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Davis-Moore Thesis: 10 Examples, Definition, Criticism

Viktoriya Sus (MA)

Viktoriya Sus is an academic writer specializing mainly in economics and business from Ukraine. She holds a Master’s degree in International Business from Lviv National University and has more than 6 years of experience writing for different clients. Viktoriya is passionate about researching the latest trends in economics and business. However, she also loves to explore different topics such as psychology, philosophy, and more.

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The Davis-Moore thesis is a sociological theory that posits that social stratification , or the division of society into hierarchical levels, is an inevitable and necessary feature of any complex society. 

Developed by American sociologists Talcott Parsons and Kingsley Davis in the 1940s and later expanded upon by William J. Moore, the thesis argues that social inequality is natural and functional for society.

Researchers believe social inequality plays a crucial role in society by incentivizing the most talented and skilled individuals to be rewarded based on their abilities, thus promoting a healthier and more prosperous overall community.

The thesis proposes that jobs that require more remarkable skills and have a more significant societal impact—such as doctors, lawyers, and scientists—should be paid higher salaries than less-skilled jobs, such as janitors and factory workers.

The Davis-Moore thesis has been a subject of much debate and criticism in sociology, but it remains an influential and widely cited theory in the study of social stratification.

Definition of Davis-Moore Thesis

The Davis-Moore thesis is a sociological theory that asserts that social stratification is a functional necessity, as it ensures the allocation of individuals into social positions according to their abilities and qualifications.

According to Macionis and Plummer (2012),

“…the Davis – Moore thesis implies that a productive society is a meritocracy , a system of social stratification based on personal merit” (p. 202). 

Sernau (2019) states that “stratification is universal, occurring in all societies, because it is necessary and inevitable, resulting from the need for a working social order” (p. 31).

The Davis-Moore thesis posits that individuals with more skills, knowledge, and education are more valuable to society and, thus, should be rewarded with higher social status , prestige, and income. 

This differential treatment motivates individuals to strive for excellence in their chosen fields, acquire new skills and knowledge, and perform critical social roles , contributing to society’s overall well-being.

So, in simple terms, the Davis-Moore thesis proposes that social stratification is an inevitable feature of any complex society and serves a functional purpose.

10 Examples of Davis-Moore Thesis

• Education : The Davis-Moore thesis proposes that education is correlated to social status, with higher educational attainment often leading to a more decent place in society. After all, those who have gone the extra mile and pursued further studies are usually better equipped for influential social roles within their communities.
• Income inequality : The Davis-Moore thesis maintains that income inequality is both expected and obligatory in our society. Its argument states that highly paid people have attained higher levels of education, skills, and knowledge, enabling them to complete essential social tasks more competently than others.
• Professional sports : The Davis-Moore thesis posits that professional athletes often receive some of the highest compensations in society thanks to their remarkable skills and abilities. Such a high income rewards these athletes’ invaluable contributions – entertaining people and igniting motivation in others – to our community.
• Military service : The Davis-Moore thesis would argue that military personnel occupies a high status in society because of their vital role in defending the nation and maintaining social order.
• Medical professions : Doctors, nurses, and other medical professionals are often seen as occupying high-status positions in society because of their specialized knowledge and skills.
• CEO compensation : The Davis-Moore thesis would suggest that CEOs of large companies are among the highest-paid individuals in society because of their essential role in guiding the strategic direction of their organizations and ensuring their long-term success.
• Political leadership : According to the Davis-Moore thesis, those who occupy political leadership positions are not just randomly chosen – they must possess remarkable abilities and be capable of motivating others. These individuals have outstanding skills, knowledge, and charisma that make them uniquely qualified to guide their peers effectively.
• Scientific research : The Davis-Moore thesis would suggest that scientists who make essential discoveries or contribute to the advancement of knowledge occupy high-status positions in society because of their valuable contributions to humanity’s collective knowledge.
• Creative professions : Artists, musicians, and writers are often seen as occupying high-status positions in society because of their unique skills and talents that allow them to produce works of art and literature that entertain and inspire others.
• Entrepreneurship : The Davis-Moore thesis would predict that successful entrepreneurs occupy high-status positions in society because of their innovative ideas, risk-taking behavior, and ability to create new businesses and generate wealth.

