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85 Cards in this Set
- Front
- Back
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ID |
-drive for fundamental need -basic drives -food, water, sex, sleep -the demands of society in the form of internalized values and norms |
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superego |
- the demands of society in the form of internalized values and norms -above individual, conscious, cultural norms |
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ego |
-balance between ID and super ego - the demands of society in the form of internalized values and norms
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Sigmund Freud |
human personality (ID,ego, superego) |
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Jean piaget |
-swiss phycologist -cognitive development -believed that human development involves both biological maturation and gaining |
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stages of cognitive development |
-sensorimotor stage: infants/young children learn through senses -preoperational stage: start to label things and basic language -concrete operational stage: 6-11y/o; start seeing causal connections/ how and why things happen -formal operational stage: 12 y/0; abstract thinking (justice, peace) |
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lawrence Kohlberg |
applied Piaget’s approach to stages of moral development |
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moral development stages |
-We first judge rightness in Preconventional terms, according to our individual needs/what feels good -Next, conventional moral reasoning takes account of parental attitudes and cultural norms; late childhood/early adolescence; right = rules; right = what pleases parent/teacher - Finally, Postconventional reasoning allows us to criticize society itself; late adolescence/ young adult; abstract moral principles;sometimes may over ride rules |
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carol Gilligan |
-found that gender plays an important part in moral development, with males -work in response to kohlberg -boys: justice/the rules -girls: care/ responcibility
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GH mead |
-The self is part of our personality and includes self-awareness and self-image. -developes over time and in interaction with others -self is not biologically based but a social product -learn via symbols (how do other people react?) -comunication |
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charles horton cooley |
used the term looking-glass self to explain that we see ourselves as we |
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Erik Erikson |
identified challenges that individuals face at each stage of life from infancy |
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stages of socialization across the life span and their challenges |
1) infantcy: establish trust is 1st challenge vs mistrust 2) todlerhood: challenge of confidence/automy vs doubt and shame 3)preschool: challenge of initiative (learning how to do thinks and meet expectations) vs giult 4)preadolecence: industriusness vs infearioirity 5) adolecence/teen: identity vs confusion 6)young adult: intimacy vs isolation 7)middle age: making a difference vs self absorption 8) older adult: life review integrity vs disappear
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agents of socialization |
-family -schools -peer group -mass media |
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kubler ross |
death and dying |
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stages of death and dying |
1) denial 2) anger 3) barganing 4) depression 5) acceptance |
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total institutions |
-include prisons, mental hospitals, and monasteries. • Staff members supervise all aspects of life. • Life is standardized, with all inmates following set rules and routines. |
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resocialization |
- two-part process: • breaking down inmates’ existing identity • building a new self through a system of rewards and punishments - purpose of institutions is resocialization |
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erving goffman |
11 |
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social structure |
refers to social patterns that guide our behavior in everyday life. he building blocks of social structure are status and role |
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status |
a social position that is part of our social identity and that defines our relationships to others.
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ascribed status |
- involuntary (for example, being a teenager, an orphan, or a Mexican American) -assigned to you |
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achieved status |
-position that you gain by your effort -which is earned (for example, being an honors student, a pilot, or a thief |
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master status |
can be either ascribed or achieved, has special importance for a person’s identity (for example, being blind, a doctor, or a Kennedy) |
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status set |
a collection of statuses |
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role |
behavior expected of someone who holds a particular status. |
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role conflict |
results from tension among roles linked to two or more statuses (for example, a woman who juggles her responsibilities as a mother and a corporate CEO) |
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role strain |
results from tension among roles linked to a single status (for example, the college professor who enjoys personal interaction with students but at the same time knows that social distance is necessary in order to evaluate students fairly) |
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role set |
number of roles attached to a single status |
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social construction of reality |
the process by which people creatively shape reality through social interaction |
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presentation of self |
Erving Goffman’s term for a person’s efforts to create specific impressions in the minds of others |
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Dramaturgical |
explores social interaction in terms of theatrical performance: A status operates as a part in a play, and a role is a script |
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performance |
are the way we present ourselves to others. • Performances are both conscious (intentional action) and unconscious (nonverbal communication). • Performances include costume (the way we dress), props (objects we carry), and demeanor (tone of voice and the way we carry ourselves) |
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socialization |
-learning -taking on the culture -life long prosses -occurs in a social context through interations with others/agents |
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group |
are two or more people who identify with and interact with one another |
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primary group |
small, personal, and lasting (examples include family and close friends |
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secondary group |
large, impersonal and goal-oriented, and often of shorter duration (examples include a college class or a corporation). |
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type of leadership: instrumental leadership |
focuses on completing tasks. |
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type of leadership: expressive leadership |
focuses on a group’s well-being |
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leadrership style: authoritarian |
leader gives orders and followers obey |
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leadership style: democratic |
leader includes everyone in the decision making process |
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leadership style: laissez-faire |
leaders allow group members to function more or less on their own |
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asch |
-studied group conformity -"which line is longer" study -1/3 gave wrong answer even though they knew it was wrong -study in peer pressure |
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milgram |
-student of asch -said studying how punishment affects learning -actually testing obedience to authority -2/3 shocked at highst volts |
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group think |
