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Stack #4719562
| Question | Answer |
|---|---|
| Social Institutions: | Structures that organize society and guide people’s behavior. |
| Examples of Social Institutions: | Family, education, religion, economy, government. |
| Sociology | The scientific study of society, social relationships, and institutions |
| Founder of sociology | Auguste Comte: |
| Three Basic Sociological Theories: | Conflict Theory, Functionalist Theory, Symbolic Interactionism. |
| Karl Marx: | German theorist associated with Conflict Theory. |
| Conflict Theory: | Focuses on power, inequality, competition, and the struggle between groups. Looks at exploitation, inequality, power, and the struggle between groups. |
| Macro Sociology: | Studying society, social systems, and populations on a large scale. |
| Proletariat: | The poor, property-less working class. |
| Bourgeoisie: | The wealthy class that owns property and businesses. |
| Haves and Have-Nots | : The wealthy and powerful versus the poor and less powerful. |
| Capitalism: | An economic system connected to private ownership and class differences between the wealthy and working class. |
| Emile Durkheim: | French theorist associated with Functionalist Theory. |
| Functionalist Theory: | Looks at how parts of society work together to maintain stability. |
| Social facts → | Social rules or patterns that influence how people think and behave. |
| Manifest Functions: | The intended and recognized effects of something. Example: School teaches students reading, writing, and math. |
| Latent Functions: | The unintended and unrecognized effects of something. Example: School helps students make new friends. |
| Dysfunction: | Something that causes problems or disrupts society. Example High college tuition and student debt. |
| George Herbert Mead: | American theorist associated with Symbolic Interactionism. |
| Symbolic Interactionism: | Focuses on how people create meaning through interactions and symbols. Looks at individuals, interactions, symbols, and meanings. |
| Micro Sociology: | Studying individuals and small groups. |
| Socialized Self: | How society and other people influence who we become. Example: Learning to say “please” and “thank you” because your parents taught you. |
| Window Into Theory: | A way to understand how sociologists explain society and social behavior. Example: Using a theory to understand why people follow social rules. |
| Max Weber: | Sociologist who studied economic and political power and the relationship between religion and economics. |
| Verstehen: | An empathetic approach to understanding human behavior and the meaning behind people’s actions. |
| Feminist Theory: | Focuses on gender inequality, oppression, diversity, and women’s rights. |
| Industrial Revolution: | Caused rapid social changes and contributed to the development of sociology. |
| Social Structures: | Stable social patterns that organize society and influence people’s behavior.Example: Family, schools, government, and the economy. |
| social organization | an organization is a specific group such as the Red Cross or United Nations. |
| Harriet Martineau: | First female sociologist who translated Comte’s work into English and wrote about research methods and American society. |
| Martineau’s Applied Sociology: | Studied gender, racial, and class inequality to help disadvantaged groups. |
| Jane Addams: | Founded Hull House and provided social services to poor immigrants. |
| Robert Merton: | Studied bureaucratic social structures. |
| Bureaucracy: | A hierarchical system with specialized jobs, rules, merit-based positions, and impersonal relationships. |
| Objective Conditions: | The actual size or extent of a social problem. |
| Social Problems: | Conditions that harm parts of society. |
| Subjective Concerns: | How people feel or think about a problem |
| Social Inequality: | Unequal access to power, wealth, or status. |
| Human Trafficking: | Forcing or exploiting people to work for someone else's benefit. |
| Role of Sociology in Social Problems: | Sociology examines how problems are connected to the way society is organized and functions. |
| Sociological Imagination: | Seeing how personal experiences are connected to larger society. |
| Personal Troubles: | Problems experienced by individuals. |
| Public Issues: | Problems that affect society as a whole. |
| Anomie: | A breakdown of social values, norms, and order that creates instability. Example: A person feels lost and unsure of what to do after losing their job and social support. |
| Émile Durkheim | Durkheim developed the concept of anomie. |
| Durkheim’s Suicide Study: | Durkheim studied how social conditions and instability could influence suicide rates. |
| Globalization: | The increasing worldwide connection of cultures, economies, businesses, and technology. |
| Benefits of Globalization: | More jobs, increased trade, cheaper imports, technological innovation, knowledge sharing, and cultural exchange. |
| Problems of Globalization: | Job movement, economic inequality, poor working conditions, movement of skilled workers, disease spread, and illegal trade. |
| Applied Sociology: | Using sociology to help solve real-world problems. |
| Scientific Method: | A process used to develop and test theories using evidence. |