Origins of the Davis-Moore Thesis

The Davis-Moore thesis was developed in the mid-twentieth century by two American sociologists Talcott Parsons and Kingsley Davis. 

Davis’ groundbreaking article, “The Theory of Social Stratification,” was published in the  American Sociological Review  in 1940 and set the stage for Parsons to develop these ideas further. His magnum opus on this topic, The Social System , was released nearly a decade later in 1951 (Hauhart, 2003).

The origins of the Davis-Moore thesis can be traced back to earlier work in functionalist sociology, which emphasized the importance of social institutions in maintaining social order and stability.

This viewpoint considered social stratification an essential part of our world since it provided recognition to those with high skills and capabilities in return for their meaningful contributions to society (Berberoglu, 2017).

Davis and Moore built upon this functionalist perspective by arguing that social stratification was inevitable and beneficial for society.

They argued that social inequality encouraged individuals to acquire the skills and knowledge necessary to perform critical social roles while incentivizing them to work hard and contribute to society’s overall well-being.

Social Stratification vs. Social Differentiation

Social stratification implies that individuals are placed into distinct classes based on their economic and social power. In contrast, social differentiation pushes the idea that people’s talents and traits impact which vocations they are suited for.

Social stratification systematically arranges individuals and groups into hierarchical categories based on social status, power, and wealth (Macionis & Plummer, 2012).

In contrast, social differentiation refers to how people and groups develop distinct characteristics, including capabilities, knowledge base, and values.

Social differentiation can arise through various means, such as education level, career path, cultural background, and gender.

However, social stratification is primarily based on an individual’s positioning within the societal ladder and typically depends upon financial standing, educational attainment, and vocation (Umanailo et al., 2020).

Social differentiation can lead to differences in status, power, and wealth, but these differences are not necessarily hierarchical or unequal.

In contrast, social stratification is characterized by a systematic and unequal distribution of resources and rewards across different social positions (Umanailo et al., 2020).

So, unlike social differentiation, a less structured form of separation, social stratification has rigid hierarchies where resources are unequally distributed among different social ranks.

Why Is Social Stratification Necessary?

According to the Davis-Moore thesis, social stratification is both necessary and inevitable in modern societies since it helps motivate individuals, allocate talents, entourage education, and maintain social order. 

Here are some of the key reasons why social stratification is necessary:

• Motivation: The unequal distribution of rewards motivates individuals to acquire the skills and knowledge necessary to occupy higher positions in the social hierarchy. It, in turn, leads to greater productivity and innovation in society.
• Allocating Talent: Social stratification allows society to allocate talent and resources where they are most needed (Berberoglu, 2017). Individuals who possess valuable skills and knowledge are rewarded with higher positions in the social hierarchy, which allows society to benefit from their talents and abilities.
• Encouraging Education and Training: The presence of social stratification incentivizes people to dedicate themselves to education and training, as these skills are often crucial in obtaining the competencies and expertise needed to attain higher positions in the social structure.
• Maintaining Social Order : Social stratification is crucial for keeping society in order. It provides a structure of power and authority that makes it easier to comprehend one’s place within the social hierarchy while emphasizing individual rights and obligations (Umanailo et al., 2020). As such, this system enables citizens to understand their roles better and what they are entitled to or expected of them.

So, the Davis-Moore thesis professes that social stratification is essential for a functioning society.

Though one may view the unequal distribution of rewards as unjust, they argue it encourages individuals to obtain skills and knowledge needed to benefit their communities.

Criticism of Davis-Moore Thesis

The Davis-Moore thesis has been severely contested due to its assumption that merit alone determines social ranking and for disregarding the considerable power of social systems as well as institutions.

