Pick One Topic Covered In Class So Far

Pick One Topic That Has Been Covered In Class Thus Far From The Follow

Pick one topic that has been covered in class thus far from the following options: deviance or poverty. Apply one theory to a discussion of how this topic is supported in politics, education, and religion. Do these institutions support social solidarity on this topic, or do they promote social dysfunction? Use evidence from the module readings and viewings to support your answer. Your initial post should be at least 250 words and must substantively integrate the assigned readings with proper APA style formatting.

Paper For Above instruction

The intersection of poverty and social institutions such as politics, education, and religion plays a vital role in shaping societal stability and function. Applying Emile Durkheim’s functionalist theory provides a comprehensive lens to analyze how these institutions either foster social solidarity or perpetuate social dysfunction concerning poverty. Durkheim argued that social institutions serve to maintain social order and cohesion through shared norms and values. When examining poverty through this perspective, it becomes evident that these institutions can both support social solidarity and contribute to social dysfunction, depending on how they operate within societal structures.

In politics, institutions often promote policies aimed at alleviating poverty, thus fostering social solidarity by supporting vulnerable populations. For instance, social welfare programs act as mechanisms for collective responsibility, reinforcing societal bonds (Benfer et al., 2021). However, political discourse can also reinforce social dysfunction, especially when policies serve to stigmatize impoverished groups and perpetuate inequality, as seen in discriminatory voting practices or austerity measures that disproportionately impact low-income communities (Fitzgerald & McGinnis, 2018).

The educational system, according to Durkheim, helps socialize individuals and transmit shared cultural values. Schools in impoverished areas often reinforce social stratification rather than promoting solidarity, as limited resources and unequal funding perpetuate disparities. This institutional failure can support social dysfunction by reinforcing class divisions and limiting social mobility (Lubienski & Lubienski, 2006). Conversely, inclusive educational policies that aim to provide equitable opportunities can foster social cohesion by emphasizing shared goals and mutual interdependence.

Religion, historically, has played a dual role. On one hand, religious organizations often serve as sources of social support and moral guidance, promoting compassion and community bonds, which can support social solidarity around the issue of poverty (Puchner, 2014). On the other hand, some religious ideologies have justified social inequalities and maintained the status quo, thereby contributing to social dysfunction by discouraging critical engagement with systemic injustices (Martin, 2017).

The provided evidence from the module readings and viewings suggests that these institutions are ambivalent in their support of social solidarity concerning poverty. While some efforts aim to promote cohesion, structural barriers and ideological conflicts often reinforce dysfunction. For example, the 1874 cartoon depicting the efforts of the White League to disenfranchise Black voters in Louisiana reflects how political institutions can exert destructive influence on marginalized groups, perpetuating social inequalities and dysfunction (Hine, 2018). Overall, a nuanced understanding reveals that institutions' roles depend on their policies, cultural values, and societal contexts.

References

Benfer, E. A., et al. (2021). Housing and health: The impact of housing insecurity on health disparities. Journal of Public Health Policy, 42(2), 213-228.

Fitzgerald, J., & McGinnis, M. (2018). The politics of inequality: Poverty and policy responses. Routledge.

Hine, D. C. (2018). The remarkable story of the White League's efforts in Louisiana. Louisiana History Journal, 59(3), 245-260.

Lubienski, C., & Lubienski, S. (2006). Charter, Private, Public Schools and Academic Achievement: New Evidence from NAEP Mathematics Data. National Center for the Study of Privatization in Education.

Martin, D. (2017). The faith divide: Religion and social inequality. Sociological Perspectives, 60(3), 483-498.

Puchner, W. (2014). Religion and social cohesion: A historical perspective. Journal of Sociology and Religion, 75(4), 567-581.