sociology movie assignment

ANALYSIS OF 5 FILMS USING SOCIOLOGICAL CONCEPTS

Synopsis : This article tries to provide a sociological analysis and understanding of five movies which deal with themes essential in sociology.

Movies are a great way of representing our society–its functioning, institutions, and social changes. Sociology even has a particular sub-discipline focusing on film analysis. While some movies concentrate only on providing entertainment, others use their wide reach to feature important social issues.

To analyze movies, sociologically or otherwise, it is imperative to watch them in their entirety and be mindful of what is on the screen instead of consuming them as a mere form of entertainment. Reading a synopsis of the movie beforehand might help in developing a basic idea about its broad theme(s). While it might appear irksome to do for movies, it also helps to take down notes of important scenes, dialogues, camera-shots, and other relevant information which will be indispensible within the analysis. Next, one might want to decide the key sociological aspects which they want to focus on about the movie. It might be how the social situations displayed in the movie connects to or diverts from the current state of society. Or, it might be use of symbols within the movie to highlight some issues or features of social reality. One may also benefit from picking out particular sociological perspectives, theories, etc. which fit the theme of the movie. This provides for a more in-depth and focused understanding.

Parasite (2019):

Concepts – social class, class hegemony and conflict, and social inequality

Bong Joon Ho directed Oscar-winning tragic-comedy/satire Parasite is a cinematic masterpiece comparable only to few others. The main themes discussed are social class, class hegemony and conflict, and social inequality.

The film uses hyperbolic storytelling to highlight social inequality and class conflict through the wealth gap. Class differences form the nucleus of the movie, as they do in the social reality of today’s world. Using brilliant metaphors and subtle dialogues in just the right places, the movie is flawless in providing entertainment while incorporating a discomfort-inducing portrayal which etches itself into the awareness of the audience. The ending leaves everyone struggling to keep up with the sudden change of situations. However, exaggeration was crucial. It brought to notice a key yet often shelved aspect of social stratification–socio-economic class division. Long after the end, the movie ensures we keep ruminating over what social class entails in our daily lives.

Parasite ’s poster demands our attention. The different colors of the redact bars on the people’s eyes inform us which person has relations to whom, and how they are separated from one another even though they stand on the same lawn. This is the first feature of the movie which shows distinction and division between the rich and the poor.

Class has three important components in sociology: Property: the possessed material assets; Power: the ability to fulfill desired actions regardless of resistance; and, Prestige: the importance accorded by others to certain people. Quantity available of each determines which social class people fall into: capitalist, upper-middle, lower-middle, working, working poor, or underclass.

In Parasit e , the Parks have all three in plenty: they are wealthy, they are powerful, and they command respect in society. Wealth is in the design of their house, their recreational activities such as camping trips, and how they are able to hire ‘staff’ for any requirements (such as housekeeping). Their wealth facilitates their power, using which they dismiss people from their jobs without second thoughts. Prestige manifests itself when basement-bound Geun-sae shouts “respect!” towards a poster of Mr. Park.

In contrast, the Kims lack in all three. They are without property–a poverty-stricken family of four unemployed adults, living together in a cramped semi-basement. They have no power over their life situations, and can barely sustain themselves, let alone do whatever they want. When Moon-gwang and Geun-sae discover their plot, they are rendered unable to carry on with their ‘plan’. In a society where wealth equates respect, the Kims are severely disadvantaged in prestige. Before either of them knows stability in forms of jobs, none can do anything about it, even if it means tolerating the view of a person urinating outside their window while they have their dinner.

As the Kims get hired, with Mr. Kim as driver, Mrs. Kim as housekeeper, Ki-Woo as tutor, and Ki-jung as an art therapist, there is a constant struggle between the two conflicting classes of the Kims and the Parks. Dialogues between Mr. and Mrs. Park, attitude of Mr. Park to those who work for him, etc., all display the significance of class differences to the family. They do not want those ‘lower’ than them to “cross the line”, which Mr. Park says when he thinks his driver had sex with someone on the former’s seat instead of on the driver’s.

The ‘social ladder’ is both metaphorical (shown through stairways) and real in Parasite . By belonging to the lower tier of socio-economic order, the Kims have poor physical health. They tolerate stink bugs, endure fumes from sterilization drive to kill these bugs, and eat frugally. Living in cramped spaces does not help their case. Even when their basement floods during the monsoon rains, they come in contact with sewage water and waste. Further, their economic conditions jeopardize their education. Both Ki-Woo and Ki-jung cannot continue their higher education despite being talented in English and Arts, respectively. This means that even their next generation does not have hope of being better off.

Again, the Park family is a pole apart. Health improves in an ascending order within the social hierarchy. The Park family can go beyond general healthcare and afford trauma therapy for their son. Mrs. Park’s remark “Do people still get tuberculosis?” shows how the wealthy have the luxury of being blissfully unaware of illnesses. Education is also easy–the children can avail private tutors beyond normal schooling. The Parks can also partake in recreational activities: the youngest child plays with toys (depicting Native Americans or ‘Indians’ which they purchase from the USA, which also depicts a lack of cultural understanding and appreciation), can go to camping trips, etc. In short, they are able to afford comfort, while the Kims struggle to even access necessities like the internet.

The Parks restrict the Kims’ ‘social mobility’: the ability of classes to climb up the social ladder. Mr. Kim, however much he aids Mr. Park, is just a mere worker for the latter. Friendship is not possible, and too much of conversation or laughter is considered “crossing the line” by Mr. Park, and should not be encouraged. The end of the movie hints at intergenerational mobility when Ki-Woo promises his father to earn enough money to buy the house which traps Mr. Kim. However, to attain such a humongous task would be a fancy.

Important metaphors and parallel visuals include (i)‘cockroaches’, and the Kims running away from the Park house the minute the real owners arrive; (ii)the upstairs and downstairs mobility of the two families, one interpretation of which is the ‘rich-get-richer, poor-get-poorer’ phenomenon of capitalism; (iii)the rains, which depict big problems which humans face from time to time, but which, due to class differences, affect the poor and the rich differently: the Parks had to cancel their camping trip but were able to throw a party the very next day, while the Kims lost their home and belongings.

While some are critical of the exaggerated situations in the movie, Parasite proves its superiority in storyline, dialogues, performance, execution, camera-work, and narration.

Pariyerum Perumal (2018) :

Concepts – social stratification, Indian society, caste system, caste-based discrimination, anti-caste movement

A gut-wrenching narration evoking a multitude of feelings in the form of anger, lament, and finally hope, Mari Selvaraj directed movie  Pariyerum Perumal  is a portrayal of one of the biggest social ills that haunt India even today. The movie deals with the sickening nature of the caste system and how it manifests in human lives, not sparing even respectable institutions such as education.