Here are some of the key criticisms of the Davis-Moore thesis:

• Not all rewards are based on merit : The Davis-Moore thesis suggests that prizes are allocated based on an individual’s talent and contributions to the public. Sadly, however, many rewards remain available due to external factors such as social class, skin color, and gender rather than genuine merit (Hurst et al., 2020).
• Ignores the role of power : This theory fails to analyze the role of power in constructing social stratification, overlooking the fact that those who possess higher positions have more authority and sway. Consequently, this allows them to sustain their status and restrict others from rising through the ranks.
• Overemphasizes the benefits of social stratification : According to the Davis-Moore thesis, social stratification is required and positive for society. Yet, this viewpoint has been criticized as it overlooks the potentially damaging consequences of unequal distributions of wealth, such as poverty, criminal behavior, and civil unrest.
• Ignores the role of social institutions : The Davis-Moore thesis overlooks the influence of social institutions, like the education and media sectors, in shaping social stratification. These institutions can reinforce and maintain social inequality instead of advancing meritocracy.
• Has inadequate empirical evidence : Critics have contended that the Davis-Moore thesis lacks sufficient empirical evidence, despite offering a theoretical framework for comprehending social stratification. The theory has been criticized for needing more practical support (Hauhart, 2003).

These criticisms highlight the pitfalls and oversights of the Davis-Moore thesis, thereby indicating that further research is needed to understand social stratification better. 

The Davis-Moore thesis proposes that social stratification is an inevitable and necessary feature of any complex society. It ensures that individuals are allocated to social positions according to their abilities, talents, and qualifications. 

According to the thesis, social inequality significantly impacts society as it motivates capable and skilled individuals to be acknowledged and rewarded for their abilities, ultimately contributing to the well-being and prosperity of the community.

Despite the ongoing controversy and debates surrounding this idea in sociology, it remains prominent and frequently referenced when analyzing social stratification.

The Davis-Moore thesis has provided several examples of high-status societal positions based on individual meritocracies, such as political leadership, medical professions, and successful entrepreneurship. 

 The Davis-Moore thesis continues to inform ongoing debates about social inequality and its role in shaping society.

Berberoglu, B. (2017).  Social theory: Classical and contemporary – a critical perspective . Routledge, an Imprint of the Taylor & Francis Group.

Hauhart, R. C. (2003). The davis-moore theory of stratification: The life course of a socially constructed classic.  The American Sociologist ,  34 (4), 5–24. https://www.jstor.org/stable/27700363

Hurst, C. E., Fitz, H. M., & Nurse, A. (2020).  Social inequality: Forms, causes, and consequences . Routledge.

Macionis, J. J., & Plummer, K. (2012).  Sociology: A global introduction  (5th ed.). Pearson/Prentice Hall. (Original work published 1997)

Sernau, S. R. (2019).  Social inequality in a global age . Sage Publications.

Umanailo, M. C. B., Umanailo, A. R., & Umanailo, A. D. S. (2020). Stratification and differentiation in the social life. In  SSOAR . SSOAR. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-73973-5

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A Guide to Writing a Senior Thesis in Social Studies answers many of the common questions students have about the thesis-writing process. You may want to read this guide once through before beginning your thesis process, so that you know what’s in store. Then, we suggest that you refer back to the guide while working on your project, using the table of contents to identify questions that come up once your work on the project has begun.

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Beyond the Door: Disability and the Sibling Experience , Morgan Violeta Sanchez Taylor

Theses/Dissertations from 2012 2012

A Mother's Love: A Narrative Analysis of Food Advertisements in an African American Targeted Women's Magazine , Janine Danielle Beahm

It's a Support Club, Not a Sex Club: Narration Strategies and Discourse Coalitions in High School Gay-Straight Alliance Club Controversies , Skyler Lauderdale

Beyond the Backlash: Muslim and Middle Eastern Immigrants' Experiences in America, Ten Years Post-9/11 , Gregory J. Mills

Competing Narratives: Hero and PTSD Stories Told by Male Veterans Returning Home , Adam Gregory Woolf

Theses/Dissertations from 2011 2011

"Can't Buy Me Wealth": Racial Segregation and Housing Wealth in Hillsborough County, Florida , Natalie Marie Delia Deckard

