Question |
Answer |
composed of networks of status positions and the roles/cultural systems associated with those positions |
Social structure |
What is culture? |
Society's personality;the shared, taken for granted values, beliefs, objects, and roles that guide people's lives |
Our own culture is usually _______ to us. |
invisible |
What are the dimensions of culture? |
Non material and material |
What is non material culture? |
knowledge, beliefs, customs, morals, and symbols that form a pattern of behavior |
What is material culture? |
Physical artifacts and objects created by humans; technical advancements that shape and are shaped by nonmaterial culture. |
Global _____ is disappering |
purity |
the interdependency of countries |
globalization |
play a role in linking the worlds cultura system |
1. transnational media 2. global communication 3. transportation4. International migration |
What are subcultures |
Values, behaviors, and physical artifacts of a group that distinguish it from the larger culture within which it exists |
Examples of subcultures |
1. religious groups2. Ethnic and racial communities3. Community organized music or style |
What are norms? |
Social rules developed by humans that guide actions or choicesex. dont pick your nose in public |
Sanctions |
Social responses to conduct which discourages norm violations and serve to reinforce them |
Cultural relativism |
beliefs and practices must be understood within the context of the culture in which they were found |
Ethnocentrism |
the tendency to evaluate other cultures using ones own culture as a standard (ones own culture is superior) |
The things that keep us performing our norms |
More, Folkways, Institutional normsj |
More |
have a strong moral component and are sometimes made into lawex. incest is bad |
folkways |
No strong ethical component; sanctions are mild and informalex. stand during the national anthem |
Institutional norms |
Closely connected to social institutions; change as social institutions change |
possibly the most famous sociologist |
Karl Marx |
Born in ______(year) in ________(country) |
1818; Trier, Germany |
Karl Marx moved frequently due to _______ |
persecution for his radical philosophical and political writings |
Karl Marx's most famous works |
Das Kapital and Manifesto of the communist party |
Who was the first conflict theorist |
karl Marx |
What is conflict theory |
it attempts to explain human history through the lens of competing classes |
"the two marxes" |
(early career)- idealist and humanist(later career) – Historical materialist |
Idealist humanist Marx |
concerned with human conditions under modernity and how to improve them; concept of alienation |
Historical Materialist |
concerned with class struggle, exploitation, communist theory |
Karl Marx's two major contributions to Sociology |
Theory of Alienation and class |
Theory of alienation |
Enstrangement of people from aspect of their humanity as a consequence of being a mechanistic part of a social class |
Das Kapital is how many parts? How many parts did Marx see in his lifetime |
3; 1 |
The second and third versions of Das Kapital were completed by |
Engels |
Main point of Das Kapital |
labor theory of value |
What is the labor theory of value |
the motivating force of capitalism in the idea that the exploitation of labor, whose unpaid (or underpaid) work is the source of surplus value |
is able to claim the right to the surplus because they are legally protected by the ruling regime through property rights |
The owner of the means of production |
The Communist Manifesto main views |
1. The history of all hitherto existing society is the history of class struggles2. Societies have always taken the form of an oppressed majority living under the thumb of an oppressive minority |
Socialization |
The process by which people learn the values, attitudes, and behaviors that are appropriate and expected by their culture and community |
the outcome of socialization |
the needs of society become the needs of the individual |
Agents of socialization |
Friends, family, peer, etc |
Anticipatory Socialization |
Taught in home during childhood, in anticipation of statuses which may be held in adulthood |
the unique set of traits, behaviors, and attributes that distinguish one person from another (capable of reflexive behavior |
theory of self |
Differentiation of self |
Must learn to recognize ones self as distinct from the rest of the physical environment, including other people |
Ability that we are not born with |
Differentiation of self |
Founder of Looking-glass self |
Clarks Horton Cooley |
Looking glass self theory |
States that our self-image is shaped not only by our direct contemplation of our personal qualities, but also from our perceptions about how we are being perceived by others |
Founder of symbolic interactionism |
George H. Mead |
Concerned primarily with "Social Self" |
Symbolic Interactionism |
Pragmatic and heavily involved in Chicago's social and political affairs |
George H. Mead |
Social Self |
How self relates to others, and developed through interaction |
I vs. me |
me = social self; I = response to social self |
developed the building blocks of symbolic interactionism |
George H. Mead |
Symbolic Interactionism |
micro-level focus concerned with human interactions |
Development of role taking |
Play Stage > Game Stage > Generalized other |
Play stage |
Children cannot shift perspectives |
game stage |
children can understand how they fit into the game as a whole; can understand rules and behaviors |
Generalized other |
children can understand expectations of a larger community; notion that a person has of the common expectations that others have about actions and thoughts within a particular society (almost a conscience) |
Role taking |
Lower class better than the upper class at identifying emotional expressions; those with relatively less power are more attuned to the responses of others |
Feral children |
Where the process of Socialization is interrupted or non existent (Genie Wiley and the wolf-pack brothers_ |
Resocialization |
Socialization continues throughout the life course. People learn new values, norms, and expectations (spouse, parent, employee, elderly person) |
