Sociology Class Reading Response Five

 This semester, I am enrolled in Sociology 4100, titled Contemporary Social Theory. In this course, we look at important sociological theories that help us understand and study society. It explains how sociological theories are created and how they connect to research methods in real-world studies. Each week, we are given readings to complete, followed by a reading response assignment. The task is straightforward: we summarize the readings in the first part and then choose a notable aspect to elaborate on for the remainder of the response.

    The readings for this response are from Bruno Latour’s work, Reassembling the Social. In this text, Latour critiques the conventional understanding of society and the “social.” He argues that the term “social” has been misunderstood by social scientists. Instead, Latour suggests we view it as a dynamic process of assembling connections. Latour’s first source of uncertainty is the notion that groups are not predefined; rather, they are continuously forming through interactions. The second source of uncertainty is the idea that action is overtaken. Latour posits that actions are not merely the outcomes of individual intentions but are shaped by a network of diverse actors, both human and non-human. Recognizing and understanding these interactions challenges our traditional view of agency and highlights the complexity of social interactions. According to Actor-Network Theory, Latour outlines several steps for tracing associations. He advises researchers to prioritize local contexts before considering global perspectives, emphasizing the importance of following actors and their associations across different networks to understand their interactions and influences. Latour suggests that global phenomena can only be uncovered by compiling local information and identifying broader patterns. Keeping the social flat allows researchers to focus on connections and interactions between actors without assuming pre-existing social structures or hierarchies. By closely examining how associations are formed and maintained, rather than presuming stable social groups, researchers make a first move by shifting their focus from social explanations to tracing associations and connections between actors.

    Grassroots movements typically begin with small-scale protests and initiatives at the local level. However, they gain momentum through social media and other support, demonstrating how local actions can have a global impact. On Saturday, April 5th, 2025, millions of people across various cities in the United States took to the streets to protest against the current President. Support was strong in all 50 states, with local grassroots movements mobilizing individuals to participate in rallies nationwide. The wave of protests extended beyond the United States, as news agencies reported demonstrations in London, Berlin, Lisbon, Paris, and numerous other international locations. Grassroots movements are constantly formed and reformed through the interaction of various actors, human and non-human. These interactions create a dynamic network which is central to Bruno Latour's idea of the social being a process of assembling connections.

References:

Latour, B. (2005) Reassembling the social: An introduction to actor-network-theory. Oxford University Press.

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Sociology Class Reading Response Four

 This semester, I am enrolled in Sociology 4100, titled Contemporary Social Theory. In this course, we look at important sociological theories that help us understand and study society. It explains how sociological theories are created and how they connect to research methods in real-world studies. Each week, we are given readings to complete, followed by a reading response assignment. The task is straightforward: we summarize the readings in the first part and then choose a notable aspect to elaborate on for the remainder of the response.

    I read two different works about and by Jane Bennett for this module. In the first article, The Philosopher Who Believes in Living Things, the author discusses how Bennett believes that “stuff has agency. Inanimate matter is not inert. Everything is always doing something.” (pg. 6) In the book titled Vibrant Matter, written by Bennett, she further explores those concepts while also bringing in theories devised by other scholars. In her book, she quotes Bruno Latour, who devised the concept of Actor Network Theory (ANT). He believed that human and non-human entities, referred to as actors, form networks of relationships that shape and define social phenomena. “An agent is a source of action that can be either human or nonhuman; it is that which has efficacy, can do things, has sufficient coherence to make a difference, produce effects, alter the course of events. It is ‘any entity that modifies another entity in a trial,’ something whose ‘competence is deduced from [its] performance’ rather than posited in advance of the action.” (pg. viii) Bennett also introduces Thing-Power in her book as the “strange ability of ordinary, man-made items to exceed their status as objects and to manifest traces of independence or aliveness, constituting the outside of our own experience.” (pg. xvi)