Friendship Networks, Perceived Reciprocity of Support, and Depression , Ryan Francis Huff

That is Bad! This is Good: Morality as Constructed by Viewers of Television Reality Programs , Joseph Charles Losasso

American Muslim Identities: A Qualitative Study of Two Mosques in South Florida , Azka Mahmood Mahmood

Ethnic Identities among Second-Generation Haitian Young Adults in Tampa Bay, Florida: An Analysis of the Reported Influence of Ethnic Organizational Involvement on Disaster Response after the Earthquake of 2010 , Herrica Telus

Theses/Dissertations from 2010 2010

Feral Cats and the People Who Care for Them , Loretta Sue Humphrey

Utilizing Facebook Application for Disaster Relief: Social Network Analysis of American Red Cross Cause Joiners , Jennie Wan Man Lai

Comparative Study of Intentional Communities , Jessica Merrick

More Than Bows and Arrows: Subversion and Double-Consciousness in Native American Storytelling , Anastacia M. Schulhoff

Between Agency and Accountability: An Ethnographic Study of Volunteers Participating in a Juvenile Diversion Program , Marc R. Settembrino

Predictors of Academic Achievement among Students at Hillsborough Community College: Can School Engagement Close the Racial Gap of Achievement? , Warren T. Smith

Theses/Dissertations from 2009 2009

Latent Newspaper Functions During the Impact Phase of Hurricane Katrina , Christina A. Brown

The Subjective Experience of PMS: A Sociological Analysis of Women’s Narratives , Christiana B. Chekoudjian

Sacred Selves: An Ethnographic Study of Narratives and Community Practices at a Spiritual Center , Sean E. Currie

Digging It: A Participatory Ethnography of the Experiences at a School Garden , Branimir Cvetkovic

Constructions of Narrative Identities of Women Political Candidates , Amy E. Daniels

“The Best We Can With What We Got”: Mediating Social and Cultural Capital in a Title I School , Jarin Rachel Eisenberg

Identities of Alternative Medicine Practitioners , Mychel Estevez

A Family „Affear‟: Three Generations of Agoraphobics , Sherri Elizabeth Green B.A.

“According to Wikipedia …”: A Comparative Analysis of the Establishment and Display of Authority in a Social Problems Textbook and Wikipedia , Alexander A. Hernandez

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Thesis (Plan A)

The thesis is an important milestone in the Masters’ program, demonstrating your ability to perform independent  original  research.  While a Comprehensive Exam provides an alternative to finishing the program, the thesis provides the opportunity to develop your research skills and writing, as well as to plan and execute of an independent study.

Be aware of the deadlines and schedule your work accordingly.   In order to guarantee graduation in a given semester, students must complete the thesis, defense and revisions and submit the thesis to the university thesis reviewer before the “no risk” deadline.  Submitting the thesis before the last day of the semester allows the student to submit formatting changes the following semester and graduate the following semester without reenrolling in any classes.  The student will only need to pay the graduation fee (again) for the semester in which they actually graduate.  The graduation fee is due early on in the semester you plan to graduate.

The Graduate Dean provides an  outline of the steps for completing a master's degree . We give some guidelines on each step in the process below:

Also look at  Montezuma Publishing materials   for thesis formatting and review.

Master's Thesis Overview

A master's thesis is an essential component of the master's degree.  The purpose of the thesis is to demonstrate your ability to execute a professional-level sociological study.

The skills required include:

• familiarity with previously published literature on the problem
• formulation of a hypothesis or research question.
• specification of appropriate procedures or research design
• collecting or accessing relevant information or data
• appropriate analysis of materials
• appropriate interpretation of the results, conclusions and the implications of your study.
• effective written communication of this information in an appropriate style (ASA, Chicago, APA, or MLA C see Slade,  Form & Style , 11th Edition).
• satisfactory oral defense of the work

Collection (or accessing) and assessment of thesis information or data can begin only after the thesis proposal has been approved in writing by the thesis chair, and Human Subjects clearance has been obtained if required.

