Introduction To Sociology - Gerald F. Malfara - 1St Examination Questions

Front 1

What are the 5 steps in the research process?

Back 1

1. Question
2. Develop a hypothesis
3. Test the hypothesis
4. Draw conclusions
5. Make findings available

Front 2

What are the four requirments in testing a hypothesis?

Back 2

1. control group
2. random sample
3. representative sample
4. adequate sample

Front 3

What is an adequate sample?

Back 3

An ___ sample must be large enough, 20%, to accurately reflect the population.

Front 4

Why is a representative sample important.

Back 4

It is important because everyone must have an equal chance of being in the pool.

Front 5

Why is a random sample important?

Back 5

It is important because even dependent variable, however, will fluctuate from the norm.

Front 6

Why is a control group important?

Back 6

It is important because the only way to test the hypothesis is to compare the independent variable to the dependent variable.

Front 7

Why is it important for a researcher make his findings available?

Back 7

It is important because collegues should be able to replicate the research process to verify conclusions.

Front 8

cohort

Back 8

It is a group of people, born within a 5-10 year period who have certain social and historical influences in common.

Front 9

ethnicity

Back 9

It is a group of people defined by (1) language, (2) values, (3) religion and (4) world view.

Front 10

social economic status (SES)

Back 10

It means economic status drives social position which is defined by (1) education, (2) income, (3) health, and (4) residence.

Front 11

What are the four types of research?

Back 11

They are (1) basic, (2) applied, (3) longitudinal, and (4) cross-sectional.

Front 12

What is basic research?

Back 12

Seeks to understand the basic elements of a particular thing.

Front 13

What is applied research?

Back 13

Takes basic research and uses it to solve a problem.

Front 14

What is longitudinal research?
1. d
2. problems
3. strentgh

Back 14

1. Follows a cohort over a long period of time.
2. Very difficult, and costly
3.holds up.

Front 15

What is cross-sectional research?

Back 15

Begins with a group of people like in L.R. but does not follow them, meets them.

Front 16

What did Michael Harrington write?

Back 16

Author of 'The Other America: Poverty in the United States.'

Front 17

influence of 'The Other America: Poverty in the United States'

Back 17

A book that had an impact on the Kennedy administration, and on Lyndon B. Johnson's subsequent War on Poverty.

Front 18

What are the 6 causes of the Baby Boom?

Back 18

1. Need for peace and stability.
2. Low unemployment
3. Low interest rates.
4. GI Bill
5. Women did not work outside of home.
6. Birth control not widely practiced.

Front 19

Elaborate on how (1) the need for peace and stability was a reason for the Baby Boom.

Back 19

1. After the horrors of WWII, GIs wanted to settle down, and the relatively peaceful time between WWII and the Korean War allowed them to do so.

Front 20

Elaborate on how (2) low employment was a reason for the Baby Boom.

Back 20

WWII had bolstered the US economy, so most of the population had jobs and were able to afford to start a family.

Front 21

Elaborate on how (3) low interest-rates were a reason for the Baby Boom.

Back 21

With low interest-rates people were able to afford to purchase suburban homes and all the other things that make-up a middle-class life. That, along with the many institutions created during the post-American expansion, enabled people to be in a good position to start a family.

Front 22

Elaborate on how (4) the GI Bill was a reason for the Baby Boom.

Back 22

The GI Bill allowed great numbers of men to attend college as 1st generation students. Colleges were created or greatly expanded to educate these 'upwardly mobile' men.

Front 23

Elaborate on how (5) women not working outside of the home was a reason for the Baby Boom.

Back 23

Women not working outside of the home was important because such an unprecedented number of childbirths would be impossible if in most families both parents worked, leaving no one to be at home taking care of children.

Front 24

Elaborate on how (6) birth control not being widely practiced was a reason for the Baby Boom.

Back 24

The pill was not on the scene until the late 1950s-60s. There was almost no reporductive means to limit a family, and it was not considered socially acceptable to do so.
All of these reasons combined at the same time to create the perfect-conditions for an America with a large percentage of 4-6 children families.

Front 25

What are the 8 stages of human development according to Eric Erikson?

Back 25

1. Infancy (birth - 1 year)
2. Early childhood (1 - 3 years)
3. Playstage (3 - 6 years)
4. School age (7 - 11 years)
5. Adolescene (12 - 18 years)
6. Young adulthood (18 - 26 years)
7. adulthood (26+ years)
8. Old age (65+ years)

Front 26

Define Erik Erikson's theory of psychological development in relation to culture and society.

Back 26

Says people have individual social needs, and the environment they find themselves in defines their need. It is critical for society and culture to support individuals in psychological and social development. When society and culture do not, they have a dsyfunctioning society with lots of problems, ex, Nazi Germany. If a lot of crime exists, it does not promote psychological development.

Front 27

Elaborate on E.E.'s development stage of Infancy.

Back 27

Infancy is from birth to 1 year. It is a when an infant is dependent on a care giver. If an infant starts to trust his caregiver, he will develop hope, as opposed to mistrust.

Front 28

Elaborate on E.E.'s developmental stage of early childhood.

