![]() It is generally identifiable by your skin color, but also other features such as eye color and jawline. Your race is a genetically defined feature. Progressive societies acknowledge transgenderism where people are born feeling as if they are one gender trapped in the other gender’s body. ![]() However, in the 21 st Century, people are increasingly seeing gender to be more fluid than in the past. Your gender (male or female) is ascribed by society at birth. These are all considerations that could benefit you when going for a job, or that a potential employer might hold against you. As an elderly person, you may be seen as wise but also potentially failing cognitively or strength-wise. As a young person, you may be seen as cool and full of vitality but also naïve. ![]() You move through phases of infancy, childhood, adolescence, young adulthood, middle age, and senior years, at a pace that you do not control.Īt each age, you may face discrimination and stereotypes that will both hinder and help you. While this is ascribed throughout our lives, it also changes. AgeĪ person cannot change their age, making this an ascribed identity marker. However, minority students are still more likely to be suspended than nonminority students.Further Reading Ascribed Status Examples 1. Minority students are less likely to be suspended from school if they perceive positive normative climates at home than if they perceive primarily negative climates. Students who perceive primarily negative normative climates at home are more likely to be suspended from school than are students who perceive positive normative climates. However, it may also be concluded that there is an association between perceived family academic normative climate and suspension from school. Between the two status variables, the apparent impact of socio-economic status on school suspension is overshadowed by the much stronger association of minority-nonminority status with suspension. Lower socio-economic status and/or minority students are more likely to have a higher rate of suspension than upper SES and/or nonminority students, regardless of family climate. It may be tentatively concluded, as a result of this study, that students are differentially suspended from school on the basis of the ascribed characteristics of social class and minority status. T-tests for differences of proportions and the L-test of monotonicity were used to test a number of hypotheses aimed at determining the nature of the association between family normative climate and suspension, controlling for SES and ethnicity. Data were compiled from both questionnaire responses and school records while students were in the ninth through twelfth grades. The data used in this study were collected longitudinally on approximately 1600 students. Student perceptions of parental expectations, surveillance and reinforcement were assessed as they operate in conjunction with each other to impact on suspension from school. In order to do this, however, a conceptual typology of various types of normative climate, drawn from a symbolic interactionist perspective, is presented in this paper. ![]() The contention herein is that the literature on family climate in general has application for the study of suspension. The guiding objective of this investigation was to determine whether certain perceived family academic normative climates can reduce or eliminate the commonly found association of socio-economic status or minority-nonminority status with suspension from school. Assessed in this study were the effects of perceived normative climate within the home on school suspension, under varying conditions of ethnicity and social class.
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