The thesis chair and committee will ensure that:

• the student develops a clear hypothesis or research question and a study design.
• the student identifies the appropriate parameters, collects or accesses firsthand the study database, and conducts the necessary analysis.
• when an existing database is used, the student independently identifies the dependent/independent variables and sample criteria before collecting the necessary sample data from the larger database.
• for quantitative studies the variables must be operationally defined and the data must be collected systematically using acceptable sociological procedures.
• Qualitative theses follow an appropriate qualitative methodology.

The student, the Thesis Chair, and Thesis Committee members shall ensure that master's theses comply with Department policies.

Selecting a Topic

How?  The following are some methods for narrowing your choices:

• What area interests you?
• What sort of research is currently being conducted in the Department? See the listing of faculty research interests available in this brochure.
• What topic is currently exciting the field?
• What faculty project can you attach yourself to?

Survey the relevant literature in  Sociofile  by looking up key words. Often a computer search via JSTOR, PROQUEST, or other databases available through SDSU Library is very useful.  Read articles in the current issues of the journals that show up most frequently in your search.  Besides, browsing in these journals can give you new ideas.

Look over past theses. Ask staff in the Sociology office for access to these.

Selecting a Thesis Chair and Committee

• Make an appointment to talk with your prospective thesis chair. Choose a faculty member based on: their area of interest and their familiarity with the methods you will be using. Feel free to consult with the Graduate Adviser in selecting a chair. Describe your ideas and ask if s/he will supervise you and, if so, what the general outlines and requirements of the project might include.
• You must also have a second from the Sociology Department and a third member from outside the department. Description of the thesis committee and who is eligible to serve on it is detailed in the SDSU Thesis and Dissertation Manual available in the Aztec Shops Bookstore. Seek advice from your prospective thesis chair regarding who the other committee members might be. Final authority for approval of committee members rests with the Dean of the Graduate Division and Research.
• Make certain you understand what the expectations are for all three of your committee members. You need to clarify these matters with your thesis chair and the other committee members. Often the chair will want to see your thesis chapter by chapter as you finish, whereas the other two may just want to see the entire draft once you have incorporated the feedback from your chair.

Note: You are strongly encouraged to meet together with all your committee members to discuss your thesis proposal after your chair has accepted it.  Discuss this matter with your chair.

Thesis Proposal - General Considerations

Proposals are written in the future tense ("will") rather than the past tense ("was").  Write the proposal in journal article format, following the style of the current   ASA Publication Manual   (the Graduate Adviser has a supply of these) or Slade’s   Form and Style, 11th Edition .  If there are some details or procedures you are uncertain about, include a discussion of the various ways you might proceed, indicating the pros and cons of each possible way.

• Abstract:   The Abstract is a brief comprehensive summary of the project in approximately 150 to 200 words. State the problem, in one sentence if possible. Describe the subjects, specifying pertinent characteristics such as number or gender. Next describe the research procedure(s), including the data gathering procedures and the names of the tests or data gathering scales to be used, if relevant.  Describe the statistical tests to be used, the interpretation of the various possible outcomes, and the implications. You will find it very difficult at first to condense your magnum opus in this manner. However, it is good practice, since submissions to most professional meetings and journals require such brief abstracts. In addition, it will help you to emphasize and clarify those basic elements that are at the core of your research.
• Chapter 1: Introduction : Describe the general purpose of the study. What is the significance of your proposed research to the field of sociology and the world at large? Include anything else the reader needs to know to understand why the study is being done.
• Research Question : What is the specific question (thesis, hypothesis) you propose to answer by your Master's Thesis research?
• Background : You may need to give the reader some background on your topic to understand the full significance of the phenomenon you are investigating. (Could be a separate chapter if needed.)
• Chapter 2: Literature Review : Describe the history of the topic, why it is of interest, and prior research findings. What are the major theoretical issues generating this line of work? What do you plan to do to extend the research in this area?
• Theory : Which sociological theory or theories do you plan to use to help guide your research toward answering the research question you have posed?
• Chapter 3: Method and Procedure : Describe exactly how you plan to do the project in as much detail as is currently practical. Include type and number of subjects, research design, materials and apparatus, details of procedure and anything else appropriate to how your particular research is to be done. Include a draft of any questionnaires or other such materials to be used as well as the formal feedback to be given to human subjects. If uncertain about exactly how you think some particular problem should be handled, include a discussion of the pros and cons of the various alternatives.  How will you handle the data, and what statistical tests will you use, if appropriate? Which comparisons will be of particular interest?  How will you analyze qualitative data?
• Chapter 4: Discussion : How might the study turn out? What would it mean if it turned out as expected? What would each of the other ways it could turn out tell you?  In what way could it make an important contribution to knowledge? What are the theoretical implications of the findings for each of the potential outcomes?  (For a qualitative study a discussion prior to research may be inappropriate, please consult with your chair).  
• References : Include here the bibliography you have accumulated, following the ASA citation style.

