Reading...
Play button
Play button
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;
111 Cards in this Set
- Front
- Back
|
Def. of Sociology
|
the science or discipline that studes societies, social groups and the relationships between people
|
|
|
What do they study?
|
Relationships between people.
How people react in a group. How groups of people interact. The functions of a society. Social structure of a population. |
|
|
Scientific Perspective
|
primarily concerned with acquiring objective empirical data.
The "what is" not "what should be". |
|
|
Humanistic approach
|
sociology is a means to advance human welfare. They seek self-realization, the full development of a cultivated personality, or improvement in the social condition.
|
|
|
Sociological Imagination
|
a quality of mind that is required to see ourselves in relation to society. It seeks to expand the role of freedom, choice and conscious decision in history by way of knowledge. (Humanistic b/c people can change the society)
|
|
|
C. Wright Mills
|
Credited with def. of Sociological Imagination
|
|
|
Science of sociology
|
assumes there is order, but cannot assume that we will always react in the same way. Not all people behave the same from day to day or even in the same situations in the future.
|
|
|
Auguste Comte
|
1838 coined the term sociology (from latin and greek roots meaning the study of companions)
|
|
|
Stages of development of sociology
|
1. Theological Stage
2. Metaphysical Stage 3. Positive Stage |
|
|
Theological Stage
|
scientists look toward the supernatural realm of ideas for explaination of what they observed.
|
|
|
Metaphysical Stage
|
Scientists begin to look to the real world for an explanation of what they have observed.
|
|
|
Positive stage
|
the definitive stage of all knowledge, scientists search for general ideas or laws- and can then apply them to predict or control their own destiny.
|
|
|
Social Statics
|
the knowledge of how society is held together
|
|
|
Social dynamics
|
knowledge of how society changels
|
|
|
Harriet Martineau
|
(1802-1876) same time as Comte was observing English social patterns
|
|
|
Karl Marx
|
(1818-1883) Theoretical giant of Communist thought (prophecies are still debated)
|
|
|
Herbert Spencer
|
(1820-1903) idea that society follows a natural evolutionary progression toward something better.
|
|
|
Emile Durkheim**
|
(1858-1917) statistical study of suicide
|
|
|
Max Weber**
|
(1864-1920) series of studes in which he sought to explain the origins of capitalism
**These names I recognize! |
|
|
Lester Ward(1841-1913)
William Graham Sumner (1840-1910) |
Shifted the focus in American sociology study from broad issues to narrow ones.
|
|
|
George Herbert Mead
|
1940 originated the field fof social psychology at University of Chicago
|
|
|
Robert Park/Ernest Burgess
|
studied the city, and social problems like crime, drug addiction, prostitution, and juvenile delinquency
|
|
|
Talcott Parsons
|
(1902-1979) advocated Grand Theory: involved the building of a theory of society based on aspects of the real world and the organization of these concepts to for an idea of society as a stable system of parts.
|
|
|
Robert Merton
|
(1910-) Proposed making theories based on some assumptions, also talked about intended vs. unitended circumstances and whether or not social structure is functional or dysfunctional.
|
|
|
Theory
|
describes and/or explains the relationship between two or more observations
|
|
|
Deductive theory
|
proceeds from general ideas, knowledge, or understanding of the social world from which specific hypotheses are logically deduced and tested
|
|
|
Inductive theory
|
proceeds from concrete observations from which general conclusions are inferred through a process of reasoning.
|
|
|
3 most recent sociolgoy approaches
|
1. interpretative
2. conflict theory 3. Structural functionalism |
|
|
Interpretative Sociology has 3 schools of thoughts
|
1. Symbolic Interaction
2. Dramaturgy 3. Ethnomethodology |
|
|
Symbolic Interaction
|
focused on the process of social interaction and on the meanings that are constructed and reconstructed in that process (social life is far from stable b/c humans shaper their actions based on the real and anticipated responses of others)
|
|
|
dramaturgical approach
|
focuses on the details of everyday life. - Idea is that social interaction is a series of episodes or human dramas in which we are more or less aware of playing roles.
|
|
|
Conflict paradigm
|
views society as being characterized by conflict and inequality.
