition of fear” The Party of Order A temporary alliance of Landlords and Industrialists to crush the

    Left.

    Petty Bourgeoisie

    Shopkeepers/small business

    owners

    The Montagne A “Social Democracy” that reconciles classes.

    Proletariat

    Urban workers The Socialists Radical social reform and “The Social Republic”.

    Peasantry

    Small landholders Bonapartists They want a “strong man” to protect their small farms.Act I: The

    “Social

    Republic”

    (Feb May

    1848)

    Main Actors:

    The Proletariat (Workers)

    The Petty Bourgeoisie (Small shopkeepers and

    business owners)

    The Industrialists (Factory Owners)

    What did they want?

    To oust King Louis Phillippe from power.

    Why did they want that?

    The industrialists wanted electoral reform – to

    expand voting rights among themselves and to

    take power away from the bankers and

    financiers who dominated France under King

    Louis Philippe.

    The proletariat wanted to establish a social

    republic, bring about major social reforms

    and justice for laborers.

    The Petty Bourgeoisie wanted more political

    rights.Act I: The “Social

    Republic” (Feb May

    1848)

    What was the actual outcome?

    Soon the classed were in

    conflict.

    Under the underdeveloped

    material conditions, mass

    education, and unadvanced

    social development, a worker-

    friendly social republic became

    impossible to achieve.

    A provisional coalition

    government was formed, but

    nobody wanted to commit to

    anything long-term.

    The royalists and capitalists

    started rebuilding and growing

    popularity. Image Source:

    https://www.structural-learning.com/post/conflict-theoryAct II: The

    “Bourgeois

    Republic”

    (May 1848

    May 1849)

    Main Actors:

    The Bourgeoisie

    The Proletariat

    What did they want?

    To constitute a National Assembly representing

    France as a whole, not only the revolutionary

    Paris.

    What did actually happen?

    This Assembly quickly moved to limit the

    radicalism of the February days,

    They contained the revolution within bourgeois

    (middle-class) interests

    The Parisian Proletariat saw this Assembly as a

    threat and tried to dissolve it

    This uprising is called the June Insurrection, it

    was brutally crushed

    Over 3,000 were killed and 15,000 deported

    without trial

    The Proletariat lost their main leaders, were

    weakened and politically defeatedAct II: The “Bourgeois Republic” (May 1848

    May 1849)

    The Consequence:

    The bourgeois power was now secure; the republic had become a dictatorship

    of one class. (the bourgeoisie) over all others. (p.602)

    The bourgeois republic became a tool to maintain property, family, religion,

    and order

    Ironically, these slogans were used to: crush workers, silence liberals, reformers,

    and even moderate republicans; arrest or exile anyone slightly left leaning.

    This turned France into a police state, enforcing bourgeois power at gunpoint.

    Even bourgeois republicans (the so-called party of order) became victims of

    their own regime: their homes were raided; they were shot at from balconies;

    their press silenced, laws destroyedall in the name of order.Act III: The

    Rise of the

    Strongma

    n (1849

    1851)

    Main Actors:

    The bourgeoisie

    The petty bourgeoisie

    Luis Bonaparte

    What did they want?

    The bourgeoisie wanted full power and so

    established the parliamentary republic.

    Though united, two of these factions within the

    bourgeoisie, the landlords and industrialists,

    maintained a perpetual state of intrigue against

    one another.

    In Marxs claim: each of the two great interests into

    which the bourgeoisie is splitlanded property and

    capitalsought to restore its own supremacy and

    the subordination of the other (p.611).

    Marx argues that only the democratic republic

    allows the different factions of the capitalist class to

    co-exist in a peaceful manner and to put the

    interests of the class as a whole above the

    sectional interests of any particular group of

    capitalists. (p.603)

    The democratic republic appeared but collapsed

    quickly with the retreat of the petty bourgeoisie.Act III: The Rise of the

    Strongman (1849 1851)

    Why did they want Luis Bonaparte?

    The factions worried about the conditions necessary for the serious business under constant political

    turmoil.

    According to Marx, the bourgeoisie was afraid of the emergence of the socialist ideal.

    It wanted to sacrifice the democratic republic to maintain a state of social peace.

    Then came the parliamentary republic, which gave full power to the bourgeoisie.

    But that too was buried by Louis Bonapartes coup on December 2, 1851.

    What did actually happen?

    When Bonaparte rose to power, he used these same tools against the bourgeoisie:

    He had their own bourgeois citizens shot from their balconies on Dec 4.

    Their press was censored, salons surveilled, and National Guard dissolved.

