Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Sociology
| Term | Definition |
|---|---|
| Mills v. Board of Education of the District of Columbia | upheld students’ right (regardless of ability) to education, finding that they were to be given either public education services or private education |
| Manifest Functions of Education | Openly stated functions with intended goals (socialization, transmission of culture, social control, social placement, cultural innovation) |
| Latent Functions of Education | Hidden, unstated functions with sometimes unintended consequences (courtship, social networks, group work, creation of generation gap, political and social integration) |
| Cultural Capital | currency to help one navigate a culture |
| Hidden Curriculum | nonacademic knowledge that people learn through informal learning and cultural transmission |
| Tracking | sorting system that places students on “tracks” (advanced, low achievers) that perpetuate inequalities |
| Sorting | classifying students based on academic merit or potential |
| Grade Inflation | achievement level associated with an A today is notably lower than the achievement level associated with A-level work a few decades ago |
| Education Gap | a persistent disparity in academic performance, graduation rates, or access to resources among different student groups, often based on socioeconomic status, race, or ethnicity |
| Socialization (Education) | the process by which schools and educators teach students the norms, values, behaviors, and social skills necessary to function effectively in society |
| Social Control (Education) | the mechanisms schools use to regulate student behavior, fostering conformity to social norms, rules, and authority |
| Social Placement | the use of education to improve one’s social standing |
| Labeling in Education | the process where teachers attach definitions or meanings to students (e.g., "bright," "troublemaker," "lazy") based on stereotypes, behavior, or appearance rather than actual ability |
| Pierre Bourdieu | cultural capital alters the experiences and opportunities available to French students from different social classes. |
| Symbolic Interactionism (Education) | study the dynamics of the classroom, the interactions between students and teachers, and how those affect everyday life. |
| Conflict Theory (Education) | a means of widening the gap in social inequality |
| Functionalism (Education) | education equips people to perform different functional roles in society. |
| Family | socially recognized groups of individuals who may be joined by blood, marriage, or adoption and who form an emotional connection and an economic unit of society |
| Family Orientation | the family into which one is born |
| Family of Procreation | a family that is formed through marriage |
| Family Life Cycle | a set of predictable steps and patterns families experience over time |
| Nuclear family | two parents (traditionally a married husband and wife) and children living in the same household |
| Social Stratification | a socioeconomic system that divides society’s members into categories ranking from high to low, based on things like wealth, power, and prestige. Also called inequality. |
| Conspicuous Consumption | the act of buying and using products to make a statement about one’s social standing |
| Social Class | a group who shares a common social status based on factors like wealth, income, education, and occupation |
| Wealth | the value of money and assets a person has from, for example, inheritance or salary. |
| Prestige | high status, admiration, and respect accorded to a person, organization, or item due to their success, influence, or high quality |
| Income | the money a person earns from work or investments |
| Karl Marx (social stratification) | believed social stratification resulted from people’s relationship to production. People were divided into two main groups: they either owned factories or worked in them. argued that proletariats were oppressed by the bourgeoisie. |
| GNI PPP (Gross National Income – Purchasing Power Parity) | GNI measures the current value of goods and services produced by a country. PPP is used to convert the GNI into a relative international unit. |
| Davis-Moore Thesis | argued that the greater the functional importance of a social role, the greater must be the reward. |
| Social Mobility | the ability of individuals to change positions within a social stratification system. |
| Symbolic Interactionist Perspective (social stratification) | people interact primarily with others who share the same social standing. because of social stratification people tend to live, work, and associate with others like themselves, |
| Conflict Perspective (social stratification) | Stratification perpetuates inequality. Marxism. class conflicts |
| Functionalist Perspective (social stratification) | social stratification represents the inherently unequal value of different work. Certain tasks in society are more valuable than others (for example, doctors or lawyers). Qualified people who fill those positions are rewarded more than others. |
| Cyberfeminism | the application to and promotion of feminism online |
| Social Norm Function of Media | serves to socialize us, helping us pass along norms, values, and beliefs to the next generation. |
| Deviance | a violation of contextual, cultural, or social norms |
| Crime | a behavior that violates official law and is punishable through formal sanctions |
| Sanctions | the means of enforcing rules |
| Positive Sanctions | rewards given for conforming to norms |
| Negative Sanctions | punishments for violating norms |
| Formal Sanctions | sanctions that are officially recognized and enforced |
| Informal Sanctions | sanctions that occur in face-to-face interactions |
| Strain Theory | a theory that addresses the relationship between having socially acceptable goals and having socially acceptable means to reach those goals |
| Primary Deviance | a violation of norms that does not result in any long-term effects on the individual’s self-image or interactions with others |
| Secondary Deviance | deviance that occurs when a person’s self-concept and behavior begin to change after his or her actions are labeled as deviant by members of society |
| Labeling Theory | deviance is not inherent in an act, but rather a social construct created when society labels certain behaviors as deviant. |
| Legal Codes | codes that maintain formal social control through laws |
| Victimless Crime | activities against the law, but that do not result in injury to any individual other than the person who engages in them |
