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580 Cards in this Set
- Front
- Back
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Studies human society. |
Sociology
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Focuses on group behavior.
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Sociology
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Studies social interaction.
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Sociology
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Focuses on individual behavior
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Psychology
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Systematic, scientific study of human society
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Sociology
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Sociology is one of the ___________.
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Social Sciences
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Sociology and Psychology are __________.
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Behavioral Sciences
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An observable fact or event.
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Phenomenon
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Sociologists examine social _________.
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Phenomenon
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Sociological findings should be based on _______.
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actual research
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Comes from systematic controlled observations.
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scientific knowledge
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comes from casual uncontrolled observations.
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common sense
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Sociology differs from common sense in that it is based on _________.
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tested ideas
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Studying diversity can help us better understand ___________.
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ourselves
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Being excluded from the mainstream of society.
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social marginality
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Ability to see the connection between the larger world and our personal lives.
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Sociological imagination (perspective)
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Ability to see the impact of social forces on individuals.
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sociological imagination
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Forces that arise from the society of which we are a part.
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social forces
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Studies how an individual's behavior is affected by the social environment.
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Social Psychology
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Father of Sociology.
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Auguste Comte
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Coined the term Sociology.
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Auguste Comte
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He believed sociologist should be concerned with order and change.
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Auguste Comte
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He believed the economy had the strongest influence on social structure.
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Karl Marx
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He believed society is characterized by class struggle. (haves versus have nots)
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Karl Marx
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The ills of the capitalist system can only be resolved by violent revolutions. (person0
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Karl Marx
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Marx believed society is characterized by conflict between ____________.
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owners and workers
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He believed the primary features of society are conflict and competition.
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Karl Marx
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Based his ideas about society on Charles Darwin's biological model.
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Herbert Spencer
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Darwin's theory of evolution
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Natural Selection
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He believed no steps should be taken to correct social ills.
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Herbert Spencer
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Founder of Social Darwinism.
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Herbert Spencer
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"survival of the fittest" (person)
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Herbert Spencer
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Spencer believed society corrects its ills through ___________.
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survival of the fittest
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He compared society to a living organism.
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Herbert Spencer
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He saw society as a set of interdependent parts.
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Emile Durkheim
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Positive consequence that an element of society has for the maintenance of the social system
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function
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He developed the idea of functions
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Emile Durkheim
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He developed the idea of the Sociological Imagination.
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C. Wright Mills
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Empathetic understanding of the meanings others attach to their actions.
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Verstehen
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Understanding the point of view of subjects
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Verstehen
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Introduced the concept of Verstehen.
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Max Weber
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She set up a center for social reform and research.
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Jane Addams
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The name of Jane Addams' center.
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Hull House
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Systematic explanation of the relationship among phenomena.
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theory
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A set of general assumptions about society.
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Theoretical perspective
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Theoretical perspectives offer unique views of the ___________.
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nature of society
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Views society as a set of interrelated parts. (perspective)
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Functionalist Perspective
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Views society as a stable system. (perspective)
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Functionalist Perspective
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Each part of society contributes something to the society as a whole. (perspective)
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Functionalist Perspective
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Negative consequence an element has for the stability of the social system.
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dysfunction
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Intended consequence of an element of society.
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manifest function
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Unintended consequence of an element of society.
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latent function
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Members agree on what is good for society and cooperate to achieve it.
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social consensus
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Contends that society is help together by social consensus. (perspective)
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Functionalist Perspective
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The functionalist perspective is criticized for overlooking ________________.
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negative aspects of society
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Perspective that follows the tradition of Marx.
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Conflict Perspective
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Perspective that sees society as being unstable.
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Conflict Perspective
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Sees competition over scarce resources as the basis for social conflict. (perspective)
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Conflict Perspective
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Inequality, competition and power are the focus of the ____________ perspective.
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conflict
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View that women are oppressed by a male-oriented society.
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Feminist Theory
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Social domination of men over women.
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patriarchy
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Feminist theory is a sub-division of the __________.
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conflict perspective
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Focuses on human interaction. (perspective)
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Symbolic Interactionist Perspective
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Perspective interested in the meanings individuals attach to their actions and to the actions of others.
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Symbolic Interactionist Perspective
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Anything that stands for something else.
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Symbol
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Perspective that emphasizes symbols.
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Symbolic Interactionist Perspective
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Interacting that takes place through symbols.
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Symbolic Interaction
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According to symbolic interactionists people respond to their __________ of symbols and experiences.
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interpretations
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We are affected more by our interpretations of the world than by the world itself. (perspective)
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Symbolic Interactionist Perspective
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Seeing and accepting facts as they are.
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objectivity
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Information collected through scientific research.
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Data
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Collecting data on attitudes from a large group.
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Survey
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The researcher watches how individuals behave in social settings.
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Observation
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Intensive analysis of a; person, group, event or problem.
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Case Study
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Using data to determine the strength of a relationship between variables.
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Statistical analysis
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A characteristic that can differ from one situation to another.
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variable
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A shared way of life.
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culture
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People who share a culture.
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society
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All the shared products of human groups.
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culture
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Physical objects that people create.
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material culture
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Abstract human creations.