    The Church took over education, and the bourgeoisie were exiled or imprisoned without trial.

    Bonaparte plundered their wealth while silencing their political voice.The Rule

    Under

    Louis

    Bonaparte

    (1848

    1870 )

    Who supported Bonaparte and how did he

    treat them?

    A. Small-Holding Peasantry

    Bonaparte derived his support from the

    small-holding peasantry.

    They associated the glory days of their

    class with the rule of Napoleon and so his

    nephew, Bonaparte.

    Bonaparte claimed to represent and

    protect the peasantry, but the reality was

    different.

    They had to pay taxes only to fund the

    bureaucracy that gave them nothing in

    return.

    Instead of foreign invasion, the domestic

    debt collectors and tax agents became the

    real threat to peasant property.

    The bourgeoisie, through capital and

    finance, were exploiting the peasants just

    as much as the aristocracy once did.The Rule Under Bonaparte (1848 1870 )

    (Contd.)

    B. Middle-class Bourgeoisie

    Bonaparte presented himself as the protector of the middle class, yet he was only in power

    because he destroyed their political strength.

    The churches and the religious leaders turned into the watchdogs of bureaucracy instead of

    divinity and religion.

    The army became a degraded form of its former self.

    It was made of poor substitutes from the lumpenproletariat instead of heroic peasants.

    Its purpose was to suppress the people, not defend them, conducting gendarme-like policing

    rather than valiant warfare.

    The bourgeoisie told the proletariat: Flee, be silent, keep quiet. Now, Bonaparte says the same

    thing to them.

    Bonaparte completely turned against the bourgeoisie who wanted to see him in power and

    erased their political agency.The Rule Under Bonaparte (1848

    1870 ) (Contd.)

    C. The Lumpenproletariat (Pp.601, 603, 615)

    Bonapartes loyalists were the lumpenproletariat and adventurers:

    Vagabonds and Discharged Soldiers: People who have been cut loose

    from traditional institutions.

    The Marginalized: Discharged jailbirds, escaped galley slaves, swindlers,

    mountebanks, and pickpockets.

    The Unemployed/Unemployable: Rag-pickers, knife-grinders, and

    beggars.

    This group exploited state institutions for personal profit, using decree and

    policy to funnel wealth from the state to them.Key

    Takeaways

    How would you

    explain the legitimacy

    of Bonapartes coming

    into power?Key

    Takeaways

    Bonaparte had no true

    political legitimacy. Marx calls

    him a puppet of drunken

    soldiers. (p.603)

    Marx sees Bonapartes coup

    as a tragic farcethey were

    trying to repeat the glories of

    the French Revolution but

    ended up delivering power to

    a parody of Napoleon.Key

    Takeaways

    (Contd.)

    The real danger is not just in the

    person of Bonaparte, but in the

    centralized state power that

    makes his rule possible. True

    revolution must smash this

    bureaucratic-military machine,

    not simply change who controls

    it. Until then, society will continue

    to fall under “the despotism of an

    individual without authority,

    propped up by a silent mass who

    cannot speak for themselves.

    (p.608)

    Marx acutely identifies

    the systematic

    disjuncture between the

    roles that political actors

    appear to be playing,

    the roles that they

    understand themselves

    to be playing, and the

    actual functions that

    they fulfill.Key

    Takeaways

    (Contd.)

    Some liberals like Guizot

    claim this whole historical

    event as the triumph of

    socialism. Do you agree

    or disagree?Key

    Takeaways

    (Contd.)

    Marx claims that it was not the triumph

    of socialism (p.606). It was instead the

    victory of executive power over

    legislative power, authority over

    representation, military force over

    democratic deliberation.

    From Marxs perspective, the French

    society was underdeveloped.

    Theres this large peasantry. Even the

    bourgeoisie itself is a state-dependent,

    rent-seeking stratum. French

    bourgeoisie susceptible to betraying its

    historical mission of establishing a

    representative state. These historical

    factors lead to an isolation of the

    French working class.

    Interview with Dylan Riley,

    Revisiting Marxs Eighteenth Brumair

    eKey

    Takeaways

    (Contd.)

    The Eighteenth Brumaire had shown that

    the working class could now only play a

    revolutionary role when it acted

    independently of the bourgeoisie.

    The interests of the peasants are no

    longer…in accord with, but are now in

    opposition to bourgeois interests, to

    capital, Marx wrote. Hence they find

    their natural ally and leader in the urban

    proletariat, whose task it is to overthrow

    the bourgeois order. (p.611-612)Key

    Takeaways

    (Contd.)