    I decided to watch the optional video posted of Jane Bennett’s lecture titled Powers of the Hoard: Artistry and Agency in a World of Vibrant Matter. In this lecture, Bennett refers to her book and explains how finding one large men’s black plastic work glove, one dense mat of oak pollen, one unblemished dead rat, one white plastic bottle cap, and one smooth stick of wood made her stop in her tracks in Baltimore one day. She explains how those inanimate objects spoke to her that day, and that she was able to get a glimpse of what hoarders or artists see where others may see nothing. In her lecture, she describes hoarders as receiving an aesthetic call from their things and listening or talking to their belongings. She mentions that they notice too much about their items, whereas we may see just the items as themselves. This lecture was very interesting to me as I understand Bruno Latour’s ANT and how non-human items can work together with humans. I am a minimalist within my home and all other aspects of my life, and I am also an artist. The readings and videos for this module helped me to broaden my mind to see beyond my own opinions and to not judge a book, or a hoarder in this situation, too swiftly.

References:

Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.

Latour, B. (2005) Reassembling the social: An introduction to actor-network-theory. Oxford University Press. 

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Sociology Class Reading Response Three

 This semester, I am enrolled in Sociology 4100, titled Contemporary Social Theory. In this course, we look at important sociological theories that help us understand and study society. It explains how sociological theories are created and how they connect to research methods in real-world studies. Each week, we are given readings to complete, followed by a reading response assignment. The task is straightforward: we summarize the readings in the first part and then choose a notable aspect to elaborate on for the remainder of the response.

    The readings for this module started with the first two chapters of Grassroots Postmodernism by Gustavo Esteva and Madhu Suri Prakash. Chapter 1 talks about minority groups being pushed out of their “old” spaces to be replaced with “modern” upgrades and that they “cannot be competitive in the world of social minorities, where competitiveness is the key to survival and domination.” (pg.4) They explain that it takes courage to retain and regenerate their culture despite the odds that are threatening to modernize and take over their lives and spaces. Chapter 2 of the book talks more about those inequalities and that the modern world has created an ideal that forces everyone to live in what is called a global village. Wendell Berry tells us to think globally but to start small by looking at the local levels first. “Since global forces can only achieve concrete existence at some local level, it is only there - at the local grassroots - that they can most effectively and wisely be opposed.” (pg.25) One example of grassroots-level resistance is the Zapatista Movement that began as a fight against Neoliberalism. As colonized people, they had three choices. They could either become good subjects by accepting the premises of the modern West without question; they could become bad subjects by always revolting against the parameters of the colonizing world; or they could become non-subjects by acting and thinking in ways far removed from those of the modern West.

    In our second reading, Discipline & Punish - the Birth of the Prison by Foucault, we read about a shift of power from the pre-modern to the post-modern state. Foucault believed that the most influential form of power was surveillance and that individuals could more easily be controlled that way. Those who controlled knowledge through surveillance also controlled power, and individuals would even turn to police themselves. Information is all around us, and the power it holds has become normalized. We willingly give sensitive information about ourselves to our banks, doctors, employers, and others because we know they have the power to keep us from receiving certain things if we don’t.

    The third reading by Judith Butler argues that cultural issues should not be secondary or less significant to economic issues when it comes to feminism or queer rights. Over the years, there have been many social movements to fight for minorities, and they should not all be lumped together as one as they are all unique and different. Race and class have always been prominent features in each of those social movements, and Butler highlights that sexuality/gender, while it is a different dynamic altogether, needs to be combined with race and class; it needs to be integrated to be analyzed correctly. Others may argue that adding sexuality/gender detracts from addressing economic inequalities, but Butler argues that they are all related as homophobia isn’t just a cultural attitude but an economic one as well. Butler believes that “the term ‘identity politics’ is used as a derogatory term for feminism, anti-racism, and anti-heterosexism.” (pg.39) Nancy Fraser, who writes a rebuttal to Butler’s words, states that identity politics should be looked at from a nuanced perspective and uses the phrase freely in her writings. While both scholars are equally passionate about feminism and queer rights, I believe that Judith Butler leans more towards the cultural side as they see the inequalities that have plagued that community for years. They also see the economic setbacks many face but they feel are not highlighted enough. Nancy Fraser states she agrees that both sides deserve equal consideration and validation and that injustice occurs when minorities are not recognized and treated as equals.