(think money, education, power, social classes etc) |
|
|
Structural Functionalism
|
(Durkeim and Spencer)
Society is seen as a complex system whose components work with one another. They are interdependent with each one being part of the success of the others. |
|
|
Quantitative research methods
|
use statistical and other mathematical techniques of quantification or measurement in their efforts to describe and interpret their observations
|
|
|
Qualitative research methods
|
relies on personal observation and description of social life in order to explain behavior.
|
|
|
Verstehen
|
Max Weber's method: understanding as a means of characterizing and interpreting or explaining. How? Applying reason to the external and inner context of social situations
|
|
|
Survey Method
|
most often used by sociologists- usually done in an interview, or a questionnaire.
|
|
|
Independent Variable
|
is one that influences another variable
(think cause) |
|
|
Dependent Variable
|
one that is influenced by another
(think effect) |
|
|
Correlational relationship
|
exists when a change in one variable coincides with bud doesn't cause a change in the other.
|
|
|
Causal relationship
|
between variables exists when a change in one cause or forces change in the other.
|
|
|
Representative Sample
|
accurately reflects the population from which it is drawn
|
|
|
Random sample
|
everyone in the population has the same chance of being selected.
|
|
|
Systematic sampling
|
if you have a list and take the every nth person....
|
|
|
stratified sampling
|
use the differences in the population and make your survey sample look the same
|
|
|
Experimental group
|
the population on which a change is placed to see how it reacts.
|
|
|
control group
|
similar population where the change is not in action
|
|
|
unobtrusive observation
|
observation from a distance,w ithout being infovled in the group
|
|
|
Field research
|
participant observation- observe from within the group
|
|
|
Socialization
|
process through which we alearn or are trained to be members of society
|
|
|
Primary Socialization
|
the initial socialization a child receives through which he or she becomes a member of society.
|
|
|
Secondary Socialization
|
the experience of socialization into new sectors of society by already socialized persons.
|
|
|
Agents of Socialization
|
1. Family
2. School 3. Peer Groups 4. Mass Media |
|
|
Resocialization
|
the process of discarding behavioral practices and adopting new ones as part of a transition in life.
(ex. getting married, having a kid, losing a bad habit) |
|
|
Sigmund Freud
|
Austrian Dr. and the founder of psychoanalysis.
Considered biological drives to be the primary source of human activity. |
|
|
id
|
represents these unconscious strivings without specific direction , which must be repressed and subsequently channeled isn socially acceptable directions
|
|
|
ego
|
represents the most conscious aspect of personality
ego deals with the world in terms of what is possible, providing limits and direction |
|
|
Charles Horton Cooley
|
Economist turned psychologist
(1824-1924) theorized that the self-concept is reevaluated every time the person enters a new social situation |
|
|
3 stages in the process of self-formation (referred to as "looking glass self")
|
1. we imagine how we appear to others.
2. we wonder whether others see us in the same was as we see ourselves - so we watch how they react to us. 3. we develop a conception of ourselves that is based on the judgments of others. |
|
|
george herbert mead
|
american philosopher/psychologist
known for evolutionary social theoryof the genesis of mind and self |
|
|
Mead's basic Theory
|
that a single act can best be understood as a segment of a larger social act or communicative transaction between two or more persons
|
|
|
Erving Goffman
|
1922-1983
considered the self to be a reflection of others: the cluster of roles or expectations of the people with whom one is involved at that poin in life. |
|
|
Role-distance
|
Goffman's term:
Describes the gap that exists between who we are and who we portray ourselves to be. |
|
|
Jean Piaget******
|
(1896-1980)
Swiss psychologist who observed children- formed the basis for educational psychology: that cognitive development cannot be reached unless the individual is confronted with experiences that foster development |
|
|
Piaget's Cognitive Development Stages***
|
1. Sensorimotor
2. Preoperational 3. Concrete Operational 4. Formal Operational |
|
|
Sensorimotor Stage
|
infants are unable to differentiate themselves from their environment
|
|
|
Preoporational stage
|
Begins using language and other symbols- begin to differentiate reality from fantasy
|
|
|
Concrete Operational stage
|
begin using logic to understand the world: begin to see cause and effect. Cannot conceive of an idea beyond the concrete situation or event, begin to imagine themselves in other situations- begin to see things from other perspectives
|
|
|
Formal Operational Stage
|
child develops the capacity for thinking in hightly abstract terms of metaphors and hypotheses which may or may not be based in reality
|
|
|
Erik Erikson's 8 stages of psychosocial development**
|
1. nurturing stage- sense of basic trust or mistrust is formed
2. Feeling of autonomy or feelings of doubt and shame from not being able to handle the situations they encounter 3. child develops either sense of initiative and self-confidence or feelings of guilt 4. focus shifts from family to school where the child develops either a feeling of being industrious or inferior. 5. Failure to establish a clear and firm sense of one's self result in identity confusion 6. one meets or fails to meet the challenge presented by young adulthood of forming stable relationships- either "intimacy or isolation and loneliness" 7. contribution to the well-being of others through citizenship, work and family (primary tasks of mature adulthood are completed) 8. knowledge that one is reaching the end is to find a sense of continuity and meaning, to break the sense of isolation and self-abosrption |
|
|
Lawrence Kohlberg*
|
cross-cultural studies on the work of Piaget- concluded that given proper experience and stimulation children go through a sequence of 6 stages of moral reasoning.
