Volume 23, Number 3, February 2014
Teaching notes
Using this issue
Joan Garrod
SociologyReviewExtras for this issue have the usual suggestions on how some of the articles could be
used to help with all the important sociology exam skills. There is also an exercise to test students’
understanding of concepts for the Education topic, and an idea for a class group exercise on the uses
and limitations of statistical data. The PowerPoint takes a critical look at the suggested new typology
of social class groups, which made the headlines when it came out in spring 2013, and which formed
the basis of the PowerPoint for the last issue. There are also some weblinks to articles of interest to
sociology students.
Gender and Identity: is masculinity in crisis? (p. 2)
For students
There is a wealth of material in this article that would enable you to display all the important
sociological skills that examiners are looking for. Obviously, which material you use and how you use
it will always depend on the actual question asked. Here are some pointers to important things you
can learn from this article:

What is meant by ‘crisis of masculinity’, and why it has been/is thought that this exists.

The historical dimension to the debate — the supposed ‘crisis of masculinity’ is not new.

How traditionally, working-class masculinity has been linked to the type of work men did —
usually heavy, manual factory work.

Roberts’ critique of Dench — the ability to discuss this would show good analysis and
evaluation.

Knowledge of Roberts’ own research. Remember that his subjects were young men employed
in the (traditionally female) retail industry. His findings are important because they show that
among his subjects there were important changes in their view of the ‘typical’ male role.

The concept of ‘homohysteria’ — an important concept in discussions of ‘masculinity’.

The important point made by Roberts concerning the relative neglect of young women in the
‘crisis of masculinity’ debate and its link to the world of work and unemployment.
Who are the immigrants? (p. 10)
For students
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This article should be required reading for all politicians! It shows how ‘immigration’ has risen to be a
dominant political issue, and how the control of immigration to Britain is seen as a potential votewinner.
The article shows how crucial it is when seeking public opinion to define your terms precisely. As Scott
Blinder shows, there is a significant mismatch between what members of the public see as ‘the
immigration problem’ and the immigrant groups that are specifically targeted by government policies.
You should be able to discuss the observation that the group most feared and disliked by those
questioned was ‘illegal immigrants’, even those this group of immigrants is one of the smallest
numerically.
This article provides an important example of a ‘moral panic’, fuelled by both the media and the
government response to it.
To further your knowledge of this topic, and your ability to discuss it, you should keep an eye out for
media and other discussions on the issue, and check to see whether those involved make it clear
which groups they are talking about. You could also conduct a ‘straw poll’ among some of your nonsociology classmates, to see whether their perceptions of ‘immigrants’ and the ‘immigration issue’
reflect the lack of knowledge of those questioned in Blinder’s research.
Look at me! Visual images, gender and ageing
(p. 18)
For teachers
There is a lot of useful material in this article about the way in which the ageing process, particularly of
females, is portrayed in the media.

The topic lends itself to the making of a class display, perhaps with a broad time-line, showing
how images of women change from their portrayal as young women, as middle-aged women
and then as older/elderly women.

If students need to practise their interview skills, you could encourage them to talk to some
older women of they acquaintance, to see whether they too would be prepared to challenge
media stereotypes, like the women in this research.

Students should also note carefully the methods used, as this is a relatively rare example of
the use of visual methods in sociology.
How has post-modernity affected religion? (p. 26)
For students
This article is useful in helping your understanding of the complex concept of ‘post-modernism’. The
author explains clearly what is meant by the term, and reminds us of the lack of agreement about both
of its meaning and the time at which it is supposed to have emerged. Understanding of these
ambiguities is important when seeking to show analysis and evaluation. You should note the summary
of some of the views of Lyotard and Bauman, and reinforce these by reading the relevant parts in your
text books.
You should be able to focus on the elements of ‘risk’ and ‘uncertainty’ which are allegedly an important
aspect of the post-modern world, and see how Salisbury links these to religion and changes in
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religious beliefs, practices and institutions. Note the links here to both fundamentalism and what Bruce
has called ‘pick and mix’ religion.
Careful reading of the article will help both with an understanding of post-modernism as a concept,
and how it might link to religion.
Choosing schools: the migrant experience (p. 30)
For students
This is an important article in the context of one of the ‘hidden’ inequalities in education — the ability of
parents to make the best and most well-informed choice of secondary school for their child. As
sociology students, you will already be aware of the advantage held by middle-class parents in this
area — their knowledge of the system, their ability to do the necessary research, their confidence in
addressing teachers and head teachers, even their ability and willingness to move house to be in a
particular catchment area — but this research shows how many immigrant parents face an additional
hurdle.
Note how Byrne points out that there is no such thing as a ‘typical’ immigrant — an important point
often overlooked by students in their exam answers. Note too how the parents in this research were
willing and active participants in trying to choose the best for their child, rightly seeing education as an
important part of their child’s future success in British society.
Byrne also points out the importance, at least in some cases, of gender in this process — some
minority ethnic women were further disadvantaged by lack of confidence and language skills, and their
isolation from the wider community.
Material from this research would be useful in a discussion of how a child’s background can have an
influence on many different aspects of their education.
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