187 Discussion187 DiscussionSocial ProblemsSocial Problems

Themes: Themes: Levels, Levels, Systems, Systems,

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Discussion of 187Discussion of 187

187 is a kind of urban anthropology187 is a kind of urban anthropology

The E. LA school pictured is rather The E. LA school pictured is rather different from that most Villanova students different from that most Villanova students attended,attended,

but it is not that different from most but it is not that different from most Philadelphia schoolsPhiladelphia schools..

Most serious Social Problem in Most serious Social Problem in Villanova Intro. To Soc. ClassesVillanova Intro. To Soc. Classes

PROBLEM'99 '00 '01 '02 '02f '03s

Poverty, homelessness, inequality, unempl., hunger

21% 10% 18% 8% 22% 6%

Crime, violence, drugs, alcohol 29% 16% 0% 8% 16% 12%

Divorce, family breakdown, teen preg., moral decline

12% 21% 15% 20% 2% 0%

Racism, prejudice, intolerance 19% 33% 51% 32% 37% 6%

Lack of Education, ignorance 7% 5% 9% 0% 2% 6%

AIDS, other medical and health 4% 10% 3% 0% 3% 38%

terrorism*     0% 0% 0% 28% 11%

Miscellaneous *     8% 8% 3% 6% 8% 32%

QuestionsQuestionsUrban anthropology raises many questions.Urban anthropology raises many questions.– I am going to focus on three main course themes I am going to focus on three main course themes

with respect to 187with respect to 187– but any comments or questions whatever, or any but any comments or questions whatever, or any

reactions to other students comments are perfectly reactions to other students comments are perfectly appropriate for e-mail discussion.appropriate for e-mail discussion.

– I will moderate the discussions. Send comments or I will moderate the discussions. Send comments or reactions to me and I will forward them.reactions to me and I will forward them.

For example, is the structure of the school in For example, is the structure of the school in 187 consistent with the value (and constitutional 187 consistent with the value (and constitutional rights associated with) equal educational rights associated with) equal educational opportunity?opportunity?If not, what should be done?If not, what should be done?

3 THEMES3 THEMES

1. LEVELS1. LEVELS– Does social structure have effects Does social structure have effects

independent of individual action?independent of individual action?

2. SYSTEMS2. SYSTEMS– Does social structure consist of Does social structure consist of

interdependent parts, and if so, how interdependent parts, and if so, how does that affect how it is analyzed?does that affect how it is analyzed?

3. FEEDBACKS3. FEEDBACKS– How do actions or processes self-How do actions or processes self-

reinforce, or self-inhibit.reinforce, or self-inhibit.

1 Levels1 Levels

1 Levels: macro-structure1 Levels: macro-structureHow much are individual actions How much are individual actions constrained by the social structure?constrained by the social structure?

Cesar says, “It (KOS) is all I’ve got.” Cesar says, “It (KOS) is all I’ve got.” To what extent is this true? To the To what extent is this true? To the extent that it is true, Why is it true?extent that it is true, Why is it true?

Rita says, “You can’t blame everything Rita says, “You can’t blame everything on environment, but you can push on environment, but you can push anyone too far, and they will go bad.” anyone too far, and they will go bad.” – Which is true?Which is true?– Can you push anyone too far?Can you push anyone too far?

Macro-structures and Macro-structures and neighborhoodsneighborhoodsOne of the main sources of One of the main sources of American sociology was the study American sociology was the study of Chicago neighborhoods.of Chicago neighborhoods.Some had very high rates of Some had very high rates of poverty, homicide, unemployment, poverty, homicide, unemployment, illegitimacy, prostitution, academic illegitimacy, prostitution, academic failure, gangs, alcoholism, failure, gangs, alcoholism, homicide, etc. etc. Why?homicide, etc. etc. Why?Even when the whole population Even when the whole population changed, the neighborhood changed, the neighborhood retained high levels of social retained high levels of social problems.problems.