    I believe you cannot separate the cultural and material inequalities the queer community has faced and faces even still today. New bills are introduced into Congress even today to repeal laws that will limit rights for queer individuals that heterosexual individuals freely enjoy. These new and existing laws are policed by regular individuals through surveillance of their neighbors who feel it is within their rights to complain when they don’t like a book at their local library and would like it removed for its content. They can complain when they see an individual using the “wrong” bathroom on the UVU campus. They can file a lawsuit if their child is on a team with a trans individual. A hospital can stop a partner from being with their loved one because they are not legally their spouse, and so much more. Every time a new bill is introduced, many individuals write their representatives and line the steps of the capitol building to express their concern for these inequalities. Small grassroots movements such as these may seem like a drop in the bucket, but they put hope in the hearts of those who are affected daily by the laws passed. They show there are people out there willing to fight, even when it is sometimes not their fight. It hopefully ignites a fire that keeps spreading and lights other small fires so that the voices of those most affected by these harmful laws will not be forgotten, ignored, or swept under the rug.

References:

Butler, J. (1997). Merely cultural. Social Text, 15(3-4),265-277. http.//doi.org/10.2307/466744

Esteva, G., & Prakash, M.S. (1998). Grassroots postmodernism: Remaking the soil of cultures. Zed Book.

Foucault, M. (1977). Discipline and Punish: The birth of the prison. Pantheon Books.

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Housing and Food Insecurity on College Campuses

 ABSTRACT

    This study investigates the housing and food insecurities faced by college students, particularly at Utah Valley University, aiming to identify the extent of these issues, understand their impact on academic performance and overall well-being, and explore potential solutions. By examining the availability and affordability of housing and food resources, the research provides actionable insights for university administrators, policymakers, and community organizations. The findings highlight significant insecurities not only in Utah but across the country, emphasizing the urgent need for targeted interventions. Comparative analysis of existing studies offers valuable insights into effective data collection methods and reveals consistent findings across different locations, underscoring the widespread nature of these challenges.

RESEARCH TOPIC

    I am studying and doing a deep dive into three major studies that have been done on housing and food insecurity on college campuses. One study is conducted in Upstate New York, and the other two in Utah. All three studies provide me with a lot of data that I can analyze and compare. I am looking at Utah Valley University (UVU) in particular as I work here as a full-time staff member and am also part of the student population. I added the study from New York, as I wanted to see if the food and housing insecurity among students was similar in a vastly different location. I also find news articles highlighting the food and housing insecurity faced by college students in Utah, and compare the information in those articles with the data in the studies. UVU has several programs to help students who are experiencing insecurities related to food and housing, and I want to see the extent of what is offered on campus to those students. The research questions I have in mind while analyzing the data are: How prevalent is housing and food insecurity among UVU students? What are the current resources available to UVU students? How affordable are these resources for UVU students? How often are these resources utilized by UVU students?

LITERATURE REVIEW

Healthy Minds Study - UVU

    Utah Valley University is conducting the Healthy Minds Study in the Fall of 2020, providing detailed statistics on mental health and related issues among college students. Among all the data, I find that food insecurity and housing insecurity are prevalent here at UVU. 30% of students report experiencing food insecurity, meaning they have limited or uncertain access to adequate food. The national average is approximately 23% for undergraduate students and 12% for graduate students. 20% of students report experiencing housing insecurity, which includes difficulty in paying rent or utilities, or having to move frequently. The national average is about 48% of students experiencing some form of housing insecurity. These statistics highlight a significant challenge many students face in meeting their basic needs here at UVU. The study includes 1,400 randomly selected participants. Key demographics used are age, gender, race/ethnicity, academic level, and socioeconomic level, ensuring a very diverse group of participants.

