basic sociology for CLEP
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| Humanistic Approach | means to advance human welfare
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| scientific perspective | acquiring objective empirical knowledge
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| C. Wright Mills sociological imagination | the quality of mind seeks to expand the role of freedom, choice, and conscious decision in history by means of knowedge
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| 1838 Comte Three stages of sociology | Theological stage- look toward supernatural realm for answers. Metaphysical- look to the real world for explanation. Positive - the definitive stage of all knowledge.
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| Talcott Parsons | 1940 - Grand Theory Building a theory of society based on aspects of the real world and the organization of these concepts to form a conception of society as a stable system of interrelated parts
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| Robert Merton | Middle range theory- number of assumptions form which hyptheses are based
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| Deductive theory | proceeds from general ideas, knowledge, or understanding of the social world from which specific hypotheses are logically deduced and tested
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| Inductive Theory | Proceeds from concrete observation from which general conclusions are inferred through a process of reasoning
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| Interpretative sociology | studies the processes whereby human beings attach meaning to their lives.
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| Interpretative sociology | Derived from the work of Mead and Blumer, symbolic interaction is focused on the process of social interaction and the meanings that are constructed and reconstructed in that process.
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| Conflict theory | conflict paradigm views society as being characterized by conflict and inequality. Concerned with questions such as whose interests are expressed within existing social arrangements and who benefits or suffers from such arrangements.
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| Conflict perspective | Coser, Dahrendorf, Mills.
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| Functionlism | Durkheim and Spencer - society conceived as a social system of interrelated parts, and therefore analogous to a living organism where each part contributes to the overall stabilty of the whole
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| Quanitative methods | making use of statistical and other mathematical techniques of quantifications to describe or interpret their observations
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| Qualitative methods | relying on personal observation and description of social life to explain behavior
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| Verstehen | Max Weber - understanding as a means of characterizing and interpreting or explaining. Done by applying reason to the external and inner context of specific social situations.
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| Independent variable | one that influences another variable
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| Dependent variable | a variable that is being influenced by another variable
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| Correlational relationships | exists when a change in one variable coincides with, but doesn't cause a change within another.
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| causal relationships | a change in one variable causes or forces a change in another
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| stratified sampling | uses the differences that already exist in a population as the basis for selecting a sample.
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| Control group | a population in a study where the action has not occurred
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| secondary analysis | analysis of existing sources of information.
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| Content analysis | techniques employed to describe the contents of the materials.
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| Stages of research method | define, primary and secondary research, hypotheses, testing of the hypothesis, drawing a conclusion
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| Primary socialization | initial socialization that a child receives when they become a member of society.
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| Secondary socialization | refers to the subsquent experience of socialization into sectors of society by an already socialization person
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| Agents of socialization | family, school, peer groups, mass media
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| resocialization | the process of discarding behavorial practices and adopting new ones.
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| total institution | home, jail
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| Sigmund Freud | biological drives to be the primary source of human activity. The Pleasure Principle
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| " The id" | The unconscious strivings without specific direction or purpose
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| Freud's human personality | id, the ego, the super ego.
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| Charles Cooley | self concept formed in childhood is reevaluated each time a person enters a new social situtation.
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| Cooley's 3 stages of self-formation- "the looking glass self | 1. We imagine how we appear to others 2. we wonder whether others see us in the same way as we see ourselves 3. we develop a conception of ourselves based on the judgements of others.
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| George Mead | evolutionary theory of the genesis of the mind and self.
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| Mead's basic thesis | a single act can best be understood as a segment of a larger social act or communicative transaction between two or more persons
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| Mead's concepts | Me- forms an image of one's self from the standpoint of a generalized others. "I" - is the individuals reaction to a situation as he sees it from his unique perspective.
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| Erving Goffman | Role -Distance, the gap that exists between who we are and who we portray ourselves to be
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| Jean Piaget | Child Psycologist - theory of cognitive devlopment.
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| Piaget's stages of development | (blank)
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| Piaget's Sensorimotor Stage | infants are unable to differentiate themselves from their environment.
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| Piagets's Preoperational Stage | The child begins to use language and other symbols. They attach meaning to the world and can differentiate between reality and fantasy
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| Piaget's Concrete operational stage | children make great strides in their use of logic to understand the world and how it operates. They think in logical terms and make the connection between cause and effect.