    Another lesson is the importance of class

    alliances.

    For the working class to emerge as an

    effective political force, it must articulate

    its interests as the interests of the nation.

    And, in a sense, to use a Gramscian term,

    thats the way that the working class can

    make a claim to hegemony.

    The last thing thats going on is the reality

    of the state. In the case of The Eighteenth

    Brumaire, the reality of the state comes

    forward as the final guarantor of the

    existing order. Marxs argument is that its

    precisely the class struggle that can make

    or break a strong state order.

    Interview with Dylan Riley,

    Revisiting Marxs Eighteenth Brumaire

    Marx begins from a materialist

    conception of history, arguing that

    social change is driven by conflict

    between economic classes.

    The history of all hitherto existing society

    is the history of class struggles. (p.473)I. History as

    Class

    Struggle

    Society is structured by antagonisms

    between:

    Bourgeoisie (owners of capital)

    Proletariat (wage laborers)

    These conflicts are not moral or

    ideological accidents; they are rooted

    in material relations of production.How does Marx –

    Define the history of politics

    Critique capitalism

    Critique bourgeoisie state

    Conceptualize the proletariat future?II. Capitalism as

    ExploitativeII. Capitalism

    as

    Exploitative

    A system based on the exploitation

    of labor.

    Workers do not own the means of

    production and must sell their

    labor power to survive.

    The worker becomes all

    the poorer the more

    wealth he produces, the

    more his production

    increases in power and

    range. (p.71)

    The bourgeoisie extracts surplus

    value from workers:

    Capital is dead labour,

    that, vampire-like, only

    lives by sucking living

    labour. (p.362)

    Thus, capitalism is inherently unequal and unstable.How does Marx –

    Define the history of politics

    Critique capitalism

    Critique bourgeoisie state

    Conceptualize the proletariat future?III. The

    Bourgeois

    State as a

    Class

    InstrumentIII. The

    Bourgeois

    State as a

    Class

    Instrument

    Marx does not see the state as neutral or

    autonomous. Instead, it serves the interests

    of the ruling class.

    The executive of the modern state is but a

    committee for managing the common affairs

    of the whole bourgeoisie. (p.475)

    Law, politics, and institutions exist primarily to

    protect private property and capitalist

    accumulation.

    This is a class-instrumentalist view of the

    state.How does Marx –

    Define the history of politics

    Critique capitalism

    Critique bourgeoisie state

    Conceptualize the proletariat future?IV. The

    Proletariat as a

    Revolutionary

    ClassThe

    Proletariat as

    a

    Revolutionary

    Class

    Marx argues that capitalism produces its own

    gravediggers.

    What the bourgeoisie therefore produces,

    above all, are its own grave-diggers. (p.483)

    The proletariat, through collective struggle,

    will overthrow capitalism and abolish class

    society.

    The proletarians have nothing to lose but

    their chains. They have a world to win. (p.500)How does

    Weber critique

    Marxs political

    concepts?Core

    Theoretical

    Contrast

    Marx

    (Manifesto) Weber (Socialism)

    Capitalism collapses

    Proletariat unifies

    Crisis revolution Crisis

    Class rule ends

    State = bourgeois

    instrument State =Core

    Theoretical

    Contrast

    Marx

    (Manifesto) Weber (Socialism)

    Capitalism collapses Capitalism reorganizes

    Proletariat unifies Labor fragments

    Crisis revolution Crisis regulation

    Class rule ends Officialdom expands

    State = bourgeois

    instrument

    State = bureaucratic

    apparatusCollapse of

    Capitalism?

    Marx predicts:

    the progressive concentration of capital

    the disappearance of the bourgeois class.

    Weber challenges this prediction empirically:

    The simple shrinking of the number of

    entrepreneurs does not exhaust all the possibilities of the

    process. (p.29)

    Instead of vanishing, capitalism reorganizes itself:

    Through joint-stock companies

    Appointed managers

    Expanding bureaucraciesCollapse of

    Capitalism?

    Weber shows that ownership and control will separate.

    the number of “appointees”, i.e. of a bureaucracy of private

    enterprise. These people, whose interests are far from being on the side of a

    proletarian dictatorship, are increasing many times faster than the

    workers. (p.29)

    The bourgeoisie does not disappear; it mutates into:

    Managerial elites

    Rentiers

    Financial controllersProletariat

    Unifies?

    Marx predicted increasing proletarianization and class unity.

