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SOC EXAM 2
| Question | Answer |
|---|---|
| Nature vs. Nurture | The debate over whether human behavior is shaped more by biology (nature) or social environment and experience (nurture). |
| Biological Determinism | The idea that biology/genetics largely determines human behavior and characteristics. |
| Social Determinism | The idea that society and social environment largely shape human behavior. |
| Socialization | The lifelong process of learning society's norms, values, behaviors, and roles. |
| Feral Children | Children who grow up with little or no human social interaction and therefore lack normal social development. |
| Genie Case | A case of a severely isolated child that demonstrated the importance of early socialization, especially for language development. |
| Self | A person's awareness and understanding of who they are. |
| Charles Cooley | Sociologist who developed the concept of the looking-glass self. |
| Looking-Glass Self | The idea that we develop our self-image based on how we think others see and judge us. |
| 3 Parts of Looking-Glass Self | 1. Imagine how others see us. 2. Imagine their judgment of us. 3. Develop feelings about ourselves based on that judgment. |
| George Herbert Mead | Sociologist who explained how the self develops through social interaction and role-taking. |
| Preparatory Stage | Children imitate others but do not yet understand the roles they are imitating. |
| Play Stage | Children learn to take the role of specific people, such as parents or teachers. |
| Game Stage | Children understand multiple roles and how those roles relate to one another. |
| Generalized Other | Society's broader expectations and rules that people learn and use to guide their behavior. |
| Erving Goffman | Sociologist who developed dramaturgy, comparing social interaction to a theatrical performance. |
| Dramaturgy | The idea that social life is like a performance where people present themselves differently depending on the situation. |
| Impression Management | The process of controlling how other people perceive us. |
| Frontstage | The setting where we perform our roles and try to create a certain impression. |
| Backstage | The setting where we can relax and stop performing our public role. |
| Agents of Socialization | People, groups, and institutions that teach us society's norms and values. Examples: family, school, peers, media, religion, workplace. |
| Hidden Curriculum | Unofficial lessons taught by schools, such as obedience, punctuality, competition, and following rules. |
| Adult Socialization | The process of learning new norms, behaviors, and roles as an adult. |
| Resocialization | The process of replacing old behaviors, values, and norms with new ones. |
| Total Institution | An institution that controls nearly every aspect of a person's daily life. Examples: prisons, military boot camps, some mental hospitals. |
| Status | A socially recognized position a person occupies. |
| Ascribed Status | A status assigned to someone at birth or involuntarily later in life. |
| Achieved Status | A status earned or chosen through actions, decisions, or accomplishments. |
| Master Status | A status that becomes especially important in defining how others see a person. |
| Role | The behaviors and expectations associated with a particular status. |
| Role Conflict | Conflict between the expectations of two or more different roles. |
| Role Strain | Difficulty meeting competing expectations within the same role. |
| Role Exit | The process of leaving an important social role and developing a new identity. |
| Agency | A person's ability to make choices and intentionally influence their own life. |
| Primary Group | A small group with close, personal, and long-lasting relationships. Example: family or close friends. |
| Secondary Group | A larger, more formal group organized around a specific goal or activity. Example: classmates or coworkers. |
| Anomie | A state of normlessness where social norms become weak, unclear, or absent. |
| Virtual Community | A community whose members primarily interact through the internet or digital technology. |
| Dyad | A group consisting of two people |
| triad | A group consisting of three people. |
| Social Capital | Resources and benefits people gain from their social relationships and networks. |
| In-Group | A group that a person identifies with and feels they belong to. |
| Out-Group | A group that a person does not identify with and may see as different from their own group. |
| Reference Group | A group that people use as a standard for judging themselves, their behavior, or their success. |
| Group Cohesion | The strength of relationships and sense of unity among members of a group. |
| Groupthink | When members prioritize agreement and group harmony over critical thinking and good decision-making. |
| Compliance | Changing behavior because of pressure, rewards, or punishment while not necessarily changing personal beliefs. |
| Identification | Adopting behaviors or beliefs because you want to be like or connected to another person or group. |
| Internalization | Accepting a belief or behavior as personally correct and making it part of your own values. |
| Bureaucracy | A formal organization characterized by hierarchy, specialization, rules, and impersonal relationships |
| Characteristics of Bureaucracies | Division of labor, hierarchy, formal rules, specialization, impersonality, and written records. |
| McDonaldization | The process of organizations becoming increasingly focused on efficiency, calculability, predictability, and control. |
| Structural Functionalism & Groups | Groups help maintain social stability and perform important functions for society. |
| Conflict Theory & Groups | Groups involve competition over power and resources and can reinforce inequality. |
| Symbolic Interactionism & Groups | Groups are created and maintained through social interaction and shared meanings |
| Deviance | Behavior that violates the norms or expectations of society. |
| Functionalist View of Deviance | Deviance can reinforce social norms, create social unity, and clarify what society considers acceptable. |
| Conflict View of Deviance | Powerful groups influence which behaviors are labeled deviant and how people are punished. |
| Symbolic Interactionist View of Deviance | Deviance is learned through interaction and shaped by how others respond to and label behavior. |
| Merton's Strain Theory | Deviance can occur when society promotes goals but people lack legitimate means to achieve those goals. |
| Conformist | Accepts society's goals and uses legitimate means to achieve them. |
| Innovator | Accepts society's goals but uses illegitimate means to achieve them. |
| Ritualist | Gives up society's goals but continues following legitimate means/rules. |
| Retreatist | Rejects both society's goals and legitimate means of achieving them. |
| Rebel | Rejects existing goals and means and seeks to replace them with new ones. |
| Differential Association Theory | Deviant behavior is learned through interaction with other people, especially close groups. |
| Labeling Theory | Behavior becomes deviant partly because society labels a person or behavior as deviant. |
| Stigma | A negative social label or characteristic that causes a person to be viewed as socially discredited. |
| Passing | Hiding a stigmatized identity to avoid discrimination or negative treatment. |
| In-Group Orientation | Identifying with and seeking support from others who share the same stigmatized identity. |
| Deviance Avowal | When a person openly accepts or claims a deviant identity. |
| Uniform Crime Report | A major source of U.S. crime statistics based on information reported by law enforcement agencies. |
| Deterrence | Punishing people to discourage them and others from committing crimes. |
| Retribution | Punishing someone because they deserve punishment for committing a crime. |
| Incapacitation | Preventing someone from committing more crimes by restricting their freedom, usually through imprisonment. |
| Rehabilitation | Attempting to change offenders' behavior so they can successfully return to society. |
| Mass Incarceration | The large-scale imprisonment of people, particularly characteristic of the United States. |
| Nordic Prison Focus | Emphasizes rehabilitation, humane treatment, normalization, and preparing prisoners to return to society. |
| Positive Deviance | Behavior that violates social norms but produces a positive or beneficial outcome. |
Created by:
mrider