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SOCL 2002 Exam 1
| Term | Definition |
|---|---|
| Sociology | systematic study of the relationship between the individual and society and the consequences of difference |
| C. Wright Mills | coined The Sociological Imagination, private troubles, and public issues |
| Sociological Imagination | exploration of the interdependent relationship between who we are as individuals and the social forces that shape our lives |
| private troubles | problems we face in our immediate relationships with specific people/immediate loves with specifc situations (ex. fired for not showing up to work) |
| public issues | problems we face as a consequence of the positions we occupy within a larger social structure |
| place categories | social class, gender, race, religion, geography, education (dis)ability, etc |
| 4 key components of sociology and what they mean | systematic study (reseach-based study), the individual (has agency to choose), society, and consequences of difference (social inequality) |
| society | structure of relationships within which culture is created and shared through patterns of social interaction |
| social inequality | condition in which members of society have different amounts of wealth, prestige, power, and resources |
| industrial revolution | is the roots of sociology because it caused a rise in cities and urban populations thus social problems due to population distribution |
| A Science of Study | applying the scientific method to studying society to discover the "laws of society" to make it better |
| Auguste Comte | father of sociology that was interested in social stability vs. social change during the Industrial Revolution and saw sociology as a new way of thinking |
| Harriet Martineau | activist that translated early sociology texts into English and wrote the first sociology research methods book while studying gender/race/class |
| theory | set of statements to explain problems, actions, and behaviors |
| social facts | ways of acting, thinking, and feeling external to individuals that shape how we act, think, or feel |
| Durkheim | sociologist that studied suicide ( individual act that he believed was a result of social facts). found that there were higher rates of suicide in protestants that had low social integration due to them being more individualistic (low social integration) |
| natural science | studies the physical features of nature and how they interact/change (biology, chemistry, etc) |
| social science | studies behaviors, interatcions, and changes (socioloy, psychology, social work, anthropology, poli sci, history, etc) |
| Anomie | Durkheim believed this weak sense of social solidarity due to a lack of agreed-upon rules to guide behavior (temporary) maintained social order |
| Karl Marx | sociologist that focused on class and inequality and sw inequality between classes of the bourgeoisie/owners and proletariats/workers. also believed workers experienced alienation due to capitalism |
| alientation | loss of control over human creative capacity, seperation from products, and isolation from other workers |
| Max Weber | disagreed with Marx' focus on economics and instead said class, party (group), and status was the most important |
| macrosociology | sociology on a large scale like whole civilization |
| microsociology | small groups like everyday experiences and interactions |
| thomas theorem | what we perceive as real is real in its consequences (ex. screaming "fire!" in a theater will cause people to act with no actual fire or or the meanings we place on race) |
| Erving Goffman | believed life was a performance with people acting like they are "on/off stage" in different situations (w friends vs. business meeting). Also said there was a "social script" and that "props" (ie clothes) add to one's "performance" |
| W.E.B. Du Bois | first African American male sociologist that studied "the color line" which segregated ppl based on race though slavery was illegal. Coined "double consciousness" where one will change their ideas/behaviors in dif situations; NAACP cofounder |
| Ida Wells-Barnett | first African American female sociologist that documented the lynching in the US during Jim Crow while studying the interaction of race, class, and gender |
| Jane Addams | activist/praxis that worked on the Hull House (offered social services) and fought for school integration |
| three sociological perspectives | functionalism, conflict, and interactionist |
| functionalism perspective | macro, society is an organism w independent parts, asks what functions are at play (what is the function of poverty?), Durkheim's research on suicide and punishment's function, Parson's research on gender roles function in families |
| conflict perspective | macro, inequality in power and resources and who benefits from them, focuses on social change, groups competing for resources, Marx studied class, Du Bois studied race, Ida B. Wells studied race/gender/class, and asks who makes rules and who benefits? |
| interactionist perspective | micro, ppl establish meaning and social order thru everyday interactions and encounters, Goffman's idea of life is like a performance, Cooley's idea of we imagine what other people think of us and adjust our behavior accordingly (looking glass) |
| personal application of sociology | we think about how our own social positions influence our lives |
| applied application of sociology(community) | use of the discipline of sociology to yield practical applications for behavior and organizations |
| clinical application of sociology (proffessional) | using sociology to alter social relationships or restructure institutions |
| scientific method | systematic observation of empirical evidence to assess and refine ideas about what happens and why |
| steps of the scientific method | defining the problem (coming up with key concepts), reviewing the literature (look at other research for gaps or conflicts), formulating the hypothesis, collecting and analyzing the data, and developing a conclusion |