Utahns Against Hunger

    This report highlights that a significant portion of college students in Utah experience food insecurity, which affects their academic performance, higher dropout rates, increased stress and mental health issues, and overall well-being. It includes demographic data that shows that food insecurity mainly affects those from low-income backgrounds, first-generation students, and students of color. The report also highlights several barriers that contribute to food insecurity, including the high cost of tuition, housing, and other living expenses, as well as limited access to affordable and nutritious food options. The report offers several recommendations to address food insecurity, such as increasing awareness of available resources, improving access to food assistance programs, and implementing campus-based solutions like food pantries and meal-sharing programs.

Role of Financial Strain - New York

    This study aims to examine how financial strain affects college students’ work hours, sleep quality, and mental health. It highlights the significant role of student employment hours in predicting mental well-being, especially for those under financial strain. It also emphasizes the need for interventions to address sleep and mental health issues among financially stressed students.

KUER article

    I found a newspaper article written and published in December 2024 that discusses the increased use of food pantries by students at Utah universities. Utah State College, the University of Utah, and Utah Valley University all report a rise in students accessing these resources. Food insecurity is growing among students, with more than 60% of students at Utah State’s Logan campus experiencing low or very low food security. Inflation and the lingering effects of the pandemic contribute to this trend across Utah and other college campuses. Food pantries provide some relief by helping students avoid hunger and manage stress while attending class and dealing with other day-to-day worries.

KSL article

    I found another news article from December 2024 that discusses the growing need for food pantries on college campuses in Utah due to inflation. This article mentions that 30% of students are struggling to afford tuition, housing, and food. Community Action Service and the Food Bank partner with Utah Valley University to provide fresh produce and other food items for students, as they recognize the critical role these items play in students' overall well-being.

DISCUSSION

    Utah Valley University has several initiatives to address food and housing insecurity among its students. There is a food pantry located on campus that students can utilize once a week if they are enrolled in at least 3 credits. There is also a Grit Garden on campus where students can volunteer their time to learn about fresh vegetables and how to grow them at home. Every Friday, the vegetables harvested from the garden are given out for free to anyone on campus who needs them, along with other fresh food donated by Community Action Services. Students experiencing food insecurity can apply for SNAP, supplemental food assistance, to receive government help to afford nutritious and essential food. UVU CARE has employees who are trained to help students find more resources in the community if the ones available on campus are not enough. They are also experts in housing insecurity and have many resources available to guide students. The university has an emergency scholarship fund to help students facing unexpected financial hardships, including food and housing needs. UVU takes many steps to support students’ basic needs, ensuring they can focus on their education without the added stress of food and housing insecurity. In 2022, the CARE hub pantry served over 1,000 students and distributed more than 25,000 pounds of food, making a 13% increase from the previous year. They also received the NASPA Region V Innovative Program Award for outstanding support to students in 2023.

LIMITATIONS and FUTURE STUDY

    Most studies on food and housing insecurity rely on self-reporting, which can lead to flawed and incomplete data. Not having enough food or money for rent is a sensitive issue that many are reluctant to share. The sample size of the study at UVU is only 1,400 students, which is quite small given the current student population. Additionally, the studies I reviewed captured data at a single point in time, so they do not account for changes over time or the long-term impacts of food and housing insecurities.

CONCLUSION

    While UVU has made significant strides in providing resources for students on campus, many are unaware that these resources exist. Working in the Fulton Library, I frequently hear from students about their needs for food, mental health access, and other issues. I inform them about the various resources available on campus, and many are surprised to learn that UVU offers free food, cooking classes, a garden, and free counseling services. Despite these efforts, many resources at UVU remain underutilized. The administration needs to find ways to inform the student population that it is okay to use these resources, there is no stigma attached, and to spread the word about their availability.

