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Social Inequalities and Social Movements Case Study
Social Inequalities and Social Movements Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Social Inequalities and Social Movements Case Study
Almost 2.8 billion people are living in countries where identifying as gay could lead to imprisonment, corporal punishment or even death. Lesbian,
gay, bisexual and transgender people are more likely to experience intolerance, discrimination, harassment, and the threat of violence due to their
sexual orientation, than those that identify themselves as heterosexual In stark contrast, only 780 million people are living in countries where
same-sex marriage or civil unions are a legal right (Roth, 2015)
Social Inequalities and Social Movements Case Study
Globally, more and more people are openly expressing their sexual orientation, and organizing and demanding their rights. Because of the work of
these groups and their allies, acceptance of Lesbian, Gay, Transgender and Bisexual (LGBTQ) rights around the world is growing, and governments
in certain countries are beginning to legislate in favor or LGBTQ rights and anti-discrimination laws. Influential international human rights
organizations such as Amnesty International and Human Rights Watch continue to run effective campaigns in an effort to bring social change in
the LGBTQ Community. For the past two decades, the Nordic countries of Sweden, Norway and the Netherlands have consistently been the world’s
largest supporters of LGBT issues. The shared culture, history and democratic traditions of the Nordic countries have facilitated close and
constructive co-operation on gender equality and LGBTQ affairs. In 1974, the Nordic Council of Ministers decided that each government would
appoint someone to maintain contact with the other governments on gender equality issues (Etzold, 2020). A few years later, they drew up an
action program for co-operation on gender equality issues and a committee of senior officials was set up. International studies regularly rank the
Nordic countries among the most gender-equal in the world (Wazir, 2021). However, studies of the distribution of power and statistics show that
there is still plenty to do. Working together, the Nordic countries can be a leading force for the protection and promotion of LGBTQ rights in the
world (Nov, 2020).
Social Inequalities and Social Movements Case Study
The Nordic Council of Ministers: Aspirations for More Political Relevance, November 2020
Politics and Governance 8(4):11-20; Problems Faced by LGBT People in the Mainstream Society: Some Recommendations
Subhraji, Chatterjee, Problems Faced by LGBT People in the Mainstream Society: Some Recommendations, International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 2014, Vol 1, No.5, 317-331.
Wazir, Zoya, Countries Seen to Care About Human Rights, U.S. News and World Report, June 16, 2021
Social Inequalities and Social Movements Case Study
Social Inequalities and Social Movements Case Study
Topic 4 DQ1 response 2
This social movement emerged in Indonesia in 1968 as it was the world’s largest Muslim nation, when General Suharto took power. During the
1970s and 1980s, the government maximized oil profits to stimulate financial development and enrich family members, corporations, and military
leaders linked to the regime. After 1985, oil prices dropped; however, foreign industries invested intensely in Indonesia, upholding the economy
and fortifying the currency (the rupiah). As the rupiah appreciated, it inspired patrons to buy imported goods, making Indonesia’s goods costly on
the foreign market, directing to rising trade deficits. In 1997, Indonesia experienced a currency crisis, as the rupiah’s worth fell by about 70 percent,
effecting the Indonesian economy to collapse (Schaeffer, 2014). The collapse of the economy increased unemployment, standards of living were
impacted, and poverty tripled. This financial devastation triggered insurrections, protests, and the beginning of social movements and resistance
of political parties compelling General Suharto from office.
Social Inequalities and Social Movements Case Study
Military and party-political influential leaders acquired monetary aid from the International Monetary Fund, which required that the regime
implement stringent procedures to democratize the political progression in response to public mandates to halt dictatorship, and exploitation.
Requiring the administration to build with the party-political legality necessary to participate in the financial rearrangement essential by the IMF
(Schaffer, 2014). Democratization led to elections, the exit of the armed legislatures from the republic’s assembly, diminishing community
exploitation, and reintroduced development over time. It also led to the removal of Indonesia’s militaries from East Timor. The Suharto government
seized this before Portuguese society, an advance that prompted an armed insurrection by people in the vibrant district. The exodus of Indonesia
militaries led to the formation of a new republic in East Timor (Schaffer, 2014).
References:
Social Inequalities and Social Movements Case Study
Schaeffer, R. K. (2014). Social movements and global social change: The rising tide. Rowman & Littlefield.
Discussion
Social Inequalities and Social Movements Case Study
Question 2
On page 101, the text lists the different groups that were denied the right to vote. Analyze and explain the reasons why these groups were denied
the right to vote from a conflict perspective or from a functionalist perspective. Find two students who answered contrary to your chosen
perspective and respond to their reasoning.
