Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
63 Cards in this Set
- Front
- Back
|
Sociology |
The systematic study of human society |
|
|
High income countries |
Highest overall standard of living |
|
|
Middle income countries |
Average standard of living for world as a whole |
|
|
Low income countries |
Low standard of living, most people are poor |
|
|
Who coined sociology |
Auguste Comte |
|
|
Positivism |
Apply scientific methods to the study of society |
|
|
Who said "Society would be characterized by survival of the fittest" |
Herbert Spencer |
|
|
Herbert Spencer |
People who succeed are the most intelligent, ambitious and productive. Key to society is to not interfere with natural evolutionary process. Did not like government "do-gooders" |
|
|
Emile Durkheim |
Group influences even in individual act of suicide |
|
|
Suicide rate in canada |
11.7 out of 100, 000 |
|
|
Egoistic suicide |
Caused by lack of ties to the group |
|
|
Altruistic suicide |
Over involvement to group. Dishonor, religion, national ideology |
|
|
Anomic suicide |
Anomie, lack of norms to guide behavior. Rapid social/ economic change leads to anomie |
|
|
Fatalistic suicide |
Little freedom, lives are subject to great control, Ex. Slaves |
|
|
Mechanical solidarity |
Division of labor. Simple division of occupation and jobs. Similar thoughts, looks, and bonds |
|
|
Organic solidarity |
Complex division of labour. Lots of jobs, diverse, people think/ look different |
|
|
Macro perspective |
Large scale structures: class, gender, religion |
|
|
Micro perspective |
Small structures; day to day interactions |
|
|
Structural functionalism |
How structures (social institutions), such as, religion, government, education, family lead to a successful society. |
|
|
Manifest functions |
Intended consequence. Example; school leads to learning |
|
|
Latent functions |
Unintended functions. Example: school leads to socialization |
|
|
Symbolic interactionism |
Max Vaber. Sociology should be concerned by individual meanings that guide behavior. Social reality is socially constructed |
|
|
Social conflict |
Conflict dominates society. Groups alway competing, not always bad |
|
|
Proletareat |
Working class, sells labor for wage |
|
|
Bourgeoisie |
Capitalist, max profit. Owning means of production |
|
|
Ethics |
Ideas about what's right and wrong |
|
|
Theory |
Explanation |
|
|
Hypothesis |
A prediction |
|
|
Independent variable |
Causal variable |
|
|
Dependant variable |
Effect variable |
|
|
Correlation |
A relationship between variables |
|
|
Does sociology use experiments? |
No |
|
|
What is culture? |
Accumulated knowledge of a society and people |
|
|
Symbol |
Something that carries a meaning by a member of culture |
|
|
Culture shock |
Being unable to recognize symbols |
|
|
Norms |
Shared rules or guidelines for behavior |
|
|
Folkways |
Minor, customary ways ex. nose picking |
|
|
Mores |
Great moral significance ex. Taboos, cannibalism |
|
|
Language |
A system of symbols with meaning attached that allows communication |
|
|
Diversity |
Many cultures |
|
|
Relativism |
Not judging other cultures based on values from your own |
|
|
Ethnocentrism |
Judging another culture based on your own |
|
|
Sub culture |
Cultural patterns that set some segments apart from others due to valued and beliefs |
|
|
High culture |
Cultural practises considered more serious, demanding, exclusive. Available to select few |
|
|
Popular culture |
Cultural practises available to mass population based on profit. Top 10, best sellers, commercials |
|
|
Counter cultures |
Resistant to pop culture, oppose main stream. Ex. Hippies, goth, neo nazis |
|
|
Cultural lag |
Gap between technology and moral frameworks. |
|
|
Structural functionalist |
Analyze culture by how functions work. |
|
|
Conflict/marxist |
Taking a critical view on culture. Cultural is biased, reflective of ruling class |
|
|
Socialization |
A lifelong process of interaction in which you aquire personality and culture |
|
|
Jean piaget |
How children develop sense of right and wron |
|
|
Moral atonomy |
8 years and older. Reasons for acting, looking at why |
|
|
Moral realism |
4-7 years. Thinking about outcome of act |
|
|
Freud |
Motives for behaviors are unconscious based early childhood |
|
|
Who said socialization is conflict and repression? |
Freud |
|
|
3 components of personality |
ID, ego & super ego |
|
|
ID |
Contains life & death instincts. Governed by pleasure principle |
|
|
EGO |
Rational component. Governed by rational/reality principle. |
|
|
Super ego |
Conscience. Eternalized in social process |
|
|
Stages of socialization |
Imitation, play stage, game stage |
|
|
Imitation stage of socialization |
Limited social abilities, best you can do is imitate |
|
|
Play stage of socialization |
Have learned some symbols, take roles of significant others |
|
|
Game stage of socialization |
Take roles of many people simultaneously |
