Exam 2: Arluke Sociology 101 Chapters 4 & 5

Front 1

Social Class

Back 1

Based on income, education, and occupational prestige. Large numbers of people who have similar amounts of income and education and who work at jobs that are roughly equivalent in prestige move up a social class.

Front 2

Ascribed Status

Back 2

Involuntary
You do not have to ask for it, nor can you choose it. You inherit some ascribed statuses at birth, like race, ethnicity, sex, social class of your parents, daughter, or sun, etc.

Front 3

Achieved Status

Back 3

Voluntary. You can earn or accomplish. They can be positive or negative. For example, student, friend, school dropout, etc.

Front 4

Status Symbol

Back 4

People pleased with their social status often want others to recognize their particular position so to elicit this recognition they use status symbols.
Examples: wedding right, uniforms, guns, badges, collars (priests)

Front 5

Status Inconsistency

Back 5

Usually our statuses fit together fairly well, but some people have a contradiction or mismatch between statuses, status inconsistency (discrepancy) These upset our expectations, thus confusing us as to how to act around that person.
Examples: 14 year old college student or a 40 year old married woman dating a 19 year old

Front 6

Role Strain

Back 6

When a status contains incompatible roles. It means that there is conflict within a role.
Example: You don't want to raise your hand to answer a hard question your professor asked because of fear to make your classmates look bad.

Front 7

Role Conflict

Back 7

When what is expected of us in one status, or our (our role) is incompatible with what is expected of us in another status. Conflict between roles.

Front 8

Ethnomethodology

Back 8

Study of how people do things. Specifically the study of how people use common sense; understanding to make sense of life.

Front 9

Social Construction of Reality

Back 9

Our society, or the social group to which we belong, holds particular views of life. From our groups (the social part of this process), we learn specific ways of looking at life. Through our interactions with others, we construct reality we learn ways of interpreting our experiences in life.

Front 10

Body Image and Mass Media

Back 10

TV and Magazine ads keep pounding home the message that our bodies aren't good enough, that we've got to improve them, or course by buying the advertised products. These messages penetrate our training and feelings, helping to shape ideal images of how we "ought" to look.

Front 11

Which are the 5 Social Revolutions?

Back 11

1. Domestication (of plats and animals)
2. Agricultural (invention of the plow)
3. Industrial (invention of the steam engine)
4. Information (invention of the microchip)
Biotech (decoding of human genome system)

Front 12

Describe and Explain Domestication Revolution

Back 12

-Transformed human society
-With dependable sources of food human groups become larger
-Division of labor evolved
-Set the stage for social inequality

Front 13

Describe and Explain Agricultural Revolution

Back 13

-Accumulation of a huge food surplus
-Social inequality became fundamental feature of social life
-Population grew and cities developed
-Other activities besides farming
-"Culture" developed
-"Dawn of civilization"

Front 14

Describe and Explain Industrial Revolution

Back 14

Invention of the steam engine
-industrial revolution
-turned society upside down
-greater surplus and greater social inequality
-feudal society broke up
-reverse indicators of earlier pattern of growing inequality in later industrial societies

Front 15

Describe and Explain Information Revolution

Back 15

Invention of the steam engine
-post industrial society
-away from production and manufacturing and toward service industries

Front 16

Which are the 5 Social Revolutions?

Back 16

1. Domestication (of plats and animals)
2. Agricultural (invention of the plow)
3. Industrial (invention of the steam engine)
4. Information (invention of the microchip)
Biotech (decoding of human genome system)

Front 17

Describe and Explain Domestication Revolution

Back 17

-Transformed human society
-With dependable sources of food human groups become larger
-Division of labor evolved
-Set the stage for social inequality

Front 18

Describe and Explain Agricultural Revolution

Back 18

-Accumulation of a huge food surplus
-Social inequality became fundamental feature of social life
-Population grew and cities developed
-Other activities besides farming
-"Culture" developed
-"Dawn of civilization"

Front 19

Describe and Explain Industrial Revolution

Back 19

Invention of the steam engine
-industrial revolution
-turned society upside down
-greater surplus and greater social inequality
-feudal society broke up
-reverse indicators of earlier pattern of growing inequality in later industrial societies

Front 20

Describe and Explain Information Revolution

Back 20

Invention of the steam engine
-post industrial society
-away from production and manufacturing and toward service industries
-component: information
-information revolution transforms society and social relationships
-shopping patterns changing

Front 21

Describe and Explain Biotech Revolution

Back 21

Decoding of human genome system
-economy will center on applying and altering genetic structures (both plan and animals to produce food, medicine, and materials)
-no one knows when it started or if it has at all

Front 22

Master Status

Back 22

One that cuts across the other statuses you hold. It overshadows your other statuses.
Example: sex, race and age

Front 23

Status Set

Back 23

Term used to refer to all the statuses or positions that you occupy. Your status set changes as your particular statuses change.
Ex: son, daughter, worker, date, student, parent, worker, spouse, etc.

Front 24

Presentation of Self in Everyday Life

Back 24

Dramaturgy: Social life is like a drama or stage pay: Birth ushers us onto the stage of everyday life, and our socialization consists of learning to perform on that stage. The self lies at the center of our performances. We have ideas of how we want others to think of us, and we use our roles in everyday life to communicate those ideas.