The problems with partition first became evident in the United States in the 1850s, when a slave-owning minority faction in the South argued that
division would solve the deepening political differences between southern states that allowed slavery and states in the North and West that did
not. Recall that the slaveholding citizenry represented both a minority of adult white males in the United States as a whole and a minority of the
inhabitants (which included women, children, immigrants, and slaves) in every southern state. The Constitution allowed this double minority to
count their slaves as three-fifths of a man to boost their representation in Congress, and this, together with two senators for each state, helped
them use republican institutions—the executive (most of the presidents elected before the Civil War were slave owners), Congress, and the
Supreme Court—to wield greater political power than their numbers would otherwise afford, to protect slavery, and even to extend slavery to new
territories in some western states. But with the emergence of the Republican Party, which opposed the extension of slavery but did not advocate
the abolition of slavery where it already existed, and the election of Abraham Lincoln in 1860, the southern minority feared that they would lose
their ability to act like a majority and that the new majority would restrict the expansion of slavery in new territories, obstruct the return of fugitive
slaves, and eventually abolish slavery. The only way to defend their liberty (not the liberty of the multitude, either in southern states or the nation as
a whole) was to divide the Republic and create a “Confederacy” that would resemble the kind of republic the antifederalists earlier imagined.
Social Inequalities and Social Movements Case Study
Reply to 2 of the following responses:
Social Inequalities and Social Movements Case Study
1.
On page 101, the text lists the different groups that were denied the right to vote. Analyze and explain the reasons why these groups were denied
the right to vote from a conflict perspective or from a functionalist perspective. Find two students who answered contrary to your chosen
perspective and respond to their reasoning.
“In functionalist theory, the different parts of society are primarily composed of social institutions, each designed to fill different needs. Family,
government, economy, media, education, and religion are important to understanding this theory and the core institutions that define sociology.
According to functionalism, an institution only exists because it serves a vital role in the functioning of society. If it no longer serves a role, an
institution will die away. When new needs evolve or emerge, new institutions will be created to meet them” (Crossman, 2020). Slaves for example
where denied the right to vote because they did not play a vital role in the function of society. They had no rights at all and they were considered
property so they were not part of any institution that was essential and played a vital role like the economy, education, religion, or government.
References:
Social Inequalities and Social Movements Case Study
Crossman, A. (2020). Understanding functionalism. Retrieved from https://www.thoughtco.com/functionalist-perspectiv…
2.
Social Inequalities and Social Movements Case Study
Classmates,
Just as a reminder, I will first refresh everyone on just what the conflict theory is about. The conflict theory emphasizes the role of coercion,
conflict, and power in society and that social inequality will inevitably occur because of differing interests and values between groups, particularly
the competition for scarce resources (Open Education Sociology Dictionary, n.d.). As we all know, there was a time in history that Blacks were
thought to have no value in society. Because of this belief, they were not allowed to vote. This denial to vote gave power to what Black, or African
Americans called White America. In my opinion, the reason behind the denial of Blacks to vote was out of fear. This fear was that once Blacks
started to vote, they would then become independent and aware of their God given rights.
Reference
Open Education Sociology Dictionary. (n.d.). Conflict Theory. Sociology Dictionary. Retrieved from: https://sociologydictionary.org/conflict-theory/
3.
Class/Dr. Beach:
The Civil Rights Movement noticed clear discrimination and injustices being done to them by people in higher authority. In their case, members of
government were deterring their right as United States’ citizens to vote by enforcing Jim Crowe laws, which were discriminatory laws put in place
strictly to bar African Americans from being able to vote or register to vote, particularly in the Southern part of the United States (One World,
2021). As in Marx’s original theory where the proletariat are denied resources available to the bourgeois, who use their power to control social
institutions, like government (Crossman, 2021). African Americans were being denied the right to vote, a tactic by Caucasians, who were blocking
the right through racist laws. This situation directly fits Marx’s formula, because even though the Civil Rights Movement did not react in violence or
confrontation, conflict still occurred (Hillstrom, 2018). Black Lives Matter fits into the conflict theory as well. An interesting thing to note is one of
the three founders of Black Lives Matter, Alicia Garza is influenced by Malcom X, who was classified as a conflict theorist, and she too describes
herself as one embracing the conflict theory (Hillstrom, 2018).