| 8 Steps of the Scientific Method: . | 1Define the question 2Review the literature 3Develop hypotheses 4Choose research design and methods 5Collect data 6Analyze data 7Draw conclusions 8Report results/new questions |
| step 1 Define the Question or Problem: | Identify what you want to study. |
| step 2 Literature Review: | Reviewing existing academic and peer-reviewed research related to your topic. |
| step 3 Develop hypotheses — | Make a prediction about what you think the answer will be. Example: Students who use more social media will have lower grades. |
| step 4 Choose research design and methods — | Decide how you will collect information. Example: Use surveys to ask students how much social media they use. |
| step 5 Collect data — | Gather the information needed for the study. Example: Survey 100 students and record their answers and grades. |
| step 6 Analyze data — | Examine the information to find patterns or relationships. Example: Compare social media use with students’ grades. |
| step 7 Draw conclusions — | Decide what the results mean and whether they support your hypothesis. Example: The results show whether higher social media use is connected to lower grades. |
| step 8 Report results/new questions — | Share what you found and identify questions for future research. Example: Present your findings and ask whether different types of social media have different effects. |
| Quantitative Research: | Research that uses numbers, statistics, and measurable data. |
| Qualitative Research: | Research that uses interviews, observations, text, and other non-numerical information |
| Reliability: | The ability of a study to produce the same results repeatedly. |
| Validity: | How well a study measures what it is supposed to measure. |
| Secondary Analysis: | Using data that was already collected for another purpose. |
| Survey | : A set of questions used to collect information from people. |
| Survey Advantage and Disadvantage: | Advantage: Cost-effective and convenient. Disadvantage: Can be inflexible and may have a low response rate. |
| Experiment:. | A study that tests how one factor affects another by using different groups |
| Experimental Group: | The group exposed to the independent variable. |
| Control Group: | The group not exposed to the independent variable. |
| Longitudinal Study: | Repeatedly studying the same subjects over a period of time. |
| Longitudinal Study Advantage: and disadvantage | Advantage: Provides broad and detailed information over time. Disadvantage: Expensive, takes years, and participants may drop out. |
| In-Depth Interview: | A one-on-one interview that asks detailed questions to understand someone’s thoughts or experiences. |
| Participant Observation: | A research method where the researcher observes people while participating in their activities. Example: A researcher joins a college club to observe how members interact with each other. |
| Focus Group: | A small group discussion led by a researcher to learn people’s opinions. |
| Content Analysis: | Studying texts, videos, music, or other media to find patterns. |
| Ethnography: | An in-depth study of a group or culture based on spending significant time with the group. |
| Snowball Sampling: | Participants help researchers find other people to participate. |
| Sample of Convenience: | Choosing participants because they are easy to access. |
| Sample of Convenience Problem: | Participants may have similar views and may not represent the larger population. |
| Case Study: | An in-depth study of one person, place, or event over a significant period. |
| Debriefing: | A follow-up explanation or review after a study. |
| Covert Observation: | Secretly studying participants without revealing the researcher’s identity. |
| Alfred Randall: | Secretly studied the Church of Satan in San Francisco and continued studying it after his identity was discovered. |
| Carol Stack: | Conducted a three-year ethnographic study of a poor African American community for her research All Our Kin. |
| Carol Stack’s Research Method: | Ethnography and snowball sampling. |
| Laud Humphreys: | Studied men engaging in anonymous gay sex in public restrooms and secretly collected information about them. |
| Five Verstehen Questions: | Who was involved? What were the circumstances? Where did it happen? When did it happen? Why did it happen? |
| General Social Survey (GSS): | A national survey that studies attitudes, behaviors, and trends in American society. |
| Anonymity: | Hiding the identities of research participants. |
| Confidentiality: | Protecting participants’ information and controlling who can access it. |
| Informed Consent: | Participants agree to participate after understanding the risks and procedures. |
| Code of Ethics: | Rules that establish appropriate and responsible behavior for researchers. |
| Objectivity: | Trying to eliminate personal bias from research. |
| Value Neutrality: | Trying to keep personal beliefs and opinions from influencing research. |
| Ethics: | Rules that help researchers protect participants and conduct research responsibly. Example: Keeping participants' information private and getting their consent before the study. |
| Scientific Method and Research: | Every step is important because each step builds on the previous one and leaving out a step can weaken the research. |
| Black Feminist Theory: | Examines how race and gender can combine to create inequality and oppression. |