NOTE: Developing a proposal is a critical step in your process through your program. Your chair and committee members may require numerous changes and modifications before approving it.

Thesis Drafts and Revisions

The thesis reviewer strongly suggests that you purchase and use the latest version of the  SDSU Master’s Thesis and Project Manual  during the research and writing of the thesis proposal.  It is also an excellent idea to attend a thesis formatting workshop at Aztec Shops.   Use  the formatting template so that you do not need to redo all the formatting at the end.

In preparing your thesis, select  ONE  style guide, APA, or ASA.  If these ASA resources leave particular questions unanswered, use the Chicago manual as backup for style and formatting questions.

The thesis will generally have all sections listed above in proposal and in addition will be prefaced by an abstract and have a Discussion section, a conclusion :  The Abstract is read first and may be the only part of your work that our department faculty as a whole will see, so make sure the project is well described here. The Abstract is a brief comprehensive summary of the project in approximately 150 to 200 words. State the problem, in one sentence if possible. Describe the subjects, specifying pertinent characteristics such as number or gender. Next describe the research procedure(s), including the data‑gathering procedures and the names of the tests or data gathering scales to be used, if relevant.  Describe the statistical tests to be used, the interpretation of the various possible outcomes, and the implications. You will find it very difficult at first to condense your magnum opus in this manner. However, it is good practice, since submissions to most professional meetings and journals require such brief abstracts. In addition, it will help you to emphasize and clarify those basic elements that are at the core of your research.

Various drafts of the thesis may be required by the thesis chair and/or committee members.  The student must allow  at least two weeks  for faculty responses to drafts.  Note also that committee members may well respond to a draft with requests for significant revisions and alterations.  Several drafts and revisions of the thesis may well precede the completion of an acceptable final draft of the thesis.  In order to minimize problems and disappointments, know your deadlines, plan ahead for sufficient draft reviews and revisions, and keep your committee members advised of your desired schedule.

It is advised that students set up a schedule with their chair, working backwards from the final university deadlines.

Thesis Defense

After each member of your thesis committee is satisfied that your thesis is in good enough shape for the final oral exam you should:

• Consult the committee and then schedule a room and time for the exam with the Department of Sociology Administrative Support Coordinator.  The Department's conference room is traditionally used for this purpose.  You must reserve this room  at least one week in advance  of the defense of your thesis.  Remember also to schedule your oral defense of the thesis at least two weeks before the Graduate Division's "at risk" deadline (see below) if you want to be certain you graduate in that semester.
• Thesis defenses are to be scheduled on campus at reasonable times during regular working hours.
• The thesis is not to be signed by the committee prior to the defense.
• All thesis committee members are expected to be present for the thesis defense of the candidate.  If any member is on leave and unavailable, a substitute may be selected by the chair and the candidate.
• Waiver of the thesis defense will be granted only in rare cases of extreme hardship and only with the approval of the Graduate Committee.
• Passage of the thesis defense is determined by unanimous vote of the thesis committee. 
• After you have passed the oral defense, your thesis chair will make a copy of the signed signature page.  The signature page may be signed at the defense or later if there are still changes to be made. Be sure to give a copy of this page (signed by all members) to the Graduate Adviser to be placed in your folder.