Published by One World
Social Inequalities and Social Movements Case Study
Sep 07, 2021 | 352 Pages
Crossman, Ashley. “Understanding Conflict Theory.” ThoughtCo, Mar. 3, 2021, thoughtco.com/conflict-theory-3026622.
Hillstrom, Laurie Collier (2018). Black Lives Matter: From a Moment to a Movement.
4.
Social Inequalities and Social Movements Case Study
Hi Class,
Conflict theory focused on social inequalities and struggle for dominance among the social groups; the white ruling class, and racial and ethnic
minorities (Lumen, n.d). The conflict perspective focuses on social change and discusses that society continuously struggles over resources,
authority, and inequality. (Schaeffer, 2014). These groups which included immigrants, women, children, and slave were denied rights, to preserve
the country and protect the citizen minority (white males) from the rule of tyranny from the majority immigrants, women, slave. The adult white
male minority who owned assets, businesses, and individuals acknowledged themselves as the sovereign class creating economic developments
which arranged States financial system, government, military, and prosperity (Schaeffer, 2014). Black men were not allowed to vote at all until after
the Civil War, and black women gained the right to vote along with other women only with the ratification of the Nineteenth Amendment in 1920.
Schaeffer, R. K. (2014). Social movements and global social change: The rising tide. Rowman & Littlefield
Social Inequalities and Social Movements Case Study
Discussion
On pages 118 of the text, it mentions that during the Second World War, the major actors in getting 120,000 Japanese-Americans interned were
federal civilian and military leaders, Western legislators, and journalists. This four-pronged attack was successful. The change in society was
quick as these Americans were stripped of their rights, imprisoned, and lost their property.
Your challenge is to find a social movement in this country upon which there were multiple actors involved in obtaining social change or inhibiting social change. Your resources can be our textbook or online sources. Quote accordingly and include a link to where you obtained your information.
Social Inequalities and Social Movements Case Study
text p. 118
Political and economic crises undermined the legitimacy of regimes in the US and Soviet spheres. When crises struck, social movements took
advantage of economic and political opportunities to act, some for the first time, others as part of ongoing campaigns against a given regime.
When regimes cut back programs to assist the poor, people took to the streets and engaged in what sociologists John Walton and David Seddon
called “austerity protests.”[17] When regimes suffered military defeat in foreign wars, soldiers in Portugal and Greece mutinied, and demonstrators
gathered in public squares in Argentina to demand the ouster of the military junta responsible for the invasion of the Malvinas/Falklands and
subsequent defeat by British forces. In East Germany, millions of people simply fled the country and made their way to West Germany, a migration
that brought the economy to a standstill and the regime to its knees.Although the social movements that first braved government violence to
confront brutal regimes were often quite small—in Argentina, the handful of women who joined the Mothers of the Plaza de Mayo and marched in
silence on behalf of their children who were kidnapped during the regime’s dirty war; the small group of playwrights and dissidents who joined
Charter 77 in communist Czechoslovakia; the college students who faced police tear gas and bullets in Greece—they could be quite powerful
because they acted as proxies for the silenced multitude, who might join them at a moment’s notice.Social movements also organized large and
determined coalitions of students and workers—the minjung movement in South Korea, Solidarity in Poland, the African National Congress in
South Africa—to demand change. Although dictatorships effectively suppressed, contained, or drove these movements into exile for many years,
economic and political crises weakened their ability to do so. These movements eventually forced regimes to recognize and then invite them to
negotiate a transfer of power, which resulted in democratization. Although anticommunist dissident movements emerged in the Baltics and in
many Eastern European states, in the Soviet Union, Czechoslovakia, and Yugoslavia, former communist leaders also organized social movements
that contested for power in the Soviet Union and eastern Europe, a development that complicates our understanding of social movements in this
period. In the early 1970s, the political and economic conditions that allowed dictators to survive and thrive during the postwar period changed
dramatically. The end of superpower spheres and the onset of persistent economic problems undermined the political and economic foundations
of regimes in the US and Soviet spheres, making them vulnerable to political change by social movements small and large. Let us now examine
some of the developments that contributed to democratization around the world, starting in 1974 with the fall of regimes in southern Europe.
Reply 1
Hello Class and Professor,
The Stone Wall Uprising a movement by the LGBTQ community in the USA in 1969 had multiple players that solicited for the social change we
have today. Gays and lesbianism was not acceptable in the United States especially in public in those times. The police stormed in to Stone Inn
arresting all the LGBTQ individuals that were around causing chaos. Police, members of the public, gay individuals, lesbians and transgender led to
social change through igniting the protest that become signs of resistance to the groups (Britannica, n.d.). Have a Blessed night!