REFERENCES:

Cragun, A. (2023). College food insecurity issue brief. Utahns Against Hunger. https://www.uah.org/reports-and-publications/college-food-insecurity-issue-brief

Eisenberg, D., Lipson, S. K., Heinze, J., Zhou, S., Talaski, A., & Patterson, A. (2020). Healthy Minds Study Fall 2020 Data Report. Utah Valley University. Retrieved from https://www.uvu.edu/studentcare/docs/healthy-minds-results-fall-2020.pdf

Johnson, B. (2024, December 27). College food pantries become a necessity after inflation. KSL NewsRadio. Retrieved April 14, 2025, from https://kslnewsradio.com/colleges-universities/utah-college-food-pantries/2167251/

Lipkin, M. (2024, December 24). Utah universities see more students making use of the campus food pantry. KUER. Retrieved April 14, 2025, from https://www.kuer.org/education/2024-12-24/utah-universities-see-more-students-making-use-of-the-campus-food-pantry

Olfert, M. D., Hagedorn-Hatfield, R. L., Houghtaling, B., Esquivel, M. K., Hood, L. B., MacNell, L., Soldavini, J., Berner, M., Savoie Roskos, M. R., Hingle, M. D., Mann, G. R., Waity, J. F., Knol, L. L., Walsh, J., Kern-Lyons, V., Paul, C., Pearson, K., Goetz, J. R., Spence, M., Anderson-Steeves, E., Wall-Bassett, E. D., Lillis, J. P., Kelly, E. B., Hege, A., Fontenot, M. C., & Coleman, P. (2021). Struggling with the basics: food and housing insecurity among college students across twenty-two colleges and universities. Journal of American College Health, 71(8), 2518-2529. https://doi.org/10.1080/07448481.2021.1978456

Salt Lake Chamber. (2023, December 4). UVU’s CARE Hub food access program receives seven-state regional student affairs award. Salt Lake Chamber. Retrieved from https://slchamber.com/uvu-care-hub-receives-award/

Utah Valley University. (n.d.). Student care. Retrieved April 14, 2025, from https://www.uvu.edu/studentcare/

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Sociology Class Reading Response Two

    This semester, I am enrolled in Sociology 4100, titled Contemporary Social Theory. In this course, we look at important sociological theories that help us understand and study society. It explains how sociological theories are created and how they connect to research methods in real-world studies. Each week, we are given readings to complete, followed by a reading response assignment. The task is straightforward: we summarize the readings in the first part and then choose a notable aspect to elaborate on for the remainder of the response. 

   

    Most of the readings for this module are from Eddie Glaude, except one from John Dewey. They all flow together nicely and work as Eddie Glaude brings John Dewey and other scholars into his writings. The first article, “Towards a New Individualism” by John Dewey, focused on the changes we have seen in America from old individualism to a new individualism. He focused on a remaking of society that has been the driving power of America and the enthusiasm of a new generation. Dewey’s answer to the success of those thriving was education, and that the government should focus more on helping individuals attain education so they could help sustain and build up their communities. “In a Shade of Blue,” by Eddie Glaude, focused on the silence of race in the United States. He gives the example of Toni Morrison’s novel Beloved, where tragedy and evil are understood to be a part of the mortal exigencies of life. The reality of life and race have shaped this country in such a way that we would rather erase the past than confront it, thus making books like those written by Toni Morrison all the more powerful and important for future generations. We also read two chapters in “An Uncommon Faith,” also written by Eddie Glaude. In chapter 1, he talks about Pragmatism and African American Religion in general. He explains that a pragmatist will look for concrete facts, action, and power, but when it comes to religion, a pragmatist will usually question dogma as it is not evidence-based. He brings Dewey into his writings here as well as James Baldwin, Cornel West, and W.E.B. Du Bois, as they all have different views on pragmatism and African American religion. In chapter 3, Glaude talks about meliorism, piety, double consciousness, and Chastened Pragmatic Religious Naturalism, which fascinated me.

    The last two concepts above were presented originally by W.E.B. Du Bois, and Glaude believes that Du Bois provides a great point of view that is similar between John Dewey and James Baldwin and is thus worth talking about. I really liked both of them and think they can still be seen today in a lot of ways. Double consciousness is an internal conflict concept talked about by Du Bois in 1903. African Americans were rejected by American life, yet they had a strong desire to be included in it. This created huge psychological struggles in a culture that was dominated by oppression, humiliation, racism, and conversion to a white man's religion. Du Bois was aware of the divide between his world and the world around him and that it could be saved depending on the choices, actions, and efforts of individuals (meliorism). “The natural world is diseased, distorted, deformed, and not naturally but by human actions toward black people”. Du Bois knew that the black man had always been controlled by others and that his destiny and identity had never been his own. “The world we inhabit can be saved, the hell black folks catch can be undone if we only act (without guarantee of satisfactory outcomes).” I think this entire concept can be tied back to the first article by John Dewey, “Towards a New Individualism,” as he believes that education can be a strong indicator of control and power in your community for change. We need to make sure every generation, no matter your race or status, is educated on the past, including the tragedies and evils of slavery that existed in America, as this will create a more informed, empathetic, and cultured future society for all.

