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Sociology Ch 1-3
Sociology Ch 1-4
| Question | Answer |
|---|---|
| What is the sociological perspective? | the view that our social backgrounds influence our attitudes, behavior, life choices and life chances |
| How is the sociological perspective used to explain society? | it is a way to explain why certain people act the way they do in society |
| How does society shape our attitudes and behavior? | society has "expectations" that people are held to which shapes how they act/behave in certain situations |
| What components influence our views, behavior and social background? | race, gender, age, class, location, etc |
| What is sociology? | the scientific study of social behavior and social institutions |
| Why do sociologists study certain units of analysis? | different approaches require different units of analysis to research them |
| What is debunking? | exposing the falseness of an idea or belief |
| What is the debunking motif? | 1. in society, things are not always what they seem 2. sociology helps us see through conventional understandings of how society works 3. sociology works past the on-the-surface understandings of social reality and helps recognize the value of others |
| What is social structure? | patterned social interaction and social institutions through which a society is organized |
| What role does social structure play in society? | many things are affected by the social structure created such as social inequality |
| What is social inequality? | an uneven distribution of power determined by race, class, gender, etc |
| Describe one example of a personal trouble that could be considered a public issue? Is the victim or the system blamed for the issue? | Police brutality is a person to person issue, but is considered a public issue because it is so common. Majority of people blame the corrupt system while others blame the victim for "doing something they shouldn't be doing." |
| What are micro sociological approaches? Give an example. | micro sociological approaches study social interaction, action and construction of meaning. For example, symbolic interactionism is a micro approach because it is studying a small group of people and how they react to certain things |
| What are macro socoiological approaches? Give an example. | macro sociological approaches focus on the big picture meaning social structure, social institutions and social, political and economic change |
| What is functionalism? | the theoretical perspective that views society as a system of interconnected parts that function together to contribute to the stability of the whole society (like a human body) |
| What is conflict theory? | the theoretical perspective that characterizes society as inequality based on social class, gender, and other factors |
| What is symbolic interactionism? | the theoretical perspective that focused on the interaction of individuals and on how they interpret their interaction according to the meaning things have for them |
| How do the three theoretical perspectives differ from each other? | functionalism and conflict theory are both macro approaches because they look at a bigger picture like social inequality while symbolic interactionism is a micro approach looking at a small group of people |
| What impact do theorists have on society? | They have both positive and negative impacts. They can help people gain knowledge, think outside of the box and such, but they can also cause fear and anxiety to people who have trouble telling reality apart from theories |
| Define the scientific method. | a process that involves several research steps, including observation, hypothesis testing, analysis of data and drawing conclusions |
| What is an independent variable? | factor in an experiment that a scientist purposely changes |
| What is a dependent variable? | variable that is measured and is changed depending on other factors |
| What is a sample? | a subset of the population of people in whom the researcher is interested in |
| Why is a random sample used in sociological research? | to make sure there is no bias in the research, even if unintentionally |
| Explain what it means to conduct one's research ethically and how this can be achieved. | to be humane when conducting said research, as well as not falsifying anything, such as data |
| Life Chances | our chances (whether we have a good chance or little chance) of being healthy, wealthy and well educated, and more generally, of living a good, happy life |
| Life Choices | an important decision one makes about their life according to their interests, opinions and actions |
| Social Environment | interaction between humans in an immediate physical setting |
| Social Location | your association in gender, race, social class, religion, and so forth in society |
| Society | social interaction between people who share a common culture and social organization, who live in a defined geographic area |
| Blaming the System | the social structure of society is held responsible for creating many social problems |
| Blaming the Victim | when harm is inflicted by one person to another person, the harmed person is held responsible for the harm done to them |
| Debunking motif | looking beyond the on-the-surface understandings of social reality and recognize the value of alternative sociological understandings |
| Personal Troubles | refers to a problem affecting individuals that the affected individual, as well as other members of society, typically blame on the individual's own feelings |
| Public Issues | when the source lies in the social structure and culture of a society that refers to social problems affecting many individuals |
| Sociological Imagination | the ability to see the societal patterns that influence individual and group life |
| Anomie | normlessness, which results from situations, such as periods of rapid social change, when social norms are weak and unclear or social ties are weak |
| Bourgeoisie | ruling class, owns the means of production |
| Class Consciousness | the awareness of one's shared place in society within a class structure where one perceives common life chances |