| culture: | The shared beliefs, values, behaviors, language, and objects of a society. |
| Material Culture: | Physical objects that people create and use. Example: Clothing, phones, cars, and houses. |
| Nonmaterial Culture: | Ideas, beliefs, values, and norms that people share. Example: Language, religion, traditions, and manners. |
| Ideal Culture: | What society says people should believe and how they should behave. |
| Real Culture: | How people actually behave in society. |
| Five Basic Elements of Culture: | Symbols, language, beliefs, values, and norms. |
| symbols: | objects or ideas that have a shared meaning |
| language: | words and symbols used to communicate |
| verbal language: | spoken and written words |
| nonverbal language: | communication through facial expressions, gestures, and body movements |
| beliefs: | ideas that people generally accept as true |
| values: | ideas about what is good, important, or desirable |
| norms: | rules and expectations for how people should behave |
| Cultural Assumptions: | Ideas we automatically believe are normal or true because of our culture. |
| Electronic Storyteller: | Television and other media that communicate and transmit culture. |
| Gerbner’s Research: | Television can transmit cultural values, beliefs, morals, and ideas through stories and advertising. |
| George Gerbner: | Sociologist who studied how television and media influence and socialize culture. |
| cultural transmission: | the passing of culture from one generation to another |
| Family and Cultural Transmission: . | Families teach children norms, customs, and traditions. |
| Religion and Cultural Transmission: | Religion teaches cultural values and beliefs through teachings and religious texts. |
| Media and Cultural Transmission: | Media spreads cultural ideas about beauty, wealth, consumption, and status. |
| Sustainable Development: | Meeting current needs without harming future generations’ ability to meet their needs. |
| Sustainability: | Making sure current and future generations have equal or greater access to social, economic, and environmental resources. |
| Formal Norms: | Rules that are officially written or established, such as laws. |
| Informal Norms: | Unwritten rules for everyday behavior. |
| folkways: | informal rules for everyday behavior |
| Mores: | Strongly held rules about right and wrong behavior in a society. Example: Stealing is considered wrong. |
| Taboos: | Strongly forbidden behaviors in a society. |
| Subculture: | A group within society that has its own distinct culture while still being part of the larger society. Example: amish |
| cultural imperialism | : when one country's culture influences another country's culture |
| countercultures: | groups that oppose the beliefs or behaviors of the larger society |
| Cultural Relativism: | Understanding another culture based on its own values and standards rather than judging it by your culture. |
| ethnocentrism: | judging another culture by the standards of your own culture |
| Ethnocentrism vs. Cultural Relativism | : Ethnocentrism judges other cultures by your own standards; cultural relativism tries to understand other cultures from their own perspective. |
| Cultural Diffusion: | The spread of cultural ideas, practices, and technology from one society to another. |
| cultural lag: | when technology changes faster than society's norms and values |
| cultural leveling: | when different cultures become more similar |
| Functionalist Theory and Culture: | Looks at how cultural parts work together to maintain stability. |
| Conflict Theory and Culture: | Looks at conflict, inequality, power, and competition between cultural groups. |
| Symbolic Interactionism and Culture: | Looks at how people create meaning through symbols and interactions. |
| Looking-Glass Self: | The idea that we develop our self-image by imagining how others see and judge us. |
| Looking-Glass Self Step 1: | Imagine how you appear to others. |
| Looking-Glass Self Step 2: | Imagine how others judge your appearance. |
| Looking-Glass Self Step 3: | Use those imagined judgments to form your view of yourself. |
| Socialization: | The process of learning the norms, values, behaviors, and expectations of society. |
| family | The primary agent of socialization that teaches children behaviors, attitudes, and values. |
| social learning theory: | learning behaviors by watching and imitating others |
| peer groups: | groups of people with similar ages, interests, or social status |
| media | An agent of socialization that influences beliefs, behaviors, values, and attitudes. |
| Digital Natives: | People who grew up with digital technology. |
| Digital Immigrants: | People who had to learn and adapt to digital technology later in life. |
| Religion: | An agent of socialization that teaches beliefs, morals, rituals, and codes of conduct. |
| work | An agent of socialization that teaches workplace rules, behaviors, and expectations. |
| giverment | An agent of socialization that shapes behavior through laws, education, and policies. |
| dramaturgy: | the idea that people act like actors and present themselves differently in different situations |
| Goffman’s Dramaturgy: | The idea that social life is like a performance where people manage how others see them. |
| front stage: | the public part of your life that others see |
| back stage: | the private part of your life that others do not see |
