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QUESTION

Interview two different individuals regarding their positions in society.  Analyze their responses regarding: Identify each person’s class, race, and gender. What role has class, race, and gender

Interview two different individuals regarding their positions in society.  Analyze their responses regarding:

  1. Identify each person’s class, race, and gender.
  2. What role has class, race, and gender played in their lives?  How do you see these stratifiers as playing a role, even if the interviewee is unaware of it?
  3. Apply one of the sociological perspectives (structural-functional, social-conflict, or symbolic-interaction) to the individuals’ lives.  Why did you choose this particular perspective?  How does it explain each person’s life and life choices?
  4. What are some the benefits and limitations to using interview as a research methodology?
  5. Analyze each person’s components of culture (language, symbols, material objects, and behaviors) and relate them to his/her stratified position in society. 
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he ***** **** ********** **** ****** discrimination ** *** ******** ******* ** compared ** ******* American ***** ** *** ****** ***** ********* *** emphasized *** *** while ***** **** encouraged ** be submissive ** *** ******** *** ******* *** marriage He explains **** this ***** **** played a ***** role in *** ********* ******* ********* ******* ************ Being ** *** upper ***** ** **** more ******* **** ** **** ** *** before ***** has ********* *** ********** ********* conflict *********** **** ********* *** *********** **** *** conflict *********** mainy focuses on *** ever-changing *********** ****** and ********* status *** with *** aims ** *********** ****** ****** ******** ***** The reason *** ******** **** *********** ** *********** ********** **** ** *** ready to challenge *** ******* and **** it ** a new *********** **** *** ********* ** the whites ****** ************** *** tend ** avoid ****** change *** ******* is ***** **** anyone **** *** class *** race *** *** ****** *** **** ** ** their ***** *** ******* ** ****** ************** ******** ***** on ***** ******** efforts ******** *** ********* that change is *********** second ****** I *********** was **** ***** ******* * ****** ******** ** Literature ** *** University ** ***** and *** **** ** ********** ** Literature He ** * **** white ******** ******* ****** he ****** that ********* ** his ******* ******** is Hispanic ** ****** ***** but too **** *** ** ** ******* ******* *** ******** ********** ****** **** *********** parents *** **** ****** ********* ********* ** *** **** university ** *** ********** ** ********** ***** ***** **** ** *** ****** ********* ** ********* ***** after his ******* **** ******* ** professional life ** **** **** *** ******* **** ** tell *** **** ***** cannot be **** good at Literature and ***** *** to ** dismal” ** **** **** **** though at ***** ** was ********* ** ***** came ** love *** ***** ********** **** ** decided ** ****** ** ************** *** *** parents **** ever ***** **** *** **** models ***** *** *********** ***** **** ** ********** job position *** ****** ****** **** ******* can ** categorized ** *** upper ******* says **** his **** might have played ** ********* **** ** his **** since ** *** not ********* **** ********** in ********* social ********* *** ********* ******* ********* ** faced *** **** of ************** ***** male ** **** he ******** **** ******* ******* he *** ** * ******** ** ******* **** he wanted *** ******** he wanted ***** **** ****** listened ** *** ******* says **** ** ***** **** ** his ***** ****** *** colleagues who have a *** of ****** *** ********* *** *** *** ***** ** ** ***** ** is ****** because **** are women *** social class has **** *** *** * *** ** ******* **** his ***** *** other people ******** ** goes *** ********** himself *** life though ***** elements of intergenerational ******** ***************** mobility ****** ** *** ***** ***** ***** ** social ****** *********** ******* ******** *********** *** example ************ ****** status ** ******** ** that of their ******* (South ********** Online ***** **** ** ******* ***** *** ******* were assistant ******** he ***** ** into * ********* and **** ** department ***** ** a relatively ****** position **** ****** ****** *** ****** ***** ***** *** ****** ** * ******* way which ** *** *** **** for example he seems ** ** **** time ********* **** ** would keep ********* ** to make *** ********* ***** ***** he *** **** many ****** ** attend **** ******** to sociological perspectives * ***** ******** Prof Rollands life using * ****** using ******** *********** but **** ***** symbolic ************** Using ******** *********** Prof ******* seems ** **** ******** **** *** people in ********* and ***** ***** imposed ** him at an early *** studying ********** ***** **** *** *** ** ** *** **** ********** ** **** *** ****** ******* he explains **** *** ******* ended ** being his role models ***** ********* ** symbolic ************** *********** 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** **** ** get **** *** ********** *********** ** the ***** **** ********** may take **** ** **** hence ******** **** consuming ********** *** planning *** ********** may **** ******* scheduling *** ********** costs ***** ***** **** ** * time-costly *** ********* *** ** getting *********** There *** also ******* **** ****** the ********* ******* ***** ************* may **** ** **** *** limit *********** (Doody & ****** ***************** ****** ************** ** a ****** ********** in almost *** parts of the ***** due to ************** diversity **** ****** ************** ** ******** by various factors **** as ******** class race *** ****** ***** ***** things and ******* *** way ****** relate *** decisions they **** *** ********* *** **** **** **** others ***** ************ ************ it ** ******** ** explain *** ****** stratification in people ****** and how it ********** ***** behavior ******* *** *** ********** * *** **** ** **** *********** ******** **** ******* such as ****** **** *** ***** *** how **** ****** ****** ******************** ListDoody * ***** ****** M ****** ********* and conducting ********** ** ******* **** ***** ********** ***** 28-32Kendall * ****** ********* ** *** ***** Tenth ******* ******* ******** ********* **** https://digitalbookshelfsouthuniversityedu/#/books/9781305450387/pages/111567106Lawler * (2015) ********* sociological ************ **** ***** ***** ********** * ****** *** ********** self movement: some ************ perspectives **** ************ ********* ********** ****** ****** ****** *** ************ to ********** **** ** Paradigm Explanations of ************** ********* from *********************************

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