Sources:

Dewey, J (1930). Individualism Old and New. Minton, Balch & Company.

Glaude, E. S., Jr. (2018). An Uncommon faith: A pragmatic approach to the study of African American religion. University of Georgia Press.

Glaude, E. S., Jr. (2007). In a Shade of blue: Pragmatism and the Politics of Black America. University of Chicago Press.

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Sociology Class Reading Response

    This semester, I am enrolled in Sociology 4100, titled Contemporary Social Theory. In this course, we look at important sociological theories that help us understand and study society. It explains how sociological theories are created and how they connect to research methods in real-world studies. Each week, we are given readings to complete, followed by a reading response assignment. The task is straightforward: we summarize the readings in the first part and then choose a notable aspect to elaborate on for the remainder of the response.

    For our first module, we read Chapters 1, 2, and 4 of Age of Fracture by Daniel T. Rogers. Here is my reading response:

    Age of Fracture by Daniel T. Rodgers explains the different shifts in intellectual life during the late 20th Century. Chapter One talks about a shift from collectivism to individualism, the "me decade". This chapter also focused on changes in presidential speeches, especially Reagan, as he emphasized personal responsibility and a reduced role for the government, as seen in his first inaugural address in 1981. Reagan’s communication style and ability to connect with the people evoked emotions throughout his speeches, by which he could influence public opinion in ways no previous president ever had. Chapter Two focuses more on the shift from Keynesian economics to market-oriented and supply-side economics. Instead of letting the government intervene and manage everything, deregulation happened, a reduction in taxes, and there were more individual decision-making powers. Chapter Four talks about the shift in social and political thought when it comes to race and identity. Race was now seen as a social construct rather than a fixed biological category, and scholars emphasized the role that all cultures play in shaping social realities. During the late 20th Century, marginalized groups began to assert their identities and demand recognition and rights while intellectuals and activists such as Martin Luther King Jr, Alex Haley, W.E.B. Du Bois, Booker T. Washington, Jesse Jackson, Toni Morrison, Cornel West, Maya Angelou, James Baldwin, Alice Walker, and many others, influenced and reshaped the discourse around race and identity for years to come.

    As I was reading chapter four, many of the names of intellectuals and activists were very familiar to me. I am an avid reader, especially when it comes to biographies, memoirs, non-fiction, or historical fiction. The names of Toni Morrison, Alice Walker, Maya Angelou, Alex Haley, and James Baldwin were all familiar because I have read their books as they are now banned. You may be familiar with some of the titles as they used to be required reading in school some time ago. I Know Why the Caged Bird Sings, Roots, Beloved, The Bluest Eyes, Go Tell It to the Mountain, and The Color Purple are just some of the titles that you may have heard of. Many of these books are critical as they talk about slavery and the violence that occurred that caused significant historical trauma that should not be forgotten or swept under the rug. The powerful storytelling in each of these works is what makes them masterful and deserving of a place amongst other great authors. Banning books limits our access to diverse cultures, histories, and viewpoints, which is essential for fostering empathy and tolerance. Many of the banned books today reflect the period in which they were written, so banning them essentially erases important parts of history that need to be talked about, remembered, and not forgotten.