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nonmaterial culture
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Language, ideas, beliefs, & rules.
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nonmaterial culture
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All learned behavior.
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culture
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Culture is created and communicated through ________.
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symbols
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Organization of written and/or spoken symbols into a standardized system.
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language
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Shared beliefs about what is good or bad, right or wrong.
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values
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Shared rules of conduct
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norms
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Expectations of behavior.
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norms
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Specific guidelines on how people should behave.
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norms
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A collection of relatively objective ideas and facts.
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knowledge
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Ideas that are subjective and unverifiable.
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beliefs
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Knowledge and beliefs make up the ______ component of culture.
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cognitive
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Norms are specific, values are more ______.
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general
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Values generate _________.
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norms
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Values and norms make up the _______ component of culture.
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normative
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Ideas about what is important and worthwhile.
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Values
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Some norms apply to everyone, others are applied _____________.
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selectively
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Tell people how to act in specific situations.
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norms
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Include folkways and mores.
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norms
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Norms that do not have great significance attached to them.
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folkways
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Common customs of everyday life.
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folkways
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Using the right fork, wearing the right clothes e.g.
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folkways
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Some degree of nonconformity is permitted.
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folkways
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Norms with great moral significance attached to them.
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mores
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Mores are based on important _________.
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values
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Their violation endangers the stability of society.
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mores
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Written norms enforced by government.
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laws
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Values are demonstrated by the way people actually _______.
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behave
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Laws that do NOT have normative support are ___________.
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difficult to enforce
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When a norm violation is so prevalent that it has become socially acceptable.
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institutionalized deviance
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Language shapes the way people perceive the world.
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Sapir-Whorf hypothesis
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Smallest unit of culture.
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culture trait
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Individual; tool, act, or belief.
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culture trait
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Cluster of interrelated culture traits.
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culture complex
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Culture complexes combine to form _______.
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culture patterns
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They are found in all human cultures.
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Cultural universals
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To view one's own culture as superior.
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Ethnocentrism
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To judge another culture on the basis of your own cultural standards.
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Ethnocentrism
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Belief that cultures should be judged by their own standards.
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Cultural Relativism
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Shares some traits with the larger culture.
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Subculture
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A subculture that merely differs from the dominant culture.
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Variant subculture
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A subculture that represents values that are unacceptable to the dominant culture and are generally considered illegal.
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Deviant subculture
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Rejects values and norms of the larger society.
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Counterculture
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A subculture that represents values that are unacceptable to the dominant culture but are generally NOT considered illegal.
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Counterculture
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Has some distinctive traits from the larger culture.
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Subculture
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Cultures with more culture traits _______.
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change quicker
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System of beliefs or ideas.
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ideology
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Justifies some interests held by a group or society.
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ideology
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Conscious effort to promote or prevent social change.
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Social movement
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Ideologies are often spread through _______.
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Social movements
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New ideologies promote ______.
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cultural change
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Knowledge and tools people use to manipulate their environment.
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Technology
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When people recognize new uses for existing elements in the world.
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Discovery
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Use of knowledge to create something that did not previously exist.
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Invention
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Discovery and Invention give rise to new ____.
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Technology
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Culture may be changed by increases in ____.
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population
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Spread of culture traits from one society to another.
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Culture diffusion
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Changes in the physical environment can cause ________.
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Cultural Change
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Produces the greatest change in a society in the least amount of time.
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Wars
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Cultural change never occurs without ______.
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opposition/resistance
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A group resists change because they believe their way is best.
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Ethnocentrism
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Some aspects of culture change slower than others.
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Cultural Lag
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People who are satisfied with the way things are ________.
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resist change
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The existing state of affairs.
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Status quo
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Process by which a norm becomes a part of a person's personality.
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internalization
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A person automatically conforms to norms after _______.
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internalization
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Rewards or punishments to enforce conformity to norms.
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Sanctions
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To follow norms.
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Conform
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Reward for conformity.
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Positive Sanction
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Punishment for nonconformity.
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Negative sanction
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Sanction given by a formal organization.
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Formal sanction
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A spontaneous expression of approval or disapproval.
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informal sanction
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Enforcing of norms by internalization or sanction.
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Social Control
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Violation of norms.
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Deviance
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Nonconformity.
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Deviance
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Basis for a societies normative structure.
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Values
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Argue that the popular culture reflects patriarchy.
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Feminists
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Humans are dependent upon culture because of their lack of _______.
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instincts
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According to the conflict perspective, culture reflects the interests of the _______.
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Powerful
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The joining of various values into a coherent whole.
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Cultural integration
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According to functionalists cultural traits exist because they meet_______.
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human needs
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Belief that a culture must be understood on its own terms.
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Cultural relativism
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A state in which all subcultures are equal to one another in the same society.
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Multiculturalism
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Closely knit community of all societies in the world.
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Global Village
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Providing inexpensive products by building factories and hiring workers abroad.
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Outsourcing
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The degree to which people are tied to a social group.
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Social integration
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Durkheim found that high suicide rates can be due to either, extreme or inadequate _______.
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Social integration
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Durkheims research indicated that high suicide rates can result from ______.