| Feminist Theory | theoretical perspective that analyzes the inequalities and power dynamics between men and women with the intention of improving women's lives |
| Proletariat | working class, does not own the means of production and instead is oppressed and exploited by the bourgeoisie |
| Generalizations | general statements regarding trends among various dimensions of social life |
| Experiments | primary form of research in the natural and physical sciences, but in social sciences they are mostly found in psychology |
| Non-Participant Observation | the researcher observes a group they are studying but does not participate in the group |
| Participant Observation | the researcher is part of the group they are studying |
| Quantitative Research | survey data that is collected numerically |
| Qualitative Research | non-numerical data that is analyzed for what people say and do |
| Secondary Data Analysis | reanalysis of data, often survey data, collected by others, including other sociologists |
| Survey | the collection of data by having people answer a series of questions |
| How is culture essential for human survival? How does culture explain variations in behavior across human populations? | Culture is a form of adaptation. Without culture many humans would not be able to grow and adapt to their surroundings. Culture also causes different behaviors from people because different populations have different expectations/experiences |
| What are the key components of culture? Which of these components are considered nonmaterial culture? Which of these components are considered material culture? | The key components are symbols, language, beliefs, values and artifacts. Nonmaterial culture is values, beliefs, symbols and languages, while the material culture is the society’s physical objects such as tools, technology, clothing, transportation, etc |
| What is the dominant ideology? What is one example of the dominant ideology in the U.S.? | it is the legitimate norms and values within a society, where any norms/values besides these are seen as illegitimate/not acceptable. In the US democratic and conservative party would be the dominant ideology but in other countries it would not be |
| What is the difference between a norm and a value? | A norm is a standard or expectation for behaving while a value is kind of like morals, something you believe in and take part in, but not everyone will believe in it, basically judgements of what is good or bad, and desirable or undesirable |
| List one more and one folkway and discuss how these two norms are different. | Mores distinguish the difference between right and wrong while folkways draw the line between kind and rude. Mores are the law, while folkways are morals |
| Describe one example of ideal culture in the U.S. and then discuss how this example looks in real culture. How do both of these concepts shape our reality? | An example of ideal culture would be being considered the “land of the free.” This is not true in real culture, because the wage gap exists, and minority groups are way less privileged than white people |
| How does cultural lag tell us that cultural change is imminent? | This can tell us cultural change is imminent because cultural lag causes us to adapt to the social problems resulting from it, basically a change in the current culture to adapt to it |
| What is the difference between cultural diffusion and cultural leveling? | Cultural diffusion is the spread of cultural characteristics from one group to another while leveling is distinct cultures increasingly becoming homogeneous (the same) |
| What is a subculture? | A subculture is a group that shares the central values and beliefs of the larger culture but has its own beliefs that makes it distinct. |
| What is one norm from another culture that is not normal in your culture? Use ethnocentrism to explain this norm. Use cultural relativism to explain this norm. | A norm in India’s culture is to preserve cows. Using cultural relativism, I would not judge this norm because even if it is not beneficial in my culture, it may be advantageous in theirs. Using ethnocentrism, would be to think their view is weird |
| Describe one example of culture shock. Why is ethnocentrism a commonly experienced along with culture shock? | Culture shock is an uncomfortable feeling someone could have when immersed in a new culture, an example of this being cow worship in India. Ethnocentrism is commonly experienced along with it because the human mind is very judgmental to other cultures |
| Describe how globalization changes cultures. | Globalization contributes to the exchange of different cultural values into other cultures, causing some cultures to “adopt” those values and change from their original form |
| Culture | the symbols, language, norms, beliefs, values, and artifacts that are part of a society |
| Sociobiology | a widely criticized view that attributes several important human behaviors and emotions, such as competition, aggression, and altruism, to our biological makeup |
| Cultural diffusion | the process of ideas, norms and values moving across cultural borders |
| Cultural lag | when people’s behavior does not reflect the regular usage of the latest technologies |
| Cultural leveling | when cultures that were previously distinct become less so due to the cultural diffusion |
| Dominant Ideology | the norms and values of the dominant group within a society |
| Formal norm | laws and mores are standards of behavior considered the most important in any society |
| Gestures | movements of the hands, arms, or other parts of the body that are meant to convey certain ideas or emotions |
| Informal norms | folkways and customs are standards of behavior that are considered less important but still influence how we behave |
| Material culture | all of society’s physical objects |
| Nonmaterial culture | symbols, values, and beliefs, verbal and nonverbal communication |
| Sapir-Whorf hypothesis | suggests that people cannot easily understand concepts and objects unless their language contains words for these items |
| Symbols | things that stand for something else and that often evoke various reactions and emotions |
