Tags: bodies, gender, media, prejudice/discrimination, sex/sexuality, social construction, sports, 00 to 05 mins Year: 2006 Length: 4:46 Access: YouTube Summary: Shown by ChallengingMedia, this clip critically examines post-Title IX media by discussing the difference in the coverage of female vs. male athletes. While female athleticism challenges gender norms, female athletes continue to be depicted in traditional roles that reaffirm their femininity as wives, mothers, or sex objects. Yet, male athletes are shown in a heroic light illustrating their courage, strength, and endurance. Submitted By: Shinta Herwantoro Hernandez
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Jerome Delay / Associated Press Tags: gender, nationalism, violence, war/military, rape, rape camp, war rape, 00 to 05 mins Year: 2011 Length: 1:05 Access: New York Times Summary: This news footage is of a Libyan woman, Eman al-Obeidy, who recently entered a Tripoli hotel full of foreign journalists. Although not shown in the video, al-Obeidy claimed to have been detained at a checkpoint in the Libyan capital by forces loyal to Muammar el-Qaddafi and some time thereafter raped by 15 men. She reportedly showed the journalists at the hotel a number of bruises and scars and mentioned that her friends were still being detained by militiamen. David Kirkpatrick of the New York Times quotes the woman as saying, “I was tied up, and they defecated and urinated on me. They violated my honor.” Soon thereafter plain-clothed government minders entered the hotel, and with some assistance from the hotel's servers and in the face of protests from many onlookers, forcibly put al-Obeidy into a car and drove away. Her whereabouts and well being are currently unknown. The raw footage of this woman being physically removed is heart wrenching, and it certainly grabs the viewer's attention. Perhaps this is because the coercion is so plain to see, but the clip is also engaging because we know it is not archival footage from a settled conflict, but is instead taken from a developing civil war in Libya. Instructors can use this clip as a means of catalyzing a discussion about war rape, which is used systematically as a means of humiliating the enemy and destroying communities. Students can also be reminded that rape is not only something the soldiers of "Other" nations do. Another clip on The Sociological Cinema (here) features testimonies, which describe rape committed by American soldiers during the Vietnam War. Submitted By: Lester Andrist Tags: immigration/citizenship, organizations/occupations/work, race/ethnicity, comedy, model minority, stereotypes, 00 to 05 mins Year: 1991 Length: 4:25 Access: YouTube Summary: This "Hey Mon" comedy skit from the 1990s hit show "In Living Color" features the hardest working Jamaican family vs. the hardest working Korean family in their battle to outdo each other. The skit highlights and makes fun of the model minority stereotype often applied to West Indian Americans and Asian Americans. It also makes fun of the ways in which each group is stereotyped regarding speech and dress. In addition to showcasing how comedy functions to draw attention to and problematize the various stereotypes, instructors might also point out the social context in which this comedy sketch was created, using the conflicts between African Americans and Korean Americans leading up to and during the 1992 Los Angeles Riots as a social-historical touchstone (see also scenes from "Do The Right Thing" regarding those conflicts in NY). Submitted By: Kendra Barber Michael Kimmel Tags: gender, inequality, sex/sexuality, subtitles/CC, 21 to 60 mins Year: 2008 Length: 54:00 Access: no online access Summary: This is a video of Michael Kimmel, sociologist, giving a talk at Middlebury College. His talk is about gender broadly speaking, but a good majority of the talk discusses men and masculinity. Kimmel is a great public speaker. He refers to data that substantiates his claims. The video can be used in whole or in different parts and will add to a class discussion about gender. I have found his section on gender privilege the most instructive, especially the anecdote about how a male student assumed that, as a male professor, Kimmel offered an "objective" opinion. Kimmel is funny and good natured. This video is appropriate for a first year level through graduate level audience. There is some content about sexuality and some of my students have duly noted that the video is heternormative, but that said, it's a great video to begin discussions surrounding gender and gender privilege. Submitted By: Janni Aragon Tags: crime/law/deviance, demography/population, economic sociology, education, causality, correlation, incentives, preferences, rational choice theory, 61+ mins Year: 2010 Length: 93:00 Access: no online access, YouTube preview Summary: Freakonomics: The Movie is based on the 2004 best-selling book of the same name by journalist Stephen Dubner and economist Steven Levitt. The film is broken up into a number of short segments, all of which might be useful in a sociology course tackling rational choice theory or wrestling with the idea of causality. (1) "A Roshanda by Any Other Name" explores whether the name a child is given can be plausibly blamed for the child's successes or failures in life. (2) "Cheating" and (3) "Pure Corruption" examine how cheating in Chicago public schools and Japan's sumo wresting circuit can be explained by uncovering hidden incentives. (4) "Cause and Effect" succinctly and clearly illustrates the aphorism, "correlation is not causation." In (5) "It's Not Always a Wonderful Life," Steven Levitt offers a relatively detailed and multi-causal account of the drop in US crime rates beginning in the 1990s. According to Levitt, nearly half of the drop in crime can be explained by the unintended consequences of the Roe v. Wade decision by the United States Supreme