Policy ImplicationsPolicy Implications

Macro:Macro:

Structural change (draining Structural change (draining the swamp)the swamp)

MicroMicro

Individual changeIndividual change

(shooting bullfrogs)(shooting bullfrogs)

90210 vs. East L.A.90210 vs. East L.A.

Rita is class valedictorian.Rita is class valedictorian.Rita is a bright, motivated student.Rita is a bright, motivated student.Rita’s address demonstrates a lack Rita’s address demonstrates a lack of grammar and academic skills that of grammar and academic skills that means that she could not get into means that she could not get into Villanova, let alone afford to go.Villanova, let alone afford to go.Rita will probably not even go to Rita will probably not even go to community college.community college.Is this a problem?Is this a problem?If so, what is the solution?If so, what is the solution?

Pettigrew’s Quiz and levels:Pettigrew’s Quiz and levels:

Common sense is often wrong.Common sense is often wrong.All the common sense answers were All the common sense answers were false.false.The main issue is that human behavior The main issue is that human behavior must be understood as part of a cell, must be understood as part of a cell, rather than as actions of an isolated rather than as actions of an isolated individual.individual.E.g. servicemen compare themselves to E.g. servicemen compare themselves to the people they come in contact with; the people they come in contact with; losing votes in KS is worth it if you gain losing votes in KS is worth it if you gain some votes in PA, etc.some votes in PA, etc.

2 Systems2 Systems

A school, a neighborhood, a gang or an ethnic A school, a neighborhood, a gang or an ethnic group are a set of interdependent parts, each of group are a set of interdependent parts, each of which reinforce each other in multiple ways.which reinforce each other in multiple ways.

For example, the social problems in East L.A. are For example, the social problems in East L.A. are mutually reinforcing.mutually reinforcing.

You cannot change one part without changing You cannot change one part without changing everything else.everything else.

In a system, you can’t do only one thing.In a system, you can’t do only one thing.

Example of an EcosystemExample of an Ecosystem

Suppose harbour seals eat 50 lbs. Suppose harbour seals eat 50 lbs. of cod a dayof cod a day– 1500 lbs. per month; 9 tons per year1500 lbs. per month; 9 tons per year

Suppose there are 500,000 of Suppose there are 500,000 of them in an areathem in an areaSuppose they can be reduced in Suppose they can be reduced in numbernumberWill killing them increase the Will killing them increase the supply of cod that fishermen may supply of cod that fishermen may catch by millions of tons per year?catch by millions of tons per year?Why or why not?Why or why not?

Ecosystems:Ecosystems:Not necessarily; probably notNot necessarily; probably not

Harbour seals eat a lot of things that Harbour seals eat a lot of things that eat cod as well as eating cod eat cod as well as eating cod themselves.themselves.If seals also eat a ton of cod-eaters If seals also eat a ton of cod-eaters per year per year The cumulative effect of reducing The cumulative effect of reducing the seals may be to increase those the seals may be to increase those predators and therefore to reduce predators and therefore to reduce the supply of cod.the supply of cod.If you do not know the system If you do not know the system dynamics, then you don’t know the dynamics, then you don’t know the effect.effect.

187 systems:187 systems:

If the academic problem of East LA If the academic problem of East LA schools and students are more than schools and students are more than KOS, then getting rid of Benny may not KOS, then getting rid of Benny may not help.help.

And getting rid of Benny may And getting rid of Benny may strengthen, rather than weaken KOS.strengthen, rather than weaken KOS.

Garfield acts as vigilante; but even a Garfield acts as vigilante; but even a police strategy of attacking the police strategy of attacking the symptoms may be unproductive or symptoms may be unproductive or counterproductive.counterproductive.

3. Three kinds of 3. Three kinds of dynamic systems:dynamic systems:

1.1. Self-reinforcing system: a common result of Self-reinforcing system: a common result of positive feedback. positive feedback.

2.2. System without feedbackSystem without feedback

3.3. Self-maintaining system: a common result of Self-maintaining system: a common result of negative feedback. negative feedback.

Find examples of each in Find examples of each in 187187..

