Defining social stratification and discussing it's most common divisions such as race, class, gender, ethnicity, and sex. Also looks at the impact each has on education.

1. CLASS
RACE
ETHNICITY
GENDER
SEX

2.  VIEANNA KHADAN
 VASHTI SANCHEZ
 CHRISTINA SOOKDEO
 SHERRY-ANN SARRAN
 ROSEMARIE WILSON-
MANSINGH

3. SOCIAL STRATIFICATION

4. SOCIAL STRATIFICATION
R. W. Murray defines social stratification as, “arrangement of
any social group or society into hierarchy of positions that
are unequal with regard to power, property, social
evaluation and psychic gratification ”.
The division of society into classes, categories or ranks.
Division in society, leads to social inequality

5. Most common divisions are:
CLASS
RACE
ETHNICITY
GENDER
SEX

6. Unequal sharing of scarce resources and social rewards
Closed system: movement = impossible-
Caste System:
Scarce resources and social rewards are distributed on the basis of
ascribed statuses
Slavery: Has economic basis
Class system:
Distribution of scarce resources and
Rewards is determined on the basis of achieved statuses.
Open system: movement =possible
SOCIAL INEQUALITY

7. SOCIAL CLASS
(Newman, 2013, p.319)
A social class is a group of people who
share a similar economic position in
society based on their wealth and
income.
Class is essentially, therefore, an economic
stratification system.

8. CLASS
 Class can change throughout your lifetime.
 It is based on achievement (social
mobility)
 Exogamy
 Ownership in means of production(WHO)
 Conflict theories-Capitalist (Bourgeoisie)
and Labourer (Proletariat)

9. Three aspects to determine
social class:
WEALTH
POWER
PRESTIGE

10.  Wealth -Depending of the strata you belong to
access to materials and resources will be limited
or enhanced.
 Power – teachers have power over their
students, they help shapes the lives of children.
 Prestige- children with parents with high income
levels are viewed highly than the (labour
workers)

11. Social Mobility
Social mobility refers to the movement
within the social structure, from one social
position to another. (Changing social
status)
Types of mobility
 Vertical
 Horizontal

12. IMPACT ON EDUCATION
 Exploitation- lack of equal resources in schools,
means children do not all have enriched
experience.
 Family settings are different also. Lack of skill
and effort in children education will determine
the job level they will have.

13. Conflict theory
 Power –taking control of society (taking
advantage of the working class) Proletariat
Functionalist theory
 Every jobs in society needs to filled. Your efforts
determine your job level.

15. RACE DEFINED:
 There are no biologically “pure” races.
 RACE- Is a category of people who share inherited
physical characteristics and whom others see as being
a distinctive group
 Racial social stratification is built upon idea that
social differences are linked with hereditary
characteristics which differ between races.

16. A Brief History of race
 Race did not exist until the European
expansion and exploration beginning
around 1500 until then.
 People were divided on the basis of
religion, class, language or status.

17. A Brief History of race
 Historically scholars have placed people into three
groups:
1. Caucasians-fair skin and straight or wavy hair (whites)
2. Mongoloids-yellowish or brownish skin with distinctive folds
on the eyelids (Asians)
3. Negroids-dark skin and tightly curled hair (blacks)
However, this well known classification system has difficulty
describing the complexity of race.

18. WHO AM I?

24. Social Status and Effects of
“Race”
 Life chances
 Where you live
 How you are treated
 Access to wealth, power and prestige
 Access to education, housing, and other valued
resources

25. The Social Construction of
Race
 Race is important because of the social meaning people have
attached to it.
 Race is a social construct based on how people define themselves
and others on physical and social characteristics.
 Racial classifications are a function of how people define, label and
categorize themselves and others into groups.
 A majority group – is one that is culturally, economically and
politically dominant.
 A minority group – is one that is culturally, economically and
politically subordinate.

26. CHALLENGES FACED
 equal access to health care, educational
opportunities, treatment in the criminal-
justice system, environmental racism.
 assimilating into a foreign society,
learning English, open discrimination, hate
crimes.

27. Strategies for Ending Inequality
 Antidiscrimination laws: outlaw discrimination on the
basis of race, color, religion, sex and national origin.
 Affirmative action laws: require employers, schools
and others to increase the representation of groups
that historically have experienced discrimination.
 MAKE A DIFFERENCE AS A TEACHER!

28. ETHNICITY

29. ETHNICITY
 The word “ethnicity” is of modern origin. In
America, it appears to have been used for the
first time in 1941 in W. Lloyd Warner and Paul S.
Lunt’s “The Social Life of a Modern Community”.
 Warner used ethnicity in the sense of a trait that
“separates” the individual from some classes
and identifies him with others.

30. DEFINING ETHNICITY
 Ethnicity - belonging to a group that shares the same characteristics,
such as country of origin, language, religion, ancestry and culture.
 Ethnicity: refers to membership of in a culturally- and geographically
defined group that may share language, cultural practices, religion,
or other aspects.
 IT IS IMPORTANT TO NOTE THAT…
 People of the same race can be of different ethnicities. For example,
Asians can be Japanese, Korean, Thai, or many other ethnicities.

