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120 Cards in this Set
- Front
- Back
- 3rd side (hint)
Socialisation |
Lifelong process by which people learn the culture of the society in which they live, carried out by agencies of socialisation eg family media etc |
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Culture |
Language beliefs values norms customs dress diet roles knowledge and skills which make way of life of any society, pass on from gen to gen |
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Identity |
How we see and define ourselves, our personalities and how others see and define us eg gender race |
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Roles |
Patterns of behaviour which people expect from people in different positions in society |
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Role models |
Behaviour we consciously or unconsciously copy |
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Role conflict |
Where successful performance of two or more roles may come into conflict with each other |
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Values |
General beliefs about what is right or wrong and about the important standards which are worth maintaining and achieving in society or a social group |
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Norms |
Social rules which define the correct and acceptable behaviour in a society or social group to which individuals are expected to conform usually enforced by disapproval of others |
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Customs |
Norms which have lasted a long time and have become part of a society's traditions many are connected to celebrations : learned and passed on through socialisation |
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Social control |
Term used to describe various methods used to persuade or force Indiv to conform to social norms and values of society |
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Social control |
Term used to describe various methods used to persuade or force Indiv to conform to social norms and values of society |
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Sanctions |
Rewards and punishments by which social control and conformity to values is achieved |
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Social control |
Term used to describe various methods used to persuade or force Indiv to conform to social norms and values of society |
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Sanctions |
Rewards and punishments by which social control and conformity to values is achieved |
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Social class |
Generally linked with uneven distribution of resources and life chances in industrialised society's ( group of people sharing similar economic sit) |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Middle class |
Large class refers to those in non manual jobs, that don't involve physical jobs.sec in this also |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Middle class |
Large class refers to those in non manual jobs, that don't involve physical jobs.sec in this also |
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Upper class |
Small class includes main owners of society's including industrialists provide employment for others |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Middle class |
Large class refers to those in non manual jobs, that don't involve physical jobs.sec in this also |
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Upper class |
Small class includes main owners of society's including industrialists provide employment for others |
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Underclass |
Small class refers to thise who are at bottom of class structure whose poverty often exclues them from full participation in society |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Middle class |
Large class refers to those in non manual jobs, that don't involve physical jobs.sec in this also |
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Upper class |
Small class includes main owners of society's including industrialists provide employment for others |
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Underclass |
Small class refers to thise who are at bottom of class structure whose poverty often exclues them from full participation in society |
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Ascribed status |
Given by birth or family background |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Middle class |
Large class refers to those in non manual jobs, that don't involve physical jobs.sec in this also |
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Upper class |
Small class includes main owners of society's including industrialists provide employment for others |
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Underclass |
Small class refers to thise who are at bottom of class structure whose poverty often exclues them from full participation in society |
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Ascribed status |
Given by birth or family background |
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Achieved status |
Status that is achieved by Indiv own efforts or talents |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Middle class |
Large class refers to those in non manual jobs, that don't involve physical jobs.sec in this also |
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Upper class |
Small class includes main owners of society's including industrialists provide employment for others |
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Underclass |
Small class refers to thise who are at bottom of class structure whose poverty often exclues them from full participation in society |