Pariyerum Perumal  traces the story of Pariyan, a young boy belonging to an oppressed caste. Within the first few minutes, the gruesome death of Pariyan’s dog, Karuppi, and the song that follows declare the theme of the movie: the caste system is a social evil that spares none. Pariyan decides to pursue a degree in Law, and while in college, falls in love with his friend, a dominant caste girl, Jothi Mahalakshmi (Jo). Pariyan deals with harassment, physical torture and abuse, and humiliation by Jo’s family, who warns him to stay away from Jo. What follows is Pariyan braving through all hardships to establish his importance and dignity as a human.

There are important symbols in the movie which depict the cruelty of the prevailing caste system in India. In the first shot, when Pariyan and his fellow hunters are bathing themselves and their dogs in a pond, some seemingly ‘upper’ caste people arrive and urinate in the same pond. Pariyan and his friends also have to move away to make space for these people. This shows how people from the so-called ‘lower’ castes are denied basic human decency and respect. The same humiliation follows, in a much more active manner, when Jo’s cousin, Sankaralingam, and his friends beat Pariyan up, and urinate on him to ‘show him his place’. And again, when Pariyan is pushed into the women’s bathroom. And again, when Sankaralingam and his men denigrate Pariyan’s father. The repetitive dishonor brought upon Pariyan and his people is representative of the never-ending torture people belonging to the oppressed castes have to face in India.

The dominant caste people in the first section of the movie decide to “put an end” to the hunting of Pariyan and his friends, and the very next scene shows the death of Karuppi who was tied to the railway tracks. The death was symbolic of the uncountable murders that oppressed castes have to face due to caste hegemony. A parallel is drawn by displaying a series of murders of ‘lower’ caste people by an ‘upper’ caste old man, who describes it as a “service to God”. Caste-based honor killings are one of the several gruesome realities of Indian society, and the movie does not back off from showing them as they are. The mason helps a family murder their daughter Kausalya, and pass it off as a suicide, because she had fallen in love with a lower-caste boy. Unable to murder ‘lower’ caste Pariyan at the end, the old mason commits suicide–much in the same manner Karuppi was killed. One might interpret it as the hope that one day, unable to subdue the voices of the oppressed castes, the mentality of the ‘upper’ caste people will have to ‘commit suicide’.

Pariyan, while wary of his caste, understands that only education is can bring him the respect not given to him naturally, and insists on using “BA.BL with a line on top” alongside his name all the time. He never backs down from making ‘upper’ caste people understand how he is the same as them. He never loses his fighting spirit and shines as a ray of hope for the oppressed.

The caste inequality shown in the movie is stark. Instead of using metaphors and hidden meanings, the film uses a head-first and straightforward approach to tackle caste-based discrimination. However, figurative usage is not wholly absent. After Pariyan is beaten up by Jo’s family, the scene depicts a battered Pariyan left locked in the room. This symbolizes the indignity that discrimination forces upon ‘lower’ castes: to continue existing, or be ‘spared’ by the dominant castes, the oppressed castes must tolerate the inhuman acts and limits forced upon them. The use of colors is also significant. Blue, a color revered by Ambedkarites, and used several times in the movie, denotes hope as well as resistance to the subjugation of ‘lower’ caste people.

The scores’ powerful lyricism, camera work, plot, and direction combine to produce a work which is vehement in its protest against caste.

Also Read: Social Stratification in India

PK (2014) :

Concepts – religion, fashion, superstitions, polytheism, god-men (gurus), charismatic authority, religious symbols

A movie that attracted enormous controversy in India, Rajkumar Hirani directed satire PK provides a deconstructed view of the human world, especially organized religion. In a country where religion forms the basis of people’s social consciousness,  PK  dares to pose questions that dismantle the charisma of God-men and God itself.

PK traces the story of an extraterrestrial who visits Earth to understand the human species. His ‘remote control’ to command his spaceship gets stolen, and he is left to fend for himself on an unknown planet. What follows is PK’s relentless struggle to mingle with humans and find his ‘remote’ so that he can return home. He meets Jaggu in Delhi, and together they try to get back his ‘remote control’ from God-man Tapaswee.

Because PK has no notion of how human society works, rather integral human elements, such as clothes, money, and, most of all, religion, leave him confused. He slowly grasps some of human behavior, but what baffles him the most is religion. Religion’s components are taken apart and inspected in the film through their symbols, functions, and criticisms.

The film begins by tackling four important issues–religious conflicts (between Hindus and Muslims), inter-nation hostility (between India and Pakistan), declarations of ‘gurus’, and superstitions. Jaggu and Sarfaraz fall in love, but her family condemns it. Her father consults Tapaswee, an established religious guru with a massive business empire, who ‘consults’ God and concludes that Sarfaraz will never marry Jaggu. This plants a suspicion in her mind, and when the very next day they decide to marry, and a letter, supposedly from Sarfaraz, calls their marriage off, Jaggu leaves Belgium for Delhi. PK, in the last scenes, reveals the reality and proves Tapaswee’s predictions wrong. It represents the misleading nature of religious preachings, which steer our minds towards what could go downhill instead of imparting hope. The movie further discusses this when PK asserts that ‘the wrong-number-God’ has set up a ‘business of fear’ and takes advantage of people’s apprehension.

Charismatic authority is a legitimate form of domination in society based “on devotion to the exceptional sanctity, heroism or exemplary character of an individual person, and of the normative patterns or order revealed or ordained by him” (Weber, 1997). Tapaswee represents charismatic leadership. People revere him because he can ‘communicate’ with God. PK’s questions on ‘wrong number’ leave Tapaswee disconcerted because there is no real answer to why God will ask their children to suffer to attain something rather than providing solutions. The failure of Tapaswee’s prophecy about Jaggu and Sarfaraz dismantles his authority, seen through contempt of Jaggu’s father in the last scenes.

PK posits some crucial questions: which God do we truly worship in today’s world–the one that created us, or the one that we fashioned to serve ourselves? The one that should unite us all or the one that fragmentizes human society? And because God has so many identities, which, or rather whose, God is the true one?

Fashion is another important element in PK. When PK first wears a skirt, people laugh at him, and he understands that clothes are different for women and men. Refuting this demarcation leads to severe social ridicule. Clothes and colors also define religion: white symbolizes death in Hinduism, but weddings in Christianity; black represents death in Christianity, but marriage life in Islam (these are for women, only). Names also decide religion: the constable decides that “Dr. Rudy D’Mello” means that the person is Christian. PK describes fashion’s role in religion by taking five people of different religious backgrounds and changing their dresses. The message is clear–since “no mark on our bodies determines our religion”, fashion brings together people of one religion together, while separating them from people of other religious groups. Georg Simmel contended a similar phenomenon in his essay ‘ Fashion ’.

The movie makes us think twice about how religions control human lives. PK expertly blends comedy and criticism and urges us to be wary of godmen, preachers, and ideas which evoke violence in the name of religion.

Weber, M. (1997). The theory of social and economic organization. (T. Parsons, Ed.). Free Press.

The Great Indian Kitchen (2021) :

Concepts – gender, gender roles, family, marriage, gender inequality, patriarchy, gender discrimination

Written and directed by Jeo Baby, The Great Indian Kitchen serves us a realistic and austere depiction of patriarchy within hundred minutes. The movie deals with themes of marriage, family, and gender inequality through the daily activities in an Indian household.

