Concept Applications Paper : Social Structure, Groups, And Class

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Concept Applications Paper: Social Structure, Groups, and Class in my High School English Class After reviewing my options of groups to observe on this paper, I decided on my English Class in high school. I chose this because the teacher treats it like a college class, providing plenty of discussion and interaction to observe. The class has a very diverse body of about twenty students, which also presented many examples of aspects abroad sociology. Social structure, group, and class are sociological aspects which are very evident amongst the diversity. Social Structure Observing the class was on a micro sociological level, as it was just a relatively small group. In the class, we all belong to the same culture. Culture is a very broad…show more content…
Each students clothing reflected directly with the status, and in some cases, the social position they occupied. The kids with the full, matching, Nike outfits and other on-brand fine material had the wealthiest parents, lived in the more expensive homes, and occupied the most skilled areas in sports and organizations. In contrast, the few students with the cheapest clothing as far as quality and brand, had the least wealthy families, mostly part of the working class. Their status also reflects on each student’s roles. Roles. In one class session, we were divided into five groups of about four students each. Grouping especially exercised social integration. Our diverse ethnic backgrounds and social statuses were forced to collaborate somewhat equally in effort of accomplishing a goal at hand. The tighter intimacy because of grouping brought out roles, which were identified as being related to their status—as expected. Despite integration, the status symbols still set apart the higher status students. These behavior differed, including superior confidence, assertiveness, and outgoing nature. This contrasted to the students with lower social status, as their behavior was much more conceited: discrete, shy, quiet, and lack of communication. As anticipated, the students with higher status and dominant roles were obligated—compelled—to serve as the leaders in each group. The results observed are consistent in any group project. On a regular class day, the teacher is
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