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Excessive Isolation
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Sociologists differ from social philosophers in that they use _________.
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Scientific methods
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The process by which we interpret what a given action means and respond to it.
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Reality Construction
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Combining and selectively using theoretical perspectives.
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Multiple view
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Relatively unsophisticated artistic creations that appeal to a mass audience.
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Popular Culture
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Existing in the mind; belonging to the thinking subject rather than to the object of thought.
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subjective
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Modified by individual bias.
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subjective
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Something that actually exists.
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objective
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Uninfluenced by emotions or personal prejudices.
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objective
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Based on observable phenomena; presented factually.
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objective
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The doctrine, that for every event there is a set of causal antecedents sufficient to determine that, that event and no other will take place.
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determinism
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The sum of an individual's; behaviors, attitudes, beliefs, and values.
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Personality
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Fairly stable pattern of: thoughts, feelings and actions that are typical of a person
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Personality
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Determines how we react in specific situations
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Personality
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Determines how we adjust to our environment
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Personality
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Personality develops throughout a ___________
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Lifetime
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personality develops fastest during _________
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Childhood
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Personality traits change slower during _______
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Adulthood
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Transmission of genetic characteristics from parents to children
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Hereditary or nature
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Heredity versus environment and social learning
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Nature versus nurture
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The nature versus nurture debate deals with ____
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Personality development
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Heredity (name)
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nature
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Environment and socialization (name)
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nurture
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Advocates of the nature viewpoint believe much human behavior is _________
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instinctual
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Biologically inherited behavior pattern
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instinct
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Sets limits on the socialization process
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nature/heredity
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Nurture advocates attribute personality to _____
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environmental factors/environment
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Capacity for mental achievement
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intelligence
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Most social scientists consider intelligence to be _________.
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largely learned
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Jean Piaget concluded that children learn how to think by passing through _________
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stages of cognitive development
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Swiss Psychologist who dealt with the cognitive development of children
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Jean Piaget
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Mental intellectual
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Cognitive
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According to Piaget the human mind has an inherent structure that _______.
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determines what can be learned
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Determines rate of cognitive development.
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social forces/environment/ society
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Systematic study of the biological basis for all social behavior
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sociobiology
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Places a strong emphasis on the genetic basis of human behavior
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sociobiology (school of thought)
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Most social scientists believe personality is the result of a blending of __________.
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heredity and environment/nature & nurture
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Most social scientists believe the greatest influence on personality comes from ______.
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environmental factors/nurture
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Birth order, parents, cultural environment and heredity _______.
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influence personality
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How children should feel is ________.
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learned
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How to express or conceal emotions is _______.
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learned
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How to produce or eliminate feelings is _____.
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learned
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Ability to associate emotions with the proper experiences.
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emotional logic
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Emotional logic is _________.
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learned
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Sigmund Freud's system.
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Psychoanalysis
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Freud believed that psychological problems could be traced to _________.
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repressed childhood experiences
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According to Freud personality depends on how the individual's ____________.
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Id is shaped and controlled during childhood
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The irrational part of the personality concerned with seeking pleasure. (Freud)
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Id
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Inborn desire to enjoy ourselves. (Freud)
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Id
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Part of the personality that is rational and deals with the word logically. (Freud)
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Ego
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Part of the psyche that experiences the outside world and reacts to it. (Freud)
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Ego
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The moral part of a personality, the "conscience." (Freud)
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Superego
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Reflects society's ideals and prohibitions. (Freud)
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Superego
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The referee between the Id and the superego.
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Ego
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Believes all behavior is the result of rewards and punishments (perspective)
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Behavioral Psychology
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According to Behavioral Psychology, personality is just the sum total of a persons ______.
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reinforcements and punishments
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According to Behavioral Psychology, the behaviors that become a part of our personality are the ones which are _______.
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reinforced
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Behavioral psychology supports the _________
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Nurture argument
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Two leading Behavioral Psychologists.
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Watson and Skinner
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Wrote Beyond Freedom and Dignity.
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B.F. Skinner
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Are more likely to be achievement-oriented, cooperative, and cautious
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First Borns
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Tend to be; better in social relationships, more affectionate and creative.
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later-borns
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Determines the basic types of personalities that will be found in a society.
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culture/cultural environment
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experience the same "culture" in different ways. (often)
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males and females
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Image of what one is supposed to be and do on the basis of their sex.
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gender identity
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A capacity to learn a particular skill or acquire a particular body of knowledge
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Aptitude
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An aptitude which is a NATURAL talent is the result of _________
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heredity/nature
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Provides us with biological needs.
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heredity/nature
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Determines how we meet biological needs.
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culture/environment
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Places limits on what is possible for an individual.
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heredity/nature
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The importance of culture and social learning on personality development has been shown by _______.
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cases of isolation
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Interactive process through which individuals learn.
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socialization
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Transmitting cultural values to members.
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socialization
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Skills, values, beliefs, and behavior patterns are learned through ________.
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socialization
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Our conscious awareness of possessing a distinct identity.
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self or sense of self
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Tabula Rasa
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Blank Slate
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Believed each newly born individual was a Tabula Rasa. (person) (17th century philosopher)
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John Locke
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According to Locke we are born without a ______.