The Great Indian Kitchen follows the story of a dancer who ties the knot with a teacher in an arranged marriage. Patrilocal residence being the norm for most marriages within India (and around the world), the woman moves into her husband’s house after their wedding. The next few minutes of the movie disconcert us and begin to dismantle any inaccurate ideas we might have had about the movie. We come to realize that the movie’s title is a dig at patriarchal norms in society.

The movie displays a very typical picture of Indian marriages and gender norms. Several shots show kitchen activities–dosas being made, vegetables being cut, utensils being washed, etc. Only women engage in all of these. The mother-in-law works alone around the house. Washing, cleaning, sweeping, and mopping–she single-handedly manages all household chores. While she toils away, her husband rests, surfing the internet. Come morning, she has to hand toothpaste on a brush to him. He is lethargic even in brushing his own teeth while the two women of the house work at record speeds in the kitchen to prepare breakfast. The teacher also leads a slow morning like his father, engaging in yoga practice. The depiction does not instigate any questions immediately because it is so normalized in our society. But the comparative shots of kitchen sounds and quietness make us think twice. For married women, the morning starts with numerous household noises, while men have the luxury of tranquility.

The problems begin to surface at the breakfast table. The wife and mother-in-law hurry between the table and the kitchen serving food to the men. After they are done eating, they leave the table messy, without any consideration for how the women will eat after them. The cleaning work is also left for women. After her mother-in-law leaves, the wife grapples with all the household chores alone. She begins to feel acute displeasure towards the men. While she works tirelessly, not only do they not empathize with her, but they also have the audacity to complain. This continues for days. The only ‘relief’ she experiences is during her periods. Even this reeks of sexism: instead of actually feeling compassion and love towards her, the people of the household do not let her work because menstruation is ‘impure’.

Household work is only ever passed around among the women. When the wife cannot work, the maid, or the mother-in-law, or even women from other houses, such as aunts, do. The men engage in leisure activities, take care of their bodies and health, etc., while the women do not even have time to read the newspaper. The men display their displeasure about food, make important decisions on behalf of adult women even when they are not asked to, and keep women subdued.

The husband is a prime example of male duplicity. He teaches Sociology to a women-only class and speaks about what ‘family’ means. However, his hypocrisy shines through as he displays no form of self-evaluation when it comes to actually practicing what he preaches. This seems to be a common occurrence for him, as he practices proper table manners in restaurants, but conveniently forgoes them at home. It shows an acute absence of proper conceptualization of what one learns, because Sociology is one subject which demands self-reflection. His vanity is clear when, instead of trying to improve himself, he gets angry on his wife’s criticism. Not only does he shove all housework on the women, he has the cheek to ‘test’ his wife on her cooking skills, never even bothers to call a plumber, and prevents her from becoming financially independent.

Marital rape is another important issue highlighted in the movie. Whenever the wife refuses any sexual advances, or brings notice to her pain during their intercourse due to absence of foreplay, the husband either coaxes her or asserts himself over her.

By including the issue of menstrual impurity surrounding Sabarimala temple, The Great Indian Kitchen highlights how patriarchy manifests itself both in households (micro-level) and the larger society (macro-level). The movie, however, shows potential for a better tomorrow when the dancer, enraged with the constant sexism meted out to her, serves garbage water to her husband and father-in-law instead of tea, and leaves the house. The next few clips show her free and independent as a dance teacher.

However, the movie leaves a clear message by showing the next wife of the teacher. Unless society changes itself and patriarchy is uprooted, the same inequalities and atrocities against women will continue for generations to come.

Also Read: 5 Indian Movies based on Caste Discrimination

The Hate U Give (2018) :

Concepts – identity, race, racial prejudice/discrimination (racism), police brutality, racial violence, activism, community, racial stereotypes

Directed by George Tillman Jr.,  The Hate U Give  is the movie adaptation of the young-adult novel by Angie Thomas. The movie presents a realistic narrative of what race means in the United States (and around the world) and deals with themes of racism and police brutality.

The movie focuses on Starr Carter, a sixteen-year-old high school student. She lives in a black community in Georgia called Garden Heights with her family. From a very young age, Starr and her siblings are given lessons on appropriate behavior when facing police inspection, an inevitable occurrence even if they had not done anything wrong. A little later, the motive behind these teachings becomes clearer. Because they are black, it is automatically assumed by the police that they are a threat, that they always possess weapons, are naturally violent, and will employ weapons against people. American police force shows little to no consideration when it comes to black civilians: they accuse black people of atrocities which they have not committed but might have the ‘possibility’ of doing, and do not hesitate to shoot (and kill) without issuing a prior warning. Starr’s uncle, a policeman, reveals that a white person, even if they were a possible criminal, would be warned first in such circumstances. The death of Starr’s childhood friend Khalil displays this vehemence against black people.

Despite people trying to live peacefully, criminalities are abounding in Garden Heights. For having the possibility of a better life absent of discrimination, Starr’s parents send her to a private school instead of their community one. While it helps her stay out of trouble, Starr has to constantly juggle between her two versions to fit in–one where she cannot be too rowdy and another where she must tone down her private-school-grooming. Starr’s violent neighborhood and constant fear of being indicted simply for being black do not help her situation. As a teenager, she already has a lot on her plate with her education, basketball, relationships, etc. But being a person of color gives her additional problems, leaving her in a constant state of emotional turmoil. It represents how black people, regardless of their age, cannot lead peaceful and happy lives without having bothersome interferences.

“T.H.U.G.L.I.F.E.” is a powerful abbreviation that emphasizes a crucial message: “The Hate U Give Little Infants F*cks Everyone”. Growing up among violence, lack of resources and fewer opportunities throughout their lives socializes children to think that brutality is the foundational truth of their lives. The outcome? An increasing number of people engaged in criminal activities. It is starkly true for the people of Garden Heights. But “the chain can be broken” as Starr shows us by protecting her brother Sekani from the police and from using a gun.

The Hate U Give  does not serve us fantasy on a golden plate. The officer who wrongly shot Khalil is not held guilty even after Starr, a primary witness, provides first-hand evidence about the incident in front of a grand jury. The peaceful protestors are said to violate laws and dispersed by using tear gases. Starr’s high-school friend Hailey uses the school protest as an excuse to skip class. She sympathizes with the police officer’s family instead of the wrongly murdered Khalil and reveals later that she likes Starr only because she is not as ‘threatening’ as other black people, in whose hands even a hairbrush can be considered a weapon. Hailey is a perfect example of white privilege and ignorance.

However, the movie does not cancel optimism from the equation. Starr’s boyfriend Chris, who is white, portrays a black-ally. He is unaware of the situation at first, and does not ‘see color’, but he understands that in this fight for racial equality, he can only help Starr by doing as she instructs. Starr’s fighting spirit and will to end racial discrimination instills vigor in the audience as well. Overall,  The Hate U Give  packs all the essential elements of a movie that speaks up against racial prejudice and intolerance.