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Ascribed status |
Given by birth or family background |
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Achieved status |
Status that is achieved by Indiv own efforts or talents |
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Ethnicitt |
Shared culture of a social group which gives its members a common identity that is diff from other social groups |
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Life chances |
Chances of an Indiv obtaining things such as good quality housing a long and healthy life etc |
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Social mobility |
Movement of groups or Indiv up or down social class higher archy from one social class to another |
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Working class |
One of largest social classes, refers to those that work in manual jobs divided into 3 sections |
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Middle class |
Large class refers to those in non manual jobs, that don't involve physical jobs.sec in this also |
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Upper class |
Small class includes main owners of society's including industrialists provide employment for others |
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Underclass |
Small class refers to thise who are at bottom of class structure whose poverty often exclues them from full participation in society |
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Ascribed status |
Given by birth or family background |
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Achieved status |
Status that is achieved by Indiv own efforts or talents |
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Ethnicitt |
Shared culture of a social group which gives its members a common identity that is diff from other social groups |
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Minority ethnic group |
Social group which shares a cultural identity diff from that of maj population |
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Gender |
Cultural created differences between men and women which are learnt through socialisation rather than biological diff |
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Age stratification |
Old and young are more likely to be poor in many societies |
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STRUCTURALISM |
MACRO APPROACH = focuses on social structures as a whole
& Overall structure of society Way in which soc inst constrain limit Individual behaviour
HAVE FOLLOWING FEAUTURES:
1.behaviour and identities are seen as a result of social forces and are shaped by socialisation 2.main purpose of sociology=study overall structure of society social inst relationships between inst |
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FUNCTIONALISM (consensus structuralism) |
See society based on value consensus : society is held together by a shared culture
By which all its members are socialised into, allows society to agree on goals etc
SEE SOCIETY AS BIOLOGICAL ORGANISM - HUMAN BOD
depend on each other eg family produces population and primary socialisation |
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Marxism |
disagree w functionalist view See society as based on CLASS CONFLICT argue soc divided into 2 classes
1.MINORITY CAPATILIST CLASS BOURGOUISE - own means of production raw materials land
2.MAJORITY CAPATILIST CLASS PROLETARIAT own their own labour only
•soc inst try to maintain capatilism by promoting inequality is inevitable
•religion acts as opium of people >persuades people to accept pos as natural>promise of reward =heaven
•law protects interests of owning classes
FALSE CLASS CONCIOUSNESS LACK OF AWARENESS OF TBEIR OWN INTERESTS |
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Marxism |
disagree w functionalist view See society as based on CLASS CONFLICT argue soc divided into 2 classes
1.MINORITY CAPATILIST CLASS BOURGOUISE - own means of production raw materials land
2.MAJORITY CAPATILIST CLASS PROLETARIAT own their own labour only
•soc inst try to maintain capatilism by promoting inequality is inevitable
•religion acts as opium of people >persuades people to accept pos as natural>promise of reward =heaven
•law protects interests of owning classes
FALSE CLASS CONCIOUSNESS LACK OF AWARENESS OF TBEIR OWN INTERESTS |
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SOCIAL ACTION /INTERPRETIVST THEORIES |
Indiv behaviour in social sit=MICRO approach = sociology s of meaning
: Study interpret meanings and def Indiv give to their behaviour and how people come to see interpret things as they do
SOCIETY AND SOCIAL STRUCTURES ARE SEEN AS THE CREATION OF INDIV AND EMPHASIS IS OLACED ON FREE WILL OF OEOPLE TO DO THINGD AND FORM THEIR IDENTITIES
people's behaviour seen as being driven by meanings they give to situations the way they see situations determines these behaviour
Eg baby crying:interpret : hungry / tired / resultant action taken depends on how parent defines situation
Understand behaviour : understand meaning parent attaches to baby crying SYMBOLIC INTERACTIONISM social action perspective Concerned:understanding human behaviour in face to face sit and how Indiv become defined of classified in particular ways =labelling Also seeks to describe and explain consequences of labelling eg student labelled as deviant and what effects it has on future |
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Marxism |
disagree w functionalist view See society as based on CLASS CONFLICT argue soc divided into 2 classes
1.MINORITY CAPATILIST CLASS BOURGOUISE - own means of production raw materials land
2.MAJORITY CAPATILIST CLASS PROLETARIAT own their own labour only
