Sociology of Global Inequality, Education, and Religion

Global Inequality

The systematic differences in wealth and power between countries [1].

Absolute Poverty

A life-threatening lack of basic necessities, such as food and clean water [1].

Relative Poverty

Being poor in comparison to the average standard of living in one's own society [1].

High-Income Countries

Highly industrialized nations with the highest GNI per capita (e.g., USA, Japan, Germany) [1].

Middle-Income Countries

Moderately industrialized nations; subdivided into Upper-Middle (e.g., Brazil) and Lower-Middle (e.g., India) [1].

Low-Income Countries

Primarily agricultural countries with high poverty and low GNI (e.g., Ethiopia, Afghanistan) [1].

Global Inequality & Health

Low-income countries face significantly higher infant mortality and lower life expectancy due to poor sanitation and healthcare [1].

Global Inequality & Hunger

Low-income nations suffer from widespread chronic malnutrition and food insecurity [1].

Modernization Theory

A neoliberal view that countries develop by adopting modern economic institutions and cultural values [1, 2].

Dependency Theory

The idea that high-income (core) nations stay wealthy by exploiting low-income (peripheral) nations [2].

Core Countries

Dominant capitalist countries that exploit others for labor and raw materials [2].

Peripheral Countries

Low-income countries that are dependent on core nations for trade and investment [2].

World-Systems Theory

Views the world as an integrated system of core, peripheral, and semiperipheral countries [2].

Semiperipheral Countries

Countries that are intermediate between the core and periphery (e.g., Mexico, South Africa) [2].

Global Capitalism Theory

Focuses on the rise of a transnational capitalist class that manages the global economy [2].

Functionalism (Education)

Views education as serving manifest functions (teaching skills) and latent functions (socialization, childcare) [2].

Symbolic Interactionism (Education)

Focuses on day-to-day social interactions, such as how teacher expectations and labeling affect students [2].

Conflict Theory (Education)

Argues that education reproduces social and economic inequality rather than providing equal opportunity [2].

Kozol Study

Research documenting 'savage inequalities' in funding and resources between schools in poor vs. wealthy districts [2].

Coleman Study

Found that student background and socioeconomic status are more important for achievement than school resources [2].

Tracking

Dividing students into different groups or classes based on perceived ability or future goals [3].

Hidden Curriculum

Traits of behavior or attitudes (like obedience and punctuality) learned at school but not part of formal lessons [3].

Functional Literacy

The ability to read and write well enough to function effectively in everyday life and work [2, 3].

Religion

A social institution involving beliefs and practices based on a conception of the sacred [3].

Marx on Religion

Described religion as the 'opium of the people,' used by the ruling class to justify exploitation [3].

Durkheim on Religion

Focused on religion as a source of social solidarity and the distinction between the sacred and profane [3].

Weber on Religion

Studied how religious ideas (like the Protestant Ethic) can lead to large-scale social and economic changes [3].

Churches

Large, established religious organizations that are well-integrated into the larger society [3].

Sects

Smaller religious groups that have broken away from a church to restore what they see as 'pure' beliefs [3].

Cults

Innovative religious groups with unconventional beliefs that often exist in tension with society [3].