Exam 2 Flashcards
Socialization
how we interpret cul. + func. as member of society
begins early as childhood (boy v girl and blue v pink)
function of socialization
est. social identity
expectations based on what group you asso. w/
function of socialization #2- Role
teaches us our role in respect to our status
(allow us to predict actions of others)
(although not a doctor you can expect how they will act)
function of socialization #3- behavior
directs our behavior
ex. how to ask someone out on a date
function of socialization #4- culture
transmits culture to next generation
observe how your parents act and follow suit
limits of socialization
when socialization cannot explain behavior anymore
BIOLOGY plays own role
Primary socialization
when o/ decide who/ what socializes you
Ex. daycare
Secondary Socialization
chose who impacts you
build off primary beliefs (family)
intro. to new sectors of the world
(Ex. college can challenge beliefs and change a person_
Process of Socialization
active, and continual
GOAL- dev idea of social self (what role do I play)
happens almost subconsciously by secondary soc.
Conflict Theory
-of socialization
soc. gives advantage to one group over another in views
Ex. church over common people persuaded to believe live dependantly on the church
Functionalism Theory
-of socialization
desc. ppl what role they play
maintains equilibrium
encourages indiv. do their part
Cooley
self view comes from view of others
Looking glass self idea
change behavior by ppls rxn to you
Looking glass self
perception- imagine how we appear v how ppl actually perceive us
interpretation- how we think ppl will judge us
response- self feelings based on how o/ think of us
Mead
social rxns and interactions dev who we think we are
modeled by input of sig. other and generalized o/
Mead- self dev.
composed of I and Me
I= how self impacts others
me= how you see yourself thru eyes others
Stage 1 of self dev. (Mead)
imitation- (3 and under)
uncompliant with social norms
Ex. eating times
Stage 2 of self dev. (Mead)
play- (3-6)
dev. roles of others
understand how o/ see wrld
ONLY 1 perspective at a time
Stage 3 of self dev. (Mead)
game- (school years)
regulate behavior based on o/
have multiple roles
understand diff roles have diff expectations
Agents of Socialization
person/ group does socialization
Agent- Family
determines social status
CHILDREN CAN SOCIALIZE PARENTS
differs based on class
reflection diff work roles
concerted cultivation
parents push certain act. based class
Agent- School
constantly categorized
surr. by new ppl
secondary socialization
Agent- Religion
effect dev. of self and decisions
Agent- Peers
lack formal auth.
conflict can shape personal identity
Agent- Workplace
how o/ indiv. act in situations
Agent- Children
socialize parents
teach new tech and ideas
learn from peer groups
Fixing Faulty Socialization
resocialization or total institution
Faulty Soc. - Resocialization
norms and beliefs restructured
NOT only when fault found in socialization
happens when change environ.
Ex. college, new country
Faulty Soc. - Total Institution
no access old way of thinking
reinvent norms and beliefs and values
cut off old culture
Ex. mental health hospital, rehab center
Status
position in society comes w/ expectations
Status- ascribed
born w/ and unlikely change
Ex. race or socioeconomic status
Status- achieved
earned thru indiv. effort or imposed by o/
decided by ourselves
Ex. doctor, manager
Role
behavior you would expect from status
flexibility in how interpret that behavior
Ex. dress attire of professor
Master Status
first thing people think of
can be unwanted
Ex. Micheal Phelps- a swimmer. but also a dad, business owner and dog lover
role-strain
conflict btw 2 roles in same status
seem have equal importance
Ex. studying v. partying
role-conflict
conflict btw status
expectations of two can clash
Ex. student athlete
Social Life As A Theatre
Ervine Goffman
engaging in process of impression management
Impression Management
controlling presentation of self
Face- esteem of self held by o/
Face-Saving
acting in a way to make self seem likeable to society/ others
only occurs if indiv. can help it
Ex. food in teeth v. personality
Impress. Mana. - Avoidance
deny you did anything wrong and act like it didn’t happen
Impress. Mana. - Corrective Action
admit you misunderstood/ correct yourself
Dramatical Theory
social life like stage play
depending on situation (stage) change your appearance, behavior and appeal to audience
front stage (public) and back stage (private)
Ex. instagram self vs real self
Social Construction of Reality
way understand world comes from experiences, which are a collection of stories
Ex. Turner and Burlet “Spit Experiment”
think of spit as more gross than saliva even though they are the same thing
Soc. Const.- Gender and Race
not rooted in biology
categories we made for belonging
Soc. Const.- Age
made help understand cul. stages
used as a baseline for making laws
Soc. Const.- Beauty
“standard of beauty” changes overtime
what is consider “in” with makeup and clothes
Soc. Const.- Marriage
redefining what Marriage means
co-habitation now a thing
Soc. Const.- Health
what is considered “good health”? it has evolved over time
Ethnomethodology
analyze human interaction and how dev. mutually shared social attitude
GARFINKEL
Best way understand social rules is to break them
Ex. see response when wear pajamas to awards presentation
Ethno. breaching
means to break the rules
big opposition to breaching bc we like predictability and hate change
yet we know when a breach occurs bc it is diff.