•soc inst try to maintain capatilism by promoting inequality is inevitable
•religion acts as opium of people >persuades people to accept pos as natural>promise of reward =heaven
•law protects interests of owning classes
FALSE CLASS CONCIOUSNESS LACK OF AWARENESS OF TBEIR OWN INTERESTS |
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SOCIAL ACTION /INTERPRETIVST THEORIES |
Indiv behaviour in social sit=MICRO approach = sociology s of meaning
: Study interpret meanings and def Indiv give to their behaviour and how people come to see interpret things as they do
SOCIETY AND SOCIAL STRUCTURES ARE SEEN AS THE CREATION OF INDIV AND EMPHASIS IS OLACED ON FREE WILL OF OEOPLE TO DO THINGD AND FORM THEIR IDENTITIES
people's behaviour seen as being driven by meanings they give to situations the way they see situations determines these behaviour
Eg baby crying:interpret : hungry / tired / resultant action taken depends on how parent defines situation
Understand behaviour : understand meaning parent attaches to baby crying SYMBOLIC INTERACTIONISM social action perspective Concerned:understanding human behaviour in face to face sit and how Indiv become defined of classified in particular ways =labelling Also seeks to describe and explain consequences of labelling eg student labelled as deviant and what effects it has on future |
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STRUCTUATION |
In real life society is probably best understood using a mixture of both structural and action approaches
INDIVIDUALS ARE INFLUENCED AND CONTROLLED BUT CAN MAKE CHOICES EG EDUCATION SYSTEM : can make choices ( limited ) eg to what school child goes to
Anthony giddens |
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Marxism |
disagree w functionalist view See society as based on CLASS CONFLICT argue soc divided into 2 classes
1.MINORITY CAPATILIST CLASS BOURGOUISE - own means of production raw materials land
2.MAJORITY CAPATILIST CLASS PROLETARIAT own their own labour only
•soc inst try to maintain capatilism by promoting inequality is inevitable
•religion acts as opium of people >persuades people to accept pos as natural>promise of reward =heaven
•law protects interests of owning classes
FALSE CLASS CONCIOUSNESS LACK OF AWARENESS OF TBEIR OWN INTERESTS |
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SOCIAL ACTION /INTERPRETIVST THEORIES |
Indiv behaviour in social sit=MICRO approach = sociology s of meaning
: Study interpret meanings and def Indiv give to their behaviour and how people come to see interpret things as they do
SOCIETY AND SOCIAL STRUCTURES ARE SEEN AS THE CREATION OF INDIV AND EMPHASIS IS OLACED ON FREE WILL OF OEOPLE TO DO THINGD AND FORM THEIR IDENTITIES
people's behaviour seen as being driven by meanings they give to situations the way they see situations determines these behaviour
Eg baby crying:interpret : hungry / tired / resultant action taken depends on how parent defines situation
Understand behaviour : understand meaning parent attaches to baby crying SYMBOLIC INTERACTIONISM social action perspective Concerned:understanding human behaviour in face to face sit and how Indiv become defined of classified in particular ways =labelling Also seeks to describe and explain consequences of labelling eg student labelled as deviant and what effects it has on future |
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STRUCTUATION |
In real life society is probably best understood using a mixture of both structural and action approaches
INDIVIDUALS ARE INFLUENCED AND CONTROLLED BUT CAN MAKE CHOICES EG EDUCATION SYSTEM : can make choices ( limited ) eg to what school child goes to
Anthony giddens |
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FEMINIST PERSPECTIVE |
feminism examines society particularly from point of view of women Argue : MAINSTREAM SOCIOLOGY FOCUSES ON CONCERNS OF MEN : male stream sociology and fails to consider to pos of women and unequal pod they traditionally have had in society
No of diff themes : Marxist feminism
Marxist feminists focus on problem of patriarchy the system where males dominate soc
SAME WAY AS MARX
see soc as unequally divided but see divisions as gender not class
Radical feminists :focus on problem of men in male Dom soc
Liberal feminists focus on woman having equal opport to men through changes in laws and better childcare |
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POST MODERNISM |
Approach
Stresses society is changing so rapidly and constantly that it's marked by chaos and uncertainty
Suggests society can no longer be understood through application of general theory's eg functionalism
Which seek to explain soc as a whole as its fragmented into diff groups interests and lifestyles
Structured and society's are replaced by ️mass of Indiv making Indiv choices about their lifestyles |
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New right perspective |
More political philosophy than doc
ASSOCIATED WITH MAINLT YEARS OF CONSERVATIVE GOV IN BRITAIN BETWEEN 1979 1997 Approaches stresses freedom self help self reliance
Emphasises free comp between private company's schools etc
Encourages trad values
Condemns non trad families eg lone parents and blames them eg underachievement |
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New right perspective |
More political philosophy than doc
ASSOCIATED WITH MAINLT YEARS OF CONSERVATIVE GOV IN BRITAIN BETWEEN 1979 1997 Approaches stresses freedom self help self reliance
Emphasises free comp between private company's schools etc
Encourages trad values
Condemns non trad families eg lone parents and blames them eg underachievement |
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Culture |
Way people live within their society languages beliefs diet roles knowledge that make up WAY OF LIFE of any society
Also involves artefacts |
