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| is the study of what people in formal and informal organizations, institutions, communities, states and other social structures do, think and feel with, for, against and about others. |
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1) scientific study
2) Human Society
3) social behavior |
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| what are the three things that make up sociology? |
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1)methods
2)concepts and theories
3)values |
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| what are the three elements of science? |
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1) field observations (ethnography)
2) Surveys (generalizability) (correlation-spurious)
3)existing data
4)experiment |
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| what 4 things make up method? |
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1) universalism
2) communalism
3) objectivity
4) organized skeptism |
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| what are the 4 things that make up concepts and theories? |
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| science belongs to all of us; publish results and share with the world and anyone else can replicate |
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| politically and morally neutral |
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| never really got down to the bottom of anything (critical thinking-->ask questions; get to the bottom of it; admit error) |
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ethics
a.Privacy and dignity
b.Personal harm Milgram Experiment = not okay! (shocking people)
c.Confidentiality
d.Informed consent |
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| A group of interacting individuals sharing the same territory and participating in a common social structure |
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this equals rules and resources
adherence= okay/success
violations=consequences |
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i.Feudal (landless peasants)
ii.Developing (middle-class)
iii.Industrial (people are doing better than middle-class) |
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| what are the 3 social structures? |
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| agency vs structure falls underneath which of the 3 things that encompasses what sociology is made up of? |
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| the ability to grasp the relationship between individual lives and the larger social forces that help to shape the, |
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1) Be willing to ask any question, no matter how difficult
2) think logically and be clear
3) back up your arguments with evidence
4) think about the assumptions ad biases--including your own--that underlie all studies
5) avoid anecdotal evidence
6) be willing to admit when you are wrong or uncertain about your results |
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| what are the six rules to think critically? |
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| start with theory to test data (qualitative) |
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| start with data to test theory (quantitative) |
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this macro view believes a. (all linked together)—economy, legal-judicial, education, polity, religion, family
i. Everything is interdependent and independent of each other
b. Big themes: system survival and system stability-->order makes society functional |
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| a theory that seeks to explain social organization and change in terms of the roles performed by different social structures, phenomena, and institutions |
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| person of structural functionalism |
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| person of social conflict |
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| max weber and george herbert mead |
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| two people for symbolic interactionism |
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| functions of an object, an institution, or a phenomenon that are obvious and intended |
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| functions of an object, an institution, or a phenomenon that are not recognized or expected |
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| this person would say that culture creates structure, but also emphasizes on that structure complements the culture |
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| explanatory motif=constraint |
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| used with this perspective- have and have nots |
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i. Because there would be lesser views and make elections more efficient and not have to register women
ii. Women will vote on things that do not affect men as much
iii. Do not want to burden women with learning how to vote |
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| Why would it be functional for women not to vote? (functionalist view) |
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i. Giving women the right to vote, they would have to make changes to make certain votes more specific to women
ii. Not wanting women to have power
iii. Objective is to maintain your power
iv. The more money you have means the lesser money someone else has |
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| conflict perspective on why we shouldnt let women vote |
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| functionalism and conflict perspective |
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| both of these focus on structure/answers why but not how |
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| explanatory motif=autonomy |
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| a theory that seeks to explain social organization and change in terms of the conflict that is built into social relations |
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| key weakness in this paradigm is that it overlooks the forces of stability, equilibrium, and consensus in society |
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| a microsociological perspective that posits that both the individual self and society as a whole are the products of social interactions based on language and other symbols |
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| social patterns maintained and changed by people interacting |
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| a worldview whereby one judges other cultures by the standards of one's own culture and regards one's own way of life as "normal" and better than others |
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| the process of taking an existing theory and logically deducing that if the theory is accurate, we should discover other patterns of behavior consistent with it |
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| the process of generalizing to an entire category of phenomena from a particular set of observations |
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| the ability to represent the object of study |
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| a research method that relies on in-depth and often extended study of a group or community |
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1) personality
2) culture
3) values |
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| later socialization is important too for these 3 reasons? |
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| that babies need nutured and loved |
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| harlow's experiment with monkeys say what? |
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| the beliefs, norms, behaviors, and products common to the members of a particular group |
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| the physical objects that are created, embraced, or consumed by society that help shape people's lives |
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| the abstract creations of human cultures, including language and social practices |
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| particular ideas that people accept as true |
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| general ideas about what is good, right, or just in a culture |
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| culturally shared rules governing social behavior ("oughts" and "shoulds") |
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| fairly weak norms that are passed down from the past, the violation of which is generally not considered serious within a particular culture |
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| strongly held norms, the violation of which seriously offends the standards of acceptable conduct of most people within a particular culture |
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| powerful mores, the violation of which is considered serious and even unthinkable within a particular culture |
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| codified norms or rules of behavior |
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| the values, norms, and behaviors that people in a given society profess to embrace |
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| the values, norms, and behaviors that people in a given society actually embrace and exhibit |
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| anticipatory socialization |
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| to anticipate coming into a certain role |
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| you are given a role of your identity (military for example) |
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| a contradiction between the goals of ideal culture and the practices of real culture |
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| taken for granted as "natural" or "normal" in society |
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| the perspective of the outside observer |
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| the perspective of the insider, the one belonging to the cultural group in question |
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| a worldview whereby the practices of a society are understood sociologically in terms of that society's norms and values, and not the norms and values of another society |
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| cultures that exist together with a dominant culture but differ in some important respects from that dominant culture |
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| subcultural groups whose norms, values, and practices deviates from those of the dominant culture |
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| a commitment to respecting cultural differences rather than trying to submerge them into a larger, dominant culture |
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| the music, theater, literature, and other cultural products that are held in particularly high esteem in society |
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| the entertainment, culinary, and athletic tastes shared by the masses |
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the internalization of objective probabilities and subsequent expression of those probabilities as choice.