| Values | judgments of what is good or bad, desirable or undesirable |
| Cultural diversity | differences in material and nonmaterial culture between societies or even subcultures |
| Subculture | a group that shares the central values, beliefs and norms of the larger culture but still retains certain values, beliefs and norms that make it distinct from the larger culture |
| Counterculture | a group whose values, beliefs and norms directly oppose those of the larger culture and even reject it |
| Cultural relativism | the belief that we should not judge any culture as superior or inferior to another culture |
| Ethnocentrism | the tendency to judge another culture by the standards of our own and to believe that our own culture is indeed superior to another culture |
| What is the positivism and who coined this concept in sociology? | Positivism is the belief we should not go beyond the boundaries of what can be observed. For example, the use of the scientific method to uncover and understand why an event occurs. The person who coined this term is Auguste Comte |
| How do the accounts discussed in the “Social Issues In the News” relate to socialization? | They relate to socialization because they discuss how different people learned the culture that they were surrounded by regardless of if it was bad or not. |
| How do accounts related to feral and isolated children help us understand how society makes us human? | They help us understand society makes us human because in these cases we can see how without interaction with the society, these children don’t know how to behave at all, they can’t express emotions, they don’t know how to be “civilized” |
| How do the Harlows’ studies on rhesus monkeys inform us further on socialization? | The monkeys that were isolated similar to the children were not able to interact well with other monkeys later on in life, similar to how isolated children could not talk or show emotion well within society |
| What is self? | One’s identity, self-concept and self-image |
| Summarize the concept of Looking Glass Self? | Children learn how people perceive them through interaction and use that perception of themselves to develop judgements and feelings about themselves, like looking in a mirror |
| According to Mead, how does “the role of the other” figure into how children develop self? | Children look at the way the people around them act and take that into account as they develop subconsciously. For example, when people say, “you are just like your mother,” it’s probably because the child took the role of the mother while growing up. |
| Describe Goffman’s concept of “dramaturgy” (make sure to include frontstage and backstage). | People are born on a stage of everyday life, lifetime of socialization where everyone plays their role, front stages are public displays with impression management, and back stages are where people practice “lines” for the front stage |
| Briefly outline Kohlberg’s theory of moral development. How was the theory critiqued? | The three stages include preconventional (young children), conventional (adolescents) and post-conventional (early adulthood), the theory was critiqued because he only studied boys, but boys and girls are different in deciding what it was morally correct |
| Define agent of socialization? Provide some examples. | Other sources of socialization which include family, peers, religion, your neighborhood, government, media, work, ethnic background, clubs, school and many more |
| For the most part, why do we turn out so much like our families? | The most important years of brain development is usually spent with our families, so they are the ones socializing us for all those years, passing on their beliefs and messages to us that will stay with us through life |
| How does the social class of one’s family influence how children are socialized? | The working class/lower class families are more likely to emphasize obedience and use spanking to socialize their kids which will make them turn out way different than middle class kids that are taught to be creative and independent. |
| How does peer pressure work to socialize us? | The feeling of wanting to fit in helps socialize us because we do not want to be left out or left behind, so we are pressured into doing or liking certain things |
| Other than teaching us the “three Rs,” how to schools socialize us? | Learning from peers and authority figures that are not parents. A parent will treat you more personally than other authority figures so at school you will learn different lessons as well as hidden curriculum |
| How is social class perpetuated by school systems? | Schools emphasize class because they have activities that require money to have access to. For example, prom was $40 to attend, which some people may not be able to afford, which makes the lower-class kids feel bad, reminding them of their “place” |
| Briefly outline the debate on the relationship between the consumption of violence through the media and youth violence in the US | The fact is that there is a strong correlation between the two, but that doesn’t equal causation, but they debate whether to have more censorship to get an equal society, or not to because it would violate the first amendment. |
| What is religiosity? | It is how often people pray or attend religious services. |
| Describe how socialization operates in childhood. | Without good socialization, development in this stage can have negative impacts. Traumatic experiences that kids go through are more likely to lead to delinquency during adolescence and various psychiatric problems, learning disorders, and substance abuse |
| Describe how socialization operates in adolescence. | Great biological change (puberty), early puberty can also lead to more delinquency, or becoming victims of violence. Social class, race and gender impacts this stage heavily. |
| Describe how socialization operates in adulthood. | “Delayed” entrance into full adulthood going to college right out of high school, young adulthood is where they begin to settle down and behavior improves, impulsiveness declines at this age, “turning points” that instill a sense of responsibility |