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| Piaget's Formal operational stage | child developes the capacity for thinking in highly abstract terms of metaphors and hypotheses which may or may not be based in reality
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| Erik Erikson | 8 stages of psychosocial development
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| Erikson's stage 1 | the nurturing stageo in which the child's sense of either basic trust or mistrust is established
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| Erikson's stage 2 | there emerges the feeling of automony or feelings of doubt and shame from not being able to handle situations one encounters in life
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| Erikson's stage 3 | the child developes either a sense of initiative and self-confidence or feelings of guilt depending on how successful they are in exploring their environment and in dealing with their peers
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| Erikson's stage 4 | the focus shifts from family to school where the child developes a conception of being industrious or inferior
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| Erikson's stage 5 | failure to establish a clear and firm sense of one's self results in the person's becoming confused about their indentity
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| Erikson's stage 6 | one meets or fails to meet the challenge presented by young adulthood of forming stable relationships, the outcoming being intimacy or isolation and loneliness
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| Erikson's stage 7 | a person's contribution to the well-being of others through citizenship, work, and family becomes self-generative, and their fulfilling of the primary tasks of mature adulthood is complete
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| Erikson's stage 8 | the developmental challenge posed by the knowledge of one is reaching the end of life is to find a sense of community and meaning and hence, breaking the sense of isolation and self-absorption that the thought of one's impending death produces
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| Lawrence Kohlberg | child-psychologist studied 6 stages of moral reasoning
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| Carol Gilligan | Found that women bring a different set of values to their judgments of right and wrong. Concluded that there is essential difference between the inner workings of the psyches of boys and girls
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| Ascribed status | automatically and involuntarily conferred on individuals without any effort or choice made on their part. - Being native american, a woman. etc.
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| Achieved Status | A status that is largely attained through one's own doings or efforts.
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| Master Status | Status with which a person is most indentified. It is the most important status that a person holds
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| Aggregate | A number of people who happen to be in the same place at the same time.
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| Social catagory | a number of people with certain characteristics in common,
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| Social group | consists of a collection of people interacting with one another in an orderly fashion
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| Primary group | interaction is direct, the common bonds are close and intimate
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| Secondary groups | interactions are anonymous, the bonds are impersonal, and the duration of time spent together is short.
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| Tonnies' Gemeinschaft and Gesellschaft | Gemeinschaft- small communities characterized by tradition and united by the belief in common ancestry. Gesellschaft - refers to contractual relationships of a voluntary nature of limited duration and quality. based on rational self-interest.
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| Simmel's Dyad and Triad | Dyad- two people in which the departure of one person destroys the union. Triad - group of three the third person serves as mediator to close the circle.
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| Bales technique of interaction process analysis | technique of observing and immediately classifying in predetermined ways the ongoing activity on small groups
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| Moreno's technique of sociometry | techinique which estabishes the direction of a small group by asking questions like " Who's your best friend in the group" Who would you most like to work with in the group.
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| Instrumental task roles | oriented toward specific goals
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| Expressive roles | which are instrumental in expressing and releasing group tensions
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| front stage | public
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| back stage | free of public scrunity
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| Reference groups | social groups that set the standards in terms of which we evaluate ourselves
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| Parkinsons's Law | Any bureaucratic organization work expands to fill the time available for its completion
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| Peter Principle | In any heirarchy, evey employee tends to rise to his level of imcompetence
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| Michels' Iron Law of Oligarchy | A small number of people generally hold sway over any organization
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| deviance | A departure from the norm, behavior that violates the norms.
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| Stigma | The mark of social disgrace that sets the deviant apart from other members of society.
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| Primary deviance | Behavior violating the norm
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| Secondary deviance | behavior that results from the social response to such deviance
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| Lombroso | Studies of instiutionalized criminals. Derived that deviant behavior is inherited.
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| Sheldon and Kretschmer | Associated body types to deviant and criminal behavior
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| Merton and Durkheim | deviance as a product of structural circumstance of disorganization in the individual and in society.
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| Conformist | seeks to continue the acceptance of the goals and means offered for their attainment
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| Innovator | continues to accept the goals while seeking new an illegitimate revenues for the attainment of these goals
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| Ritualist | Makes the means into an end by rejecting the culturally prescribed goals as being out of his reach.
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| Retreater | rejects both the means and ends offered by society by dropping into drug use, mental illness, alcoholism, and homelessness
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| Rebel | rejects both the means and the ends while seeking to replace them both with alternatives, thereby changing the way society as a whole is structured
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| Sutherland's theory | criminal behavior is learned through social interaction in primary groups
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| Social stratification | The structured inequality characterized by groups of people with differential access to the rewards of society because of their place in society
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| social mobility | a person's ability to move through the different levels of the social strata
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| Karl Marx | The elimination of social class would enable men and women to regain their humanity through the creation of a genuine or true community.
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