Front 25

Saints and Roughness

Back 25

Both microsociology and macrosociology make vital contributions to our understanding of human behavior. Our understanding of social life would be vastly incomplete with one or the other. To understand what happens to the Saints and the Rough Necks, we need to group both social structure and social interaction. Using macrosociology, we can place these boys within the larger framework of the US social class system. This reveals how opportunities open or close to people descending on their social class and how people learn different goals as they grow up in different groups. We can see how the Saints manipulated their "goods" reputations to skip classes and how their access to automobiles allowed them to protect those reputations by transferring their trouble-making to different communities. In contrast, Roughnecks, who did not have cars, were highly visible, their lawbreaking, which was limited to a small area, readily came to the attention of the community. Microsociology also reveals how their respective reputations opened doors of opportunity to the 1st group of boys while closing them to the other.

Front 26

Reference Groups

Back 26

Groups we use as standards to evaluate ourselves. These may include: your family, neighbors, teachers, classmates, co-workers

Front 27

Electronic Community

Back 27

1990's
-New type of human group
-People meet online in chat rooms to communicate on almost any conceivable topic
we don't know much about them

Front 28

Rationalization of Society

Back 28

Bureacracies viewed as such powerful form of social organization
-Predicted to come to dominate social life
-Bureaucracies with their roles, regulations and emphasis on results would increasingly govern our lives

Front 29

McDonaldization of Society

Back 29

Standardization of everyday life doesn't refer just to the robot-like assembly of food. Efficiency brings dependability and lowers prices but it comes with a price. Predictability washes away spontaneity, changing the quality of our lives. It produces a sameness, a bland version of what used to be a unique experience.
Predictability of packaged settings seems to be our destiny
=our prepackaged society will be efficient, but that means that we will be trapped in the "iron cage" of bureaucracy

Front 30

Group Think

Back 30

The collective tunnel vision that group members sometimes develop. As they begin to think alike, they become convinced that there is only one "right" viewpoint and a single course of action to follow. They take any suggestion of alternatives as a sign of disloyalty. With their perspective narrowed and fully convinced that they are right, they may put aside moral judgments and disregard risk

Front 31

Asch Experiment

Back 31

How influential are groups in our lives?
In our land of individualism, the group is so powerful that most people are willing to say things that they know are not true. we have to look at conformity in the sense of going along with our peers. Our peers have no authority over us, only the influence that we allow.

Front 32

Iron Law of Oligarchy

Back 32

How organizations come to be dominated by a self-perpetuating elite. Most members of an organization are passive, and the members of inner circle keep themselves in power by passing the leadership positions around to one another

Front 33

Hidden Corporate Culture

Back 33

The corporate culture contains "hidden values". These values create a self-fulfilling prophecy that affects people's corporate careers. Corporate and department heads have stereotypes about what good workers are like and who will make good colleagues. These stereotypes reflect the boss's own backgrounds, they consist of people who look like them. They give these workers better access to information, networking,and fast track positions. These people then perform better and become more committed to the organization; thus, confirming the initial expectation or stereotype. The opposite happens with those who are judged to be outsiders and to have lesser abilities, as well as given less opportunities

Front 34

In-group

Back 34

Groups towards which we feel loyalty

Front 35

Out-groups

Back 35

Groups towards which we feel antagonism

Front 36

Alienation

Back 36

Perceived in terms of roles, and functions rather than as individuals. Many workers begin to feel more like objects than like people. These reactions are called alienation, which is a result of workers being cut off from the finished product of their labor. Relegated to doing repetitive tasks that seem to remote from the final product, workers no longer relate or identify to what they produce.

Front 37

How to Japanese and US corporations differ?

Back 37

1. Hiring and Promoting Teams: In Japan, team work is central, they get raises as a team, they have loyalty to the company, in openings in the company, no outsiders are considered.
US: Loyalty is to each worker not the company, outsiders are considered for new positions, employees try to outperform each other and they strive for raises and promotions as signs of personal success.

Front 38

How to Japanese and US corporations differ?

Back 38

2. LIFETIME SECURITY
Lifetime security is taken for granted in Japan. Employees can expect to work for the same firm all their lives and in return they are loyal to the company in both good and bad times. No job shopping.
In the US, lifetime security is unusual, it is limited or teachers and judges who receive tenure. Workers go job shopping commonly.

Front 39

How do Japanese and US corporations differ?

Back 39

3. ALMOST TOTAL INVOLVEMENT
JAPAN: work is like marriage. Employer and worker are committed to each other. Workers have long hours of work and loyalty, and they get health services, lifetime security, recreation, social events, etc. Life connected to work.
US: Work is a specific often temporary contract. Their after hours are their own and they go home to their private lives, separate from the firm.

Front 40

How do Japanese an US Corporations differ?

Back 40

4. BROAD TRAINING
JAPAN: Employees move from onejob to another in the company. They get larger perspectives on the company.
US: workers are expected to perform the job, do it well, and then be promoted upward to a job with more responsibility. Their understanding of the company is tied to a corner they occupy. They don't see how their jobs fit into the overall picture, and Japanese do.

Front 41

How do Japanese and US corporations differ?

Back 41

5. DECISION MAKING BY CONSENSUS
JAPAN: decision making is a lengthy process. Each person who will be affected by the decision is consulted. Lengthy deliberation occurs and everyone agrees on which suggestion is superior.
US: the person in charge of the unit to be affected does as much consulting with others as he or she thinks necessary and then makes decision