| Edward Hall’s Proxemic Theory: | The theory that people use different amounts of physical space depending on their relationship and situation. Example: You stand closer to a close friend than you would to a stranger. |
| personal space: | the private physical area around a person |
| Life Course Perspective: | The idea that people continue to experience socialization and change throughout their lives. |
| Charles Cooley: | looking glass self |
| Erving Goffman: | Dramaturgy, front stage, and back stage |
| Albert Bandura: | Social learning theory. |
| Edward Hall: | Proxemic Theory and personal space. |
| Sociological Perspective: | Understanding how people and groups interact in society. |
| Positivism: | the idea that we can understand society by using scientific methods and observable evidence. Example: A sociologist uses surveys and data to study crime rates. |
| social changes | Changes that affect how society is organized. |
| Micro Sociology: | Studying individuals and small groups. |
| Queer Theory: | Questions traditional ideas about gender, sex, and sexuality. |
| Postmodern Social Theory: | The idea that society has many different realities, perspectives, and ways of understanding the world. Example: Different groups may have different ideas about what is considered normal or true. |
| Society: | A large group of people who share culture and institutions. |
| Sociological Theory: | Ideas used to understand how society works. |
| red tape | Too many rules or procedures that make something harder or slower to get done. Example: Having to fill out several forms and get multiple approvals to complete a simple request. |
| fair trade | A system that aims to give producers and workers fair prices and better working conditions. Example: Buying Fair Trade coffee helps farmers receive a fairer price for their products. |
| Rationalization of Society: | The process of organizing society around efficiency, rules, and logical decision-making. Example: A fast-food restaurant uses set procedures and timers to serve customers quickly and consistently. |
| agents of socialization: | people, groups, and institutions that influence how we think and behave |
| distance zones: | the amount of personal space people feel comfortable having around others |
| impression management: | trying to control how others see you |
| anticipatory socialization: | learning behaviors needed to become part of a group |
| degradation ceremony: | an event that breaks down a person's old identity and makes them accept a new role |
| resocialization: | replacing old behaviors and roles with new ones |
| total institution: | a place that controls almost every part of a person's life |
| feral children: | children raised without normal socialization |
| high-status youth: | young people who are considered popular by their peers |
| hidden curriculum: | behaviors and attitudes learned at school that are not part of the official lessons |
| preparatory stage: | when infants imitate others |
| play stage: | when children pretend to be other people and practice roles |
| game stage: | when children understand and take on multiple roles at once |
| significant other: | people who are important to the development of your self |
| generalized other: | understanding and internalizing society's norms and expectations |
| self | a person's identity developed through social interactions |
| i | the unsocialized self based on personal wants and needs |
| me | the social self based on the attitudes of others |
| society | a group of people who share a common political system and identity |
| value contradictions: | conflicts between different values |
| technological determinism: | the idea that technology drives changes in society |
| Sapir-Whorf theory: | the idea that language affects how people see the world |
| culture shock: | confusion or discomfort when experiencing a new culture |
| high culture: | culture associated with wealthy or elite members of society |
| popular culture: | culture that is widely accepted and enjoyed by many people |
| cultural universals: | parts of culture found in every society |
| dominant ideology: | beliefs and interests of the majority |
| sanctions: | rewards or punishments that encourage people to follow norms |
| Verstehen: | Understanding people’s behavior by understanding the meaning behind their actions. |
| Institutional Review Board (IRB): | A committee that protects people who participate in research. |
| Operational Definition: | A clear way to measure a variable. |
| American Sociological Association (ASA): | An organization that supports and advances sociology. |
| Hawthorne Effect: | People change their behavior because they know they are being watched. |
| Time Diary Method: | Participants record what they do at different times over several days. |
| Groupthink: | When group members agree with the group instead of sharing different opinions. |
| Representative Sample: | A smaller group that accurately represents the larger population. |
| Independent Variable: | The factor that causes a change. |
| Dependent Variable: | The factor that is changed or affected. |
| Peer Review: | Experts evaluate research to check its quality. |
| What is social interaction? | Interpersonal relationships between two or more persons. |
| What is social context? | The environment of the interaction. |