everyone knows accepted way in society to address that
Social Groups
learn from o/ who we are and where we belong
building blocks of society
Group
two or more ppl that share a common identity
Dyad
2 ppl that have to have mutual dependance for relationship to exist
Most fragile kind of group
no argument settler
Triad
3 ppl, secrets can exist but still less fragile
3rd person can act as mediator, tertuis gandens- when benefit off o/ conflict or divide et impera- when intro. conflict for personal benefit
Large group 4+
More ppl= more conflicts, opinions and relationships to balance
Collection vs group
have no interaction btw e/o or common identity
Ex. ppl over age 75- all are different with way they live
Group Size
Simmel
based on size can predict relationships and group dynamics
Asch Test
Shows how much we are influenced by groups
focused on Group Conformity
Ex. line length
pressure from grp is gentle and consistent
Milgram Studies
Proves how willing we are to do unjust things bc auth. suggest it
70% of ppl we willing to obey
Primary Group
a personal relationship with all members
gives us our identity (like Tara and her family)
emotional wellbeing + health taken care of in grp
Ex. family
Secondary Group
not as personal and more ppl
generally temporary
Ex. college lecture
gathered due to a common interest (core 2.0)
“In” Groups
feel loyalty to (star bellies)
“Out” Groups
refer to as “them”
ppl you don’t associate w/ or share interests w/ (nonstar bellies)
Groups in general
like to define ourselves from others
groups give us an opportunity to do that and therefore work hold to uphold status of certain group member
Reference Groups
give us rules to follow to be considered as apart of a group
can influence behaviors and self-confidence
model beh. after successful ppl in that group and avoid beh of others that are outsiders
Ex. look up to starting varsity players as a freshman
Ref. Grp- Normative Fun.
where analyze behaviors of members in group
Ref. Grp- Comparative Fun.
Looking at your position in a grp compared to others
Ref. Grp- Rel. Gratification
Feeling good and blessed for what you have
Ref. Grp- Rel. Depravation
Feeling bad and less privileged
Social Network
set relationships btw many groups (dyads and triads)
held together by indivi. ties
Ties- explains rel. to o/ in network
Social Net.- Embeddedness
relies on amnt indirect ties
more embedded= more ties
vs. weak ties- provide more opportunities
Ex. getting a job is about who you know and who they know
Social Capital
info. helps indiv. enter pre-existing networks
weak and strong ties are important
argues that there is a decline in civic engagement
less face-face interaction (no front porch conversations)
like to exclude and confine ourselves to just family
internet redefined word interaction
easier to approach ppl
Ex. (asking Kaitlyn about classes)
Organizations
social net. defined by common ppl
has be boundary btw membership and soc. wrld
always a systm hierarchy
informal and formal organizations
formal- rules and expec. how act
informal- free for all
Organ.- bureaucracies
lrg scale, FORMAL organizaiton
focus on max efficiency
do more work in less time while using less money
impersonal
Ex. college. not about being friends with every faculty member but making money and getting kids degrees.
Organ.- Bureaucracies- Characteristics
High division of labor and specialization
Hierarchy of auth.
strict rules
qualification based employment
always replaceable
separation of work and ownershipOrgan.- Bureaucracies- Weaknesses
Low reward for work
encourages lower work ethic
rigid rules
prevents development and expansion
ritualism
closed mind to new ideas and ways of doing things
alienation
success of company is only thing that matters
law of oligarchy
company will always be controlled by few ppl
Deviance
does not always have be criminal behavior. Just actions that are outside of norms
can change thur history and environment
Deviance- Social judgment
NOT determining if action is morally right or wrong (that changes with cul. and place)
only deviant if you would receive a negative response and sanction
Deviance- Socially Defined or Legally Defined
social- if being deviant or not is only dependant on rules society makes
legal- deviant based on criminal beh.
Deviance- Social control
when actions recieve neg. attention
acts that don’t align w/ cul. norms
not wrong, just diff.
Deviance- Relies on
time- norms change w/ time (clothing styles, marriage, and drinking)
place- environ. can restrict beh. (private v public)
situation- can hold back true feelings
culture- no universal right or wrong
Functionalist Perspective of Deviance
crime has purpose in soc.
response/ action can bond ppl
can act defiantly to bring back social order
Func. Persp.- Social control
set mechanisms create normative compliance in indiv.
maj. violations do not happen often
bc of attachment
commitment
involvement
beliefFunc. Persp.- Social bonding theory
more bonded to soc.= less likely commit devience
Func. Persp.- Social cohesion
refers formation of bonds, and how ppl get along / relate to eachother
not until grp norms are challenged that realize devience occurrs
DURKHEIM believed in fun.
organic solidarity- based on interdependence of o,
mechanical solidarity- sm grp ppl w/ same beliefs
*actions are used to maintain social coh.