Total institutions |
cut off from a wider society (ex. prison, armed forces, monasteries, cults) |
Individualistic culture |
Emphasis on the individual; personal traits and accomplishments |
Developed the ideas of total institutions |
Goffman (1961) |
Collectivist culture |
Emphasis on the collective (kin and community); affiliations and community ties are important; loyalty to group carries a high value |
Socialization and Stratification |
Social class; different values emphasized by class |
Social class |
People who have similar positions in the class heirarchy; Position within the class heirarchy has powerful influence on socialization experiences and outcomes |
Lower middle class has an emphasis on ______, while upper class has emphasis on ________ |
obedience; independence and self direction |
Values that track into different rates of educational attainment and occupations held later in life |
different values that are emphasized by class (doctors are more independent and less textbook |
Example where race has an influence on socialization |
Majorities/minorities and their views on police officers |
Sex |
biological maleness or femaleness |
Gender |
Psychological, social, and cultural aspects of maleness/femaleness |
How does gender affect socialization |
Children learn appropriate male/female interactions through interactions with parents early in life |
Gender and childrearing (socialization) |
Subtle instruction on proper gender behavior (chores, rigidity on males, gender typed activities) |
How does education affect socialization |
Where we learn what is expected by ourselves and of us view notes |
How does religion affect socialization |
helps groups determine from what is right and what is wrong; rites of passage |
how does media affect socialization |
furnishes a picture of reality that can influence norms (violence, gender stereotypes) |
Possibly the most influential American Sociologist of all time |
Goffman |
Impression formation |
Vague idea of who someone is based on available information (clue) |
Impression management |
Everyday life is a series of performances that we (the actors) try to "sell" a particular image of ourselves to other (the audience) |
Developed the theory of Impression management |
Goffman |
Dramaturgical reference in Impression management |
Front stage (audience is present)/back stage (allowed to break character because no one is watching |
Props |
enhance and lend credibility to the performance; ability to manipulate props is important |
2 or more cooperate to make an impression for an audience |
performance team |
What forms a successful performance team |
Trust among members, shared objective, reliability |
Who are not good at making good team members |
children |
Where was Goffman born |
Canada |
Developed social interactionism into what we know it as today |
Goffman |
Goffman's most influential work |
The Presentation of Self in Everyday Life |
Goffman used the imagery of the ______ to portray the importance of social action |
theatre |
Goffman claims that all actions are _______ |
social performances |
When the identity one is presenting is suddenly and/or unexpectedly discredited |
Spoiled identities |
Spoiled identities have the ability to destroy? and they are commonly seen as ____ |
the orderliness of a social interaction and are common; usually a cause of embarassment |
Aligning actions |
Attempts to restore order and minimize damage to the identity |
types of aligning actions and what are their purposes |
Account – after damaging action (excuse);Disclaimer – before potentially damaging/discrediting action |
Stigma |
Permanent spoiling of ones identity that is deeply discrediting and insurmountable |
Why is stigma so powerful |
it cancels out or overshadows other traits or characteristics |
What are the 3 types of stigma |
1) defects of the body 2) defects of the character 3) membership in devalued social groups |
Strategies by non stigmatized people |
avoidance; pressure the stigmatized to conform |
strategies by the stigmatized people |
1) hide the stigma 2) selective disclosure of the stigma 3) make light of stigma 4)highlight or draw attention to stigma |
Sociology draws attention to the importance of ______ in shaping partner selection, likelihood of marriage, and family arrangments |
external forces |
Exogamy |
must look outside of certain social groups to find a mate |
Endogamy |
one must choose a mate from within ones group (money, status. power) |
majority of us marriagea |
endogamy |
Family definition |
2 or more persons who are related by birth, marriage or adopting who live in the same household |
household |
1 or more people who occupy the same housing unit |
Some of the Historical function of family are: |
education, religion, emotional support, regulation of sexual activity |
How have the functions of families changed throughout history |
In farming times with was functionally efficient to have a large amount of children. now not so much (ag to industry) |
Single parent families are predominantly |
lower class (minorities with low income) |
dual earner families |
children cost 10x as much as they did in the 70s |
nuclear family |
at least one parent and one child |
Trends in divorce |
sharp rise after ww2; decline since the 80s; up by 15% since 2009 |
Types of marriage |
1) monogamy2) polygamy |
New couples establish their home apart from parents |
neolocal |
new couple lives with or near wifes family |
matrilocal |
new couple lives with or near husbands family |
patrilocal |
What country has the fastest shrinking rate in the world |
Japan |
Has the power to grant "family rights" |
laws and politics (government) |
following the ruling of the 1996 Defence of marriage act as unconstitutional suicide rate in teens decreased by |
7% ; 14% in sexual minorities |
Religion in families defines: |
expectation for dating, marriage, sexuality, responses to death etc |
Biggest effecter in divorce/relationship status |
money |
have greater degrees of freedom in employment |
dual-earner families |
Which type of family has significant educational consequences for a child |
one in which the child has to work |