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Personality
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We develop our sense of being distinct through _____.
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socialization
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John Locke believed he could shape newborns into ______.
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anything he wanted
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Psychologists who agreed with Locke's blanks slate theory. (names)
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Watson and Skinner
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Watson and Skinner's school of Psychology.
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Behavioralism (Behavioral Psychology)
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A process by which we absorb those aspects of culture we encounter.
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socialization
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Believed all children go through three levels of moral development. (person)
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Lawrence Kohlberg
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Define right and wrong according to immediate reward or punishment. (Kohlberg)
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Preconventional morality
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Define right and wrong according to the motive of the action. (Kohlberg)
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Conventional morality
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Judge actions taking into account conflicting norms. (Kohlberg)
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Postconventional morality
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Socialization's most important function. (functionalism)
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ensuring order
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Conflict perspective believes socialization can be harmful because __________.
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parents are given too much power
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Developed the idea of the " looking glass self." (person)
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Charles Cooley
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According to the "looking glass self" our image of ourselves is based on how we imagine we _________.
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appear to others
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I am not who I think I am, I am not who you think I am, I am who I think you think I am.
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Looking Glass Self
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The "looking glass self" comes from the_____.
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interactionist perspective
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A newborn baby has no sense of ________.
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Self
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From the interactive process a child develops a sense of _______.
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self
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Developed the idea of role-taking.
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George Herbert Mead
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Mead's perspective.
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interactionist (symbolic Interactionist)
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Putting ourselves in the place of others. (Mead)
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role-taking/ taking the role of the other
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Taking or pretending to take the role of others.
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role-taking/ taking the role of the other
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According to Mead it forms the basis for the socialization process.
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role-taking/ taking the role of the other
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Role-taking allows us to anticipate what others _______.
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expect of us
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Role-taking allows us to see ourselves through the ________.
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eyes of others
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We first internalize the expectations of ______.
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significant others
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Those closest to us.
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significant others
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Significant others have direct influence on our _______.
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socialization
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|
|
The internalized attitudes, expectations, and viewpoints of society.
|
generalized other
|
|
|
As we grow older it takes added importance in guiding our behavior.
|
generalized other
|
|
|
Internalizing the values of society is taking the role of the ___________. (Mead)
|
generalized other
|
|
|
We come to internalize the generalized other through
|
role-taking/ taking the role of the other
|
|
|
Seeing the world through someone else's eyes.
|
role-taking/ taking the role of the other
|
|
|
Imitation, play, and games are Mead's 3 steps of.
|
role-taking/ taking the role of the other
|
|
|
Two related parts of the "self." (Mead)
|
"I" and "Me"
|
|
|
The unsocialized, spontaneous, self-interested component of our personality.
|
"I"
|
|
|
The part of our identity that is aware of society's expectations. (Mead)
|
"Me"
|
|
|
Our socialized self. (Mead)
|
"me"
|
|
|
Stronger component of a child's personality. (Mead)
|
"I"
|
|
|
Gains power through the socialization process.
|
me
|
|
|
Brings our actions in line with society's expectations. (Mead)
|
"me"
|
|
|
The "me" never totally______.
|
dominates the "I"
|
|
|
Part of the personality which makes us look alike. (Mead)
|
"me"
|
|
|
Part of the personality which makes us unique.
|
"I"
|
|
|
When children learn from their parents that they exist and are different. (Wiley)
|
"the we"
|
|
|
Wiley believed the "I" developed from _____.
|
"the we"
|
|
|
Provide situations in which socialization occurs.
|
Agents of Socialization
|
|
|
Family, peer groups, school, and the mass media.
|
agents of socialization
|
|
|
Most important agent of socialization.
|
Family
|
|
|
Principal socializer of young children.
|
Family
|
|
|
Socialization in the family can be both deliberate and _____.
|
unconscious
|
|
|
Deliberate and unconscious socialization sometimes ______ .
|
conflict
|
|
|
A close group of roughly equal age and social characteristics.
|
Peer Group
|
|
|
In peer group socialization the goal is to _____.
|
fit in
|
|
|
Peer group socialization is ______.
|
unstructured
|
|
|
The agent of socialization in which you are now participating.
|
School
|
|
|
TV. Radio, newspapers, books, etc.
|
Mass Media
|
|
|
Reaches large audiences, no personal contact.
|
Mass Media
|
|
|
People are isolated from the rest of society.
|
total institution
|
|
|
Total institutions are primarily concerned with_________.
|
resocialization
|
|
|
Break with past experiences and the learning of new values and norms.
|
resocialization
|
|
|
Dehumanizing of individuals in a total institution.
|
mortification of the self
|
|
|
To resocialize someone it helps to shake their _____.
|
sense of self
|
|
|
Someone who's approval we desire.
|
significant other
|
|
|
To successfully be able to interact with another person you must be able to _______.
|
empathize with them
|
|
|
When you empathize with someone in order to communicate.
|
"taking the role of the other"/Role-taking
|
|
|
Learning roles that one has already acquired.
|
developmental socialization
|
|
|
Prepares a person to assume a role in the future.
