INEQUALITY PRELIMINARY EXAMINATION
FALL 2001
Section I: - Answer either question 1a or question 1b.
- 1a. In contemporary sociological discourse about inequality one often hears
the claim that neither race, nor class, nor gender is "more fundamental" as a form of
inequality. Evaluate this claim from each of the three following perspectives: (a)
a Marxist perspective; (b) a feminist perspective; and (c)in light of our historical
knowledge about the social construction of "race" in North America since the 17th century.
Then answer one of the following questions:
- 1. If you believe that one form of inequality is indeed “more fundamental”
than the others, why do you think this idea has lost currency in the discipline?
- 2. If you believe that no form of inequality is more fundamental than any other,
explain how this idea has developed and how it represents an advance over earlier thinking.
- 1b. The literature on inequality, whether focused on race, class or gender, has often
been dichotomized as belonging either to structural versus individual paradigms. What makes
an approach individualist? What makes an approach structuralist? What criterian do you use
to differentiate them? Provide one empirical example of research within the individualist
and structuralist paradigm for gender, for race, and for class (that means six examples in all).
Is it useful to continue to dichotomize sociological research and theory in this way?
Make an argument for how the field should develop in this new Century.
Section II. - Answer either question 2a or question 2b.
- 2a. Choose two recent important works in either race or class inequality and critique
them from a feminist perspective. In other words, provide a "gender lens" on the works you chose.
Given this analysis, and other readings you have done, do you think that feminist scholarship has begun
to transform the sociology of race relations or the study of class inequality? Defend your argument by
reference to other works as well.
- 2b. The conceptualization of gender in sociology has changed quite dramatically since concern with
“sex roles” thirty years ago. Outline the theoretical developments which have occurred in conceptualizing
gender, and discuss their relationship to empirical research findings. How has the theoretical approach to
gender changed over time? Have research findings guided theoretical developments? Be sure to reference
key theoretical and empirical works in your answer.
Section III. - Answer any two of the following five questions
- 3a. Max Weber wrote of "social closure." More recently, Charles Tilly wrote of
"opportunity hoarding." Both are referring to processes through which groups preserve
power, privilege, and resources for themselves. It could be argued, however, that these
concepts are of little use for analyzing relations between social classes defined in
economic terms. Is this argument valid? Would a Marxist find any analytic use for
these concepts? Why or why not?
- 3b. In recent years sociologists have used the concepts of cultural capital and
social capital to explain how individuals acquire and use certain kinds of social resources
to acquire economic resources. Typically it is argued that a person's class background,
neighborhood of origin, or school either provides or fails to provide the kinds of cultural
and social capital that are useful for economic success in middle- and upper-middle-class
worlds. How might these concepts of cultural and social capital be used to account for
gender differences in income? Refer to the literatures on cultural and social capital,
as well as gender stratification to inform you answer. Speculate on the possible advantages
and disadvantages of treating gender itself as a kind of cultural capital.
- 3c. William J. Wilson argued that race is declining in significance as a determinant
of life chances for African Americans. Summarize as best you can his reasoning for this
statement as well as his supportive evidence. In your answer, present your understanding
of the nature of the relationship between social class and race in the U.S. and how this
has changed historically.
- 3d. Racial inequality continues to exist in our society despite changes in our law and
attitudes regarding discrimination. Present a sociological explanation for why this is the case.
Be sure to discuss the specific mechanisms by which racial inequality is sustained over
time and in spite of the changes in laws and attitudes.
- 3e. Propose a multi-methodological research design to try to disentangle the casual effects
of race and class on the school performance of children. Assume resources (e.g. time and money)
are no obstacle. Be sure to specify data collection procedures, and analysis techniques. Discuss
the epistemological issues which arise from incorporating qualitative and quantitative data in one study.
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