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33 Cards in this Set
- Front
- Back
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Non-material or Symbolic Material |
Knowledge and beliefs that shape norms and values. Physical things in society (jobs) |
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Values Universal Relative |
Values applied across multiple communities and societies. Values relative to individuals or specific to societies. |
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Durkheim |
society exists above the individual and those social forces are what shape people's behaviour. |
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Deviance |
behaving outside of the norms and beliefs of society, or even deviating from the law. |
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Sanctions |
rewards or punishments for behaviour |
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customs |
norms that have existed for a long and continuous period - have become traditions |
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Status: Dual meaning |
1. Social position (job) 2. Rank given to you by others can be ascribed or achieved. |
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High culture |
activities and norms shared by the ruling and higher classes of society: the opera, theatre, classic literature, etc. |
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Marxist: high culture |
high culture is defined by the ruling class and their tastes - they decides what qualifies as high culture. |
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Bourdieu |
distinctions between high culture and popular culture are created by their supporters: high culture is simply things enjoyed by the higher economic classes - not necessarily better. |
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popular culture |
norms and activities enjoyed by the masses. |
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Strinati |
media is responsible for popular culture. |
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consumer culture |
- we are defined by what we buy - shopping = major leisure activity - conspicuous consumption and status symbols - availability of goods and money |
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subculture |
a culture within a culture that has its own values and beliefs, whilst still conforming to wider norms and values. |
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social control |
1. Informal - school, peers, etc. 2. Formal - law |
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Postmodernists: popular culture |
Popular culture is important because it gives people more choice about their identity |
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Marxist: popular culture |
harmful because it is used to control the masses and it encourages consumerism (links to capitalism = BAD) |
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Americanisation |
hegemony- idea that American culture is dominant and spreads across/influences societies |
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Socialisation by adults |
provides basic norms and values that are long term (what you refer back to in adulthood) |
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socialisation by peers |
norms and values created by peers that are different and distinct from those taught by parents |
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Education: Formal and Hidden curriculum |
- STEM subjects are important (science, technology, economics and maths) - subjects like child development are usually taught and taken by females subjects like history are usually taught from a British perspective. |
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Criticism of gender socialisation |
- ignores ethnicity, class, area, etc. - ignores that many many resist the stereotypes |
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Family social control |
important - if we socialise from an early age, we can ensure they follow those norms and values for life |
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Reckless |
Containment theory: there must be a way to control and socialise people and 'insulate' them from crime so they do not deviate from norms. |
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Hirschi |
Social bonds 1. Attachment: feeling ties with others emotionally - concern for their welfare 2. Commitment: being committed to conventional tasks, e.g. school work, so you have more to lose if you deviate. 3. Involvement: being part of extra activities that consume your time and effort (no time for deviance) 4. Beliefs: beliefs of values you may have might stop you from deviating. |
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Internal social control |
Conscience: what is right or wrong |
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External social control |
sanctions |
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Control theory |
those from high poverty areas, high crime areas and low employment lack the social structures to exert control = more deviance. People won't conform to the same methods of control so they have to find ways to make sure people do not deviate. (some people may have the opportunity to deviate, but choose not to). |
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Biological determinism |
Your gender is determined by your biological genetics and appearance |
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Guy and Phoenix |
experiment on animals: injected females with male hormones and noted that they developed masculine qualities: therefore gender is biological. |
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Social constructivism |
gender is a product of socialisation |
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Ann Oakley |
biological and social: 1. Manipulation: encouraging girls to care about how they dress/look with more grooming than boys. 2. Canalisation: giving children 'gender appropriate' toys. 3. Verbal Appellation: saying 'good girl/boy' rather than 'good person' - implying a specific gender. 4. Domestic tasks: encouraging girls to learn how to cook/clean/nurture in the domestic sphere, and encouraging boys to do DIY. |
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Statham |
by the age of 5, children will know their appropriate gender identity. |
