Soc 312

Front 1

Particularistic norms

Back 1

when norms for behavior vary from person to person

Front 2

· Universal norms

Back 2

guidelines for behavior that apply to all members of a community, more common in industrialized societies

Front 3

· Post-figurative culture

Back 3

particularistic norms pre-industrial societies (family farms)- socialize children almost exclusively through contact w/ the culture’s elders, b/c the way in which older generations have lived is almost identical to the way in which subsequent generations will live

Front 4

· Configurative culture

Back 4

universalistic norms industrialized societies-everyone did the same- socialization of young people is accomplished not merely thru contact between children and their elders but thru contact between people of the same age

Front 5

· Pre figurative culture (Post industrial culture

Back 5

adolescents become adults, teachers, communication age- this is if configurative culture changes more rapidly

Front 6

· Factors that rise to age segregation

Back 6

age grading

Front 7

· Youth culture

Back 7

young people maintain attitudes and values that are different from adults -· Youth culture that promotes sports, dating, partying, smoking, fashion- this culture is separated from parents and has a lot to do w/ why culture doesn’t have traditional values and not interested in education like their parents and grandparents were

Front 8

· Selection

Back 8

similar peers attracting each other

Front 9

· Cliques

Back 9

boys and girl cliques never cross over-average 5-6 people- based on activities and friendship-

Front 10

· Crowd

Back 10

large groups peak during mid adolescent yrs. – the share a similar image or reputation among peers or have a common feature such as ethnicity or neighborhood- in contrast to cliques- crowds are used to locate adolescents w/in social structure of the school, channel adolescents into associations w/ some peers and away from others and to provide contexts that reward certain lifestyles and disparage others

Front 11

· Reference group

Back 11

a group against which an individual compares himself or herself- being labeled

Front 12

· Self concepts

Back 12

idea that you have about yourself

Front 13

· False sense behavior

Back 13

being onstage, putting on a show- pathological liars

Front 14

· Ideal self

Back 14

how you want to be

Front 15

ACTUAL SELF

Back 15

the way you are

Front 16

· Fear of self/feared self

Back 16

self that you don’t like to show, but know its there

Front 17

· Extroversion

Back 17

HOW OUTGOING AND ENERGETIC A PERSON IS

Front 18

· Agreeableness

Back 18

come from authoritarian family- HOW KIND OR SYMPATHETIC A PERSON IS

Front 19

· Conscientiousness

Back 19

how responsible or organized a person is

Front 20

· Neuroticism

Back 20

how anxious or tense someone is

Front 21

· Openness to experience

Back 21

how curious or imaginative someone is

Front 22

· Self-esteem

Back 22

new term, started in 70’s – how good you feel about yourself

Front 23

· Barometric

Back 23

always changing, ups/downs

Front 24

· Baseline

Back 24

stable-about the same before and after adolescents-ex- girl catches b/f cheating- good baseline, she will get over it quick- bad baseline, she will commit suicide- parents should encourage good baseline self esteem- more rational

Front 25

· Code switching (Biculturalism)=

Back 25

acting like a culture when you are submersed in it, the switching back- best type of behavior is from another culture

Front 26

· Psychosocial moratorium

Back 26

going and finding yourself, traveling b4 careers and college

Front 27

· Psychosocial theory

Back 27

erickson- people move thru 8 crises over the course of their life span- each crisis takes on special significance at a given period of the life cycle b/c biological and social force interact to bring the crisis into preominence

Front 28

Identity crisis

Back 28

a series of crisis that may concern different aspects of the young person's identity and that may surface and resurface at different points of time in adolescent and young adult years

Front 29

· Aggressive child

Back 29

school shooters/ w/drawn, teased, keep aggression inside the blow up

Front 30

· Withdrawn child

Back 30

shy, timid, inhibited, victims of bullying
· Problematic child (most problematic = aggressive withdrawn child)

Front 31

· Erick Erickson- 8 types of psychosocial development stages

Back 31

trust vs. mistrust (infancy)
automony vs. shame (early childhood)
initiative vs. guilt (play stage)
industry vs. inferiority (adolescence)
identity vs. indentity diffusion (young adult)

Front 32

identity foreclosure

Back 32

saying you want to be a doctore at 13, then enrolling is a rigid premed program instead of looking at other jobs

Front 33

identity diffusion

Back 33

incoherent, disjointed- incomplete sense of self

Front 34

· Relationship aggression

Back 34

acting out behavior- girls do backstabbing and rumors- aggression intended to harm other adolescents through deliberate manipulation of their social standing and social relationships

Front 35

· Hostile attribution bias

Back 35

both sexes- passive aggressive inside-unaware, pick fights- plays a central role in the aggressive behavior of rejected adolescents

Front 36

· Freud’s theory

Back 36

ID- pleasure principle, ill do what gives me immediate pleasure, smoking a doobie
SUPEREGO- informal control/self control, I will adhere to parental and social norms, If I transgress, ill feel guilty, I will not smoke a doobie
EGO- rationalization-personal relevance- doobie smoking should never be illegal, it’s a victimless crime and not as dangerous as alcohol.

Front 37

· Symbolic interaction

Back 37

deviance is learned by interaction w/ significant others, from this you form your superego-learn what is right/wrong

Front 38

· Sutherland

Back 38

behavior tend toward group conformity- if everyone else is doing it, why shouldn’t I

Front 39

why are Adolescents more deviant cohort in our society?

Back 39

full of energy- sensation seeking

Front 40

· Critical Period

Back 40

gender roles aren’t defined, woman expect more from men
· People are less deviant if: attachment-close to family, authoritative—commitment, involvement-church, boy/girl scouts, feeling like you belong—belief- something is right/wrong

Front 41

· Best type of learning environment-

Back 41

authoritative- warm nice environment

Front 42

· What happens when we desegregate schools/bussing (blacks being bussed to white schools, more likely to graduate but feel bad b/c not w/ own peers) know pros and cons

Back 42

minorities have little impact of achievemnt, higher levels of self esteem- when they are in desegrgations schools
students in segrgation schools have weaker feelings of attachemnt to their schools- White flight

Front 43

· Education reform- 1950,60,70,80

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70- career education class- prepared for workforce
80- more academic requirements- higher order thinking

Front 44

· How many kids being bullied at school-

Back 44

1 in 4

Front 45

· Lg schools vs. small schools

Back 45

lg schools, more extracurricular activities, diverse curricula, more material resources- sm, more togetherness- odds are better to be involved in school activities.

Front 46

tracking in schools

Back 46

separating students into different levels of classes w/in the same aschool-AKA ability-grouping
research tracking suggests that is has positive aspects ont achievement students in more advancesd tracks, but negative effects on students in the lower tracks

Front 47

mainstreaming

Back 47

integration of all students w/ special needs into regular classrooms,pros/cons- special ed classes can be tailored for certain needs, but can cause isolation and stigmatization

Front 48

School colors movie

Back 48

· Desegregations is a myth b/c like to segregate themselves

Front 49

Tough Guise Movie

Back 49

· Male socialization
· Males have to fit in a little box to be strong and in control
· Boys killing boys and being violent in an unexamined problem in our culture
· Make a connection between their socialization and gender insensivication