|
anticipatory socialization
|
|
|
Erik Erikson believed adult personality develops in response to a _________,
|
series of crisis
|
|
|
According to Dennis Wrong we are NOT puppets of society because we are NOT ______.
|
entirely socialized
|
|
|
Socializing influences are NOT always ______.
|
consistent
|
|
|
Feminist Theory sees gender identities as developed under the influence of ______.
|
Patriarchy
|
|
|
May account for similar socialization practices in different societies.
|
Biological factors
|
|
|
Violating significant social norms.
|
deviance
|
|
|
A mark of social disgrace that sets a deviant apart.
|
stigma
|
|
|
What is considered deviant varies over _____.
|
time
|
|
|
What is considered deviant varies from _______.
|
place to place
|
|
|
What is considered deviant is determined by _____.
|
public consensus or powerful groups/culture
|
|
|
Deviance benefits society by enhancing conformity, strengthening social solidarity, safely releasing discontent, and inducing social change.
|
Durkheim's "Functions" theory
|
|
|
Low levels of deviance actually serve some____.
|
positive functions
|
|
|
Deviance can unify a ______.
|
group
|
|
|
Deviance helps clarity _______.
|
norms
|
|
|
Deviance helps diffuse _______.
|
tension
|
|
|
Deviance provides ______.
|
jobs
|
|
|
Deviance helps induce _______.
|
social change
|
|
|
Views deviance as the natural outgrowth of values, norms and structure of society.
|
Structural-Strain Theory
|
|
|
Deviance is the result of accepting societies goals but not having access to legitimate means.
|
Structural-Strain Theory
|
|
|
The strain of incompatible goals and means results in ______.
|
Anomie
|
|
|
Normlessness
|
Anomie
|
|
|
Norms are unclear and no longer applicable.
|
Anomie
|
|
|
Leaves individuals without sufficient guidelines for behavior.
|
Anomie
|
|
|
He developed the Structural-Strain Theory.
|
Robert Merton
|
|
|
Durkheim developed the idea of anomie to explain why nations undergoing industrialization had high rates of ______.
|
Suicide
|
|
|
To accept both cultural goals and approved means.
|
Conformity
|
|
|
To accept cultural goals but reject approved means.
|
Innovation
|
|
|
Give up on cultural goals but continue to follow rules. (means)
|
Ritualism
|
|
|
Reject both cultural goals and acceptable means.
|
Retreatism
|
|
|
Reject both cultural goals and means but substitute new ones.
|
Rebellion
|
|
|
Views deviance as the result of individuals not having strong enough ties to the community.
|
Hirschi's Control Theory
|
|
|
The wrongdoer is punished in such a way as to be stigmatized, rejected, or ostracized.
|
Disintegrative Shaming
|
|
|
Making wrongdoers feel guilty while showing them understanding, forgiveness, or even respect.
|
Reintegrative Shaming
|
|
|
Disintegrative shaming causes deviance.
|
Braithwaite's Shaming Theory
|
|
|
Views deviance as the result of competition and social inequality.
|
Conflict theory
|
|
|
Deviance is the result of class struggle.
|
Conflict theory
|
|
|
Marxists believe deviance stems from the exploitative nature of _____.
|
capitalism
|
|
|
The powerful have greater; deviant motivation, opportunity and weaker social control.
|
Power Theory
|
|
|
Powerful engage in profitable deviance and the powerless in unprofitable deviance.
|
Power Theory
|
|
|
Views deviance as learned behavior.
|
Cultural-Transmission Theory
|
|
|
Proportion of association a person has with deviant versus non-deviant individuals.
|
Differential Association
|
|
|
According to cultural-transmission theory the reason some learn non-deviance while others learn deviance.
|
Differential Association
|
|
|
If a person interacts mostly with deviants they will learn to be deviant.
|
Cultural-Transmission Theory
|
|
|
Cultural-transmission theory views all individuals as _______.
|
conformists
|
|
|
Being labeled deviant by society leads people to see themselves as deviant and to live up to this self image.
|
Labeling Theory
|
|
|
Nonconformity that goes undetected by those in authority.
|
Primary deviance
|
|
|
Results in the individual being labeled as deviant and accepting the label as true.
|
Secondary Deviance
|
|
|
Being labeled deviant can force an individual into a_____.
|
deviant lifestyle
|
|
|
Social Control is needed because socialization is ______.
|
never complete
|
|
|
As society becomes more heterogeneous and impersonal there is a greater need for _____.
|
formal social controls
|
|
|
Deviant behavior is seen as unwilling and caused by disease.
|
Medicalization of Deviance
|
|
|
Ranking of people on the basis of unequal access to scarce resources and social rewards.
