Intro To Sociology Chapter 4

Front 1

Sociobiologists

Back 1

argue that human social behaviour can and should be explained in terms of our evolutionary heritage and resultant biological makeup

Front 2

Epigenetics

Back 2

refers to a third factor that may function as a bridge between the environment genes or may “operate on its own to shape who we are”
- emerged from ongoing research involving twins

Front 3

epigenetic tags

Back 3

chemical mechanisms attached to genes that, as a result of outside influences such as stress or nutrition activate or suppress specific genes to varying degrees

Front 4

Socialization

Back 4

the overall process by which we learn the ways of society (“Society makes us human”)

Front 5

Charles Horton Cooley(1864-1929)

Back 5

Looking-Glass Self
- theorized about the emergence of human identity
- argued that the unique aspect of “humanness” called the “self” is socially created

Front 6

Looking-glass self

Back 6

the process by which a sense of self develops…[Each to each a looking glass Reflects the other that doth pass]

Front 7

Looking glass entails 3 ingredients

Back 7

1. we imagine how we appear to others around us
2. we interpret their reactions
3. we develop feelings and ideas about ourselves

Front 8

George Herbert Mead (1863-1931)

Back 8

Role Making
- suggested that play is also a critical element in the development of self

Front 9

Significant other

Back 9

individuals who significantly influence our lives, such as parents or siblings

Front 10

Generalized other

Back 10

we can imagine how people in general might react to our behaviour

Front 11

Gender Roles

Back 11

the behaviour that is socially defined as appropriate to boys or girls

Front 12

Marlene Mackie

Back 12

used Mead’s analogy of 3 stages of learning to take the role of the other in order to explain how we learn gender roles

1. Initiation/ preparatory stage —Children under 3 mimic others
2. Play Stage—between the age of 3 to 5 and/or 6…children tend to take on the role of specific people
3. Game Stage- organize play or team games…age 7 to puberty

Front 13

Symbolic Violence

Back 13

in being socialized into institutional arrangement, the dominant power arrangements are culturally reproduced and the dominated come to accept as legitimate their own condition of domination (i.e. women) {Termed by Bourdieu}

Front 14

Cultural Capital

Back 14

the ideas, tastes, preferences and symbols that may be acquired through socialization and may be deployed in social action to establish one’s social position

Front 15

Habitus

Back 15

a socialized proclivity to think, act, and feel in a particular manner that becomes embodied in the individual (one more way children are socialized)

Front 16

Sigmund Freud (1856-1939)

Back 16

Development of Personality, and Civilizing; “ID”

Front 17

psychoanalysis

Back 17

a technique for treating emotional problems through long time, intensive exploration of the subconscious mind

Front 18

Freud proposed that personality consists of 3 elements

Back 18

1. every child born with an id
2. ego
3. superego

Front 19

ego

Back 19

the balancing force between the id and the demands of society that suppress it

Front 20

superego

Back 20

commonly referred to as “conscience”, the superego represents “culture within us”—the norms and values we internalize from social groups

Front 21

Goffman

Back 21

the Presentation of Self

Front 22

Mass media

Back 22

forms of communication directed to large audiences

Front 23

social groups

Back 23

people who regularly and consciously interact with one another over extended periods of time

Front 24

primary group

Back 24

a group characterized by intimate face to face association and co-operation

Front 25

secondary groups

Back 25

ones that are larger, more anonymous and temporary, and more formal and impersonal, such as work or university class

Front 26

In-groups

Back 26

groups we feel loyal to

Front 27

out-groups

Back 27

groups we feel antagonistic towards

Front 28

Cliques

Back 28

close knit clusters of individuals or factions within groups that tend to set themselves off from the rest of the group

Front 29

Ethnocentrism

Back 29

the belief that our group is superior to another

Front 30

xenophobia

Back 30

a fear of strangers

Front 31

reference groups

Back 31

groups we use as standards to evaluate ourselves

Front 32

agents of socialization

Back 32

people or groups that affect our self-concept, attitudes, or other orientations toward life

Front 33

manifest functions

Back 33

the intended consequences of people’s actions designed to help some part of a social system

Front 34

latent functions

Back 34

the unintended or hidden consequences that help the social system, are also significant

Front 35

hidden curriculum in schools

Back 35

refers to the latent function of education (the inculcation of values that, though not explicitly taught, form an inherent part of a school’s “message”

Front 36

anticipatory socialization

Back 36

learning part of a future role b/c one anticipates it

Front 37

resocialization

Back 37

the process of learning new norms, values, attitudes, and behaviours

Front 38

total institution

Back 38

a place in which people are cut off from the rest of society and are almost totally controlled by the officials who run the place

Front 39

degradation ceremony

Back 39

an attempt to remake the self by stripping away of the individual’s current identity and stamping a new one into its place; term coined by Harold Garfinkel

Front 40

individuation

Back 40

a growing diversity of individual paths through the life course

Front 41

life-course

Back 41

an increasingly popular theoretical perspective in the field of aging. Life-Course theorists consider multiple levels of analysis (micro to macro), allow for human agency, and acknowledge the longitudinal nature of life experiences

Front 42

George Herbert Mead & Socialization

Back 42

emphasized the powerful impact of social forces on our lives; he even argued that the human mind is a social product

Front 43

the concepts of the “I” and the “me”

Back 43

- the “I” is the self as subject, the active,spontaneous creative part of the self

- the “me” is the self as object, made up of attitudes internalized from our interactions with others