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The Impacts of Religious Uniformity and Intolerance on Social Cohesion

    While religious uniformity can create a sense of belonging for some, it can also lead to intolerance for those who are not part of your faith and community. Understanding the social dynamics that form alongside uniformity and intolerance can help unite or divide people. Education is one of our greatest tools and should be used to educate ourselves and others. By studying the impacts of religious uniformity and intolerance, we can hopefully see early warning signs that can prevent violence and instead promote peace, inclusivity, and diversity. Religious intolerance often intersects with other forms of racism, and so studying those can help us understand them better and help promote a more equitable society for all. Creating a tolerant community fosters mutual respect, especially in times of crisis. Making the communities we inhabit more resilient, welcoming, and inclusive for all, will create more understanding neighbors that everyone can benefit from. Religious uniformity and intolerance can influence various aspects of society including politics, education, and social values. Fostering environments of religious tolerance can enhance mutual respect and understanding, strengthening the social fabric, and contributing to a more stable and peaceful society.

    I decided to study the three different theories of Emile Durkheim, Karl Marx, and Max Weber and their varying views on religion. I also created a survey to gather data to go along with my research as that is one of the easiest ways to get quantitative data fast. I made it anonymous as I knew religion can be an emotional subject, especially here in Utah. I hoped to get some great honest answers about people's feelings and opinions on religion with it being anonymous. I ended up with 44 participants which gave me some great data to work with.

    Out of the 44 participants, 26 were born/raised in Utah, 18 were born/raised outside of Utah. I wanted to know if the participants were still in the same religion they were raised in, and 17 of the 44 answered yes, while 27 of the 44 answered no. I also asked for their current religious affiliation, and 20 answered they identified as Christian while the rest were divided as such; 17 identified as atheist/agnostic, 3 belonging to a folk religion, 1 Islam, 1 spiritual but not religious, 1 omnism, and 1 unafilliated but not agnostic. I thought it was important to understand the religious/nonreligious makeup of my participants so that I could understand the data that I was to receive from them. Emile Durkheim described religion as a vital institution that contributes to the stability and cohesion of society and so I knew I had to include him and Functionalism in my research. Karl Marx said that religion was created to distract people from the harsh realities of everyday life and so a study of religion would not be complete without his views and Conflict Theory. Max Weber suggested that individuals make rational choices about whether to practice religion based on social support and spiritual fulfillment, and so adding Rational Choice Theory was a good third option.

    To start with Emile Durkheim and Functionalism, I found a paper written by Professor A.R. Radcliffe-Brown. In his paper on religion and society, he mentions that “any religion is an important or even essential part of the social machinery, as are mortality and law, part of the complex system by which human beings are enabled to live together in an orderly arrangement of social relations. From this point of view, we deal not with the origins but with the social functions of religion, i.e., the contributions that they make to the formation and maintenance of a social order.” (Radcliffe-Brown, p.33) The key points of Functionalism when it comes to religion are social cohesion, moral framework, socialization, and that religion can provide answers or purpose in life. There are always drawbacks as religion can lead to discrimination, violence, or alienation as well.

    In my anonymous survey, I asked if religious uniformity and intolerance can marginalize and target groups from the broader society by creating division and conflict. 42 out of the 44 participants answered yes to that question. I then asked if they thought violence was caused by religious uniformity and intolerance. The answer this time was not as clear cut, but still in the same direction. Out of the 44 participants, when it came to violence and religious uniformity, 2 said yes, 23 said some of the time, 5 said most of the time, and 4 said no. For religious violence and intolerance, 22 said yes, 8 said some of the time, 14 said most of the time, and none said no. During my research I came across many different ways religious violence can play out. Some forms of religious violence are warfare, cyberattacks, witch-hunts, property damage, terrorism, mob violence, armed conflict, surveillance, forced conversations, human sacrifice, initiation rites, government force, and harassment just to name a few.

    Karl Marx saw a correlation between alienation and religion. In his book, Seven Theories of Religion, Daniel Pals said “We must notice a striking parallel between religious and socioeconomic activity. Both are marked by alienation. Religion takes qualities - moral values - out of our natural human life, and gives them, unnaturally to an imaginary and alien being we call God.” (Pals, pg.140) Some of the key concepts of Karl Marx’s conflict theory when it comes to religion are false hope and comfort, religion is used as a tool for control, it legitimizes social inequality, and it can exacerbate tensions. But Marx also saw that religious movements could be a source for change.

