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29 Cards in this Set
- Front
- Back
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CULTURE |
The entire way of life for a group of people. Includes things such as language, standards of beauty, hand gestures, styles of dress, food, and music. It is learned and passed from one generation to the next through communication-- NOT GENETICS. |
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ETHNOCENTRISM |
When a person uses their own culture as a standard to evaluate another group or individual, leading to the view that cultures other than one's own are abnormal. |
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CULTURAL RELATIVISM |
The process of understanding other cultures on their own terms, rather than judging according to one's own culture. It is important to try to employ this when studying any group because it helps sociologists see others more objectively. |
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CULTURE SHOCK |
The disorientation a person may feel when experiences an unfamiliar way of life. |
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LANGUAGE |
A system of communication using vocal sounds, gestures, and written symbols. The most significant component of culture because it allows us to communicate. It is so important that many have argued that it shapes not only our communication but our perceptions of how we see things. **Symbolic culture component** |
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MULTICULTURALISM |
Values diverse racial, ethnic, national, and linguistic backgrounds and so encourages the retention of cultural differences within society rather than assimilation. |
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SYMBOLIC CULTURE |
Includes ways of thinking (beliefs, values, and assumptions) and ways of behaving (norms, interactions, and communication). One of its most important functions is that it allows us to communicate through signs, gestures, and language. |
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MATERIAL CULTURE |
Includes the objects associated with a cultural group, such as tools, machines, utensils, buildings, and artwork. |
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SIGNS (OR SYMBOLS) |
Things such as a traffic signal or product logo, and are used to meaningfully represent something else. *Verbal and non-verbal communication* |
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GESTURES |
Signs that we make with our body such as hand gestures and facial expressions; it is important that these also carry meaning. *Verbal and non-verbal communication* |
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VALUES |
Shared beliefs about what a group considers worthwhile or desirable; these guide the creation of norms. |
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NORMS |
Formal and informal rules regarding what kinds of behavior are acceptable and appropriate within a culture. Specific to a culture, time period, and situation. Can be formal- such as a law or the rules for playing soccer; or they can be informal- which are not written down and are unspoken. Types can also be distinguished by the strictness with which they are enforced. |
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LAWS |
Rules that everyone in society has to abide by. It is an example of a formal norm. |
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FOLKWAYS |
Loosely enforced norm that involves common customs, practices, or procedures that ensure smooth social interaction and acceptance. **THESE ARE NOT STRICTLY ENFORCED!!!** Example: You are not going to go to jail for eating with your elbows on the table! |
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MORES |
A norm that carries greater moral significance, is closely related to the core values of a group, and often involves severe repercussions for violators.
Example: murder, rape, theft |
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TABOOS |
A norm engrained so deeply that even thinking about violating it evokes strong feelings of disgust, horror, or revulsion for most people.
Example: pedophilia, cannibalism, incest |
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SANCTIONS |
Positive or negative reactions to the ways that people follow or disobey norms, including rewards for conformity and punishments for norm violators. They help to establish social control, which is the formal and informal mechanisms used to increase conformity to values and norms and thus increase social cohesion. |
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EXAMPLES OF POSITIVE SANCTIONS |
They express approval and may come in the form of a handshake or a smile, praise, or perhaps an award. |
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EXAMPLES OF NEGATIVE SANCTIONS |
Express disapproval and may come in the form of a frown, harsh words, or perhaps a fine or incarceration. |
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MORAL HOLIDAYS |
Specified times when people are allowed to break conventional norms and engage in unacceptable behaviors.
Example: Mardi Gras |
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SUBCULTURE |
A group within society that is differentiated by its distinctive values, norms, and lifestyle. It exists harmoniously within a larger dominant culture. |
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COUNTERCULTURE |
A group within society that openly rejects and/or actively opposes society's values and norms. They can be political/ social activists or groups that live off the grid.
Example: Eco-terrorists, Polygamists, Hackers. |
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DOMINANT CULTURE |
The values, norms, and practices of the group within society that is most powerful in terms of wealth, prestige, status, and influence. The power of this culture may mean that other ways of seeing and doing things are relegated to second-class status-- in this way, this culture can produce cultural hegemony, or dominance. |
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HEGEMONY |
When the dominant culture succeeds in imposing its values and ideas on all of society (ruling class has persuaded that their beliefs are the bes. |
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CULTURAL LEVELING |
Occurs when cultures that were once distinct become increasingly similar to one another.
Example: Homogenization of cultures around the world such as-- Disney in Hong Kong or McDonalds in Tokyo. |
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REAL CULTURE |
The norms, values, and patterns of behavior that actually exist within a society (which may or may not correspond to the society's ideals). Norms and values people actually follow. |
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IDEAL CULTURE |
The norms, values, and patterns of behavior that members of a society believe should be observed in principle. Norms and values people aspire to follow. |
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CULTURAL IMPERIALISM |
The imposition of one's culture's beliefs, practices, and artifacts on another culture through mass media and consumer products.
Example: USA movie in Eastern Europe. |
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CULTURE WAR |
Conflict within mainstream society about which values and norms should be upheld. |