|
social stratification
|
|
|
The layering of society in terms of power and wealth
|
social stratification
|
|
|
The unequal sharing of rewards and resources
|
social inequality
|
|
|
By definition social stratification implies
|
Social inequality
|
|
|
Persons with scarce resources have a high rank and those without them have lower rank
|
social stratification
|
|
|
Division of society in such a way that results in some people getting more rewards than others
|
social stratification
|
|
|
A ranked authority structure
|
bureaucracy
|
|
|
A bureaucracy operates according to ______
|
specific rules
|
|
|
Access to social rewards is based on characteristics
|
determined by society
|
|
|
A socially defined position in a group or society
|
status
|
|
|
The behaviors expected of someone occupying a particular status
|
role
|
|
|
The norms associated with a particular status
|
role
|
|
|
Is assigned according to standards beyond a persons control
|
Ascribed Status
|
|
|
Age, gender, family heritage and race are examples of ______
|
Ascribed Statuses
|
|
|
Is acquired by an individual on the basis of some special skill, knowledge or ability
|
Achieved Status
|
|
|
Pro baseball layer, doctor and lawyer are examples of ______
|
Achieved Status
|
|
|
Both achieved and ascribed statuses can be the basis for______
|
social stratification
|
|
|
A layer of society with similar power, wealth and prestige
|
strata
|
|
|
Movement between strata is impossible
|
Closed system
|
|
|
Movement between strata is possible
|
Open system
|
|
|
The most closed type of stratification
|
Caste System
|
|
|
In a closed system a person is assigned to a strata at _____
|
birth
|
|
|
In a caste of closed system a person's strata is determined by an _____
|
Ascribed Status
|
|
|
In an open system a person's strata is determined by an
|
Achieved Status
|
|
|
In a caste system one remains in the same strata _____
|
throughout life
|
|
|
Class systems range from slightly open to _____
|
very open
|
|
|
In a caste system scarce resources and rewards are distributed on the basis of _____
|
Ascribed Statuses
|
|
|
Marriage outside one's own social category
|
exogamy
|
|
|
Exogamy is forbidden in _____
|
Caste systems
|
|
|
In a class system the distribution of resources and rewards is based on _____
|
Achieved Status
|
|
|
When social class is based on achieved statuses individuals have some control over their _____
|
strata
|
|
|
Karl Marx defined class in terms of who owns the _____
|
means of production
|
|
|
Tools, buildings, factories, farms and materials needed to produce goods and services.
|
means of production
|
|
|
Marxists divide society into
|
two basic classes
|
|
|
Two basic classes according to Marxism
|
Bourgeoisie & Proletariat
|
|
|
Owners of the means or production (capitalist society)
|
Bourgeoisie
|
|
|
Own only their own labor (capitalist society)
|
Proletariat
|
|
|
Workers who sell their labor for wages
|
Proletariat
|
|
|
According to Marx the Bourgeoisie ______ the Proletariat
|
exploit
|
|
|
Reap all the profits of a capitalist system. (according to Marx)
|
Bourgeoisie
|
|
|
A free enterprise system
|
capitalism
|
|
|
A system where wealth is distributed on the basis of competition
|
capitalism
|
|
|
Do the work in a capitalist system
|
Proletariat
|
|
|
According to Marx the relationship between the two classes is characterized by _____
|
exploitation
|
|
|
Most American Sociologists find the Marxist definition of class _______
|
too narrow
|
|
|
A grouping of people with similar levels of wealth, power, and prestige. (not strata)
|
social class
|
|
|
A rating that combines social factors with economic factors.
|
socioeconomic status
|
|
|
Is used to determine an individuals position in the stratification system
|
socioeconomic status
|
|
|
Three most common rewards on which stratification is based.
|
Wealth, Power, and Prestige
|
|
|
Most obvious dimension of stratification
|
Wealth
|
|
|
Two components of wealth
|
Assets and Income
|
|
|
Assets and home
|
wealth
|
|
|
The value of everything a person owns
|
assets
|
|
|
3/4 of the Nation's assets are controlled by ____
|
1/5 of the population
|
|
|
Ability to get people to do things they otherwise would not do
|
power
|
|
|
Marxists sociologists believe the power in the U.S. is held by the ______
|
owners of corporations
|
|
|
It may be based on force, skills, status, or personal characteristics.
|
power
|
|
|
The respect, honor, or recognition one receives from other members of society.
|
prestige
|
|
|
Prestige differs from wealth in that prestige is ____
|
subjective
|
|
|
Existing only within the experiencer's mind.
|
subjective
|
|
|
The most important source of prestige in the U.S.
|
occupation
|
|
|
View stratification as a necessary feature of the social structure
|
functionalists
|
|
|
Believe rewards must be varied or many jobs would not be filled
|
functionalists
|
|
|
A varying of rewards will result in a _____
|
class system
|
|
|
See competition over scarce resources as the cause of social inequality
|
conflict theorists (Marxists)
|
|
|
Believe stratification comes from class exploitation
|
conflict theorists (Marxists)
|
|
|
Exists in all class systems
|
social inequality
|
|
|
Use few ascribed characteristics to determine rewards.
|
open systems
|
|
|
Use scribed characteristics to determine rewards
|
closed systems
|
|
|
People are stratified according to social prestige
|
status system
|
|
|
Little opportunity to accumulate wealth and much social equality.
|
egalitarian system
|
|
|
Condition in which the same individual is give two conflicting status rankings.
|
status inconsistency
|
|
|
A wealthy woman or African American might experience _____
|
status inconsistency
|
|
|
Conflict theorists would argue that stratification is a reflection of _____ not necessity.