Court. (6) "Incentives" explores how well intended incentives often lead people to act in unexpected ways, and finally, in (7) "Can a 9th Grader Be Bribed to Succeed?" we see Levitt and other researchers experiment with paying students cash incentives to improve their grades. Thanks to Jessie Daniels for suggesting this film. Submitted By: Lester Andrist Tags: crime/law/deviance, goffman, theory, folkways, mores, norms, 00 to 05 mins Year: 2011 Length: 4:55 Access: YouTube Summary: What happens when more than 250 Soc101 students do absolutely nothing in a public place for 15 minutes? Find out in this video and discover how doing nothing can teach us a lot about norms, deviance, and Goffman's Presentation of Self in Everyday Life. This video would work well in an intro to sociology class, in a class on the sociology of crime/deviance, and even a social theory course. Better yet, watch the clip and then have your class do nothing on your campus. Note, this activity is based on “The Sociology of Doing Nothing: A Model ‘Adopt a Stigma in a Public Place’ Exercise” by Karen Bettez Halnon (2001) in Teaching Sociology. Submitted By: Nathan Palmer Tags: inequality, race/ethnicity, de facto segregation, 00 to 05 mins Year: 2000 Length: 2:15 Access: YouTube Summary: Remember the Titans is an Academy Award winning movie based on one of the first desegregated high schools in Virginia during the 1970s. Throughout the movie, characters are shown trying to overcome their racial prejudices in order to work together and become a winning football team. This particular clip focuses on a scene in which the players board two buses by segregating themselves by race (there is an all-white bus and an all-black bus). As opposed to the legally mandated segregation that characterized Virginia before the Civil Rights movement, this scene illustrates de facto segregation, which is a subtler process of segregation that results from other processes, such as housing segregation. Students may be asked why the athletes would have segregated themselves despite any legal force to do so? Furthermore, the video shows the coach’s efforts to de-segregate the football team, which creates significant racial tensions. Students can be encouraged to think about the challenges of racial desegregation and how these tensions may help reproduce segregation despite those formal mandates. One could also document the persistence of de facto segregation today by showing statistics on residential segregation, or discuss how race and class intersect to produce de facto segregation in schools and inequality in educational quality; indeed, much of the US remains "separate and unequal." Submitted By: Lauren Morgan, Emily Alt, & Paul Dean Tags: class, inequality, intersectionality, race/ethnicity, comedy, 00 to 05 mins Year: 2004 Length: 3:36 Access: YouTube Summary: (Trigger warning: there is cursing in this clip.) In this segment (clip begins at 30-second time mark) from his show "Never Scared," comedian Chris Rock explains the difference between being rich and being wealthy. I like to use this clip when I discuss the racial wealth gap (generally in conjunction with The Hidden Cost of Being African American) and how wealth is racialized in the United States. Instructors and students can go on to critically assess Rock's claims about why black and brown people do not have wealth compared to whites. This clip contributes to The Sociological Cinema's growing collection of comedy clips that are useful for illustrating or beginning a discussion about sociological concepts. Submitted by: Kendra Barber Tags: class, discourse/language, inequality, methodology/statistics, culture, ethnography, netnography, social stratification, working class, subtitles/CC, 61+ mins Year: 2011 Length: 80:00 Access: Facebook Summary: Andrew Filippone Jr.'sThe Status Films is a four-part documentary series culled from thousands of public Facebook status updates. The film draws on the found-language from Facebook status messages to conjure up the sound and feeling of America's culturally impoverished. Filippone describes this exercise in ethnography via social media as "pleas, laments, hallelujahs, and indictments...echoes of familiar voices from a distant working-class world." All four parts of The Status Films are viewable online, in full, via Facebook. (Filippone cites Simon J. Charlesworth's "A Phenomenology of Working-Class Experience" as a key text influencing his project.) The film would work nicely in a methods class as an example of an innovative means of obtaining empirical data for what could be described as a netnography. Filippone describes his method as entering four separate, culturally-resonant queries into Facebook's internal search engine. Aided by screen capture software, he was able to code for themes, select the most relevant messages, and eventually reorder those messages for use in the documentary. Using the film, instructors might be able to engage students in useful discussion about the strengths and limitations of this approach for sociological work. Submitted By: Andrew Filippone Jr. Tags: class, inequality, global poverty, income inequality, 00 to 05 mins Year: 2008 Length: 1:14 Access: YouTube Summary: This video offers a simplified and visually appealing way to think about global poverty. It does this by reducing the world's population (6.26 billion people) to 626 people. Out of that 626 people, it shows that 231 live in "Povertyville" (avg yearly income = $440), 265 live in "Slumtown" (avg yearly income = $1,490), 33 live in "Low Income City" (avg yearly income = $5,440), 92 live in "Pleasanttown" (avg yearly income = $28,600), and the remaining 5 people (<1% of the world's population) earn an average of $60,000 per year. This is a similar method to looking at other global demographics depicted in this video. Submitted By: Paul Dean |
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