Thesis Review

Next, your thesis should be typed in just-about-final form, incorporating all changes suggested by your committee during the oral exam.  If you decide to use a professional formatter, we strongly recommend one who is familiar with the SDSU Sociology Thesis format.  From the beginning use the template provided by Montezuma Publishing.    There is an online thesis template workshops, and periodic in person workshops .  Please visit the  Dissertation and Thesis Review  page for more information.

Deadlines are considerably earlier than the end of the semester so plan accordingly.  The deadlines for filing for graduation, and for filing the thesis manuscript, change each semester.  The dates are published in each semester's Class Schedule and the Graduate Bulletin.

If you submit your thesis to the Thesis Review Service during the "at risk" period (call for specific dates), the critiquing/printing procedures may not be done in time for the desired graduation period.  However, as long as your thesis has gone to the Thesis Review Service, the Graduate Division considers it complete, and it will not be necessary for you to re‑enroll in the subsequent semester.  However, you may not graduate until the following period.  If you do not graduate until the following semester you need to re-pay the graduation fee.

Note: It is an academic tradition for the student to make an extra copy of the thesis for the Department of Sociology library.

Sample Alumni Theses

Sean Paul Jones A punk public sphere: the politicization of punk rock

Denise Aseyadet Hernandez “My childhood ended with my mom’s incarceration”: adolescent children of incarcerated parents

Aimee Elizabeth Imlay Class consciousness: the significance of Nietzsche

Ian R. Larson Physical gaming spaces

Dan Frumer Times they are a changin', or not: marijuana legalization in California as a case study

Elizabeta Shifrin "So what if I was a stripper": stigma management among recreational pole dancers in San Diego

Madison Gabriella Pope All religions believe in justice: social justice framing in faith communities

Haroutun Bursalyan Using chess as a tool for progressive education

Kathryn M. Durant The maker movement and 3D printing : a critique

Joseph Douglas Sly Understanding terminology: how race and ethnicity are used and conceptualized

Jarrett Robert Rose Blowback : the American military empire, “free-market” globalization, the Iraq Wars, and the rise of Islamic State

Lisa Marie Riccardi The last sprinkle of magic : the staging of a real illusion of Disney theme park performers

Ankit Ahlawat GIS tool showing cultural impacts on the United States from immigration

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What is Individualisation?

Last Updated on August 20, 2021 by Karl Thompson

The concept of individualisation was developed to describe the process where the increasing rapidity of social change and greater uncertainty force individuals to spend more time and effort deciding on what choices to make in their daily lives, and where they have to accept greater individual responsibility for the consequences of those choices.

It is a concept most closely associated with the late modern sociological perspectives of Ulrich Beck and Anthony Giddens.

The easiest way to understand it is to contrast it to the concept of ‘individual freedom’ in postmodern thought.

In postmodernism, the breakdown of traditional social norms and ways of live are presented as something positive – resulting in greater freedom of choice for individuals – since the 1980s especially people do have much more freedom to choose their careers, their family situation (whether to get married or not), their faith, even their sexuality.

In short, postmodern society is one in which people have greater freedom to construct their own individual identity.

HOWEVER, according to Beck and Giddens, postmodernists have overstated the extent to which individuals are free, there is more going on.

The move to postmodernity has also meant that there is more social instability and uncertainty – careers last for a shorter period of time, relationships are more likely to break down, the welfare state provides less security for us if we fall on hard times, and even experts (scientists/ doctors) seem less able to give us definitive answers on how we should live.

THUS, it is not so much a case of postmodern society providing us with opportunities to be free to do as we please, rather we are forced into making hundreds if not thousands of choices in order to simply get-by – we are ‘individualised’, this is NOT the same thing as just simply being free.

Individualisation – In More Depth….

As Ulrich Beck and Elisabeth Beck-Gernsheim (2001/2002) have argued, individuals are compelled now to make agonistic choices throughout their life-course – there may be no guidance – and they are required to take sole responsibility for the consequences of choices made or, indeed, not made.