| What are the three basic processes commonly present during social interaction? | Social context, social construction of reality, and social attribution. |
| What is the definition of the situation? | An individual's interpretation of the social setting. |
| What is social attribution? | An explanation of how others appear, behave, or are motivated. |
| What are the three basic processes commonly present during social interaction? | Social context, social construction of reality, and social attribution. |
| Fundamental Attribution Error: | The tendency to blame a person’s behavior on their personality instead of their situation. Example: Someone is late to class, and you think they are lazy instead of considering that they were stuck in traffic. |
| What is face work | Actions people take to avoid embarrassment and protect their social image during an interaction. Example: If you accidentally say something awkward, you laugh it off to make the situation less uncomfortable. |
| What is social exchange? | The idea that people make social decisions by weighing the costs and benefits of a relationship or interaction. Example: Staying friends with someone because the support and good times outweigh the arguments. |
| What is a social script? | An expected pattern of behavior for a specific social situation. Example: In class, you sit down, listen to the teacher, take notes, and raise your hand before speaking. |
| What is a status set? | The collection of statuses held at one time. |
| What is an ascribed status | A social status you are born with or assigned without choosing it. Example: Age, race, or sex. |
| What is an achieved status? | A social status you earn or accomplish through your choices or efforts. Example: Becoming a college graduate, doctor, or athlete. |
| What is a master status? | The social position that is most important or central to your identity. Example: Being a student may be someone’s master status. |
| Conspicuous Consumption: | Publicly showing off expensive things to increase social status. Example: Buying a luxury car to show wealth. |
| Social Roles: | Expected behaviors for a specific status or position. Example: A student is expected to attend class, study, and complete assignments. |
| Role Set: | the different relationships connected to one social status. Example: A student has relationships with professors, classmates, and school staff |
| role strain | Stress caused by conflicting demands within ONE role. Example: A student has a test and a big assignment due on the same day. |
| role conflict | Stress caused by competing demands from TWO OR MORE roles/statuses. Example: Your job requires you to work while your family expects you to attend a family event. |
| role exit | The process of leaving an important role. Example: Leaving your role as a student after graduating. |
| Four Stages of Role Exit: | Doubt Role Commitments Seek Alternatives Turning Point Create an Ex-Role |
| Doubt Role Commitments | — Questioning your commitment to the current role. Example: You start wondering if you still want your job. |
| Seek Alternatives — | Looking for other options. Example: You start searching for a different career. |
| Turning Point — | Actually leaving the old role. Example: You quit your job. |
| Create an Ex-Role — | Adjusting to life after leaving the role. Example: You begin seeing yourself as a former employee and take on a new role. |
| Role Attachment: | The emotional intensity connected to a role. Example: A teacher feels very emotionally connected to being a teacher. |
| Role Residual: | Continuing to identify with a previous role after leaving it. Example: A retired police officer still thinks of themselves primarily as a police officer. |
| primary groups | Small, close, and long-lasting groups. Example: Family or close friends. |
| secondary group | Larger, less personal, and usually focused on a task or goal. Example: Coworkers or classmates working on a project. |
| social networks | People and organizations connected to one another. Example: Your friends, family, classmates, and coworkers form your social network. |
| Thomas Theorem: | If people believe something is real, it becomes real in its consequences for them. Example: If you believe someone is angry with you, you may avoid them even if they aren't actually angry. |
| Telling the Truth about Damned Lies and Statistics: | The idea that statistics can be misleading or misinterpreted, so we need to look carefully at how data is collected and presented. Example: A study says “90% of people prefer a product,” but only 10 people were surveyed. |
| Body Ritual Among the Nacirema: | An article that describes American culture as if it were a strange, unfamiliar culture to show how cultural beliefs can seem unusual when viewed from the outside. Ex:Going to the dentist is described as a strange ritual performed to improve the body. |
| The Internet Killed Subcultures: | The idea that the internet has changed traditional subcultures by making them easier to access, spread, and connect with globally. Example: People interested in the same music or fashion can connect online even if they live far apart. |
| genie | A case of a child who experienced extreme social isolation and lacked normal social interaction during childhood, showing the importance of socialization. ex Genie had difficulty developing normal language and social skills after years of isolation. |
Created by:
sophiasouza