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Soc101 Q2
| Question | Answer |
|---|---|
| Deviance | behaviors, attributes, or ideas that do not conform to social expectations They violate the social norms and values shared by most people in a culture or social setting |
| Deviance is determined by | the group!! (not in-born or built in) |
| Some violations are seen by a group as _______ , while others are so serious they spark a _______ | mildly deviant (folkways) negative sanction or punishment by the group (more) |
| The 5 principles of deviance: | 1. Deviance is socially constructed 2. Deviance is relative, not absolute 3. The majority determines who and what is deviant 4. Deviance is an integral part of all societies 5. The violators of important social norms are often stigmatized |
| Deviance is | socially constructed |
| The group defines what is | deviant |
| Deviance isn’t necessarily | bad, just different from what a group considers to be normal |
| Deviance is a | relative, not an absolute |
| Because it is socially constructed (defined) there are _______ in definitions of deviance: | inconsistencies |
| Power is the ability to | influence the behavior of others to achieve one’s will, often despite resistance |
| Who determines who and what is deviant? | The MAJORITY determines who and what is deviant |
| There is a relationship between ______ and _______ | definitions of deviance social control |
| Social Control | The formal and informal mechanisms used to increase conformity to values and norms of a group, and thus increase social cohesion |
| Groups that are labeled as deviant are often viewed as | the greatest threat to those in power and to the stability of the group |
| Those in power attempt to | exert control by defining unwanted behaviors as deviant and stigmatizing the persons associated with such behaviors |
| The objectives is to ______ individuals and their behaviors | control This helps to stabilize the group/society !!!! |
| 2/4 ways that deviance is beneficial to society | 1. Deviance helps reinforce groups boundaries; and make those boundaries visible to group members 2. The violation of norms brings to light the boundaries of the group for its members |
| 4/4 ways that deviance is beneficial to society | 3. Deviance exposes to the group what is acceptable and unacceptable to the group 4. Promotes conformity, which helps stabilize the group |
| Blame the victim critique | The source of deviance is located within the individual/group; not society |
| Labeling theory: | “An approach to the study of deviance which suggests that people become ‘deviant’ because certain labels are attached to their behavior by political authorities and others” -Giddens |
| *People are not inherently deviant or non-deviant by nature but, rather, they are seen as deviant by others, and are labelled as deviant This label can affect the individuals self concept and how others interact with them | |
| Primary (Pre-label) | The initial act of deviance/norm violation committed by a person He violator is not labeled deviant Persons are still considered normal |
| Secondary (Post-label) | Person is already labeled as deviant Deviant label becomes part of the person’s identity and the way by which that person is known by others (post-label) |
| Problem with stigma | Once a person is labeled as deviant they are often stigmatized A stigma is an attribute that is socially devalued and discredited It is a label or stereotype that links a person to unfavorable characteristics |
| Disability: | a social construct that refers to a physical or mental impairments that limits a person’s ability to fully participate in typical life activities (walking, thinking, seeing, speaking, or hearing) Can be visible and invisible |
| Disability is a social construct.... | what we call disability are not objective conditions but concepts that exist in the minds of people who attach those labels to others |
| A stigma is | an attribute that is socially devalued and discredited It is a label or stereotype that links a person to unfavorable characteristics A label of social disgrace! |
| Abelism | involves the largely unintended neglect of the conditions of people with disabilities |
| People with disabilities often treated as the | ‘Other’ |
| *Able bodied people are viewed as the norm in society People with disabilities are viewed as outside the norm | |
| Privilege | A special right, immunity, or benefit granted only to a particular person or group It gives status and power to members of the groups with those advantages It has nothing to do with merit or ability |
| Disabled bodies have historically been denied privileges and _______ | commodified A source of entertainment, amusement, wealth Village fairs, markets, festivals |
| The freak | the physically disabled Individuals whose bodies do not conform to the cultural norm of a whole and unblemished body Historically treated in a sensational and theatrical way by carnivals and circuses |
| Freak: a social construction | |
| Social structures | the social patterns of relationships through which a society is organized; can be horizontal or vertical Social structures create vertical hierarchies in social inequality |
| Social inequality refers to | an unequal distribution of resources, rewards, privileges, punishments, power, and opportunities among members of society |
| *Patterns of inequality are built into society | |
| Consequences of social stratification | The differential ranking of individuals in society can lead to the unequal distribution of resources, rewards, privileges, punishments, powers |
| Difference and inequality | Scholars argue that to understand social inequality we must shift our discussion away from difference per se and focus on the politics of difference |
| Inequality of opportunities | Focuses on disparities at the starting point of people’s lives Disparities in life chances based on circumstances beyond an individual’s control, such as birth, race, poverty, or family background |
| Inequality of conditions | Focuses on the unequal distribution and current assets like income, wealth, and housing Both types of inequality are intertwined A vicious cycle |
| *Categories of gender, race, class, ability, and sexuality are products of human definition and interpretation shaped by cultural and historical contexts | |