(ex.- the _______ of a young upper-middle-class person makes the choice of going to college almost unquestionable) |
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| a type of culture-- some would say U.S. culture--that has spread across the world in the form of hollywood films, fast-food restaurants, and popular music heard in virtually every country |
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| the process by which people learn the culture of their society |
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| according to Genie, would was isolated from the world, her behavior remained severely underdeveloped for the rest of her life, she had little control, and she never spoke beyond the level of a 4-year-old. true or false |
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| true or false: children raised in isolation fail to develop complex language, abstract thinking, notions of cooperation and sharing,or even a sense of themselves as people; they dont develop the hallmarks of what we know as humanity |
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| a psychological perspective that emphasizes the effect of rewards ad punishments on human behavior |
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| the way people adapt their behavior in response to social rewards and punishments |
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| the concept developed by charles horton COOLEY that our self-image results from how we interpret other people's views of us |
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1) preparatory stage
2) play stage
3) game stage
4) generalized other stage (adult stage) |
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| Mead's stages of development (4) |
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| someone is trying to do something to you and you realize that something is going back and forth (one of the stages of development from mead) |
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| kid is a bumblebee—buzzed the entire time; only ate bumblebee things; in this stage you realize that you can adopt another identity—take on roles of other things (one of the stages of development from mead) |
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| tag- someone goes out of bounds—and you can’t do that—there are rules (one of the stage of development from mead) |
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| adult stage or generalized other stage |
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| I can’t behave this way because people don’t expect me to do that (one of the stages of development from mead) |
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| small groups characterized by intense emotional ties, face-to-face interaction, intimacy, and a strong, enduring sense of commitment |
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| groups that are large and impersonal and characterized by fleeting relationships |
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| groups that provide standards for judging our attitudes and behaviors (you think of your friends reactions if you would do something, thereby you make decisions based off how others would react) |
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| according to George Herbert Mead, the part of the self that is the impulse to act; it is creative, innovative, unthinking, and largely unpredictable |
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| according to george herbet mead, the part of the self through which we see ourselves as others see us |
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| the ability to take the roles of others in interactions |
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| according to george herbet mead, the specific people who are important in children's lives and whose views have the greatest impact on the children's self-evaluations |
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| the abstract sense of society's norms and values by which people evaluate themselves |
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| the theory, developed by jean paget, that an individual's ability to make logical decisions increases as the person grows older |
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| experiencing the world as if it were centered entirely on oneself |
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| according to Sigmund Freud, the part of the mind that is the repository of basic biological drives and needs |
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| according to sigmund freud, the part of the mind that is the "self", the core of what is regarded as a person's unique personality |
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| according to sigmund freud, the part of the mind that consists of the values and norms of society, insofar as they are internalized, or taken in, by the individual |
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| institutions that isolate individuals from the rest of society in order to achieve administrative control over most aspects of their lives (prisons, military, hospitals) |
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| the process of altering an idividual's behavior through control of his or her environment, for example, within a total institution (think basic training) |
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| developed by Erving Goffman, the study of social interaction as if it were governed by the practices of theatrical performance |
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| the creation of impressions in the minds of others in order to define and control social situations |
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| h. Diffusion in cultures can spread by immigration, media, tourism, military presence in another country, internet (virtual social networks), government- interlocks—colonialism (ex.- india and great Britain—direct tie between the two; india is neocolonialism; spain and latin America- all former colonies), trade (imports and exports), exploration (thinking historically), missionary work |
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| how do diffusions in culture spread? |
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| i. Sapir-whorf hypothesis |
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1. The idea of linguistic relativity
a. Eskimos see snow a lot more differently
b. People in the amazon rain forest can see shades of green that someone not from the amazon rain forest cannot see
c. If you have a word that is attached to the idea—the word conceives the cognitive capacity to consider it |
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d. People from south are asked what was the reason of the civil war: keeping states rights
e. People for north asked same question: fighting to end
f. Way to galvanize people to follow an idea, is to _____ collective action in a way that resonates with the broader culture |
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| a sociological method used to study the body of commonsense knowledge and procedures by which ordinary members of a society make sense of their social circumstances and interaction |
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