| Nonviolent Crime | crimes that involve the destruction or theft of property, but do not use force or the threat of force |
| Corporate Crime | crime committed by white-collar workers in a business environment |
| Street Crime | crime committed by average people against other people or organizations, usually in public spaces in Education |
| Society | a group of people who live in a definable community and share the same cultural components |
| Hunter-Gatherer Society | societies that depend on hunting wild animals and gathering uncultivated plants for survival |
| Agricultural Society | societies that rely on farming as a way of life |
| Feudal Society | societies that operate on a strict hierarchical system of power based around land ownership and protection |
| Industrial Society | societies characterized by a reliance on mechanized labor to create material goods |
| Information Society | societies based on the production of nonmaterial goods and services |
| Collective Consciousness | the communal beliefs, morals, and attitudes of a society |
| False Consciousness | a condition in which the beliefs, ideals, or ideology of a person are not in the person’s own best interest |
| Looking-Glass Self | our reflection of how we think we appear to others |
| Institutionalization | the act of implanting a convention or norm into society |
| Anomie | a situation in which society no longer has the support of a firm collective consciousness |
| Social Roles | the expected behaviors, obligations, and privileges attached to a specific social status or position |
| Achieved Status | the status a person chooses, such as a level of education or income |
| Ascribed Status | the status outside of an individual’s control, such as sex or race |
| Charles Cooley | developed the concept of the "looking-glass self" |
| Culture | shared beliefs, values, and practices |
| Ethnocentrism | the evaluation and judgment of another culture based on one’s own cultural norms |
| Xenocentrism | the preference for the products, styles, ideas, or cultures of another society over one's own, often believing foreign items are superior |
| Cultural Imperialism | the imposition of a dominant culture's values, beliefs, and practices onto less powerful societies, often through mass media, education, and economic influence |
| Moral Relativism | the perspective that moral judgments, norms, and ethical codes are not universal, but are instead relative to specific cultures, social groups, or historical contexts. |
| Social Control | a way to encourage conformity to cultural norms |
| Formal Sanctions | official, documented penalties or rewards enforced by authorities—such as governments, courts, or employers—to regulate behavior and uphold rules. |
| Informal Sanctions | unofficial, spontaneous reactions—positive or negative—from individuals or groups (peers, family, community) that enforce social norms and control behavior |
| High Culture | the cultural patterns of a society’s elite |
| Popular Culture | mainstream, widespread patterns among a society’s population |
| Material Culture | mainstream, widespread patterns among a society’s population |
| Ideal Culture | the standards a society would like to embrace and live up to |
| Norms | the visible and invisible rules of conduct through which societies are structured |
| Values | a culture’s standard for discerning what is good and just in society |
| Paradigms | broad theoretical framework, model, or lens comprising shared assumptions, beliefs, and values that guide how sociologists view society, formulate research questions, and interpret data |
| Scientific Method | asking a question researching existing sources forming a hypothesis designing a data collection method gathering data conclusions |
| Correlation | one variable coincides with a change in another variable but does not necessarily indicate causation |
| Field Research | gathering data from a natural environment |
| Nonreactive Research | using secondary data does not include direct contact with research subjects and does not influence behaviors |
| Hawthorne Effect | when study subjects behave |
| Observational Bias | individuals modify their behavior—often improving performance—simply because they know they are being observed, rather than due to changes in environmental conditions |
| Interpretive Framework | seeks in-depth understanding if a topic or subject through observation or interaction; this approach is not based on hypothesis testing. |
| Empirical Evidence | comes from direct observations, scientifically gathered data or experimentation |
| Value Neutrality | remaining impartial, without bias or judgement during the course or study and in publishing results |
| Sociology | systematic study of society and social interaction |
| Sociological Imagination | allowing individuals to understand their personal troubles as public issues |
| Positivism | applies scientific methods—observation, experimentation, and comparison—to study social behavior objectively. |
| Antipositivism | social researchers should strive for subjectivity as they worked to represent social process, cultural norms, and societal norms |
| Symbolic Interactionism | the relationship of individuals within their society by studying their communication |
| Structural Functionalism | sees society as a structure with interrelated parts designed to meet the biological needs of individuals that make up society |
| Conflict Theory | a theory that looks at society as a competition for resources |
| Macro-level Analysis | social structures within a society |
| Micro-level Analysis | relationships between individuals |
| Verstehen | to understand in a deep way |
| Auguste Comte | reintroduced sociology and believed social scientists could study society using the same scientific methods used in natural science *coined positivism |
| Karl Marx | rejected positivism, wrote communist manifesto, conflict theorist |
| Max Weber | didn't use standard scientific method to accurately predict the behavior of groups. because influence of culture and human behavior must be viewed (verstehen) outsiders attempt to understand from insiders point of view |
| Émile Durkheim | He believed society is a complex system whose parts work together to promote solidarity and stability, much like a living organism. functionalist |
| C. Wright Mills | coined sociological imagination |
| Communism | economic system where there is no private or corporate ownership: everything is owned communally and distributed as needed |
Created by:
user-2022939