| Race | A socially constructed invention used for socially marking groups based on presumed biological/genetic differences |
| Class | A ranking system based on economic resources Found in most capitalist societies It can influence one’s access to resources such as wealth, property, power, and prestige |
| Gender | A social construct that refers to roles, behaviors, expressions and identities of girls, women, boys, men, and gender diverse people |
| Sexuality | A social construct. Refers to the inclination to feel sexual desire towards people of a particular gender, towards both genders, or neither gender |
| Disability | A social construct that refers to a physical or mental impairment that limits a person’s ability to fully participate in typical life activities (walking, thinking, seeing, speaking, or hearing Can be visible and invisible!! |
| Race, gender, sexuality, ability are | significant influences on social experiences because people believe them to be |
| Sex | A social construct/social classification that refers to the physical and biological attributes (reproductive organs, chromosomes, hormones) that societies use to assign people in the category male or female. |
| Socialization | the process of learning and internalizing the values, beliefs, and norms of our group |
| *Gender is organized and experienced differently when examined through other categories of difference like race, class, sexuality, disability Intersectionality! | |
| Social scientists examine gender from 2 different perspectives | Essentialist Social constructionist |
| Essentialist | Tends to view gender as biological and fixed- based on your chromosomes, hormones, genitalia (born that way) Understands gender as a simple, two -category system Promotes a gender binary |
| Constructionist | Gender is a social construction The binary system man/woman is not the only way of classifying individuals Gender spectrum |
| Gender norms in the US | US society has always promoted the essentialist idea that there are only two sexes (male/female) and a gender binary (man/woman) |
| Cisgender | a person whose gender identity aligns with the biological sex assigned at birth We live in a cis-normative society |
| Cis-normative | the assumption that all people are cisgender and privileges this over any other forms of gender identity Promotes a gender binary Essentialist approach |
| Intersex | A person born with a reproductive or sexual anatomy that does not fit into the binary male/female distinctions The biological sex is ambiguous |
| Transgender | Someone whose gender identity does not align with the biological sex assigned at birth |
| Are intersex and transgender the same? | NOT the same!! Intersex relates to a physiological designation, while being transgender is about how someone identifies and expresses their gender identity |
| Hyperandrogenism | a condition that causes a woman to produce three times the level of testosterone than average |
| Social stratification | Where members of a society are categorized and divided into groups, which are then placed in a hierarchy |
| First 2 principles of social stratification: | 1. It is a characteristic of society rather than a reflection of individual difference 2. It persists over generations |
| Last 2 principles of social stratification: | 3. Different societies use different criteria to rank their members 4. It is maintained through beliefs that are widely shared by members of society |
| Categories of stratification | Gender, sex |
| *Society creates rigid, binary gender categories (man/woman) to classify complex, diverse gender identities | |
| Class system | A ranking system based on economic resources Found in most capitalist societies It can influence one’s access to resources such as wealth, property, power, and prestige |
| Caste system | A system of stratification based on heredity One is born into a caste Determined by religious, economic or political lines as well as by skin color or other physical characteristics |
| Different between a social class system and a caste system? | Social mobility |
| Social mobility | the movement of individuals or groups within a hierarchical system |
| A closed system | very little opportunity to move from one stratum to another (caste system) |
| An open system | Ample opportunity to move from one stratum to another (class system) |
| Social mobility in America | Class lines have hardened over the year Middle class is shrinking Top 1% continues to accumulate enormous wealth at the expense of other classes Racial wealth gap has widened Poverty has worsened |
| Poverty | the state of one not having enough money to meet basic needs including food, clothing, and shelter |
| Income | money earned through salaries, investment returns, or other capital gains |
| Wealth | the total value of assets families own minus their debts |
| Racial wealth gap | One of the starkest benchmarks of inequality in the U.S !!The wealth gap measures the difference between the median wealth of blacks vs the median wealth of whites!! |
| *Limited gains made during the reconstruction era were taken away and laws put in place to limit african americans | |
| The south enacted black codes: | laws that limited the freedom of African Americans and required them to sign yearly labor contracts that restricted where they could work (to force them back on plantations) |
| The south also enacted Jim Crow Laws Which are.... | A collection of state and local statues that legalized racial segregation and denied African Americans Civil Rights |
| White racial terror and violence wiped away | small gains African Americans acquired |
| Lynching | a tool of terror |
| ***Racial wealth gap follows from centuries of policies that have systematically disadvantaged Black Americans’ ability to build, maintain, and pass on wealth | |
| Define intersectionality | Where a person's race, ethnicity, sexual orientation, religion, etc operate together in a person's life. These things are interwoven and interconnected in a person's life |
| Prism of Difference | -gender is organized and experiences differently when examined through other categories of difference like race, class, sexuality, disability, etc |
Created by:
liladdoyle