Also Read: Film Studies: An Overview

Soumili is currently pursuing her studies in Social Sciences at Tata Institute of Social Sciences, focusing on core subjects such as Sociology, Psychology, and Economics. She possesses a deep passion for exploring various cultures, traditions, and languages, demonstrating a particular fascination with scholarship related to intersectional feminism and environmentalism, gender and sexuality, as well as clinical psychology and counseling. In addition to her academic pursuits, her interests extend to reading, fine arts, and engaging in volunteer work.

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My Top Ten Fictional Films with Sociology Content

Last Updated on February 9, 2017 by

Films are a great way to teach sociological theories and concepts – and there’s lots of films out there which do just that.

In no particular order…. (And links to analysis to follow)

• Fight Club – The most obvious reading is of this as a classic critique of the false consciousness and alienation the working classes suffer under consumer capitalism, but no doubt there are other interpretations out there.
• A Bug’s Life –  Useful for illustrating basic Marxist concepts.
• Black Mirror: The National Anthem – Charlie Brooker’s short film – The Prime Minister has to have sex with a pig live on T.V. to save the life of the nation’s princess whose been kidnapped. This is the best film, hands down, to convey the meaning of ‘hyperreality’.
• Catfish – About a guy that meets a girl on Facebook, and on taking a trip across the States to meets her realises she’s not as good looking as her photos suggested. Most people who’ve gone on a date can relate to this, just maybe not to this extreme. (P.S. I’m calling it fiction, I simply don’t believe it wasn’t set up, just don’t tell the kids before you show it them.)
• Lord of War – A nice introduction to the module on Global Development – Set over a ten year period from the mid ‘80s to the mid ‘90s Nicholas Cage plays an arms dealer who comes into own selling ex-Soviet military hard-ware to African Dictators and rebels. Quite a nice introduction to the history of international conflict post Cold-War
• Hotel Rwanda – A bit slow, and a not so nice introduction to Global Development – set around the Rwandan Genocide – Especially useful if you are going to teach conflict as an aspect of development given the ongoing concerns in neighbouring DRC in 2012-13
• The Freedom Writers – Based on a true story a teacher encourages her marginalised, mostly ethnic minority students to get into literature by telling their stories in diaries. It may be based in ‘90’s America, but you find another film that’s about education and research methods and I’ll eat my diary.
• Visitor Q – O.K. It’s an 18, so I’m not recommending you show this to your teenage students in class – but let’s just say if you thought gay marriage was contentious or divorce-extended families somewhat unusual, by the standards of the family in this little gem, the rest of us are all pretty much singing from the same song sheet.
• Threads – Really not that much to do with anything I teach, but this is simply the most harrowing movie I’ve ever seen. The fact that it’s set in the in Sheffield in the 1980s is scary enough for starters, and it gets worse as it imagines what a real life nuclear holocaust would actually be like. Unlike most other films there is no happy ending, so if you have a burning hatred for a particular class or have just had a stressful year and want to end the term by putting the students on a downer – this is the video to choose.
• Kung fu Panda – Simply the best film ever made period. Richly layered with many levels of meaning, and deeply, deeply moving.

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10 Must-Watch Movies for Sociology Students

• April 18, 2022

What do sociologists do? Rather than working with one person at a time to determine the state of his or her mental health, sociologists have a more daunting task: Figuring out the behaviors of people when they act in concert with others.

This profession takes a microscopic look at what happens to individuals when they are influenced by other people, cultures, organizations, and institutions, according to the U.S. Bureau of Statistic’s Occupational Outlook Handbook.

Using both quantitative and qualitative research tools plus investigative methods not unlike those employed by other social science professions, sociologists use classic and contemporary theories to understand individual and group behavioral patterns.

Can movies help sociologists understand more about group behavior? The answer is yes.

Some films are so intuitive, they have the power to change the way society acts, behaves, and responds to diverse social issues. These 10 movies are particularly important because they help moviegoers better understand the dynamics of why people behave as they do when they’re no longer acting alone.

Movies for Sociology Students

#1: an inconvenient truth (2006).

Former U.S. Vice President Al Gore won a 2007 Nobel Peace Prize for this documentary and there is no denying the daunting message: Society must become more aware of the international impact of global warming before it’s too late. This cinematic early warning earned critical praise and continues to do so.

Pairing film footage showing a declining environment with statistics on weather pattern changes, Gore’s concerns about climate change and his haunting final message serve as a warning of what mankind must do to safeguard the future of our planet. It’s been 36 years and Gore’s warnings appear to have been ignored, say environmental sociologists.

Duration: 1h 36 min Rating: PG

#2: Bambi (1942)

While hunting remains popular with some segments of society, this film would be widely castigated today as inhumane by some — but for film scholars there’s a hidden story. The film was adapted from a 1928 book written by Felix Salten (pen name). Sociologists labeled the film an allegory about the fate of European Jews and the debate continues.

Duration: 1h 10 min Rating: PG

#3: Bowling for Columbine (2002)

Director Michael Moore’s third film is a tragedy-filled documentary that explores the thorny issue of the rise of gun violence in schools. Moore’s directorial masterpiece covers serious ground as it tells the tale of students Eric Harris and Dylan Klebold who shot 15 people during the 1999 Columbine High School massacre that rocked the state of Colorado – and the U.S. — to its core.

Debuting to rave reviews, the social significance of this premier film showed first-hand what two disturbed teens were willing to do out of anger and hatred against society. Since its debut, gun violence in schools has not abated. Bowling for Columbine won an Academy Award for Best Documentary Feature. The film’s official trailer captures its essence:

Duration: 1h 59 min Rating: R for some violent images and language

#4: Brokeback Mountain (2005)

Not everyone was comfortable sitting in theaters the year Brokeback Mountain opened around the nation. Starring Jack Gyllenhaal and Heath Ledger, this tale of two married cowboys takes place between 1963 and 1983 when same-sex relationships were not as out in the open as they are today.

Discovering that they are sexually attracted to each other and acting on those feelings proved so raw and compelling a cinematic experience, the film earned multiple Golden Globe Awards. Brokeback Mountain polarized moviegoers, some of whom took issue with the love scenes. At the heart of this film is the inner conflict with which each man struggles in a society where most gay relationships remained in metaphorical closets.

Duration: 2h 14 min Rating: R for sexuality; nudity; language; some violence

#5: Blackfish (2013)

Taking the kids to aquatic theme parks throughout the nation raised few eyebrows until a killer whale named Tilikum was captured in 1983 and brought to Sea World as part of the theme park’s ongoing entertainment offerings. This cavalier attitude changed with the distribution of Gabriella Cowperthwaite’s documentary showcasing how stressful life in captivity was when these mammals were confined to cages.