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New right perspective |
More political philosophy than doc
ASSOCIATED WITH MAINLT YEARS OF CONSERVATIVE GOV IN BRITAIN BETWEEN 1979 1997 Approaches stresses freedom self help self reliance
Emphasises free comp between private company's schools etc
Encourages trad values
Condemns non trad families eg lone parents and blames them eg underachievement |
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Culture |
Way people live within their society languages beliefs diet roles knowledge that make up WAY OF LIFE of any society
Also involves artefacts |
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Cultural diversity |
Refers to fact that beliefs and behaviour are diff in diff society around world and within same soc at diff times beliefs and values can differ in some soc when subcultures are present |
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New right perspective |
More political philosophy than doc
ASSOCIATED WITH MAINLT YEARS OF CONSERVATIVE GOV IN BRITAIN BETWEEN 1979 1997 Approaches stresses freedom self help self reliance
Emphasises free comp between private company's schools etc
Encourages trad values
Condemns non trad families eg lone parents and blames them eg underachievement |
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Culture |
Way people live within their society languages beliefs diet roles knowledge that make up WAY OF LIFE of any society
Also involves artefacts |
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Cultural diversity |
Refers to fact that beliefs and behaviour are diff in diff society around world and within same soc at diff times beliefs and values can differ in some soc when subcultures are present |
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DIFFERENT PERSPECTIVES |
Study's of cultures around world show diversity in norms and values
All society seen to operate as systems and the culture of society wil reflect divisions in social system |
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New right perspective |
More political philosophy than doc
ASSOCIATED WITH MAINLT YEARS OF CONSERVATIVE GOV IN BRITAIN BETWEEN 1979 1997 Approaches stresses freedom self help self reliance
Emphasises free comp between private company's schools etc
Encourages trad values
Condemns non trad families eg lone parents and blames them eg underachievement |
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Culture |
Way people live within their society languages beliefs diet roles knowledge that make up WAY OF LIFE of any society
Also involves artefacts |
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Cultural diversity |
Refers to fact that beliefs and behaviour are diff in diff society around world and within same soc at diff times beliefs and values can differ in some soc when subcultures are present |
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DIFFERENT PERSPECTIVES |
Study's of cultures around world show diversity in norms and values
All society seen to operate as systems and the culture of society wil reflect divisions in social system |
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Functionalist perspective |
Every social system needs a shared belief system if it's to function effectively
Pre industrial society's Pop worked on land in small rural communities: structure of society : simple MECHANICAL SOLIDARITY AND RELIGION
industrialised soc Different tasks :hard to maintain collective CONCIOUSNESS: modern soc developed new inst : education system and mass media bring people together
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MARXIST PERSPECTIVE |
Differences within Marxism but generally agreed economic infrastructure ( rail water etc) and I'll be most important influence on culture
Marx claimed economic infrastructure determined nature of all parts of superstructure ( soc inst) culture part of superstructure so ruling class will use economic power to ensure culture of soc will benefit them eg main aim of ruling class : make profit inst in superstructure such as schools and mm rarely challenge this |
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Global culture |
X |
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Identity |
How and individual/ group see and define themselves
Formed through socialisation process via influence of social inst religion family etc
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Knowing about your own and others identity enables Indiv to |
Compare themselves to others to know how we differ from or are similar to others and is therefore very important in making social connections |
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How you see yourself will |
Influence your relationships with others, determines who you'll give advice to and take from and who your friends will be
IDENTITY FITS INDIV INTO SOC WHICH THEY LIVE |
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Identitys of indivs and groups involves both |
Personal choice and responses and attitudes of others |
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Individuals have multiple identitys , meaning different indentitys are used in diff situation |
Eg person may define herself as Muslim in her family, manager at work and lesbian in her sex life |
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Factors which usually contribute to identity |
Income social status appearance age gender nationality health peer group sexual orientation |
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Individual or personal identity |
WOODWARD 2000 suggest Indiv identity is concerned with the question who am I eg -how Indiv define themselves -what's important to them -how they see themselves in comparison to others - things that give them their unique characteristics.