    Weber observes the opposite:

    Occupational specialization and technical training are on the

    increase rather than diminishing. (p.33)

    Instead of one homogeneous working class, capitalism produces:

    o Skilled technicians

    o Foremen

    o Salaried professionals

    o Managers

    o AdministratorsProletariat

    Unifies?

    These groups:

    o Are wage-dependent

    o But do not identify as proletarian

    o Seek class distinction, not solidarity

    Nothing is further from the minds of these people than

    solidarity with the proletariat…All of them strive after at least

    similar “class” (“stMndischen”) qualities, be it for themselves or

    for their children. An unequivocal tendency towards

    proletarianization cannot be established at present. (p.35)Crisis

    produces

    revolution

    or

    regulation?

    Marx saw economic crises as revolutionary catalysts. Weber argues

    that capitalism has developed stabilizing mechanisms:

    Market regulation

    Credit control

    State intervention

    Cartels and trusts

    Large banks… proceeded to ensure… that periods of over-

    speculation occur in substantially smaller proportions than they did

    formerly. (p.30)

    Crises no longer automatically radicalize the masses.Class rule

    ends: who

    rises?

    Marx assumes that proletarian rule will replace bourgeois rule.

    Weber argues that what is actually emerging is rule by officials:

    For the time being, at any rate, it is the dictatorship of the

    officials which is on the march and not that of the workers.

    (p.32)

    Whether in:

    State industries

    Municipal enterprises

    Public administration

    Control lies with trained bureaucrats, not workers.

    In public industries… it is the official and not the worker who has

    complete and absolute control. (p.32)Implications

    on the

    Definition of

    State

    Weber replaces Marxs class-based theory of domination

    with a bureaucratic theory of domination:

    Authority is rooted in expertise

    Power is institutionalized

    Control flows through administration, not ownership

    Rather than collapsing, the capitalist state manages

    crises through bureaucratic and financial instruments.

    The state becomes a stabilizer, not a casualty.

    The state, therefore, cannot be understood simply as a class

    instrument. It must be analyzed as a rationalized,

    administrative, and autonomous structure

    THE PROFESSION AND VOCATION OF POLITICS BY

    WEBER

    Weber examines the relationship between political power, legitimacy, and the

    ethical challenges faced by those who pursue politics as a career in modern

    democracies.

    He established distinction between those who live for politics versus those who

    live from politics.

    This distinction is important in the way that it establishes the exercise of politics

    as a vocation and as a profession.POLITICS AND STATE

    The State is the entity that holds the

    monopoly on the legitimate use of physical

    force within a territory (1994:310-11)

    Politics is defined as the pursuit of power or

    the influence over its distribution, whether

    this happens between states or among

    groups inside of a state.POLITICS AND STATE

    The legitimacy of political rule (1994:311-12) rests on three distinct foundations:

    I. Traditional Authority: derives its legitimacy from long-established customs and

    social patterns.

    II. Charismatic Authority: stems from the exceptional personal qualities of a

    leader.

    III. Legal-rational Authority: characteristic of modern states, is based on

    established rules and bureaucratic competence.

    This classification is fundamental to understanding Webers notions of political

    authority and leadership.EXAMPLE OF

    TRADITIONAL

    AUTHORITY

    Queen Victoria (United

    Kingdom)

    Victoria embodied

    constitutional monarchy

    rooted in centuries of

    royal tradition.

    Her legitimacy came

    from:

    Hereditary rule

    Symbolic continuity

    National customEXAMPLE OF

    CHARISMATIC

    AUTHORITY

    Napoleon Bonaparte

    (France)

    Napoleons authority

    stemmed from:

    Military genius

    Revolutionary symbolism

    Personal charisma

    He rose outside traditional

    monarchy and later

    transformed charisma into

    imperial rule.EXAMPLE OF

    LEGAL-RATIONAL

    AUTHORITY

    Franklin D. Roosevelt

    (FDR) (USA)

    Though charismatic,

    FDRs leadership during

    the Great Depression

    relied heavily on:

    Law

    Bureaucracy

    Election

    Constitutional mandatePOLITICAL VOCATION AND PROFESSIONALIZATION OF

    POLITICS

    A unique phenomenon of the modern state: the rise of professional politicians

    Weber identifies a historical transformation, where politics evolved from an

    occasional pursuit of notables to a full-time job (1994:317). It is

    This transformation that creates two distinct types of political engagement: those

    who live for politics and those who live from politics (1994:318).WHO LIVE FOR

    POLITICS

    A person who lives for politics does this because it gives to

    their life meaning and purpose:

    Anyone who lives for politics ‘makes this his life’ in an

    inward (innerlich) sense, either enjoying the naked possession

    of the power he exercises or feeding his inner balance and

    self-esteem from the sense that he is giving his life meaning

    and purpose (Sinn) by devoting it to a cause (Sache).