-janis -tendancy of group members to conform results in a narrow view of the situation
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reference group |
-group that is a reference point/standard that we use in evaluating ourselves, make desisions -ex: families response to new significant other |
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ingroup |
-group in which you identify with, are loyal to, connected to -"people who are like me" -family friends |
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outgroup |
-group in which you don't identify with, feel a sense of opposition, hatred,compitition -"people who are not like me" -rival team |
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dyad |
-2 people group -smallest -most frangile
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triad |
- 3 people group -more stable -has potential of alliance |
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group size |
-as groups grow in size there is more potential for relationships -as group grows in size needs to make group formality and structure -very large groups with a formal structure are called formal organizations |
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sex |
biological, referring to bodily differences between females and males |
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gender |
behavioral expectations built up upon biological differences between masculinity and femininity |
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primary sex characterisits |
reproductive organs |
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secondary sex characteristics |
fasical hair, deepening of voice, wider hips of females |
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binary |
2 separate, non overlapping categories |
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gender binary |
-2 separate non overlapping categories of male and female (XX and XY) - but you can also be XXY, X, XYY (intrasexual) |
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sex of assignment |
male or female on birth certificate |
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intersex |
people who have both male and female characteristics |
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transsexual/transgender |
-people who feel they are one sex when they are biologically the other
-trans men: female to mail -trans women: male to femail |
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gender conformation surgery |
sex reassignment surgery |
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sexual orienation |
to whom are you attracted emotionally and or sexually to
heterosexual homosexual bisexual asexual |
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sexual revolution |
-peaked in the 1960s and 1970s, drew sexuality out into the open. Baby boomers were the first generation to grow up with the idea that sex was a normal part of social life. -birth control - double standard for females |
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sexual counter revolution |
began around 1980, aimed criticism at “permissiveness” and urged a return to more traditional “family values. |
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alfred kinsey |
-1st person to study sex and sexuality -1950s |
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sex fréquence |
One-third report having sex with a partner a few times a year or not at all; another one-third have sex once to several times a month; the remaining one-third have sex two or more times a week |
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sex over the life course |
young adults most frequenct frequency declines with age doesn't stop just declines |
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prostitution hierarchy |
-street walkers -sex workers in brothels -call girls |
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structural functionalism and sexuality |
-regulation of sexual control of society -ex: gay marrage -highlights society’s need to regulate sexual activity and especially reproduction. One universal norm is the incest taboo, which keeps family relations clear |
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conflict theory and sexuality |
-sexuality is linked to social inequality -ex double standard -links sexuality to social inequality. Fminis oy claims that men dominate women by devaluing them to the level of sexual objects. Qu oy claims our soci- ety has a heterosexual bias, defining anything different as “queer
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symbolic interactionism |
-looks for differences and similarities -some societies may be quite different from other societies in terms of expectation for sexual behavior /expression ex: women in middle east -emphasizes the various meanings people attach to sexuality. The social construction of sexuality can be seen in sexual differences between societies and in changing sexual patterns over time |
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`ethnomethodology |
-the study of the way that people make sense of their everyday surroundings/uncover the hidden assumptions -how do you uncover these assumptions? need to ask the rules and we might break a norm and need to see how people react to it - a strategy to reveal the assumptions people have about their social world. • We can expose these assumptions by intentionally breaking the “rules” of social interaction and observing the reactions of other people. |
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thomas theorum
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-reality people construct in their interaction has real consequences for the future. • For example, a teacher who believes a certain student to be intellectually gifted may well encourage exceptional academic performance. -situations that are defined as real are real in their consequences (whether or not they are real have same implications to them) -ex: if weather forecast says buzzard we run to the store to get food to prepare (act as it is really coming even though we don't know for sure) |
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role exit |
departing a particular status and expectations even if we leave a role the expectations still stay with us |
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demeanor |
-the way we act/how we carry ourselves -more powerful people have more freedom in the way they act -we can pick up some difference between men and women |
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use of space |
amount of space you take up -people of power typically command mire space -personal space: could be a cultural thing |
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staring smiling touching |
-eye contact implies interaction -women hold eye contact longer than men -touch may welcome, unwelcome, direct, or dominating -men hold women's back while walking to steer her - |
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idealization |
ex talking, smiling, and being polite to someone you don't like -acting interested in a class thats really boring little lies in our performances help us maintain everyday life |
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embarresment |
loosing face saving face |
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emotions |
-feeling -very personal because they are inside - 6 basic emotions that are found cross culturally (sad, anger, happiness, fear, disgust, surprise -culture gives us rules about what triggers a particular emotion and how we display our emotions
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language |
can convey power and value |
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humor |
-contradictions, ambiguites -the punch line: a different reality is present -contectually specific -can be a double edged sward (funny to some and offensive to others) - |
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types of formal organizations |
-utilitarian: pay people for their efforts (examples include a business or government agency) -normitive: have goals people consider worthwhile (examples include voluntary associations such as the PA) -Coercive: people are forced to join (examples include prisons and mental hospitals) |
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bureaurocracy |
- Max Weber saw as the dominant type of organization in modern -rationally designed to efficiently perform tasks
societies, is based on • specialization: division of labor • hierarchy of positions • rules and regulations • technical competence • impersonality • formal, written communications |
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oligarchy |
rule of the many by the few ie congress |