    Rational Choice Theory was the hardest of the three to research. Professor L.R. Iannaccone said “Most critics condemn rational choice for embracing too much or too little; too much, in that it assumes lighting powers of calculation, full information, and total self-control; too little, in that it fails to take account of preference formation, normative constraints, emotional impulses, social structures, and the like. Hence, it is said that more realistic models of human behavior must do more to acknowledge limitations of the human mind and the complexity of human culture.” (Innaccone, pg.85) Religion is very personal and emotional matter and cannot be measured in many ways. The choices people make are mainly based on costs and benefits, but emotions play a huge part as well, and that is something so personal and individual that it is tough to measure as Professor Iannaccone described in his findings above. Some of the key points of Rational Choice theory when it comes to religion are benefits, big business, social networks, costs, competition, and connections.

    One of the questions I was most curious about in my survey was if my participants beliefs were respected by others around them. Out of the 44 participants, 9 said yes, 19 said most of the time, 14 said some of the time, and 2 said no. When I asked them if they respected other’s beliefs, 34 said yes, 9 said most of the time, and 1 said some of the time. I wanted to know if tolerance or diversity was more important and out of the 44 participants 33 said that diversity was important while 11 said it was not. When I asked the same question about tolerance, 37 said tolerance was important while only 7 said it was not. Since all of my participants did live in Utah at the time they took my survey, I wanted to see what they thought of the community they currently lived in. I wanted to know if they thought their community was diverse and/or tolerant. I asked them what they currently saw in their community around them. Out of the 44 participants, 32 said they saw more uniformity than diversity, 2 said they saw only uniformity, 2 said they saw only diversity, 1 said they saw more diversity than uniformity, and 2 said they were equally represented.

    Utah is an interesting state when it comes to religion as there has always been a majority religion present. I found a Pew Research Study done in 2007 and then again in 2014 in Utah. Adults were asked questions about religion. 80% of adults in Utah had an absolutely certain belief in God in 2007, then in 2014 that number had dropped drastically to 61%. Another question from the Pew Research Study said that 66% of adults in Utah said that religion was very important in their lives in 2007 but by 2014 that number had dropped to 58%. In my survey, 27 out of the 44 participants mentioned that they were no longer in the same religion that they were born/raised in. Maybe it is nothing, or maybe it is individuals seeing uniformity and intolerance in religion as something they no longer want to be associated with as it is doing more harm than good to their neighbors and the community they live in.

Definitions used in my survey:

• Uniformity: Creating an environment of sameness, silencing dissenting thoughts, opinions and beliefs.
• Diversity: All religions are equally valid and should be tolerated and respected.
• Intolerance: The inability to respect other people’s religious beliefs, practices, or identities.
• Tolerance: The acceptance and understanding of different religions and their practices, and the promotion of peaceful coexistence among them. 

Sources:

Engels, Friedrich. “Speech at the Graveside of Karl Marx,” in Karl Marx and Friedrich Engels: Selected Works, tr. and ed. Marx-Engels-Lenin Institute, 2 vols. (Moscow 1951), 2:153. 

https://www.pewresearch.org/religion/2024/03/15/8-in-10-americans-say-religion-is-losing-influ ence-in-public-life/

http://www.pewresearch.org/religious-landscape-study/database/state/utah/

Iannacconne,L. R. (1995). Voodoo Economics? Reviewing the Rational Choice Approach to Religion. Journal for the Scientific Study of Religion, 34(1), 76-88. http://doi.org/10.2307/1386524

Pals, D. L. (1996). Seven Theories of Religion. Oxford Universities Press. P.140 

Radcliffe-Brown, A. R. (1945). Religion and Society. The Journal of the Royal Anthropological Institute of Great Britain and Ireland, 75(½), 33-43. http://doi.org/10.2307/2844278

Stark, R. and Finke, R. (2001). Acts of Faith: Explaining the Human Side of Religion. University of California Press. p.37

Weber, M. (1949). The Methodology of the Social Sciences. New York Free Press. p.117

[Paper written for SOC 4000 research project UVU Fall 2024]

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