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Deviance exam 1
| Term | Definition |
|---|---|
| norms | socially transmitted standards for behavior, attitudes, demeanor, etc. |
| ABCs of deviance | attitudes, behaviors, and conditions |
| attitudes | alternative set of beliefs |
| behaviors | outward actions |
| conditions | characteristics of individuals, (race, poverty, disability, height, weight) |
| deviance | non-comformity to a norm or given set of norms |
| types of social control | internal, external, informal, formal |
| internal social control | operates through socialization, self-regulation, when norms are accepted, they are internalized and people feel guilty for violating them |
| external social control | operates through coercion, deviance punished by social control agents to bring people back in line, system of rewards and punishments (sanctions |
| informal social control | occurs in interpersonal interaction in an unofficial capacity (ex. reactions to others) |
| formal social control | efforts to bring about conformity to laws by agents of the CJ system |
| robert merton's structural strain theory | societies have goals and means, crime results from a disjunction between a society's goals and the means available to its members to achieve these goals |
| deviant response to disjunction/strain | innovation (acceptance of goals, rejection of means) |
| Agnew's general strain theory | people engage in deviance because they're stressed/strained, not all deviance results from failure to achieve positively valued goals |
| strain develops when individuals... | fail to get what they want, lose something good, receive something bad |
| why do strains increase the chances of deviance? | strain leads to negative emotions, strain may foster the social learning of crime, learn positive attitudes toward crime |
| bonds of social control | attachment to norm-abiders, commitment, involvement, belief |
| differential association (social learning) | people learn deviant behavior by associating with other deviants, intimate groups (friends, fam) are the most influential teachers |
| labeling theory | people deviate because they have previously been labeled as deviant; they're acting out the roles expected of their label, deviance is created by society reacting to individuals and labeling them as deviant |
| the power of labels | labels may influence our perception of the objects such labels seek to describe (different meaning attached to language and words), labels may influence the way people view themselves |
| conflict perspective on deviance | laws are tools used by the powerful to maintain their own privileged positions, law enforcement focuses on less powerful members and ignores the more powerful criminals |
| feminist theories | gender is a master status in patriarchal societies , gender norms influence patterns of female victimization and deviance (ex. running away, prostitution) |
| negative deviance | under/non-conformity with negative reactions, Jeffrey Dahmer |
| positive deviance | over-conformity with positive reactions, mother teresa |
| deviance admiration | under/non-conformity with positive reactions |
| rate busting | over-conformity with negative reactions, geek |
| functions of deviance | clarifies morals and affirms norms, promotes social unity, promotes social change, gives people jobs |
| function of deviance: clarifies moral and affirms norms | boundary maintenance and group identity |
| function of deviance: promotes social unity | people may be united under the common cause of punishing deviance |
| function of deviance: social change | enough deviance can lead to new norms |
| function of deviance: gives people jobs | social control agents and deviance scholars have jobs |
| how do we learn about boundaries of normative behavior? | family, social groups, newsworthy deviance (Karen at baseball game) |
| self fulfilling prophecy | when the very prediction of an event causes that event to happen (ex. labeled as an alcoholic, believe the disease is real, then abuse alcohol |
| why study deviance? | understand human behavior, theory testing, policy making |
| main methods of researching deviance | official data, self report studies (surveys), field research |
| official data | compiled and disseminated by a gov agency (UCR, NIBRS, NCVS, Census), doesn't mean objective or error-free |
| official data advantages | longitudinal, wide geographic scope, quick/cheap to access |
| official data disadvantages | ignore the dark figure of crime, don't measure minor deviance types, political pressures & biases |
| self-report surveys | people self-report their involvement in deviant acts, conducted by groups or individuals, focus on less serious crime, show that a large % of people are deviant |
| self-report surveys advantages | uncover much of the dark figure of crime, anonymous can yield more truth, allows measurement of other variables relevant to theory-testing |
| self-report surveys disadvantages | not longitudinal, not useful for measuring rare, violent, or other serious deviance, time and money consuming, measurement error due to memory or social desirability |
| early deviance surveys | Kinsey Reports showed people would disclose info when asked about their involvement in deviant/illegal acts |
| dark figure of crime | unreported crime |
| field research | sutdy deviants in their natural habitats, watch behavior firsthand, often involves in-depth, open-ended interviews |
| field research advantages | firsthand experience of deviants and deviant activities in their natural environment, rich descriptions and meanings attributed to deviance, "street" knowledge and insider POV |
| field research disadvantages | time, ethics, legal issues, danger, going native, subjective, resistant gatekeepers, low generalizability due to small samples |
| three field researcher roles | complete participant, complete observer, and participant observer |
| complete participant | join the group by pretending you're one of them |
| complete observer | observe the group from afar without ever interacting with them |
| participant observer | join the group with their knowledge that you're an outsider; participate in and observe their activities |
| going native | become so immersed in the group under study that you join the group and become a member |
| the Hawthorne Effect | the group under study act differently because they know they're being studied |
| researching dealers and smugglers Adler article | became neighbors with a drug trafficker, trouble with maintaining their cover, stoned subjects, risk of detention, gaining trust, ethical issues |
| two perspectives on defining deviance | positivist/absolutist and social constructionist/relativist |
| positivist perspective | deviant due to God, nature, universal moral codes, deviants are evil, punishing deviance upholds morality and group life |
| social constructionist perspective | deviant because people say so, humans create laws and deviance, meaning attributed to ABCs applied to deviants thru labeling |
| sociology | study of social things (group dynamics, institutions, culture, statuses, asks how do people shape society, how are people's choices affected by social forces |
| theory | an abstract idea; an explanation for some phenomenon; answers why? |
| Durkheim's collective conscious | the extent to which members of society are integrated into group life; the extent to which they share similar values, norms, beliefs |
| societies with high collective conscious should... | societies with high collective conscious should have less anomie so less deviance |
| anomie | a situation of uncertainty over norms (normlessness) usually during profound social change, a breakdown of norms |
| questions asked by positivist | why do they do it? seeks patterns between deviant behaviors and social conditions |
| questions asked by social constructionist | why is it regarded as deviant? how do deviant definitions change or come about over time? |
| relative | depends on social circumstances |
| the relativity of norms and deviance | norms vary in seriousness, vary across societies, change over time, norms vary within a particular society |
| why do people commit suicide according to Durkheim? | suicide rates appear to be higher in anomic societies (under large social change) |
| LGBTQ Article | each younger generation of women are gayer, each younger generation of men don't change in reported gayness |
| why do people commit deviance according to control theories? | ineffective direct control, lack of a stake in conformity, low self-control, and lack of belief in condemning deviance |
Created by:
23cryera
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