Individualisation is a contradictory phenomenon, both exhilarating and terrifying. It really does feel like freedom, especially for women liberated from patriarchal control. But, when things go wrong there is no excuse for anyone. The individual is penalised harshly not only for personal failure but also for sheer bad luck in a highly competitive and relentlessly harsh social environment. Although the Becks deny it, such a self – condemned to freedom and lonely responsibility – is exactly the kind of self cultivated by neoliberalism, combining freewheeling consumer sovereignty with enterprising business acumen.

This concept is a very advanced one for A-level sociology students who can use it to criticise Postmodernism which they are required to study as part of the second year module in Theory and Methods .

The Neoliberal Self by Jim McGuigan

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Gender Differences in Crime – Chivalry Thesis

The chivalry thesis: examining gender differences in crime.

What is the Chivalry Thesis?

The chivalry thesis proposes that because of their perceived vulnerability as victims of male violence, female criminals are treated differently than their male counterparts by criminal justice systems. It suggests that police officers, prosecutors, judges, and juries are all more likely to treat female offenders with leniency due to their gender . In other words, it implies that men face harsher punishments for the same crimes than women do.

‘Men hate to accuse women and thus send them to their punishment, police officers dislike to arrest them, district attorneys to prosecute them, judges and juries to find them guilty, and so on’ – Pollak (1950)

Evidence Against the Chivalry Thesis

Despite early evidence in favor of the chivalry thesis, researchers have since found plenty of data that refutes this hypothesis. For example, a 1998 study by Heidensohn et al., which looked at 35 countries including England and Wales found no evidence that female offenders were consistently treated more lightly than male offenders. Similarly, studies conducted by Carlen (1992) and Walklate (1998) both concluded that there was no significant difference between how men and women were dealt with by criminal justice systems.

In addition to these empirical findings, functionalist sex role theory has also been used to explain gender differences in crime. According to this perspective, differences in offending patterns between men and women can be explained by looking at how society rewards particular types of behavior for each gender based on traditional gender roles—for example, males are rewarded for aggression while females are rewarded for passivity and obedience. This theory suggests that instead of being treated differently because they are female, women commit fewer offenses because they do not receive social approval or rewards for aggressive behavior like men do.

Feminist Explanations for Female Crime

The feminist perspective provides an additional explanation for why women commit fewer crimes than men—namely, patriarchal power structures prevent them from having access to resources necessary to engage in certain types of criminal activities such as drug dealing or theft from businesses (Smart & Neale 2006). Because these activities require some degree of financial independence or freedom from supervision (both of which are largely denied to most women), they are less likely to engage in such crimes than their male counterparts who have greater access to resources and autonomy within society (Smart & Neale 2006). Furthermore, feminists argue that due to patriarchal power structures like sexism and racism which limit economic opportunities for minority women particularly those living in poverty-stricken neighborhoods- many resorting illegal activities as a means of survival.(Smart & Neale 2006).

Gender Differences in Crime

Overall it appears clear from our discussion today that while there may have been some truth behind Pollak’s original chivalry thesis when it was first proposed back in 1950; further research has revealed a much more complex picture regarding gender differences in crime today. As we have seen here there is strong evidence against the notion that criminal justice systems treat female offenders differently than male ones but also important insights provided by functionalist sex role theory and feminist explanations which cast light on why certain behaviors may be seen as ‘deviant’ or ‘criminal’ depending on one’s gender identity or socioeconomic background respectively . All these factors combined prove just how nuanced an issue like this really is – one which requires further exploration if we ever hope to fully understand its implications both now and into the future .

Why not check out our video on Why Women Commit Less Crime Than Men? ​​

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Individualisation Thesis

The individualisation thesis was created by Chambers who argues that traditional relationships, roles and beliefs have lost their influence over individuals. As a result of increased individualisation, individuals have become increasingly inwardly focused and concerned about how society and networks can be used to provide instant gratification for them.

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