| variable | measurable trait/characteristic that changes under different conditions |
| operational definition | transformation of an abstract concept into indicators that are observable and measurable indicators |
| hypothesis | testable statement about the relationship between 2+ variables |
| casual logic | relationship exists between variables where a change in one causes a change in another |
| independent variable | variable in a casual relationship that influences another variable |
| dependent variable | variable in a casual relationship that is subject to the influence of another variable |
| sample | selection from a larger population that is statistically representative of that population |
| random sample | every member of the population has the same chance of being selected |
| validity | are you measuring what you want to measure? |
| reliability | will the measure produce consistent results? |
| correlation | relationship of 2 variables change coincides with change in the other |
| control variables | a factor is held constant to test the relative impact on an independent variable |
| causation | relationship of 2 variables where a change in one causes change in the other |
| quantitative research | surveys: interviews and questionaires (predefined questions) and experiments (manipulating variables) |
| qualitative research | observations: ethnography (extended period of time where you observe) |
| interview | researcher asks questions and records answers face to face or over the phone |
| questionaire | survey that respondents fill out on paper or online |
| ethnography | observation of an entire social setting |
| experimental group | group exposed to the IV in an experiment |
| control group | group not exposed to the IV in an experiment |
| Hawthorne effect | people change behavior when they know they are being observed so it messes w research |
| secondary analysis | existing data used for new analyses (survey, stats/reports) |
| content analysis | coding sata guided by a rationale |
| code of ethics | confidentiality (protect identities), research funding (must be disclosed), and value neutrality |
| social construction of reality | ongoing interdependent relationship with which individuals create society thru our actions and, at the same time, become products of the society we construct |
| culture | everything humans create in establishing our relationships with nature and with each other (material, cognitive/symbolic, normative) |
| cultural universals | common belief or practice shared by all societies (ex. religion, birth/death rituals, sports, incest taboos, dancing, etc) |
| sociobiology | systematic study of how biology affects human social behavior - both genetics and environment matter - there is an interdependent relationship |
| innovation | process of introducing a new idea or object to culture through discovery or invention |
| discovery | revealing a previously unknown aspect of reality |
| invention | combination of existing materials to create something new |
| diffusion | process by which a cultural item spreads within and between societies |
| globalization | borders between societies are becoming "porous" |
| material culture | physical modification of the natural environemtn to suit our purposes (buildings, roads, clothing, furniture, technology) |
| cultural lag | general principle that technological innovation occurs more quickly than our capacity to perceive, interpret, and respond to that change does |
| cognitive culture | our mental and symbolic representations of reality (language, value, emojis, pronouns) |
| Sapir-Whorf hypothesis | structure and vocabulary of language shapes our perception of reality and therefore our action |
| normative culture | consists of the ways we establish, abide by, and enforce principles of conduct (norms) |
| norm | an established standard of behavior maintained by society |
| mores | norms deemed highly necessary to the welfare of society (murder is bad) |
| folkways | norms governing everyday behavior whose violation raises little concern (please and thank you) |
| formal norm | norm that generally has been written and specifies strict punishments for violators (don't plagirize) |
| law | formal norm enforced by the state |
| informal norm | norm that is generally understood but not precisely recorded |
| ideal norms | guidelines for behavior that people agree should be followed (speed limits) |
| real norms | rules of conduct generated from people's actual behavior (how fast ppl actually drive) |
| dominant ideology | set of cultural beliefs that legitimates existing powerful social, economic, and political interests (ex. The American Dream [christianity, capitalism, democracy], marriage, white supremacy, etc) |
| subculture | segment of society with patterns of culture (norms, values) that differ from the larger society (ex. mormons, activist groups, atheists, race and ehtinc groups, LGBTQ+) |
| argot | specialized language used by members of a group or subculture |
| counterculture | subculture that deliberately opposes certain aspects of the larger culutre (some religions like cults, anarchism, hippies/anti-war groups, protest movements, etc) |
| culture shock | feeling of disorientation, uncertainty, and even fear that people experience when they encounter unfamiliar cultural practices (ex. tipping, driving on the other side of the road, personal space norms, etc) |
| cultural relativism | the viewing of other people's behaviors from the perspective of those other people's culture (ex. waiting in line in the US [individualists/fairness] vs Uganda [communalistic/collectively]) |
| socialization | lifelong process through which people learn the attitudes, values, and behaviours appropriate for members of a particular culture |
| self | our sense of who we are, distinct from others, and shaed by the unique combo of our social interactions |
