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100 Cards in this Set
- Front
- Back
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Norms |
The unwritten rules of society that determine acceptable behaviour |
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Relativity |
Specific to a particular situation, social group or society i.e. not general |
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Values |
General ideas about what is right and wrong, the correct ways of behaving and what is considered important |
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Identity |
How we see ourselves and how others see us |
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Postmodernism |
A sociological theory associated with changes in society from the 1990's onwards |
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Status |
the amount of prestige or social importance a person has in the eyes of other members of a group or society |
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Ascribed status |
A status which is given to a person from birth ( royal family) |
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Achieved status |
A status which has been earned by the person (prime minister) |
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Role |
A part we play that is associated with particular norms and expectations |
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Multiple role |
Playing more than one role |
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Role conflict |
Where the demands of one role clashes with demands of another role |
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Culture |
The way of life of a group of people and that is learned and shared |
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Social roles |
parts we play in society and each role has its own social norms |
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Family |
Consists of people we are related to by blood, marriage or adoption |
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Socialisation |
The process of learning the correct behaviour, norms and values, in a society |
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Primary socialisation |
Socialisation during early years of child-hood, carried out by family and close friends |
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Secondary socialisation |
Socialisation which takes place beyond the family, later in life, so like school, peers, workplace, media |
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Functionalist Sociologists |
Sociologists who believe that each part of society has roles to fulfil in order for the society to survive as a whole |
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A household |
One person living alone or in a group who have the same address and share their living accommadation |
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Nuclear family |
A two generation family, consisting of 2 parents and (normally) 2 children |
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Marriage |
A legally recognised tie between a husband and wife |
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Extended family |
Any family larger than a nuclear family |
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Matrilocal |
Living with or near to the wife's family |
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Patrilocal |
Living with or near to the husband's family |
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Traditional extended family |
A three generation matrilocal family in which family members have frequent face-to-face contact |
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Neolocal |
The couple set up their own house |
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Cohabitation |
Living together, but not being married |
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Divorce |
The legal termination of marriage |
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Secular society |
A society that is not ruled by religion |
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Serial monogamy |
A form marriage in which a person keeps marrying and divorcing a series of different partners |
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Boomerang family |
A family in which non-dependant children return home to live with their parents |
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Lone parent family |
A mother or father living without a partner, and their dependant children |
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Reconstituted family |
A family in which one or both of the partners has been married or cohabitated before, and has children |
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Beanpole family |
A tall, narrow extended family often containing four or five generations |
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Singlehood |
Remaining single |
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Conjugal family |
the roles of husbands and wife's or a couple who are living together as partners |
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Housewife |
An unpaid role which makes wives financially dependent on the husband |
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Symetrical family |
A family in which conjugal roles are similar but not identical |
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Househusband |
A man with the main responsibilities of domestic tasks and childcare |
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Dark side of the family |
A situation in which family life damages its members |
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Domestic violence |
Threatening behaviour, violence or abuse committed by a family member against another |
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Child abuse |
Harm cause to a child or young person (under 18) by an adult |
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Cultural diversity |
Differences between cultures |
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Sub-culture |
A smaller culture within a culture, with its own sets of norms and values |
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Agents of socialisation |
The places or groups of people responsible for teaching individuals correct behaviour (etc. family, peers, workplace, media) |
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Manipulation |
Parents encourage children to behave in a way that is seen as appropriate for their gender |
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Verbal appalation |
Using words and language to influence a child's gender choices e.g.. "Boys don't cry!" |
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Canalisation |
Parents give their children specific goods that are considered the norm for their gender e.g. dolls for girls, cars for boys |
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Hidden curriculum |
What school teaches students on a day-to-day bases, but without the students realising |
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Social control |
The methods used during the socialisation process to make sure individuals conform to the expected and acceptable norms and values of society |
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Negative sanctions |
Punishments used to prevent unacceptable behaviour |
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Positive sanctions |
