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Sociology Section 1
Study guide for final
| Question | Answer |
|---|---|
| Sociology | The academic study of social behavior using empirical investigation and analysis to draw conclusions about social order, disorder, and change. |
| Sociological Imagination | The term coined by C. Wright Mills to describe a way of understanding the world that involves thinking about things from different perspectives and putting personal circumstances into a wider context. |
| Social Facts | types of behavior and thinking external to the individual" which have "a compelling and coercive power" (Durkheim, 1982, p.51). If you have ever looked at an outfit in your closet and thought "I can't wear that," you have experienced a social fact. |
| Positivism | The belief that knowledge should be based on things we can observe, measure, improve through evidence, rather than opinions, beliefs, or assumptions |
| Comte | Known as the father of sociology, he believed that society should be studied scientifically using facts observations and evidence rather than just opinions or beliefs |
| Martineau | She was an English writer and early sociologist that studied how society works especially how women families and marginalized groups were treated. |
| Marx | German philosopher economist and social thinker believe that society is strongly shaped by money work and who has economic power |
| Spencer | An English philosopher and sociologist believed that society changes and develops over time much like living organisms evolve His ideas come from Charles Darwin's theory of evolution to society |
| Durkheim | A French sociologist one of the founders of sociology he studied how society holds people together and how social rules values and relationships affect people's behaviors |
| Addams | American social reformer and sociologist work to help poor and immigrant communities and believe that sociologists should use their knowledge to improve society |
| Weber | A German sociologist and one of the major founders of sociology studied why people behave the way they do and how society culture religion and institutions influence people's actions |
| Du Bois | An American sociologist historian and civil rights activist studied racism inequality and the experiences of black Americans used research and statistics to show how racial discrimination affected people's lives |
| In1920s Katherine moved 100 miles away when she was in 8th grade. She is a woman of color who went on to become a high ranking mathematician for NASA and awarded the Presidential Medal of Freedom in 2015. How does sociological imagination tie in? | Catherine's achievements show how personal experiences are connected to larger social forces like race gender and education |
| Why would the following statement be considered a social fact: You need money to survive | It is a social fact because society has created systems where money is necessary to access basic needs like food housing and healthcare |
| Why would the following statement NOT be considered a social fact: Eating fruits and vegetables are important | Because it is mainly a health slash nutritional fact not a rule or condition created and enforced by society |
| Functionalist Perspective | Society is like a machine each part has a purpose and helps keep the whole system working |
| Conflict Perspective | Different groups compete for power and resources creating inequality and conflict |
| Symbolic interactionist perspective | People understand and give meaning to the world through everyday interactions and symbols |
| Applied sociology | Using sociology to understand and solve real life problems |
| Clinical sociology | Using sociology to identify and solve problems in peoples lives or communities |
| Micro/Macro of Symbolic interactionist perspective | Micro level perspective , Focuses on small everyday interactions between people and the meanings they give to things, example: how two friends interpret a text message based on the words emojis or tone used |
| Micro/Macro of Functionalist perspective | Macro level perspective, Focuses on how large parts of society like education, government, family, and religion, work together to keep society stable |
| Micro/Macro of Conflict perspective | Macro level perspective, focuses on how large groups compete for power, money, resources, creating inequality |
| What perspective and why? Education often reinforces existing social inequalities by giving greater advantages to students from wealthier and more powerful groups | Conflict perspective, Education can benefit powerful groups and reinforce inequality |
| What perspective and why? In everyday classroom interactions, a teacher labeling a student as a “troublemaker” can shape that student’s self-concept and future performance | Symbolic interactionism, everyday interactions and labels can shape a person's self image of behavior |
| What perspective and why? The purpose of the education system is to pass on knowledge, skills, and cultural values, to create an educated workforce. | Functionalism education has a purpose and helps society function |
| What perspective and why? State-wide and national testing pressures in schools undermine the purpose of the institution, creating dysfunctions. | Functionalism, when parts of an institution don't work properly they can create dysfunctions |
| Descriptive research | Describes what is happening |
| Explanatory research | Explains why something happens |
| Quantitative research | research using numbers, statistics, and measurable data |
| Qualitative research | research using words, descriptions, and people's experiences |
| Survey | collecting information by asking people questions usually through a questionnaire |
| Experiment | Research where the researcher changes one factor to see how it affects another |
| Field Research | Studying people in their natural everyday environment |
| Participant Observation | Researcher joins a group or activity while observing it |
| Ethnography | An in-depth study of a culture or group usually by spending a significant time with the group |
| Case Study | An in-depth study of one person group or organization or situation |
| Content Analysis | Studying written spoken or visual material to identify patterns or themes |
| Secondary Analysis | Using data that someone else has already collected for a new research question |
| Difference between descriptive and explanatory research? Examples of each | descriptive is what explanatory is why. How many high school students work part time jobs versus why are high school students who work part time more likely to have lower grades |
| Informed consent, what is it and why is it important? | Participants understand what the research involves and agreed to participate, important because people have the right to make an informed choice |
| No exploiting participants, what is it and why is it important? | Researchers must not take advantage of or harm participants important because participants deserve to be treated fairly and safely |
| Confidentiality, what is it and why is it important? | Keeping participants personal information private important because it protects participants privacy |
| Proper attribution, what is it and why is it important? | Giving credit to the people whose ideas or research you use, important because it prevents plagiarism |
| Expertise, what is it and why is it important? | Researchers should have the knowledge and skills needed to conduct the research properly, important because it helps ensure research is safe and reliable |
| No conflict of interest, what is it and why is it important? | Researchers should not allow personal or financial interest to influence their research, important because it keeps research objective and trustworthy |
| Accurate reporting of results, what is it and why is it important? | Researchers must report their findings honestly even if the results aren't what they expected, important because people need truthful information they can trust |
| What type of research method? Exploring how frequent social media use influences the development of self-identity among a group of 10 senior at a local high school | Case Study |
| What type of research method? Working at a restaurant for 6 months to study employee culture | Field Research |
| What type of research method? Observing whether students walking across campus are more likely to observe a “Do Not Enter” sign on campus if there is a security guard present versus when one is not | Experiment |
| What type of research method? Using the Uniform Crime Report to show whether crime rates increased or decreased in the last ten years | Secondary data analysis |
| What type of research method? giving a questionnaire to working adults to ask how they manage a work-life balance | Survey |
| What type of research method? Watching 100 television commercials and observing the portrayal of gender roles between men and women | Content Analysis |
Created by:
Hutch2026