|
power
|
|
|
Symbolic interactionists believe, social inequality largely determines how people_____
|
interact with one another
|
|
|
U.S. law forbids discrimination based on ____
|
ascribed characteristics
|
|
|
Members of a community rank other members
|
reputational method
|
|
|
Individuals determine their own social rank
|
subjective method
|
|
|
Sociologists define class in terms of factors such as income, occupation, and education
|
objective method
|
|
|
Believe that society is dominated by a small group of people at the top of society
|
Power elite theorists
|
|
|
Small group of individuals who hold top positions in government, military and corporations
|
Power elite
|
|
|
Power elite theorists come from the _______
|
conflict perspective
|
|
|
"Old Money"
|
upper-upper class
|
|
|
"New Money"
|
lower-upper class
|
|
|
Inherited the bulk of their money
|
upper-upper class
|
|
|
Acquired wealth through their own efforts
|
lower-upper class
|
|
|
High income business and professionals.
|
upper-middle class
|
|
|
Lower income "white-collar" jobs.
|
lower-middle class
|
|
|
Tend to hold traditional values and are politically conservative
|
lower-middle class
|
|
|
Largest segment of American population
|
working class
|
|
|
Manuel labor jobs
|
blue-collar jobs
|
|
|
Blue-collar jobs (class)
|
working class
|
|
|
Jobs that have been TRADITIONALLY held by women.
|
pink-collar jobs
|
|
|
Pink-collar jobs (Class)
|
working class
|
|
|
Lowest paying jobs & unemployed
|
lower class
|
|
|
Movement between or within social classes
|
social mobility
|
|
|
Movement from one social class to another
|
vertical mobility
|
|
|
Movement within a social class
|
horizontal mobility
|
|
|
Moving to another job of equal ranking.
|
horizontal mobility
|
|
|
Vertical mobility that results in class differences in generations
|
intergenerational mobility
|
|
|
Advances in technology can result in _____ mobility.
|
intergenerational
|
|
|
Changes in societies structure can effect _____
|
social mobility
|
|
|
The mobility that results from changes in society
|
structural mobility
|
|
|
A standard of living below that which is considered decent.
|
poverty
|
|
|
Minimum annual income needed by a family to survive
|
poverty level
|
|
|
The largest percentage of people living below the poverty level are______
|
children
|
|
|
Likelihood of sharing the opportunities of society
|
life chances
|
|
|
Government redistribution of money among segments of society
|
transfer payments
|
|
|
Huge number of women bearing the burden of poverty
|
feminization of poverty
|
|
|
Believe poverty provides low wage labor and jobs for social workers
|
functionalists
|
|
|
Share inherited characteristics and are perceived to be a distinct group.
|
race
|
|
|
Cultural characteristics that distinguish one group from another
|
ethnicity
|
|
|
Individuals who share a common cultural background and sense of identity.
|
ethnic group
|
|
|
Share physical characteristics or cultural practices that result in the group being denied equal treatment.
|
minority group
|
|
|
A group of inferior power.
|
minority group
|
|
|
A minority group can actually be a _____.
|
majority of the population
|
|
|
Minority and majority groups are determined by _______.
|
power (or lack of it)
|
|
|
Minority and majority groups are defined by the _____.
|
culture
|
|
|
Denial of equal treatment to individuals based on their group membership.
|
discrimination
|
|
|
Discrimination involves _____
|
behaviors
|
|
|
An unsupported generalization about a category of people. (not stereotype)
|
prejudice
|
|
|
A negative attitude toward a certain category of people.
|
prejudice
|
|
|
Prejudice involves _____
|
attitudes
|
|
|
Discrimination upheld by law.
|
legal discrimination
|
|
|
Discrimination that is an outgrowth of the structure of society
|
institutionalized discrimination
|
|
|
Discrimination is the result of ______
|
prejudice
|
|
|
The outgrowth of traditional patterns of discrimination.
|
institutionalized discrimination
|
|
|
Type of discrimination most resistant to change.
|
institutionalized discrimination
|
|
|
A prediction that results in behavior that makes the prediction come true.
|
self-fulfilling prophecy
|
|
|
The belief that one's own race or ethnic group is naturally superior.
|
racism
|
|
|
Over simplified, exaggerated generalization about a category of people
|
stereotype
|
|
|
Placing the blame for one's troubles on an innocent individual or group.
|
scapegoating
|
|
|
Blending of culturally distinct groups into a single group with a common culture.
|
assimilation
|
|
|
Melting Pot.
|
assimilation
|
|
|
Each group within a society keeps its unique identity.
|
cultural pluralism
|
|
|
Programs designed to overcome the past effects of discrimination.
|
Affirmative Action
|
|
|
People critical of Affirmative Action consider it ______
|
reverse discrimination
|
|
|
Moving a minority to a new location
|
population transfer
|
|
|
Maintaining control over a minority group by force
|
subjugation
|
|
|
Most extreme form of subjugation
|
slavery
|
|
|
Physical separation of a minority group from the dominant group
|
segregation
|
|
|
Segregation based on laws
|
de jure segregation
|
|
|
Segregation based on informal norms.
|
de facto segregation
|
|
|
The intentional destruction of an entire group
|
genocide
|
|
|
Hitler attempted it against the Jews.
