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| Scientific study of social behavior and human groups |
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| Set of statements that explain why things happen |
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| Work on social integreation, social solidarity, suicide study. |
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| Functionalist Perspective |
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| How structure helps society work |
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| Intended expected outcomes- benefits society |
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| Unintended, unexpected outcomes- benefits society |
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| Focus on society where people are fighting for scarce resources, inequality and stratification exist, progress through conflict/competition. |
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| Focus on inequality with specific regard to gender inequality, want fairness for all (especially women) |
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| Interactionist Perspective |
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| Society is SOCIALLY CONSTRUCTED |
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| Testable statement about the relationship of two (or more) variables |
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| Characteristics that can be measured and change in value under different conditions |
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| Independent of other things- Deterine or has an effect on the dependent variable |
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| The group you are focusing on in a study |
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| A subset, or part of the population that is being studied |
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| Every person in the population has the same chance of being chosen (randomly) to be a part of the study. |
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| A relationship between two variable exits |
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| The independent variable is causing changes on the dependent variable |
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| Measuring what you intend to measure- nothing spurious |
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| Consistency- the same/similar results will be gained if someone performs the same test, using the same variables/measures |
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| Two types- questionaires and interviews |
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| Numerical anaylisis- reporting data in numbers and statistically analyzing results |
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| Non-numerical analysis/description- looking at the why and how rich descriptions |
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| Participant observation, unobtrusive observation, ethnography, field research, observing people in their natural surroundings, in-depth understanding |
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| Artificial situation where you are manipulated variables, in this case, people- shows cause-effect relationships |
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| The group being manipulated, used as the focus of the study |
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| The group that is not being changed in any way- held constant to compare the other group to |
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| Secondary data: Data that has already been collected- accessible, but it may not AWAYS work |
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| Cannot be value free- but try to not pass judgement without careful study |
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| Arithmetical average of a list of numbers |
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| Middle number in a list of numbers (but not average) |
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| Number that occurs most often in a list of numbers |
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| Language, behaviors, beliefs, attitudes, norms, values and objects that characterize a society |
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| Largest human groups we can define- group of people that live and work together and think as a social unit. |
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| Customs and practices that are common to all societies- however they're are very different ways. |
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| Physical objects- tangible items that members of a society make, use, and share |
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| Abstract ideas, shared set of meanings a group to things- also opinions, beliefs, and how we practice or do things, patterns we follow |
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| Non-material culture lags behind material culture |
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| Language, norms, values, sanctions |
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| A system of symbols that we use for the purpose of communicating abstract thought |
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| How language shapes our reality |
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| Where we FIT in society, in relation to OTHER PEOPLE |
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| Position you occupy- you have many postitions you occupy |
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| The expectations of a given status- active behavior in a particular positions |
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| Expectations or rules of behavior that develop from values in a society - societies specific rules we live by rules of right and wrong behavior - ehat we should and shouldn't do |
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| Formal norms - written down, if broken there are tangible sanctions/penalties |
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| Formal norms - written down, the most serious of rules we demand people to follow. If these are broken they save the harshest penalties for these violators |
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| Unwritten rules of society - most of the norms we follow - sanctions are less stringent |
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| Responses to behavior of individuals/groups in society - rewards for appropriate behavior/penalties for inappropriate behavior |
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| Standards by which members of a culture define what a good/bad, right/wrong, moral/immoral, proper/improper |
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| Values that hold together |
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| Values that are in opposition to one another |
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| A group of people who share some specific ways of thinking, feeling, a language, religion, ect. But interact within broader society |
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| Group that secludes itself from broader society, opposes or rejects norms of culture, ect. |
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| Feeling of uncertainty, discomfort, disorientation when immersed in an unfamiliar culture. |
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| The belief that one's own culture is superior to those of other groups |
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| Recognizing that no culture is better than another and suspending judgement of another culture - only using that other cultures own standards to judge it by. |
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| Multiculturalism/Culture Plurism |
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| Made up of a variety of cultures in the same geographic location without any one culture dominating another |
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| Lifelong process of social intraction in which the individual acquires a social identity and ways of thinking, feeling, and acting that are essensial for effective participants in society. |
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| Learning what society expects of men and womens behavior |
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| It takes both but scociologists would say that you are more impactd by your upbringing, social world, than you are affectd by your genetic predisposition. |
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| Looking-glass Self - Charles Horton Cooley |
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| 3 phases (perception, interpritation, response) we get as sense of self by looking at the responses of others |
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| Taking the role of another entity - real or imagined |
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| Those individuals who have the most impact on us, that we are closest too |
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| The attitudes, view points, and expectations of society as a whole that a person has internalized. |
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| Dramaturgy - Erving Goffman |
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| Every interaction that can be seen as though it is a play on stage |
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| Trying to control the impression others have on us |
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| Stages people pass through from birth to death |
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| Piagets Cognitive Theory of Development |
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| Social interaction is key for us to become human and act like a member of society. |
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| Anticipatory Socialization |
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| Practicing to take on a future role |
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| Process of unlearning old ways of doing things and adopting new ones |
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| Places where peopleare isolated and required to learn new roles |
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| Persons group, or institutions that teach us what we need to know to participatre effectively in society. |
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