| Cooley's sociological approach to self | looking-glass self - theory that we become who we are based on how we think others see us |
| Mead's sociological approach to self | "I" and "Me" - acting self (I) that exists in relation to the socialized self (Me) that plans actions and judges performances based on the standards we have learned from others |
| others of the "I and Me" sociological approach to self | significant other - person most important to self development generalized other - attitudes, viewpoints, and societal expectations that ppl take into account when interacting with others |
| stages of the "I and Me" sociological approach to self | preparatory stage - (0-2) children imitate ppl around them play stage - (3-5) children pretend and practice "role taking" by assuming the perspective of another and responding from that viewpoint game stage - (6-9) appreciate relationships and submit |
| Thomas' sociological approach to self | Thomas theorem - sense of self is shaoed by the social context which the self develops in; perception more than reality shapes how we act and position shapes perception |
| Goffman's sociological approach to self | dramaturgical approach, impression management, and face-work |
| dramaturgical approach | view of social interaction in which people are seen as actors on a stage attempting to put on a successful performance |
| impression management | altering of the presentation of the self in order to create distinctive appearances and satisy particular audiences |
| face-work | altering our presentation of self in order to maintain a proper image and avoid public embarrassment |
| us vs. them ideas | social categorization - recognition of differences between groups social identification - tie our sense of self to a particulat group as opposed to others social comparison - ranking groups in relation to each other |
| prejudice | preconceived and injustified judgement of individuals, whether positive or negative, based on their memberhsip in a particular group |
| implicit bias | automatic and unconscious association of value, whether positive or negative, with particular groups, subgroups, or characteristics of people |
| agents of socialization | family, schools, peers, mass media, workplace, state/religion |
| gender roles | normative expectations regarding proper behaviour, attitudes, and activities associated with maleness and femaleness |
| rites of passage | ritual marking the symbolic transition from one social position to another, dramatizing and validating changes in a person's status (ex. graduation, voting for the first time, first house, retirement, etc) |
| life course approach | research orientation in which sociologists and other social scientists look closely at the social factors that influence people throughout their lives, from birth to death |
| anticipatory socialization | processes of socialization in which a person "rehearses" for future position, occupations, and social relationships |
| resocialization | process of discarding former behavior patterns and accepting new ones as part of a transition in one's life (living on your own, single to in a couple, entering the military, starting a new job, etc) |
| total institution | an institution that regulates all aspects of a person's life under a single authority (rehab, jail, nursing home, cults, convents, etc) |
| degradation ceremony | aspect of the socialization process within some total institutions, in which people are subjected to humiliating rituals (hazing) |
| midlife crisis | stressful period of self-evaluation beginning at 40 (not having a degree, job, marriage, house, kids, and or financial security) |
| sandwhich generation | generation of adults who simultaneously try to meet the competing needs of their parents and their children |
| stages of retirement | preretirement (before), near (setting a date), honeymoon phase (retired and has time), disenchantment (depression as they cope w new life), reorientation (establishing realistic view), stability (learned to deal), and termination (no longer independent) |
| gerontology | study of sociological and psychological aspects of aging and the probems of aging adults |
| three perspectives on aging | disengagement theory, activity theory, and ageism and discrimination |
| disengagement theory | theory of aging that suggest that society and the aging person mutually sever many of their relationships |
| activity theory | theory of aging that suggests that those elderly people who remain active and socially involved will have an improved quality of life |
| ageism | prejudice and discrimination based on a person's age |
| hospice care | treatment of terminally ill ppl in their own homes, or in special hospital units or other facilities, with the goal of helping them die comfortably, without pain |
| criminalization | process by which styles and behaviors are rendered deviant and are treated with shame, exclusion, punishment, and incarceration |
| hypercriminalization | process by which an individual's everyday behaviors and styles become ubiquitously treated as deviant, risky, threatening, or criminal, across social contexts |
| youth control complex | system in which schools, police, probation officers, families, community centers, media, businesses, anfd other institutions systematically treat young people's everyday behaviors as criminal activity |
| punitive social control | overarching system created by the youth control complex that regulates the lives of marginilized young people |
| punishment | process by which ppl come to feel stigmatized, outcast, shamed, defeated, or hopeless as a result of negative interactions and sanctions imposed by individuals who represent institutions of social control |
| paradox | criminalization became the vehicle by which the young people developed political consciousness and resistant identities |
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Liz_101
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