|
|
|
Kohlbergs major moral reasoning stages:
|
1. btwn 4-6 years old: good/bad connected to punishment
2. Adolescence: conformity to the rules is connected with the belief that the social order must be right- and should be followed Final stages- young adults- able to consider the welfare of the community, the rights of the individual, and ethical principles as justice, equality and individual dignity. |
|
|
Carol Gilligan
|
Studied kohlberg's moral development, but on women. (Kohlberg didn't think women could reach the full moral development that men could.)
|
|
|
Carol's findings
|
I'll talk with you about this Tues night- ask me about steal to save problem. :)
|
|
|
Social Structure
|
the way in which people's relations in society are arranged to form a network.
consists of the patterns of interactoin formed by the enactmen of culture |
|
|
Ascribed Status
|
automatically and involuntarily conferred on individuals without any effort or choice made on their part.
(ex. woman, son, widow, etc) |
|
|
Achieved Status
|
one that is assumed largely through one's own doings or efforts
(ex. husband, Straight A student) |
|
|
Master Status
|
the status with which you are most identified- it affects almost every aspect of the person's life
|
|
|
Status Set
|
consists of all the statuses that a person occupies
ex. mother, wife, librarian, teacher... |
|
|
Role
|
what a person does
it's the part we play in a particular status or position |
|
|
Role Strain
|
different and conflicting expectations exist with regard to a particular status
ex. Harrison at Meta- a youth, but a leader. Had to be part of the group- but at a bit of a distance to maintain the leader level. |
|
|
Role Conflict
|
when a person occupies multiple status that contradict one another
ex. working mom who volunteers a lot. |
|
|
Group
|
an assembly of people who are typically united around a common thought or belief, share a common relationship. It is not just a set of "individuals"
|
|
|
gemeinschaft
|
community: small comminites characterized by tradition and united by the belief in common ancestry or by geographic porximity in relationships largely of the primary group sort.
|
|
|
gesellschaft
|
society: contractual relationships of a voluntary nature of limited duration and quality, based on rational self-interest, and fromed for the explicit prupose of achieving a particular goal
|
|
|
dyad
|
relationship between two peopl where if one departs the group it is destroyed
|
|
|
triad
|
the addition of a third person sometimes serving as a mediator
|
|
|
sociometry
|
developed by J.L Moreno- a technique focused on establishing the direction of the interaction in small groups
|
|
|
Reference group
|
social groups that provide the standards in terms of which we evaluate ourselves
(who we compare ourselves to- trying to please) |
|
|
Group Conformity
|
individuals' complaince with group goals, in spite of the fac tthat group goals may be in conflict with individual goals
(trying to "fit in" by doing something you might otherwise not do) |
|
|
Groupthink
|
members of a grou pbegin to think similarly and conform to one another's views
|
|
|
Group Leadershp 2 types
|
1. Instrumental
2. Expressive |
|
|
Instrumental Leaders
|
task-oriented leaders who organize the group in the pursuit of it's goals
|
|
|
Expressive Leaders
|
social-emotional leaders who achieve harmony and solidarity by offering emotional support
|
|
|
Authoritarian Leaders
|
give orders
|
|
|
Democratic Leaders
|
seeks a consensus on the course of action to be taken
|
|
|
Laissez-Faire leader
|
Lets the group be- doing little if anything to provide direction or organization
|
|
|
Organziation
|
represents a specific type of social relationship or arrangement between persons
|
|
|
Bureaucracy
|
rationally designed organizational model whose goal is to perform complex tasks as efficiently as possible.
|
|
|
Parkinson's Law
|
in any bureaucratic organzation "work expands to fill the time available for its completion"
|
|
|
Peter Principle
|
in any hierarchy every employee tends to rist to his level of incompetence
|
|
|
Deviance
|
departure from a norm
|
|
|
Stigma
|
the mark of social disgrace that sets the deviant apart from other members of society who regard themselves as "normal"
|
|
|
Function of Deviance
|
unifies a group by identifying the limits of acceptable behavior
|
|
|
Primary deviance
|
the term used to refer to behavior violaitng a norm
|
|
|
Secondary deviance
|
the behavior that results from the social response to such deviance
(usually causes a "stigma") |
|
|
Social Stratification
|
represents the structured inequality characterized by groups of people with differential access to the rewards of society because of their relative position in the social hierarchy
|
|
|
Social Hierarchy
|
ranked statuses in which people function.
|
|
|
Social Mobility
|
the ability of a given individual or gropu to move through the social strata
|
|
|
System of Stratification
|
refers to the institutions and ideas that permit or limit the distribution of prestige, status, and opportunities in life.
(race, ethnicity, gender, age, sexual orientation) |
|
|
What is the difference between race and ethnicity?
|
Race involves the attribution of hereditary differences to the human population that are genetically distinct.
Ethnicity refers to a population known and identified on the basis of their common language, national heritage and/or biological inheritance. |