| What are the two given reasons why young adults start to settle down as they leave their teenage years? | The brain has become more mature, like the frontal lobe fully developing, and turning points in life that instill a sense of responsibility such as at work, or in a marriage. |
| What affects how people experience old age? | Social class, race and gender because some may have a comfy cozy life in their old age, but others might have bad anxiety and not want to die, or be old due to the prejudice people have about it |
| Which agents of socialization are responsible for teaching us culture? | All of them. They all teach the values beliefs and norms within the culture we are surrounded by |
| What is resocialization? What are the contexts in which it occurs? Give an example of a typical resocialization process that people undergo. | The act of socializing again, it occurs within a total institution where they have had control over life of the people within them. For example, someone who has been in jail for 25 years would have to re-socialize into society again. |
| Define total institution. Give an example. | A place of residence where many similar individuals cut off from the society for a period of time. For example, prison or jail controls aspects of life and they are completely cut off from society besides maybe a visit or two. |
| What is a degradation ceremony and what is their importance to total institutions? | an encounter in which a total institution’s resident is humiliated, often in front of the institution’s other residents, their importance is to keep people in line as to not be punished or embarrassed again if they act up |
| Why is socialization important for any society? | To create a peaceful society. Without beliefs, values and norms, all society would be is chaos where everyone acts differently in any way they want and go rampant |
| In the end, are we prisoners of socialization? Why or why not? | I do believe we are prisoners to society, but I also believe we can stray from that loop a little bit as individuals. Majority of what we learn and who we are is a product of societies influence, but we can stray from that, and make our own paths. |
| Socialization | the process by which people learn their culture. |
| What are the three stages of Mead's "role of the other" explanation of self development. | Imitation, play, and games |
| What are the three sign vehicles? | Social settings, appearance and manner of interacting |
| What is the sign vehicle social settings about? | How we choose, arrange, or decorate our personal spaces. For example, someone's choice in a car, a Ferrari versus a pickup truck |
| What is the sign vehicle appearance about? | How first impressions make us think and assume traits about a person |
| What is the sign vehicle manner of interacting about? | The messages about ourselves we convey through gestures, body language, facial expressions etc. |
| What is incomplete moral development? | When one does not reach the conventional stage of development, their moral development is incomplete which is a prime cause of antisocial behavior |
| What are the eight stages of identity development? | 1-4 is the succession of birth to age 12, the 5th stage is the transition between childhood and adulthood where they may experience an identity crisis, the last 3 are adulthood and middle/late adulthood |
| Antisocial behavior | behavior that is not conducive to societal expectations, especially those that are aggressive or disruptive. |
| Dramaturgy | Goffman’s idea that relates identity development to theater. |
| Identity Crisis | a period of uncertainty about one’s identity, which can happen during transitional periods of socialization. |
| The looking-glass self | a process of socialization described by Cooley through which we imagine how we appear to others and then imagine how they think of us. |
| The role of the other | when children pretend to be other people in their play and in so doing learn what these other people expect of them. |
| What is hidden curriculum in America? | It is the process of how what we learn growing up in America influences us. For example, in history classes they only show what would make us think positively of America, and they emphasize working hard and bad grades are a side effect of not doing so |
| Agents of Socialization | arenas in which we interact and in which the socialization process happens (e.g., schools, neighborhood, families, etc.). |
| Hidden curriculum | what conflict theorists call part of the schooling process that gets children accept, without questioning the cultural values of the society in which the schools are found. |
| Peer pressure | strong influence by peers in a group to affect the behavior of a member. |
| Religiosity | how often people practice rituals associated with religion (e.g., pray, go to service, etc.). |
| Life course | what are commonly referred to as stages of life (e.g., childhood, adolescence, adulthood, and old age). |
| Degradation ceremony | a ceremony, ritual or encounter in which a total institution’s resident is humiliated, often in front of the institution’s other residents or officials |
| Resocialization | a process in which people learn new values, norms, etc. (e.g., military, going off to college, etc.). |
| Total institutions | institutions that have total control over the lives of the people who live in them (e.g., prison, boot camps, etc.). |
| Auguste Comte | father of sociology, coined sociology to make society better and positivism (apply scientific method) |
| Harriet Martineau | translated Comte's work, compared stratification orders in Europe and U.S. |
| Herbert Spencer | social Darwinism, used organic analogy, adapted Darwin's theory to societies |
| Karl Marx | class conflict, exploitation of proletariat by bourgeoisie, class struggle and revolution, "kill/eat the rich," socialist, classless, exploitative element |
| Emile Durkheim | social solidarity creates social order, social integrations |
| Max Weber | protestant, ethnic thesis, meaning of social integration , bureaucracy |
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