Rewards used to encourage acceptable behaviour |
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Formal social control |
Written rules and laws enforced by powerful agents such as police and courts |
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Informal social control |
Controlling people's behaviour using informal methods in everyday situations |
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Patriarchy |
A society dominated by males; where they have more power than females |
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Sexuality |
Our sexual behaviour and choice of sexual partners |
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Stereotype |
A generalised and simplistic view of a group of people which ignore individual differences (they are often negative) |
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Femininty |
The quality of acting in a way that a society deems typically female behaviour |
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Masculinity |
The quality of acting in a way that a society deems typically male behaviour |
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Gender |
The culturally created differences between men and women which are learnt through socialisation |
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Sex |
The biological differences between men and women |
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Ethnicity |
The shared culture of a social group which gives its members a common identity in some ways different from other groups |
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Race |
Humans classified into different groups according to physical characteristics, like skin colour |
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Class |
A broad group of people who share similar economic situation |
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Peers |
Others of the same age |
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Self completion questionnaires |
Respondents complete the questionnaire themselves and then return it to the researcher |
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Interview Qustionnaires |
Questions are read out to the respondent by the researcher, who records the respondents answers |
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Closed Questions |
Respondents are presented with either a list of options or a two-way choice and have to select the response with which they most agree |
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Open questions |
Respondents are free to answer the question in any way they like; there are no pre-set options |
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Trends |
Patterns of behaviour of attitudes seen in evidence |
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Standardised questions |
All respondents are asked the same question in the same order, allowing for comparisons |
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Low response rate |
Not everyone that you want to participate in your research may do so meaning that your respondents may no longer be typical of the population under study |
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Statistics |
Data presented in a numerical form as percentage |
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Quantitive Data |
Numerical data, often presented as statistics |
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Qualitative Data |
In-depth data, usually presented in a written form |
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Structured Interview |
A set of standardised pre-set questions is read out to the respondents by the researcher |
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Unstructured Interview |
A very flexible interview, more like a conversation |
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Semi-structured interview |
Somewhere in between a structured and unstructured |
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Focus group |
Several respondents are interviewed at once and are allowed to discuss the questions being asked of them |
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Research population |
The group(s) of people relevant to the study being completed |
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Interviewer bias |
Where the interviewer influences the answers that the respondent gives |
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Social desirability |
Where the respondent gives the kind of answer that they think the researcher wants to hear |
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Non-participant observation |
Where a researcher watched a group without getting involved in what they're doing |
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Participant observation |
Where a researcher joins the group being studied and acts as they do whilst completing the observtion |
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Overt observation |
Where the researcher tells the group under the study that they are being studies and does not attempt to hide their presence from them |
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Objectivity |
Studying topics and people win an open mind and not allowing your own views and opinion to influence the findings |
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Observer effect |
When the presence of an observer affects the action of the group under study |
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Ethics |
Ideas about what is morally right or wrong |
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Operationalise |
To define exactly what is meant by any terms used for categorisation |
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Bias |
The subject is presented in a one-sided way which favours one point of view more than others |
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Research Device |
The research method that you will use for your investigation |
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Cross sectional |
If a sample is cross-sectional, then it will be made up of a range of different people to best represent the research population |
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Generalisations |
results form a study that can be to the whole of the research poplulation |
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Sample |
A small group of people, usually cross-sectional, on whom research will be carried out |
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Sampling frame |
The source from which the sample is drawn |
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Random sample |
The sample group is choseen completely at random |
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Representative |
When the data can be said to accurately represent the research population, for example, gender and age composition |
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Stratified sample |
The research population is divided up into relevant groups, such as by gender and age, and a random sample is taken from each of these groups |
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Systematic sample |
Selecting every nth name from the sampling frame, therefore not random at all |
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Snowball sample |
A researcher makes contact with one relevant respondent and then asks them to put into contact with further respondents |