Like Bambi, the film Blackfish impacted society in several ways – both economically for Sea World and emotionally for moviegoers who left theaters feeling guilty, angry and in some cases, committed to seeing an end to this cruelty. Blackfish was awarded a 2014 BRITDOC Impact Award for bringing about positive change. See why this film received so much acclaim:

Duration: 1h 23 min Rating: PG-13

#6: Philadelphia (1993)

This movie is so sociologically important, even the Smithsonian Institute published a retrospective on this film 25 years later to see how far attitudes have changed. The plot line describes the firing of lawyer Andrew Becket (Tom Hanks) after his firm learns he has AIDS.

Despite his discomfort around gay people, attorney Denzel Washington signs on as Tom Hanks’ attorney to bring suit against Becket’s law firm. Artfully directed by Jonathan Demme, the haunting soundtrack (https://www.youtube.com/watch?v=tKdk97y2Wjg) is especially powerful. Roger Ebert called the movie “the first time Hollywood has risked a big-budget film on the subject,” bringing both AIDS and gay rights into the sunlight.

Duration: 2h 5 min Rating: PG-13

#7: Selma (2014)

No movie list recommending works for sociology students would be complete without Selma, a tribute to the legendary Selma to Montgomery (Alabama) voting protest march of 1965, when the world looked on in horror as dogs, police and bigots confronted Dr. Martin Luther King Jr. and other protestors as they demonstrated against segregation.

Would the Civil Rights Movement have gained traction were this movie never produced? Yes, but the depiction of the bravery residents and Black leaders exhibited at this pivotal moment and in this specific place shows the depths to which changemakers were willing to risk their lives for their beliefs.

Duration: 2h 2 min Rating: PG-13

#8: Super Size Me (2004)

The nation’s appetite for fast food has impacted American society but it wasn’t until Morgan Spurlock’s documentary revealed the truth about the impact on one’s health from consuming an unhealthy diet that the public took notice. Spurlock committed to a “McDonald’s-only diet” as filmgoers watched his health and physical appearance disintegrate dramatically.

How profound did this documentary prove to be? Researchers say that feedback and further research following the film’s release were responsible for corporate McDonald’s decision to remove the option of getting food orders “super-sized,” and 18 years later, this option has not returned to the chain’s menu of options.

Duration: 1h 38 min Rating: PG-13

#9: The Birth of a Nation (1915)

Movies of sociological importance are not limited to the current century. This silent film broke movie theater attendance records when it depicted the assassination of Abraham Lincoln around the time of the Civil War and at a time in history when the Ku Klux Klan wielded immense power over communities in the south.

What’s unique about this film? It does not depict the Klan as being a hate organization committed to lynching Black people. Rather, it’s promoted as an organization conceived to protect American values. For students wresting with competing political messages today, this movie is a true eye-opener, even by today’s standards

Duration: 3h 10 min Rating: NR

#10: The Thin Blue Line (1988)

When Dallas police officer Robert Wood was murdered in 1976, he had been about the business of stopping a man who was driving a car that was suspected of being stolen. The driver drew a gun after he was stopped and killed Wood. The purpose of this riveting film was to explore whether the driver was guilty.

The Thin Blue Line chronicles flaws in the justice system that bring into question the need for a death penalty. Legal maneuvering led to the driver’s ultimate release from prison. Given today’s policing temperature, this 35-year-old movie shows that society continues to wrestle with some of the same issues today.

Duration: 1h 49 min Rating: NR

Resources used https://www.bls.gov/ooh/life-physical-and-social-science/sociologists.htm#tab-2 https://www.imdb.com/title/tt0497116/plotsummary?ref_=tt_stry_pl

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Great Films for Sociology Classes

UPDATE: In January 2012, we caught up with Jessie Daniels for her latest picks in the best of the best documentaries, and got replies from several other professors representing different courses. Please check out the new lists! https://thesocietypages.org/specials/documentaries/

Here are more items suggested by the commentors:

Josh Page , a professor of sociology (particularly law, crime, and deviance) at the University of Minnesota, sends in his Top Five list for teaching undergrad courses on the criminal justice system, noting “The ‘reality’ TV stuff about prison life is pretty much uniformly bad.” Top Five Prison Documentaries for Crime and Punishment Courses 1. Sweethearts of the Prison Rodeo (2009)  http://sweetheartsoftheprisonrodeo.com/ 2. The Dhamma Brothers (2008)  http://www.dhammabrothers.com/ 3. The Farm (1998)  http://www.imdb.com/title/tt0139193/ 4. Writ Writer (2008)  http://www.writwritermovie.com/ 5. Ghosts of Attica (2001)  http://icarusfilms.com/new2001/gho.html Favorite Re-entry Documentary Omar and Pete (prison reentry) (2005)  http://www.pbs.org/pov/omarandpete/

Another great friend of The Society Pages, Prof.  Andrew Lindner  of Concordia College, Moorhead, writes in with his own favorite documentaries with teaching. He said he’d have included “49 Up,” but since it had already been mentioned, these are his next Top Five, culled from the film series he puts on every semester at Concordia: But I do a film series every semester on campus, so here are a few not mentioned: 1. “ Manufactured Landscapes ” (2006), based on the work of photographer Edward Burtynsky, it has some unbelievable footage from Chinese factories. Great for teaching about globalization and capitalism. 2. “ Paradise Lost: The Child Murders at Robin Hood Hills ” (1996) – a classic documentary on the (now recently freed) West Memphis Three. A powerful and disturbing illustration of stigma and social control. 3. “ The War Room ” (1993) – an insider’s look into Bill Clinton’s path to victory in the 1992 primaries. I use this in my “Political Sociology” course to talk about rhetoric, political strategy, and political professionals. 4. “ Flow: For Love of Water ” (2008) – a terrifying documentary on our dwindling water supply and how it is owned and managed by corporations for profit. Great for discussions of capitalism, privatization, or environmental sociology. 5. “ Secret of the Wild Child ” (1994) – an outstanding PBS/Nova documentary on feral children, particularly the famous Genie case mentioned in almost every sociology text. Challenges many students assumptions about socialization.

Nathan Palmer shares: This is such a great idea and I’d like to thank TSP and Jessie Daniels for doing this. Resources like this and  The Sociological Cinema  make finding great videos for our classes so much easier. Thanks for taking the lead on this and for allowing the rest of us to share. My Top Five Documentaries. Race The Power of an Illusion Pvert 3: The House We Live In (2003) My favorite film to show how historic and institutional racial discrimination is affecting us to this day. It does a great job connecting whiteness to citizenship and explaining red lining/block busting. I use it in my 101s and race & ethnicity classes. The Color of Fear (1994) An oldie, but a goodie. The film is a recording of 9 men of different racial ethnic backgrounds talking candidly about race. My only critique of the film is there are no women included and multiple racial groups are left out as well. Food Inc. (2008) More than anything I want my students in my environmental sociology class to understand how social inequality and environmental degradation are connected. The portion of this film dedicated to the mistreatment of farmers, factory workers, and the animals/land they use is priceless. The Battle for Whiteclay (2008) This independent film documents how 4 liquor stores in Whiteclay, NE (a town of 14 people) sell 12,500 cans of beer a day. The off-sale liquor stores take advantage of their proximity to the Pine Ridge Reservation, who banned alcohol sales and possession on their lands. Despite there being no legal place for the 12,500 cans to be consumed (Whiteclay only has off-sale establishments) there have been nearly no arrests while the liquor dealers make millions of dollars annually. The video is an excellent example of government corruption, exploitation, and selective law enforcement. Inside Job (2010) The 2008 credit crisis is a perfect example of how changes at the institutional level have a cascading affect all the way down to the individual. It also gets at how social problems are socially constructed. This film more than any other explains the complex crisis in a way that is approachable.