Social Control and Deviance
attempts to sanction ppl
sanction- + or - response from ppl for own actions
can regulate ppl’s actions and behavior
formal or informal
formal= law. and auth. of police officers
belief to follow laws is learned through socialization
told as grow up that these are laws you are required to respect
informal= unspoken rules and expectations
maintains baseline of order
we as ppl regulate these rules on own
Ex. good- saying thank you
bad- not tipping at a restaurant
Strain theory- Robert Merton
*build off Durkheim
what pushes ppl to be deviant?
all ppl expected to reach same goals “American Dream”
not everyone is given the same opportunities
what you have depends on your soc. pos.
conflict btw. values and goals
Ex. steal book need for school
Responses to Strain theory- CIRRR
conformity- keep working towards goals
innovator- same goals but go about acc. them diff.
largest chance to be deviant
ritualist- focused on present and not worried about long term, has same goals but no alt. so settles w/ Amer. D.
retreatist- doesn’t care about goals or A. Dream
Rebel- create OWN goals and means of acc.
personalized thinking
Symbolic Interactionism Theory and Deviance
examine ppls beliefs they use in everyday interaction
“nothing is deviant unless say it is”
Labeling Theory
encourage deviance by labels put on ppl
conform to identity given to them
Labels
sticky- hard to get rid of neg. views
Labeling Theory- Primary Deviance
first act of rule-breaking
level of deviance is determined by authority
Labeling Theory- Secondary Deviance
acts related to fulfillment of deviant label
Stigma
labels w/ neg. connotation
effect self-identity and perception
comes with expectations of behavior
how do people cope?
hide stigma
try deter ppl's attention by excelling in o/ areasSocial Process Theory- REVIEW Ch. 6- Examples- Drinking
don’t like it at first
peers convince you it is something you should enjoy
way to socialize and connect w/ ppl
begin to understand enjoyment
Social Process Theory- REVIEW Ch. 6- Examples- Rosenthal’s Educ. Exper.
told teachers going to perform exp. that predicts success of children
he randomly chose children out of each class that were considered to be “more intelligent”
teachers then expected more from these certain kids
gave kids more attention and personalized learning
kids responded to this and performed better
Broken Windows Theory
explains how social context + social cues impact way ppl act
doctor crushed cars and left them in cities abandoned
signaled to ppl that appropriate to continue in beh.
ppl further vandalized car
Reintegrative Shaming- Braithewaite
how we treat ppl after a crime
depends on area
east= accepting, west= isolating
represents symbolic interactionism theory
Reintegrative Shaming- Braithewaite-Japan
has reintegration ceremonies for criminals
accepted back into society
helps restore social order
Reintegrative Shaming- Braithewaite- US
punish and stigmatize ppl
forever label them and don’t reintegrate them
person doesn’t feel strong connection to society
more likely to participate in deviant beh.
Conflict Theory
link deviance to social inequality
upper class has rules to protect only them
acts that are deviant depend on society's power structure
penalities more severe for lower classCrime
street crime v white collar crime
Street Crime
committed by public
associated w/ violence, poverty and gangs
happens bc: not structure for ppl to reach goals
goes w/ strain theory and opportunities
solutions: inc. returns for working in legitimate economy
many sell weed vs working at restaurant bc get more money
White-Collar Crime
performed by professional against a company, bus. or corp
*greater financial impact than street crime
hard to prevent: many offenses are secret and hidden from the public
solutions: enforce punishments that hinder companies revenue
Crime rates
used to measure patterns overtime
deviance is always present
types and severity change with time
makes it hard to track
Crime Reduction
Deterrence Theory
crime results from calculation of its costs and benefits
avoid actions that cause more harm
Elements of Punishment
Beccaria
used inc. cost of offending
proportionality- punish. = crime
swiftness- punish. has be punctual
solidifies rel. btw. action and punish.
certainty- reliability that ppl will be punished
if punish. too harsh ppl less likely to convict
Ele. of Punish.- Specific Deterrence
hope that ppl are not repeat offenders
Ele. of Punish.- General Deterrence
send message to society by way of example
Recidivism
when ppl revert back to criminal beh.
intro to crim. systm can reduce
harder to get job in soc
more likely to be deviant- Strain Theory
Recidivism- Body v Soul- Foucault
mechanical solidarity v organic solidarity
Body v Soul- Foucault- Mech. Solidarity
when ppl have shared beliefs
if violate beliefs punished physically
Body v Soul- Foucault- Organic Solidarity
When ppl have an interdependence
punish soul- as way to reform society
Responses to Deviance
focus on punitive justice
3 themes
Responses to Deviance- Incarceration
1950-2015 up 360% of ppl in jail
Responses to Deviance- Disenfranchisement
removes the ability of felon to vote
could last until sentence over or could be infinite
Responses to Deviance- Disproportionate Imprisonment
certain ppl have greater chance of being imprisioned
black- 11.3%
white- 3.4%
depends on race, socio-economic status and gender