Self-reinforcing system:Self-reinforcing system:

Self-reinforcing system is a common result of positive Self-reinforcing system is a common result of positive feedback feedback

““Unstable equilibrium.” Unstable equilibrium.”

Feeds on itself.Feeds on itself.

E.g. a marble on a hill.E.g. a marble on a hill.

Vicious cycles.Vicious cycles.

– A small push has a big effect; a big push has a big effect. A small push has a big effect; a big push has a big effect. Once the marble is moving, its movement to a steeper slope Once the marble is moving, its movement to a steeper slope causes it to pick up force.causes it to pick up force.

– What is an example from 187?What is an example from 187?

System without feedbackSystem without feedback

Systems without feedback are usually neither Systems without feedback are usually neither self-reinforcing nor self-maintaining.self-reinforcing nor self-maintaining.

““Stable equilibrium.” Stable equilibrium.”

E.g. a marble on a plain.E.g. a marble on a plain.– A little push has a little effect; a big push has a big A little push has a little effect; a big push has a big

effect.effect.– What is an example from 187?What is an example from 187?

Self-maintaining systemSelf-maintaining system

Self-maintaining system is a common Self-maintaining system is a common result of negative feedback result of negative feedback A “hyper-stable” equilibrium.A “hyper-stable” equilibrium.Eg. A marble in a valley.Eg. A marble in a valley.

– Either a little push or a big push goes away Either a little push or a big push goes away as soon as one stops pushing, and the as soon as one stops pushing, and the system returns to its original condition.system returns to its original condition.

– What are examples from 187?What are examples from 187?

Examples of self-reinforcing Examples of self-reinforcing dynamics in 187dynamics in 187

Garfield retaliates to punish the individuals Garfield retaliates to punish the individuals responsible (shooting bullfrogs). responsible (shooting bullfrogs). Things become actively worse. Why? Things become actively worse. Why? – The gang becomes more solidary and aggressive.The gang becomes more solidary and aggressive.– One reasons is the dynamic of escalation that results. One reasons is the dynamic of escalation that results.

This one of the classic examples of positive feedback This one of the classic examples of positive feedback producing a self-reinforcing system.producing a self-reinforcing system.

Garfield cannot work with the usual structures of Garfield cannot work with the usual structures of control (families; administration; other teachers; control (families; administration; other teachers; police; student groups). Why?police; student groups). Why?– Would more policing than individual vigilantism? (Note Would more policing than individual vigilantism? (Note

that this is what the that this is what the Philadelphia proposal Philadelphia proposal called for.)called for.)

Examples of self-maintaining Examples of self-maintaining dynamics in 187dynamics in 187

Often when Garfield makes a change, such as Often when Garfield makes a change, such as removing the KOS head, the situation changes removing the KOS head, the situation changes back to its prior state.back to its prior state.The The rolerole exists independently of the person who exists independently of the person who happens to fill it, the way a job exists independently happens to fill it, the way a job exists independently of the person in it.of the person in it.What is the difference between getting rid of the What is the difference between getting rid of the members of KOS and getting rid of KOS?members of KOS and getting rid of KOS?KOS gets income and status from the drug trade; if KOS gets income and status from the drug trade; if you take it away, they will react; they constitute a you take it away, they will react; they constitute a “vested interest.”“vested interest.”

Examples of no feedbacks:Examples of no feedbacks:There are surely some times when the net There are surely some times when the net feedbacks are zero.feedbacks are zero.For example, probably tutoring Rita does not, by For example, probably tutoring Rita does not, by itself, either maintain or reinforce itself.itself, either maintain or reinforce itself.Almost certainly there are self-reinforcing Almost certainly there are self-reinforcing processes, and there are also counteracting processes, and there are also counteracting self-maintaining ones, which happen to cancel self-maintaining ones, which happen to cancel each other out.each other out.In the 20In the 20thth c. we have often had to assume that c. we have often had to assume that this special case of zero net feedback is typical this special case of zero net feedback is typical because, for technical reasons, systems with because, for technical reasons, systems with feedbacks are inconvenient to analyze.feedbacks are inconvenient to analyze.