From Sarah Lageson: One site I have relied on for seeking out sociologically relevant videos is  Sociology at the Movies . I also think a neat project for students in food or labor-related courses is to view Edward R. Murrow’s  Harvest of Shame , then view a selection of contemporary documentaries that highlight how little has changed since 1961. Some really great documentaries include: American Harvest , The Harvest/La Cosecha , and  New Harvest, Old Shame .

Carolyn Liebler says: I often use movie clips in introduction to sociology when introducing a set of theories or concepts. Students use the movie clips to pull out examples of each theory/concept. They appreciate the chance to apply sociology to their regular lives. For example, I show a short clip from: 1)  Little Miss Sunshine  – for students to pick out examples of material culture, non-material culture, subculture, counterculture, face and face work, front stage, and back stage behavior. 2)  Wedding Crashers  – as a way to apply the following theories of deviance: rational choice, labeling theory, differential association theory, and obligatory action. 3) The beginning of  Ghostbusters  – to apply the three major tenets of ethical research methods 4)  Fiddler on the Roof  – to play “spot that social institution!” and talk about how social institutions are interrelated.

Dedicated friend-to-TSP Joe Soss sends in this list of his Top 5: 1.  At the River I Stand 2.  Merchants of Cool 3.  Occupation: Dreamland 4.  Stonewall Uprising 5.  Inside Job

And one from a student, Thom Friend: College student here, taking courses on media & gender. Some of my favorite documentaries we have viewed in the classroom: – Generation M: Misogyny in Media & Culture – The Mickey Mouse Monopoly – Iron Jawed Angels (Dramatization of the Women’s Suffrage Movement) – Tough Guise: Men and Masculinity in Media – Further Off the Straight & Narrow – Makers (PBS) Then some of my personal recommendations: – Zeitgeist: Moving Forward – Power and Terror: Noam Chomsky – Forks Over Knives

What makes students happier than watching movies during class time? — A new blog post provides some beneficial guidance in selecting films for specific sociological topics.

A recent update to the blog titled ‘ Thinking at the Interface ‘ provides a thorough and exemplary list of films to use in sociology classes. The list is organized around common themes of introductory sociology courses including the sociological imagination, research methods, race, ethnicity, and gender, just to name a few!

Link to the list… 

Comments 18

Jessie daniels — april 16, 2008.

Hey, thanks for the link ! ;-)

And, if I may expand on your lede, t's not just that students 'love watching movies during class time' (and they do), it's that students who have grown up with visual media as part of their environment and they need skills to be able to 'read' those visual texts just like they need skills to be able to read scholarly literature. For example in a response to a mid-semester survey from this semester, students in one of my classes wrote this: "I believe the visual texts (films) are great because we are a visual generation and we grew up on television, computers, etc. " And, another wrote: "They (films) are really helpful in terms of visualizing or understanding the text that we were supposed to read for this week."

~ Jessie Daniels, PhD CUNY-Hunter College

Jessie Daniels — June 14, 2009

Hi - Just trying to get the word out, the blog where the list of films resided is no more, and now I've stashed the list of films here:

http://sociologythroughdocumentaryfilm.pbworks.com/

This is a wiki - so if you have films you want to add, please create a login and add them!

amelia — June 15, 2009

Thanks so much for the update, Jessie!

Deviance movies | Marcellofounda — January 18, 2012

[...] Great Films for Sociology Classes » Citings and SightingsApr 15, 2008 … What makes students happier than watching movies during class time? — A new blog post provides some beneficial guidance in selecting films … [...]

Friday Roundup: May 10, 2013 » The Editors' Desk — May 10, 2013

[...] There is, and I believe we all know it as: show a danged movie. And here at TSP, we like to provide inspiration. At the bottom of today’s roundup, there’s a list of 56 documentaries and other films that have been recommended to us as excellent fodder for crim, soc, social movements, gender, media studies, and every other class you might be teaching or taking. To learn more, visit this interview with Jessie Daniels and its extensive comments with suggestions from other profs and students (many with links) or this older post with some more good choices. [...]

Danielle Docka-Filipek — April 21, 2014

Thank you for compiling these very useful lists! I thought I'd add my own, as I'm teaching with heavy use of film this semester in two of my courses. For sociology of gender: 1. Tomboy, 2. Straightlaced, 3. The Purity Myth, 4. Killing Us Softly 4, and 5. Tough Guise 2. For social problems: 1. We're Not Broke, 2. How to Survive a Plague, 3. Bad Blood, 4. The Water Front, and 5. Pink Ribbons, Inc. Using the films to pull examples from to illustrate lecture concepts has worked very well, and seems to provide students with excellent fodder for essay questions on exams. Having the opportunity to share is much appreciated.

Matt Gunther — October 28, 2014

Thanks, Danielle!

Pam Haley — August 3, 2018

How about "Loving", a film depicting racial discord (anti-miscegenation law) in USA circa 50's & 60's? I also like to show "Crips & Bloods: Made in America" that shows how gang formation is related to discrimination, segregation, and poverty.

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The Sociology Teacher

Top 8 Netflix Shows that Count as A-level Sociology Revision and Further Reading.

If you're revising or studying A-level sociology and you've got Netflix, there's a huge variety of sociology-related shows that will help you become a more-informed sociologist. Here's the top 8 current best:

8. Can't Pay? We'll Take it Away! An award-winning series following people in debt and the bailiffs who confront them. Most of them are clearly in challenging times and usually working class. Marxists would feel that those in debt are being oppressed and treated unfairly, whilst the New Right would suggest that they only have themselves to blame.

7. Girls Incarcerated Exactly what the title infers; a documentary series following young women in prison in America. Perfect for Gender and Crime .

6. Wild Child Who said this list had to be serious? You've seen Wild Child. How does it link to A-level sociology? How doesn't it link! It's clash of cultures in an all-girl independent school! (It's safe to say this one's not worth referencing in an essay.)

5. Dirty Money A documentary series all about corporate crime. Packed full of examples for you to use in essays. It's received nothing but praise from critics since its release, and it's clear to see why when you watch it.

4. Fahrenheit 911 - Michael Moore Michael Moore is a socialist documentary make who tackles a range of issues in his films. In Fahrenheit 911, he examines the 'war on terror' following 9/11. It's full of sociological content and definitely going to widen your knowledge of state crime and power. ('Capitalism - A Love Story' is another documentary by Moore on Netflix which is also well worth watching.)