Eg name passport fingerprints Etc |
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Social identity |
Defines individuals in relation to social groups with which they are indentified and to which they belong
Formation of social indentitys may also arise from the characteristics associated with the social roles people play and behaviours that are expected of them when playing roles eg mum |
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Collective identity |
: identity shared by a social group involving elements of both personal and social identitys
Involves elements of choice by Indiv as they actively choose to be part of a group and adopt the identity associated with it
Eg ethnicity defined by other Gang member almost completely a personal choice |
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Feminist perspective |
Feminists would say soviety is characterised by differences in power between men and woman feminists claim many cultural belief in soc disadvantage woman and benefit men |
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Dominant culture |
Refers to main cultur in society
Which is shared or at least accepted without opposition by the majority of its members
Eg main features in British culture
White patriarchal unequal for females and those in minority groups |
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Subculture |
Some groups in soc develop norms and values that are diff from those in dominant culture
Can be based on social class age immigrant groups etc
ALBERT COHEN 1955 developed explanation of delinquent youth subculture he explained young working class men were more likely to commit crime for fun
:STATUS FRUSTRATION |
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Glasgow gang observed |
Back (Definition) |
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Folk culture |
Culture created by LOCAL COMMUNITIES and is rooted in experiences customs beliefs of everyday people
- authentic - not manufactured
Eg folk songs dances
Passed on from one gen to next
Associated with pre industrial soxiety |
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High culture |
Seen as being superior to any other forms of culture
Refers to aspects of culture that are seen as lasting artistic or literary value aimed at small groups of INTELLECTUAL ELITES who are predom upper class and middle class groups
High culture products often found in special places eg museums etc classical music Van Gogh
MARXIST WRITER PIERRE BOURDIEU 1960 suggested middle class success in education is also a result of cultural advantage as curriculum based on cultural forms that are seen as rare and worthy
Suggests middle class have more cultural capital than working class |
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️mass or low culture |
USED IN NEGATIVE WAY TO DESCRIBE CULTURAL TASTES OF WORKING CLASS Easy to understand entertainment
Manufactured for profit rather than made by community
Includes - mass circulation magazines - tabloid newspaper - rock and pop music - video games
Mindless entertainment
FRANKFURT SCHOOL OF SOCIOLOGISTS
Ardono Marcus honcheimer
Effects of mm on culture after ww2 argued ️mass culture maintained dominance of a set of ideas and power of Dom social class in society
Breakdown of neighbourhood asp people moved from trad close knit community
THEODOR ARDONO CLASSICAL MUSICIAN
criticised popular music for offering w class people easy pleasure of music
Saw cultural industries as central to CAPATILIST system : huge profits |
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Popular culture |
V |
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Changing distinctions between high and ️mass culture |
X |
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