About the site

This site is primarily designed to help students revise A level Sociology. It primarily focuses on Families and Households, Education and Research Methods, Global Development and Crime and Deviance with Theory and Methods, AQA focus.

The site only went live in mid February 2014, and I intend to add three updates a week, focusing on AS Sociology first, then A2. So please follow, or keep checking back for updates!

Update 06/12/2015 – I’ve also started to upload fuller versions of my material rather than just ‘skinny’ revision versions.

If you like this sort of thing you might also like my YouTube channel 

About The author

I’ve taught A level sociology for 15 years, and worked as an examiner on all of the modules for the AQA, so trust me, I know what you need to know!

3 Responses to About

  1. lynn oliver says:

    I feel there is a sociological view that has not been understood due to the false genetic models in place today. I feel the reason boys are falling behind and girls are surging ahead is due to factors that existed years ago, but now allow us as women to compete much more successfully in the information age. All of us are driven to planes of security based upon what we are given from society in terms of love, honor, care, mental, emotional, social, knowledge, skills, etc. As women in the past, we had better academics but we also were allowed to have lower planes of innersecurity by having a family, home, and much support from society. The information age began to hurt Male employment and at the same time allowed us as women to use our academic skills and support to reach into more information age skills in society. We didn’t just have those qualities, but were developed in us by society from infancy whereas our Male peers “were not given those supports and still are not given those supports”. As for those middle class boys who are supposedly trying harder. No, this is the result of sufficient care, support, stability, knowledge and skills provided in those areas that allow for sufficient care and love for achievement in school. Oh, girls and women from those areas are also dong better than those Male peers due to still more aggressive, less supportive treatment they receive compared with us as girls and women. It is all relative to differential treatment from infancy along socioeconomic lines that is creating these differences today.
    We need to first understand how our individual environments/differential treatment and “not genetics” greatly affect thinking, learning, motivation to learn, and mental health. Second, we need to understand how the nineteenth century belief girls should be protected and boys strong is creating the differences we are seeing in the information age. Unless we correct those those areas those problems will continue to grow. I fear there is a time limit in which Males who are just as intelligent, have the same work ethic, and are just as sensitive, begin to lose out totally in feelings of self-worth and begin to act out collectively to hurt both women and society.
    This is a very brief idea from my article on the Male Crisis. I hope you will see the connection of my learning theory and how differential treatment is beginning to create more inequality by gender academically and now even economically. My complete learning theory and its application to the Male Crisis are on attachments. Feel free to use information. I hope someone can use this to help all students as a principled approach to learning that will apply to both girls and boys.
    I developed a theory on the Male Crisis that shows how treatment given Males to make them tough is hurting academic growth as. To understand this we must redefine average stress as many layers of mental work that take up real mental energy. Picture an upright rectangle of full mental energy. Now begin at the bottom drawing narrowly spaced lines to represent many layers of past present future experiences *aggressions (that create mental conflict) values of self/others etc that all are being dealt with as many layers; stop about half way. The space leftover shows leftover ability to think and learn. This shows just how environments and “differential treatment” greatly affect thinking and learning. This Figure on my learning theory for all to read.
    The problem is more complex than school curriculum or boy chemistry. We need to stop looking at where boys are in life, character, and behavior and begin looking at how boys are treated from infancy very differently from us as girls. We need to see how the more aggressive treatment they are given from infancy is creating more problems and less than correct behavior or care for authority and school.
    To understand this, “we must redefine our average stress as many layers of mental work we carry with us that takes away real mental energy leaving less mental energy to think, learn, concentrate, and enjoy the learning process. This differential treatment creates very real differences in learning by individual and by group.
    The problem involves two entirely different treatments of Males and Females as early as one year of age and increases in differential treatment. This is creating the growing Male Crisis. The belief Males should be strong allows aggressive treatment of Males as early as one year. This is coupled with much “less” kind, stable, verbal interaction and less mental/emotional/social support, knowledge, and skills for fear of coddling. This increases over time and continued by society from peers, teachers and others in society. This creates more social/emotional distance from parents and other authority figures who have knowledge; also higher average stress that hurts learning and motivation to learn; also more activity due to need for stress relief; also more defensiveness and wariness of others further hindering emotional and social growth; and higher muscle tension (creating more pressure on pencil and tighter grip) that hurts writing and motivation to write. It creates much lag in development creating a learned sense of helplessness in school. This differential treatment continues through adulthood, almost fixing many Males onto roads of failure and escape into more short-term areas of enjoyment. Also society gives Males love and honor (essential needs for self-worth) only on condition of some achievement or status. This was designed to keep Male esteem and feelings of self-worth low to keep them striving and even give their lives in time of war for small measures of love and honor. Males not achieving in school or other are given more ridicule and discipline to make them try harder. Support is not an option for fear of coddling. Many Males thus falling behind in academics then turn their attention toward video games and sports to receive small measures of love/honor not received in the classroom.
    I feel the shows of masculinity, misbehavior are pretty much copouts to both show separation from failure in school and so gleam small measures of love and honor from peers. The defensiveness from authority is really pretty straight forward, especially in lower socioeconomic areas where strength, power, status holds very real currency in those areas. So for those students it not just misbehavior but for them, a tug of war or fight for minimum feelings of self-worth from a continual fight they feel outside the classroom as well as in.

    Since girls by differential treatment are given more positive, continual, mental, emotional/social support verbal interaction and care from an early age onward this creates quite the opposite outcome for girls compared with boys. We enjoy much more continuous care and support from infancy through adulthood and receive love and honor simply for being girls. This creates all of the good things: lower average stress (we enjoy freedom of expression that make us look less stable at times); lower muscle tension for better handwriting/motivation; higher social vocabulary/low stress for reading/motivation; much more trust/communication positive from adults, teachers, peers; and much more support for perceived weaknesses. We are reaping a bonanza in the information age. The lower the socioeconomic bracket and time in that bracket the more amplified the differential treatment from a young age and increased and more differentiated over time. My learning theory and article on the Male Crisis will go to all on request or can be read from my home site at http://learningtheory.homestead.com/Theory.html

  2. I have only just seen your site and believe that AS and Advanced Level students will find it really useful. Bearing in mind your intention to add one new item per day it is certainly a site to which students [and teachers] should regularly return . [I have added a link to your site from my site. Hope that is OK!]

  3. Pingback: Top revision stuff | sociology heaven

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