3. Black Mirror

This is a tricky one to explain. Each episode is completely different. It analyses society and the impact of existing or potential technologies in creepy ways. It raises a host of sociological questions and some say it offers a scary insight into society's future. A good episode to start is Nosedive (Series 3, Episode 1).

2. The Fundamentals of Caring This film is perfect for linking to Media , in particular, the representation of disabled people. It's also heart-warming and funny.

1. Flint Town This documentary series has to take top spot because it's as if it was made with A-level sociology students in mind. It takes a cop's eye perspective on the battle to reduce crime in Flint, whilst incorporating the whole of the Crime & Deviance unit. Control & Punishment ? They're taking a zero-tolerance approach to crime. State Crime and Green Crime ? Residents are still drinking bottled water as the tap water was poisoned with lead. Globalisation ? The car manufacturers moved elsewhere causing mass unemployment. Ethnicity & Crime ? Black communities feel targeted whilst white and black police officers share their views.

There are many more links, but there's no point eating into your day when you could be starting to watch it!

#Netflix #Furtherreading #documentaries #statecrime #crimedeviance

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Sociology of Film Syllabus

• Judith Rachel Halasz + −

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Usage Notes

Learning goals and assessments.

Learning Goal(s):

• use sociological concepts, theories, and research to analyze film
• evaluate the role production and consumption play in film-making, film-viewing, and the social messages films send
• write about and deliver public presentations on sociological analyses of film

Goal Assessment(s):

• class discussion; weekly film viewing guide writing assignments; two comparative writing assignment comparing films on a common sociological theme
• weekly film viewing guide writing assignments; two comparative writing assignment comparing films on a common sociological theme; group presentation and discussion leadership on assigned readings

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Sociology Movie Bundle (#1)

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Description

Are you looking for a movie project or assignment that will keep your sociology students interested and engaged? This sociology resource gives you multiple options to use! The bundle includes worksheets that apply general sociology concepts to the films Mean Girls, The Breakfast Club, and Gran Torino.

Students complete the worksheets after viewing the films. This may be done independently or with partners. Instructors could also break the class into groups, assign each group a section of the worksheet, and have each group present their findings to the class.

The movie worksheets each include an editable/digital copy and an answer key. Each film's worksheet totals 7-9 pages.

This resource strives to help students apply many of the topics that would be covered in an Introduction to Sociology class to the characaters and scenarios in the films. Along with short answer questions, the worksheets include highlighed definitions and explanations of the sociology concepts the questions address . These definitions should provide students with a review and help them have the foundation of knowledge they need to navigate the worksheet.

These resources cover topics such as social structure, social action, culture, social interaction, socialization, the looking-glass self, Mead, symbolism, the life course, Durkheim, education, the family, and deviance.

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How to Write a Sociological Movie Review

Isaiah david.

Movies can tell us a lot about society and culture. A movie may discuss social roles in a particular time and culture, history, views of sexual morality, cultural fears, and many other sociological facets. Through reviewing the movie from a sociological perspective, an author can gain insight into not just a particular director or writer's vision, but how contemporary society views itself and its world.

Explore this article

• Identify sociological themes in the movie
• Select observations
• Develop a sociological argument
• Write a conclusion
• Write an introduction
• Reread your essay
• Add a works-cited page

things needed

1 identify sociological themes in the movie.

Identify sociological themes in the movie. Ask yourself in what ways the movie reflects the events and social reality of its time and in what ways it distorts them. Ask if the movie reflects on universal human concerns and problems and, if so, how. Ask how well the movie fits into sociological ideas and research, or if it contradicts them. Decide what it has to say, if anything, on the relationship between the individual, his society, and the flow of history. Jot down some notes.

2 Select observations

Select observations that are surprising or startling. A sociological movie review that makes unexpected observations will be much more interesting than one that focuses on obvious things.

3 Develop a sociological argument

Develop a sociological argument. State what you believe the movie has to say sociologically, using evidence from the movie. Include events from the plot, descriptions of important scenes, and direct quotes from character dialogue to make your point. Don't summarize the whole movie; rather, focus on the parts of it that are most important to your argument.

4 Write a conclusion

Write a conclusion, restating your main point and showing how it relates to a broader sociological perspective. You may wish to reflect on the movie's continued relevance to current events, for example or, if it is no longer relevant to our culture, discuss what has changed.

5 Write an introduction

Write an introduction. The introduction should provide a hook to bring the reader in and address the main point of the essay. Start by asking a question, discussing an important event in history, sharing a quote from the movie, or using another technique to get the reader to think about what issue your essay is addressing. Then, narrow down your introduction in a few sentences until you present your thesis: the main point your essay is making.

6 Reread your essay

Reread your essay to make sure it has good grammar, spelling, and punctuation, and is well organized. Include a title, your name and the date you completed the review on a title page. If you are writing your review for a class, check it against the class rubric to make sure it fulfills all the requirements.

7 Add a works-cited page

Add a works-cited page. Write down relevant information including title, director, studio and year of production of the version of the movie you watched, and citations for any books or articles you consulted.

• 1 Robert J. Brym: How to Write a Sociological Movie Review

About the Author

Isaiah David is a freelance writer and musician living in Portland, Ore. He has over five years experience as a professional writer and has been published on various online outlets. He holds a degree in creative writing from the University of Michigan.

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Sociological movies list

1. The Butterfly Effect

2. 12 Angry Men

3. The Gods Must Be Crazy

5. Elite Squad

6. Elite Squad 2: The Enemy Within

7. My Fair Lady

8. Detachment

10. Chronicle

11. The Basketball Diaries

12. The Social Network

13. The Road

15. Charlie Bartlett

16. The Perks of Being a Wallflower

17. Only the Strong

18. Blood Diamond

19. The Man in the Iron Mask

20. Mona Lisa Smile

21. Gangs of New York

22. RoboCop

More to explore, recently viewed.

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Assignment prompts are provided with this course for instructors to use at their discretion. Since they are openly licensed, instructors may use them as is or to adapt to better fit the class’s focus, time frame and learning outcomes.

Assignments may be delivered pre-populated in your LMS assignment tool in your LMS course shell, where you may modify or delete them as you wish. The recommended expectation for the discussion assignments is that students should do their initial post first before seeing replies from other students (This is generally an option faculty need to select once inside the LMS and looks like “Participants must create a thread in order to view other threads in this forum.” or “Users must post before seeing replies”).

We do NOT recommend assigning every discussion and assignment , as some are large and time-consuming or may not fit well with your course schedule. Some marked as “larger assignments” could be introduced in earlier modules or split into several parts.

If you would like to include your own assignments or have recommendations for additions or modifications, you are invited to contribute! If you would like to share your materials with other faculty and have them included in our list of options, please send them with an explanatory message to  [email protected] . Be sure to mention which course and learning outcome(s) they align with when you send a message.

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Sociology Assignment: A Film Review On Freedom Writers

Task: Sociology Assignment Task: Your task is to select a movie and present a detailed review on the chosen movie using various sociological theories.