    (1994:318).

    This implies that:

    economic independence is a prerequisite for a political

    vocation.

    to pursue a cause, a person must have the material means

    to sustain themselves.

    politics a luxury, something reserved for the wealthy or

    those with private means, which yields an income from which

    they can live.W H O LIVE FROM

    POLITICS

    Professional politicians also

    derive their income from

    professional political activity and

    depend on politics for their

    livelihood.

    Weber classifies professional

    politicians as either prebendaries

    or salaried officials.

    This process has its historical

    roots in the early professional

    politicians who served princes as

    dedicated servants of political

    authority.

    They did not seek to be lords

    themselves but chose to enter

    the service of political rulers,

    transforming the execution of

    political policies into their

    material livelihood (1994:316-19).POLITICAL ORGANIZATIONS

    The professionalization of politics led to fundamental changes in political

    organizations.

    Political parties evolved from loose associations of notables into

    professional bureaucracies (1994:338).

    This transformation was particularly evident in the development of mass

    democracy, where parties required permanent organizations and professional

    staff with fixed salaries to manage these increasingly complex political

    operations (bureaucratization).BUREAUCRATIZATION AND MODERN POLITICS

    Bureaucratization:

    Brings efficiency and rationality to administration,

    creates tensions with democratic principles and charismatic leadership.

    Bureaucratization emerged when the modern state established its monopoly of

    legitimate force, centralizing administrative power and separating officials from the

    means of administration.

    The bureaucratic apparatus, with its trained officials and standardized procedures,

    enables efficient administration of large-scale political systems (1994:332).

    Weber observes that bureaucratic administration, while efficient, tends to create what

    he terms the dictatorship of the official.KEY TAKEAWAYS

    The modern state is defined by its monopoly on the legitimate use of violence

    within a territory.

    Politics is the pursuit of power or influence over its distribution.

    Key qualities necessary for the professional politician: a passion for the cause, a

    sense of responsibility, and the ability to maintain judgment despite political

    pressures. (1994:352)

    Political vocation requires both inner strength and practical capability.KEY TAKEAWAYS

    Legitimacy Types: Traditional (custom and historical precedent), Charismatic

    (exceptional personal qualities), and Legal-rational (established rules and

    procedures).

    Institutional Framework: Emphasis on formal structures and bureaucratic

    organization, where the professional administration brings in efficiency.

    Effective political leadership requires balancing the ethics of conviction and the

    ethics of responsibility.THE… [Content truncated to 3000 words]

  • DISCUSSION

    Over the last few weeks, you have conducted research in your field of study to identify a research problem you will turn into a research question. In your initial post, consider patterns you found as you were looking at this information. What did you notice? What is the relationship between your field of study in social science and the methodologies and data types you found? If a particular methodology was selected over others, what might the impact on your field of study be? (Hint: Refer back to your answers in your Module Six journal entry.)

    Then, choose two peers who are studying a social science field different from yours. As you review your peers’ initial posts, answer at least two of the following questions as you compare patterns of methodology choices in their social science and yours:

    • Do you see other limits in their social science that they did not identify?
    • What might the impact of those limits be?
    • How do the methodology and data types preferred by their social science compare to those preferred by yours? Are there overlaps? Major differences?
    • What do you see as the impact of these preferences, and is there something that could be gained in their social science if they were to embrace some of the methodologies and data types used by your social science?
  • Sociology Question

    This week, you were introduced to the purpose statement in a research study. In the last two weeks, we’ve also focused on ethical conduct in research and the introduction to research.

    This assignment focuses on building a second research matrix similar to the one from Week 3. The content you will include in this matrix includes research concepts that can be found and connected to the same four research articles related to the topic selected for this quarter

    Assignment Instructions

    Fill out the Research Concepts Research Matrix Week 6 [DOCX] with research concepts connected to the topic selected for this quarter. Your instructor will provide the articles you are to use for this assignment in the Announcements area of the courseroom. A sample article is included in the matrix to demonstrate the level of depth and breadth of content you should include from the four articles you will read for this assignment. All content you include in your Research Concepts matrix should be summarized in your own words. The purpose statement for each article can be provided word-for-word from each article, however. Please use APA style and format for the citations and references in this assignment. REQUIRED ARTICLES are attached

    Requirements: 1-2