Back 28

Early childhood is from 1 - 3 years. It is when a child develops gross motor skills, i.e. ability to run and walk.Walking and language are great leaps forward that lead to autonomy, which results in a sense of will, as opposed to a sense of shame.

Front 29

Elaborate on E.E.'s developmental stage called the playstage.

Back 29

The playstage is from 3 - 6 years. It is a time when the child mimics the caregiver, because what the child wants most is to be like their caregiver/parents. It is this initiative that will lead to purpose, as opposed to guilt that they can not be like their parents.

Front 30

Elaborate on E.E.'s developmental stage of school-age.

Back 30

The school-age stage is from 7-11 years of age. Boys and girls start playing with each other and developing a sense of competition. There is a battle between doing things and having to be the best at them. This is when the should realize they can do things and not be the best and still be okay with themselves for being the best they can be. It is this attainment of industry that results in competence, as opposed to inferiority.

Front 31

Elaborate on E.E.'s developmental stage of adolescence.

Back 31

Adolescene is from 12 - 18 years of age. Teenages develop an invinsibility complex. They think they are the most important and center of the universe. Although establishing identity is a life-long process, this is a time when some identity has to be established to move to adulthood. If identity is established it will result in a sense of fidelity, as opposed to confusion. It is also a time of great physical change. Military and college are institutions that help a person move to adulthood.

Front 32

Elaborate on E.E.'s developmental stage of young adulthood.

Back 32

Young adulthood occurs from 18 - 26 years of age. This is a period of continued development of the identity, during which a person's great challenge is to find intamacy or a way to give of one-self.. If this is accomplished a sense of hope will result, versus a sense of isolation which can result from a tendency to be selfish.

Front 33

Elaborate on E.E.'s developmental stage of adulthood.

Back 33

Adulthood is from the age of 26 - 64. Thi is a time when a person searches for meaning, often through a desire to help mentor the young negotiate through society. The general way is by having children. This search for meaning is to establish generativity, instead of being stagnant. It is described as a time of caritas and agape, care and love.

Front 34

Elaborate on E.E.'s developmental stage of old age.

Back 34

Old age is from 65 onward. It is a time when it is easy to look at life bitterly because multiple loss occurs, mainly physically, financially, and morbidly. The challenge is to develop integrity by learning to forgive, reconcile, and understand compromise (that there is an ebb and flow to life). This results in wisdom, as opposed to despair.

Front 35

sociological immagination

Back 35

The ability to see our private experiences and personal difficulties as entwined with the structural arrangements of our society and the historical times in which we live.

Front 36

microsociology

Back 36

The detailed study of what individuals say, do, and think moment by moment as they go about their daily lives.

Front 37

macrosociology

Back 37

The study of large-scale and long-term social processes.

Front 38

Culture

Back 38

The social heritage of a people; those learned patterns for thinking, feeling, and acting that are transmitted from one generation to the next, including the embodiment of these patterns in material items.

Front 39

norms

Back 39

Social rules that specify appropriate and inappropriate behavior in given situations.

Front 40

values

Back 40

road ideas regarding what is desirable, correct, and good that most members of a society share.

Front 41

ethnocentrism

Back 41

The tendency to judge the behavior of other groups by the standards of one's own culture.

Front 42

subculture

Back 42

A group whose members participate in the main culture of a society while simultaneously sharing a number of unique values, norms, traditions, and lifestyles.

Front 43

counterculture

Back 43

A subculture whose norms and values are substantially at odds with those of the larger society.

Front 44

ascribed status

Back 44

A status assigned to an individual by a group or society.

Front 45

achieved status

Back 45

A status that individuals secure on the basis of choice and competition.

Front 46

master status

Back 46

A key or core status that carries primary weight in a person's interactions and relationships with others.

Front 47

role conflict

Back 47

The situation in which individuals are confronted with conflicting expectations stemming from their simultaneous occupancy of two or more statuses.

Front 48

role strain

Back 48

The situation in which individuals find the expectations of a single role incompatible, so that they have difficulty performing the role.

Front 49

sociological perspective

Back 49

Looking beyond outer appearances at what lies beneath, and finding new levels of social reality. Says that there are social arrangements that are external to individuals but that nonetheless structure their experiences and place constraints on their behavior.

Front 50

Functionalist perspective

Back 50

Its theorists take a broad view of society and focus on the macro aspects of social life. Draws on theories of Auguste Comte, Herbert Spencer, and Emile Durkheim. They say society is a system: a set of elements or components that are related to one another in a more or less stable fashion through a period of time. They focus on the parts/institutions of society. They stress order and stability. They see society as static.

Front 51

Conflict perspective

Back 51

They see society as a whole, studying its institutions and structural arrangements. Emphasize the process of change that continually transform social life. Emphasize disorder and instability. Focus on the interests that divide. See social unity as an illusion resting on coercion. Sees many of the social arrangements as neither necessary nor justified. Derives many of its theories from Karl Marx.

Front 52

Interactionist perspective

Back 52

Concerned with the micro aspects of social life. Ask how social interaction is possible. Say society is possible because people share meanings. Study the dynamic interplay between the individual and society.