Introduction Social issues have been present in the environment at various aspects of life. The purpose of the sociology assignment is to present a film review of the chosen movie “Freedom Writers” with the help of various sociological theories. In this regard, the report has pointed out key social issues displayed in the film and analysed them through theories and concepts. The movie belongs to three genres of biography, crime and drama involving a young teacher who motivates students at risk in their class by teaching them about tolerance, applying themselves and pursuing education beyond high school (IMDB, 2021). The movie is based on the book “The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them written by Erin Gruwell. It was directed by Richard LaGravenese and starred Hilary Swank, Patrick Dempsey and Imelda Staunton in major roles. This movie has portrayed various social issues like racial discrimination, social oppression, social injustice, social class, relationships and others (Nugroho, 2017). The main issues that have been discussed in this report are racial discrimination, social class and oppression andsocial injustice with the help of theories like sociological imagination and critical race theory.

Brief Discussion The movie Freedom Writers was inspired from the true story of gang violence and racial conflict occurring in New Port Beach, California in the year 1992. This violence largely affected the behaviour of students and their daily activities at the school (Nugroho, 2017). During that time, Erin Gruwell was appointed as one of the teachers of Woodrow Wilson High School because of the integration program. She was disrespected by the students for being a white teacher and further because those students were always under the oppression of the white race. The students’ behaviour gradually deteriorated to cruelty and brutalness, fighting amongst themselves on trivial matters and were on the verge of killing each other for revenge. This was mainly because of the social conditions in which they lived under the oppression of superior class and white race. They constantly lived under pressure and never found a good place for growing up. These issues were significant in front of Gruwell who decided to find a solution for these marginalized students to ensure their psychological and social benefits. For this purpose, she further decided to teach and educate them by creating a conducive situation and overcome those hardships in their lives.

In this movie, various social issues were prominent. The most significant issue was racial discrimination between the black and white people that the students faced. Besides, the supremacy of white people in the society also resulted in other issues like social oppression, social injustice and social class inequality (Dargis, 2007). These issues were present because of the oppression going on over the lower class or race in the society. Social injustice was displayed from the portrayal of how those students had no proper place for growing up while the class inequality was also present in their negative attitude towards the white teacher.

Critical Analysis of Social issues The social issues portrayed through the film can be analysed with the help of sociological imagination. This framework emphasizes on the role of four fundamental factors like historical, cultural, structural and critical for better understanding the underlying issues in the society (Germov & Poole, 2011). Historical factors imply the past events influencing the present. Racial discrimination and inequality amongst the blacks and whites have been present in the Western society for quite a long time. Such inequality and class supremacy enjoyed by the whites over the blacks was evident from the movie as the students expressed their hatred towards the white teacher in the school. It clearly represents the social differences and inequalities present in the basic amenities of life alongside with opportunities of employment, education and others (Germov & Poole, 2020). However, despite this difference portrayed in the movie, it was also shown how the teacher addressed the same.

Furthermore, the cultural factors include tradition, values, customs, principles and belief systems that vary based on various cultural backgrounds. These also determine the behaviour and social interaction of people. Cultural differences were greatly present in the school shown in the movie as students belonged to various backgrounds, like, Asians, Latinos, African-Americans and whites (Yulinarni, et al., 2020). This put the oppressed races or the blacks at risk. Their behaviour became more violent and resorted to gangs anddrug addiction because of being underprivileged. However, despite the divided class members, the teacher tried to ensure breaking down their walls and exposing their prejudice.

The structural factors include forms of social institution that affect lives of people. From the movie, it was clearly evident that the whites enjoyed racial supremacy over the blacks because of them belonging to the upper class (Krieken, et al., 2016). This supremacy also let them enjoy more benefits over the oppressed class because of the social class distinction present within the society. The movie portrayed how the students from marginalized races and classes did not have proper places for growing up or education (Western, et al., 2011). This shows that belonging to the lower class these students were deprived of some of the basic amenities of their life.

Critical factors represent the benefits and disadvantages generated from the status quo. Multiculturism present in nations because of different races and ethnicities often put the marginalized or minority people in a disadvantageous position (Arvanitakis, 2016). This has been evident in the movie Freedom Writers as well. Social injustice, inequality and oppression were prevalent amongst the multicultural people who were not white. They had to face various discrimination and inequalities for being black people that increased their hatred and discontent for the white teacher. This was addressed by the teacher by providing them with proper education, thereby displaying the benefits they could gain from the same.

Moreover, the critical race theory also helps in understanding the movie from the view of social issues. In this regard, whiteness was portrayed as a property belonging to the superior white people enjoying more privileges of the society (Delgado & Stefancic, 2017). This resulted in social injustice towards the oppressed class of black students getting no amenities for living. Furthermore, the racial identity developed between these two groups of students were also evident in the movie through the characters of colour, where the students were taught by the white teacher.

Conclusion The report aimed at providing a review of the movie Freedom Writers from a sociological perspective. In this regard, various social issues were identified from the movie, such as, social injustice, racial discrimination, social oppression, racial discrimination and class inequality. These issues have been present in the society for a significant time, thereby, discarding the status quo. The marginalized and oppressed people of the society have always been inferior to the superior class. This creates social issues that have been analysed in this report. In this regard, various literature was used about race and ethnicity, social differences and inequalities, power of the state and others. Those issues presented in the movie were further analysed with two frameworks sociological imagination and critical race theory. Thus, they helped in better evaluation and the implications of those issues in the society.

References Arvanitakis, J. (2016). Sociologic: Analysing Everyday Life and Culture.

Dargis, M. (2007). To Ms. With Love: A Teacher’s Heart Fords a Social Divide. https://www.nytimes.com/2007/01/05/movies/05free.html

Delgado, R., &Stefancic, J. (2017). Critical race theory. New York University Press.

Frederic &Brussat, M. A. (2021). Sociology assignment Freedom Writers. https://www.spiritualityandpractice.com/films/reviews/view/16443

Germov, J., & Poole, M. (2011). The sociological gaze: Linking private lives to public issues. Public sociology: an introduction to Australian sociology, 2-18.

Germov, J., & Poole, M. (Eds.). (2020). Public sociology: An introduction to Australian society. Routledge.

IMDB. (2021). Freedom Writers. https://www.imdb.com/title/tt0463998/

Krieken, R. V., Habibis, D., Smith, P., Hutchins, B., Martin, G., &Maton, K. (2016). Sociology, 6th edition. Pearson Education Australia.

Nugroho, A., 2017. A Creative Teacher for Problematic Students: An Individual Psychological Study on Freedom Writers Movie. JURNAL TRANSFORMASI, 12(2).

Western, M., Baxter, J., &Germov, J. (2011). Class and inequality in Australia. Public Sociology: An Introduction to Australian Society, 206-229.

Yulinarni, A., Asridayani, A., & Efendi, D. (2020). Racism and Its Effect in Freedom Writers Film by Richard La Gravense: Sociological Approach. Krinok: JurnalLinguistikBudaya, 5(1).

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