31. IDENTIFYING ETHNICITY GROUPS
An ethnic group is a socially distinct population that shares a common
language, culture, and a way of life. These groups are committed to the
ideas, norms, and material things that constitute that way of life.
They can be identified through ‘ethnic traits’ such as:
 Diet Burial customs
 Dance, music Pottery forms, and styles of decoration
 Shared common history Architecture
 Language Clothing, hairstyles
 Religion, rituals

32. ETHNIC MINORITY GROUPS
 Race and ethnicity are often incorrectly used
interchangeably due to the notion of them being “minority
groups”.
 Minority group is a sociological term for a group that
experiences discrimination, social disadvantages and
strong self-consciousness as a result of discriminations.
 Not all minority groups are racial and ethnic groups, and
not all racial and ethnic groups are minority groups.

33. IMPACT ON EDUCATION
 Ethnic minorities experience racism, they are stereotyped, and often
left alone in school and classroom activities.
 Ethnic minorities have a different culture that advantages or
disadvantages them (eg. Different language, cultural practices and
belief systems)
 Most ethnic minority groups have
 higher parental and pupil educational aspirations,
 more positive attitudes to school,
 do more homework
but do teachers notice this and guide and support them accordingly?

34. IMPACT ON EDUCATION
Ethnicity is a variable affecting educational
attainment.
 Without a doubt, prior knowledge (i.e. ethnicity &
culture) may effect one’s learning style.
 Instructors should be sensitive to the different
learning styles and vary their teaching styles
accordingly.

35. IMPLICATIONS FOR INSTRUCTIONAL
DESIGN
 Teaching styles should attempt to match learning styles
 Material should be culturally relevant to the learners
 Group activities
 Cultural recognition/appreciation
 Parent-teacher communication

36. FOOD FOR THOUGHT
According to Banks (1988),
“Every child comes to school with an ethnic identity whether these
identifications are conscious or unconscious. This identification must be
recognized and respected by the teacher. The point here is to
acknowledge differences rather than ignore them. It is equally critical
that the children recognize and appreciate their own ethnicity and
learn to appreciate those of the other children in the class.” (p. 43)

37. Something to remember…
DIFFERENTIATING RACE AND
ETHNICITY
 People COULD adopt any culture (ethnicity) regardless of
ancestry (race), but they do not.
 People of common ancestry (race) tend to have similar
culture (ethnicity)
 • Thus, it is important not to blur the lines between “race”
and “ethnicity” since they are logically different.

38. SEX
SEX = MALE AND FEMALES

39. DEFINING SEX
Refers:
 To the biological and physiological
characteristics that define men and women.
 Biological and anatomical differences between
men and women. Including the primary sex and
the secondary sex.

40. TO PUT IT ANOTHER WAY
 Male and females are sex categories, while
masculine and feminine are gender categories.
Some examples of sex characteristics:
 Women menstruate while men do not.
 men have testicles while women do not.
 Men generally have more massive bones than
women.

41. Generally speaking, men have had, and
continue to have, more physical and social
power and status than women, especially in
the public arena.
Sexism has also caused women to feel inferior
to men, or to rate themselves negatively.

42. EDUCATION
 2/3 of all the illiterate people in the world are
women.
 In many countries women are not allowed to be
educated.
 In the US however, there has been a trend
towards more women in higher education.

43. EMPLOYMENT
 Women are generally found in all the
lowest and jobs while men are often paid
higher.
 In comparable positions in the workplace,
for example, women generally receive
lower wages than men.

44. QUESTION
 How to you think societies viewed men and
women?
Answer – society view men/women in terms of:
Differences
Unequal – (place, work, personalities, traits,
ideas and virtues).

45. WHAT WE EXPECT FROM MEN AND
WOMEN?

46. GENDER

47. GENDER
What is Gender?
 According to Mustapha (2009),gender refers to the social, cultural,
emotional and psychological construction of masculinity and
femininity.
What is Gender about?
 Social roles and relations between men and women in the society
 It affects all parts of our lives (social, economic and political)
 It changes over time and vary according to geographic location and
social content

48. GENDER
 It is what we expect men and women to do and behave
 It is about how power is used and shared
As a result there are:
 Acceptable gender roles
 Gender stereotyping for masculinity and femininity
 Gender stratification (division of labour)
 Gender bias
 Gender inequality

49. True or Stereotyped?
 Girls- socially aggressive, gossiping, cooperative
 Boys- problems solvers, competitive, athletes
 Girls- afraid of failure, better at Language and Literature
 Boys- risk takers, better in Math and Physics
 Girls- friendships conventional, intimate and personal
 Boys- friendship is a common activity

50. IMPACT OF GENDER ON THE
EDUCATION SYSTEM
 Feminization of Teaching
 Having equitable access to society’s resources, including socially-
valued goods, rewards and opportunities
 Boys or girls may adopt gender-stereotyped beliefs which can
decrease academic engagement and achievement
 The perception that certain subject areas, such as math, science
and computer science, are male domains has an effect on career
choices

51. IMPACT OF GENDER ON THE
EDUCATION SYSTEM
 Students are channeled into gender appropriate subject
areas by parents, teachers, or the community.
 The introduction of the National Curriculum made boys
and girls study mostly the same subjects which aids to
remove gender inequality.
 Equal participation in influencing what is valued, shaping
development directions and distribution opportunities.

52. QUOTE
 “The woman was made of a rib out of the side of
Adam; not made out of his head to rule over him, nor
out of his feet to be trampled upon by him, but out of
his side to be equal with him, under his arm to be
protected, and near his heart to be beloved.”

― Matthew Henry, Matthew Henry's Commentary on the
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