Jessica
Britannica. (n.d.). Stonewall riots. Encyclopedia Britannica. https://www.britannica.com/event/Stonewall-riots
Social Inequalities and Social Movements Case Study
Reply 2
The #ArmMeWith movement was started when former President Trump suggested that teachers should be armed as a deterrent to mass school
shootings. Educators and many teacher organizations met this proposal with demands to be armed with the proper resources. Among the
thousands of responses, “a reoccurring theme was the demand for increased access to mental health resources. Wheaton said teachers and
schools in general in the U.S. lack the appropriate funding to help students experiencing mental health issues” (Sarisohn, 2018). Another critical
aspect of this movement is the push for the “opportunity to sit down with lawmakers, Wheaton said she’d want them to help teachers have their
voices heard” (Sarisohn, 2018). The critical actors in this movement were former President Trump, educators, policymakers, and teacher
organizations. Due to this movement, we have seen some improvement in teachers having the proper resources to address mental health issues
within our education system.
Sarisohn, H. (2018, February 26). Through #ArmMeWith Movement, Teachers Share Visions for Curbing School Violence. Education Week. https://www.edweek.org/leadership/through-armmewith-movement-teachers-share-visions-for-curbing-school-violence/2018/02
Response 1
Social Inequalities and Social Movements Case Study
The persistent social inequalities faced by dissidents, those with mental disabilities, communicable diseases, and immigrants have been
restricted access to voting privileges, housing, educations, military enlistments, and employment opportunities (Schaeffer, 2014). Through
concerns to dissident’s civic privileges as residents may be eradicated, placed in confinement resulted from their disposition to aggression
(Poreddi et al., 2013) and violence recognized as unsuitable depriving their privilege to vote (Schaeffer, 2014). Individuals with a communicable
disease can legally experience remote quarantined under the Federal government’s section 362 (Department of Health and Human Services,
2020). Immigrants are denied their civil rights to vote, the opportunity to become proprietors, and risk deportation and due process should their
lawful status end.
The social movement I selected that has helped lessen social inequality experiences is the Americans with Disabilities Act (ADA), a substantial
law in American History. Individuals with disabilities repeatedly encounter several forms of inequality, including planned exclusion from work
areas, that deny them the opportunity to strive on equal ground to pursue the opportunities that affirm success in society. The ADA contributes
civil rights protections to individuals with disabilities related to those provided to people on the basis of nationality, appearance, gender, age, and
religion. The ADA act safeguards equal opportunity for individuals with disabilities in public housings, employment, State and local government
services, and communications (United States Department of Labor, n.d.). Individuals with communicable diseases and mental illness are
considered conditions of being disabled and protected under the ADA act. People segregated against because they have a known association
with a disability are also protected under the ADA (United States Department of Labor, n.d.).
References
Department of Health and Human Services. (2020). Control of communicable diseases; foreign quarantine: Suspension of the right to introduce
and prohibition of introduction of persons into United States from designated foreign countries or places for public health purposes. Federal
Register. Retrieved from https://www.federalregister.gov/documents/2020/09/11/2020-20036/control-of-communicable-diseases-foreign-
quarantine-suspension-of-the-right-to-introduce-and.
Poreddi, V., Ramachandra, Reddemma, K., & Math, S. B. (2013). People with mental illness and human rights: A developing countries perspective. Indian journal of psychiatry, 55(2), 117–124. https://doi.org/10.4103/0019-5545.111447
Schaeffer, R. K. (2014). Social Movement and Global Social Change. The Rising Tide. Rowman and Littlefield.
United States Department of Labor. (n.d.). Americans with disabilities act. Retrieved from https://www.dol.gov/general/topic/disability/ada.
Social Inequalities and Social Movements Case Study
Response 2
The groups have faced social inequalities such as the income wage gap is an inequality that has affected the living standards of the mentioned
group of people. Some of the persistent inequalities experienced by dissidents, those with mental disabilities, contagious diseases, and
immigrants are biased legislation, employment opportunities, housing limits, limited voting opportunities, and quality of education (Schaeffer,
2014). Future up is a social movement that help access to inclusive quality education, entrepreneurism and social innovation. Future Up is an
Educational Social Movement that relies on the action of children and young people, teachers, volunteers and partners, to bring real positive
impact to society. They help guide everyone who wants to be part of the change to learn, to act, to teach and to participate actively in issues
concerning sustainability, energy and the planet, bringing new ideas, new solutions and a new future ahead.
Social Inequalities and Social Movements Case Study
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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