In class we talked about "McDonaldization," described in reading #17 by George Ritzer, and how McDonaldization is Ritzer's word for the larger process of "rationalization."  Examples of McDonaldization are all around us in our world as the process of rationalization is increasingly applied to various arenas of life.  Imagine that you, a young sociologist, have received an email from Ritzer stating that he intends to update his book on McDonaldization and needs some new examples of the spread of the process.  Because you are interested in the topic, you would like to contribute an example that you have discovered and analyzed.  You are to submit your example in essay format of a length of about TWO pages (typed, 12 pt. font, SINGLE SPACED, grammatically correct).  Think of an example of McDonaldization that we did NOT discuss in class and was NOT talked about in the reading because Ritzer has already used these.  Construct your essay with the following components. 

FIRST: Briefly explain the process of McDonalization and identify the four dimensions of the process.  Discuss how it has become an important characteristic of our society today, shaping all of our lives.  This brief introduction of the process of McDonaldization will set the context for the next two sections and should only take a paragraph or two.  You want to demonstrate to Ritzer (and to me) that you understand the process.

SECOND:  Describe your example in some detail.  DO NOT USE AN EXAMPLE FROM CLASS OR FROM THE READING.  Select an example that would be useful in updating Ritzer's book. 

THIRD: Analyze the example in terms of the four dimensions of rationalization and comment on its advantages and disadvantages.  Again, you want Ritzer to use your example in the new addition of his book, so be thorough in your analysis and demonstrate that your example illustrates the process well.

NOTE: Refer to Ritzer’s reading (Footprints #17) in your essay when helpful.

FOURTH: Comment on the significance of the process of McDonaldization, illustrated by your example, to your biography, the lives of others, and to our society.

DUE: Tuesday, Dec. 18^th, 2001, 3:00 p.m.  Turn the paper into my office (Phinney Hall 312) or the main Soc/Anth office (Phinney 101).  Papers may be turned in early.

SOC 101, Fall 2001, SECTION 4, Challenge #2:

The second challenge involves a clear understanding of the concept of “culture” and the sociological imagination along with a degree of research on the part of students.  The sociological imagination requires that we look to the larger social context, beyond the individual level, to more fully understand human behavior, problems, etc.   In doing so, we can grasp the degree to which humans are social products, and use information and reason to explain why people do, feel or believe in particular ways.   Part of that larger social context we have talked about is culture.  The concept of culture can be used to refer broadly to the shared way of life of members of a society.  While there is a significant “culture” that helps construct the world of all people in the United States, the society is sufficiently large to include a great deal of cultural diversity.  Thus, we often use the terms “subculture” and “counterculture” to refer to cultural aspects of this variation.  In this challenge students will explore some of this cultural diversity in the United States and, in doing so, exercise a sociological imagination in understanding human behavior.  

WORKING ALONE, IN PAIRS, OR IN GROUPS OF THREE, students will select a subculture or counterculture group in the United States that demonstrates cultural variation.  The group can be one that the students currently participate in or have participated in in the past, or it can be one that students are interested in generally.  Students must be able to identify a website that is associated with the group.  The website can be used to gather information about the group or it can be simply an example of some aspect of the group.  If students want to do something with youth culture, they should select some sub-group, e.g. skateboarders, ravers, goth, etc., within the broader category of youth culture.  

Once a group is selected:

1) Describe the sub/counterculture:

The description of the culture should include the following to the degree possible:

         -The origins of the group (when, where, how, why, etc.)
         -Demographics (age, occupation, gender, geographical
          location, ethnicity, race, etc., when possible)
         -Special Language/words used by the group and to
          refer to the group
         -Distinctive practices/behaviors of the group
         -Norms and values of the group
         -Other major characteristics

Students should explicitly identify norms and values.  It may be necessary to speculate about the values of the group based on what you know of the norms.  Students should be sure to indicate when they are speculating and when they are drawing directly from sources.

2) Explain why the group is a subculture or counterculture. 

3) Using the sociological imagination, explain, to the best of your ability, why this group exists or has been developed in this society at this point in history.

4) Summarize how exercising a sociological imagination helps us understand the behavior of the individuals in the group.
            -Refer to your discussion of why the group exists
             now.
            -Refer to how individuals are social products, shaped
             by culture.

5) Identify the URL of the website associated with your group and explain the site.  If the site was used to gather a large amount of information, briefly describe the site and how it was useful.  If the site is only an example of some aspect of the group, e.g. the website of a particular skateboard competition, explain how the website is related to your group. 

NOTE: The challenge should take the form of a coherent essay, not simply a list of answers to the above points.

NOTE: Students need to indicate where they found their information by citing the sources in the text of the challenge and ending the challenge with a short bibliography.  To gather information, students can use their personal experience, websites, or other sources.

The challenge should be 2-3 single-spaced, typed pages in length.  It should be well-organized, thoughtful, concise, and grammatically correct (i.e. sentence structure and spelling).

THE CHALLENGE IS WORTH 40 PTS.