|
genocide
|
|
|
A person might not even be aware they are participating in this type of discrimination.
|
institutionalized discrimination
|
|
|
If people define situations as real they are real in their ______
|
consequences
|
|
|
Causes people to see inequality as the result of the minority group's weaknesses
|
racism
|
|
|
Is prejudiced and openly discriminatory
|
Active Bigot
|
|
|
Is prejudiced but is afraid to discriminate.
|
Timid Bigot
|
|
|
Is not prejudiced but discriminates because of social pressure.
|
Fair-weather liberal
|
|
|
Is not prejudiced and does not discriminate
|
All-weather liberal
|
|
|
Doctrine that segregation is constitutional as long as accommodations are equal.
|
Separate but equal
|
|
|
Established the separate but equal doctrine in 1896.
|
Plessy vs. Ferguson
|
|
|
Overturned the separate but equal doctrine in 1954
|
Brown vs. Topeka Board of Education
|
|
|
Brown vs. Board of Education ruled that separate facilities are ______
|
inherently unequal
|
|
|
Made de jure segregation unconstitutional
|
Brown vs. Topeka Board of Education
|
|
|
The salad bowl approach
|
cultural pluralism
|
|
|
Under cultural pluralism minority groups maintain their _______
|
distinctiveness
|
|
|
The definition of race varies from _____
|
society to society
|
|
|
Ethnic groups share a distinctive cultural _____
|
heritage
|
|
|
The discrepancy between the idea of equality and the reality of discrimination
|
"American dilemma"
|
|
|
Race is culturally _______.
|
defined
|
|
|
In the 1970s in the U.S. the emphasis changed from racial integration to ______.
|
diversity
|
|
|
System of statuses, roles and norms organized to satisfy one or more of the basic needs of society
|
social institution
|
|
|
Family, economy, politics, education, and religion.
|
social institution
|
|
|
Provides economic and emotional security.
|
Family
|
|
|
Regulates sexual activity
|
Family
|
|
|
Primarily responsible for socialization
|
Family
|
|
|
Marriage of one man to one woman
|
Monogamy
|
|
|
Marriage with multiple partners.
|
Polygamy
|
|
|
A man is permitted to marry more than one woman at a time
|
Polygyny
|
|
|
A woman is permitted to marry more than one man
|
Polyandry
|
|
|
Responsible for reproduction
|
Family
|
|
|
Marriage between individuals with similar social characteristics.
|
Homogamy
|
|
|
Marriage between individuals with different social characteristics
|
Heterogamy
|
|
|
Consists of one or both parents and their children
|
Nuclear Family
|
|
|
Three or more generations of a family sharing the same residence.
|
Extended Family
|
|
|
System of roles and norms that govern the production, distribution and consumption of goods and services.
|
Economic Institution
|
|
|
Resources that can be used to produce and distribute goods and services
|
Factors of Production
|
|
|
Deals with the extraction of raw materials from the environment.
|
Primary Sector
|
|
|
Uses raw materials to manufacture goods.
|
Secondary Sector
|
|
|
Emphasis is on the provision of services.
|
Tertiary sector
|
|
|
System of roles and norms that governs the distribution and exercise of power in society
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Political Institution
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Right of those in power to control or govern others
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Legitimacy
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Legitimate power.
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Authority
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Power legitimated by long standing custom
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Traditional Authority
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Usually based on birthright
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Traditional Authority
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Power passed down from generation to generation.
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Traditional Authority
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Power legitimated on the basis of personal characteristics.
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Charismatic Authority
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Generally arises during periods of social unrest.
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Charismatic Authority
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Power legitimated by formal rules.
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Rational-legal Authority
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Power rests not in the individual but in the position the individual holds.
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Rational-legal Authority
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Most common form of authority in modern societies.
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Rational-legal
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Used when those who govern lack legitimacy.
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Coercion
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Power exercised through force or threat of force
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Coercion
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Primary political authority in society.
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State
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Power rests firmly with the state.
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Authoritarianism
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Most extreme form of authoritarianism
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Totalitarianism
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Governmental leaders accept few limits on their authority
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Totalitarianism
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View that in the U.S. political power is exercised by and for the privileged few.
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Power-Elite Model
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View that the political process is controlled by interest groups that compete with one another for power.
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Pluralist Model
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View that competition among groups prevents power from becoming concentrated.
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Pluralist Model
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System of roles and norms that ensures the transmission of knowledge, values, and patters of behavior
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Education Institution
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In preindustrial societies education occurs mainly within the ______________
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Family
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Formal instruction by specially trained teachers
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Schooling
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Along with families responsible for the transmission of culture
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Schools
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Considered supernatural viewed with reverence.
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Sacred
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System of roles and norms organized around the sacred realm.
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Religious Institution
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Its functions include social cohesion, social control, and emotional support
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Religion
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Belief in a god or gods.
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Theism
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Belief in one god.
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Monotheism
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Belief in many gods.
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Polytheism
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Belief that god or gods do not exist.
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Atheism
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A student who has gained a depth of sociological understanding.
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(your name)
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A real groovy teacher
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Mr. McCurdy
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A class I have really enjoyed
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Sociology
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