Sociologist Stuart Hall, one of the most well-known social theorists in post 1960s research, defines ideology as this: “The mental frameworks – the languages, the concepts, categories, imageries of thought and systems of representation – which different classes and social groups deploy in order to make sense of, define, figure out, and render intelligible the way society works” (Leroux, Ideology, 2012). Sociologists look at ideology and use it to build a better idea of how society works through its use in various social groups and classes. These social groups range from religious groups to indigenous peoples to celebrities. Those social groups and classes use various techniques in their ideology to better make known their influence and place within the workings of society. Some of these social groups have ideologies that support social order, such as political parties and families. Other social groups work to challenge social order, such as criminal organizations.
The sociological definition of ideology can be applied to any concept or situation. Post-secondary education is one such example. “Since 2001, enrollment in post-secondary education has remained stable in Canada” (Leroux, Education, 2012). “Government funding as a share of university operating revenue has decreased substantially in Canada since 2001... At the same time, tuition as a percentage of university operating budgets has increased substantially” (Leroux, Education, 2012). The financial situation surrounding universities and their tuition rates has been debated for many years. Looking at this issue from with the definition of ideology in mind, it becomes clear what is at play. What are the social groups and classes, the mental frameworks, and how do they make sense of this issue in regard to the way society works?
I begin by identifying the social groups and classes affected by tuition increases. Once this has been done, we can make judgments of the mental frameworks and how they make sense of the issue with society in mind. The social groups most affected by the rise in tuition costs are students aged 18-24 who are striving towards completion of their undergraduate degrees. The reason I say this is because most students entering university have little or no income, a higher debt load as credit cards and lines of credit from banks become available to them, and many rely heavily on student loans in order to pay for their university education. As was evident in our class on September 19, 2012, many students are working part-time jobs, earning minimum wage or slightly higher, alongside their university education in order to make ends meet: having enough to pay for rent and utilities for those who live off-campus in apartments, paying off student loans, and paying tuition and other educational costs such as textbooks, as well as have some money left for leisure and entertainment.
Students use a variety of mental frameworks to make sense of these tuition increases. They can start by saying that the increases is due to the economic recession and since there is less money, universities need to charge more in order to generate an income. Part of this is due to an increase in administration salaries. According to a new study done by a union representing university professors, the cost of administration salaries is up twenty-seven percent across Nova Scotia, fifty-three percent at Nova Scotia College of Art and Design, and seventy-seven percent at Saint Francis Xavier University (Canadian Broadcasting Corporation, 2012, starting at 10:52). Another part is that the provincial and federal governments are giving universities less money for their operating budgets as already demonstrated earlier.
Using the mental frameworks, students can begin to understand and make sense of how society works surrounding tuition increases. Since the demand for education, especially an undergraduate degree, is so high for many occupations in today’s society, students see attending university as an obligation. Therefore, many attending university are financing it through loans and other forms of credit. Some students rebel against the system and find other ways to decrease tuition. An excellent example of this is the Québec student protest. Students heard about the provincial government wanting to increase tuition over five years. As a response, students used their ideology to undermine the social order and protest the rise in tuition. Ultimately, the protests were successful and during the provincial election, the Conservative government was defeated and replaced by the Parti Québécois, who is calling for a truce on the issue (Canadian Broadcasting Corporation, 2012). Ideologies have potential to change systems and ways of thinking. If used and understood wisely, they have great power and authority.
The sociological definition of ideology can be applied to any concept or situation. Post-secondary education is one such example. “Since 2001, enrollment in post-secondary education has remained stable in Canada” (Leroux, Education, 2012). “Government funding as a share of university operating revenue has decreased substantially in Canada since 2001... At the same time, tuition as a percentage of university operating budgets has increased substantially” (Leroux, Education, 2012). The financial situation surrounding universities and their tuition rates has been debated for many years. Looking at this issue from with the definition of ideology in mind, it becomes clear what is at play. What are the social groups and classes, the mental frameworks, and how do they make sense of this issue in regard to the way society works?
I begin by identifying the social groups and classes affected by tuition increases. Once this has been done, we can make judgments of the mental frameworks and how they make sense of the issue with society in mind. The social groups most affected by the rise in tuition costs are students aged 18-24 who are striving towards completion of their undergraduate degrees. The reason I say this is because most students entering university have little or no income, a higher debt load as credit cards and lines of credit from banks become available to them, and many rely heavily on student loans in order to pay for their university education. As was evident in our class on September 19, 2012, many students are working part-time jobs, earning minimum wage or slightly higher, alongside their university education in order to make ends meet: having enough to pay for rent and utilities for those who live off-campus in apartments, paying off student loans, and paying tuition and other educational costs such as textbooks, as well as have some money left for leisure and entertainment.
Students use a variety of mental frameworks to make sense of these tuition increases. They can start by saying that the increases is due to the economic recession and since there is less money, universities need to charge more in order to generate an income. Part of this is due to an increase in administration salaries. According to a new study done by a union representing university professors, the cost of administration salaries is up twenty-seven percent across Nova Scotia, fifty-three percent at Nova Scotia College of Art and Design, and seventy-seven percent at Saint Francis Xavier University (Canadian Broadcasting Corporation, 2012, starting at 10:52). Another part is that the provincial and federal governments are giving universities less money for their operating budgets as already demonstrated earlier.
Using the mental frameworks, students can begin to understand and make sense of how society works surrounding tuition increases. Since the demand for education, especially an undergraduate degree, is so high for many occupations in today’s society, students see attending university as an obligation. Therefore, many attending university are financing it through loans and other forms of credit. Some students rebel against the system and find other ways to decrease tuition. An excellent example of this is the Québec student protest. Students heard about the provincial government wanting to increase tuition over five years. As a response, students used their ideology to undermine the social order and protest the rise in tuition. Ultimately, the protests were successful and during the provincial election, the Conservative government was defeated and replaced by the Parti Québécois, who is calling for a truce on the issue (Canadian Broadcasting Corporation, 2012). Ideologies have potential to change systems and ways of thinking. If used and understood wisely, they have great power and authority.
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