Exam 2 Study Review Flashcards
(145 cards)
1
Q
Who developed the dramaturgical approach?
What metaphor does it use to characterize social life?
A
Erving Goffman (1922-82)
Social life is a dramatic performance
it is argued that the elements of human interactions are dependent upon time, place, and audience
2
Q
How is the dramaturgical approach illustrated by the “Popping the Question” study?
Be sure to understand the study’s main findings.
A
The interaction of this event is depended on time, place and audience; it is a performance.
Mans performance for the woman; couples performance for family and friends.
3
Q
What is impression management?
A
Craft of presenting a favorable image of oneself to others.
4
Q
What do people do when they are failing to successfully manage their impressions?
A
they attempt to correct the bad impression.
5
Q
Explain and illustrate how impression management of self, situation and performance team are connected.
A
Impression management of my self (who I am?), the situation (what is going on?) and my performance team are connected (the people staging a performance)
ex. )
1. The man is worthy of a finance (who am I?)
2. This is an engagement proposal (what is going on?)
3. The couple ought to be married (performance team)
6
Q
What is an aligning action?
A
Action taken to restore an identity that has been damaged
7
Q
Front Stage (Define and example)
A
Area of social interaction visible to the audience, where people perform
ex. ) On stage of a play or musical
ex. ) The woman acts as a member of the audience (front stage)
8
Q
Back stage (define and example)
A
Area of social interaction not visible to the audience, where people can rehearse and rehash their performances
ex. ) Backstage of play or musical
ex. ) the woman acts a member of the performance team (back stage) for proposal.
9
Q
Performance Team (define and examples)
A
Group of people who cooperate in staging a performance
ex.) Orchestra, dance team, members of a play
10
Q
Impression given (define and example)
A
Verbal expression (impressions given)
-should be consistent with nonverbal expression (impression given off)
Props and costumes should be consistent with performance
11
Q
impression give off (define and example)
A
nonverbal expression (impressions given off)
-should be consistent with Verbal expression (impressions given)
Props and costumes should be consistent with performance
12
Q
What is a protective practice?
A
Actions taken to help another person restore or maintain a desired identity
13
Q
Civil Inattention (define and example)
A
Practice of signaling mutual awareness and then withdrawing attention
ex.) Walking passed someone on the street and not saying anything; getting out of each other way.
acknowledging another persons presence, but the shared nonverbal communication that there is no desire to be hostile, or have any direct communication.
14
Q
Studied nonobservance (define and example)
A
Practice of ignoring flaws in another’s performance to avoid embarrassment for everyone involved
ex.) a child is yelling and screaming at her mother in public and you chose to not interfere and ignore it so you do not embarrass the mother.
15
Q
Cooling out the mark (define and example)
A
Gently persuading someone who has lost face to accept a less desirable but still reasonable alternative identity.
ex.) someone who wanted to go D1 for football but only got into a ju-co school; you would try to redirect their goals and make them feel like its okay.
16
Q
Accounts (define and example)
A
Statement designed to explain unanticipated, embarrassing, or unacceptable behavior after the behavior has occurred
ex.) When the teacher explains something that has happened on the test that was not intended to be on the test
17
Q
Disclaimers (define and example)
A
Assertion designed to forestall any complaints or negative reactions to a behavior or statement that is about to occur
ex.) Before telling the class some bad news, the teacher warns then that they will be disappointed and to take the negativeness somewhere else.
18
Q
How can the mismanagement of impressions lead to interpersonal violence?
A
When people believe they are failing to give off the desired impression, they attempt to repair the bad impression…
…In some situations, this can result to interpersonal violence
The impressions that are defended by violence are often connected to masculine identities.
19
Q
Describe and explain David Luckenbill’s study of criminal homicide?
A
he asked, “How can failure to manage impressions lead to interpersonal violence (in initially nonviolent, noncriminal situations)?”
20
Q
What research method did David Luckenbill use in the study of criminal homicide?
A
Method: examination of police records in 70 homicides
21
Q
What were David Luckenbill’s findings in the study if criminal homicide?
A
Finding: homicides typically result from two individuals attempting to control undesired impressions (“save face”)
-People kill to defend desired social statuses
22
Q
What were the six steps in a homicidal interaction he identified?
How was the audience of these interactions important in defining the situation?
A
Step 1: offense to "face" Step 2: interpretation of offense Step 3: countermove to "safe face" Step 4: forging agreement to battle Step 5: The battle Step 6: aftermath
23
Q
Explain Jack Katz’s argument about how stickups may become fatal.
How is impression management involved?
A
Jack Katz’s (1988) analysis of homicide during stick-up found that stick-ups may become fatal as offender, in face of opposition, defends definition of situation as stick-up and his identity as a “hard man”
stickup men must adopt a characteristic hardness of will and insist on being criminal
24
Q
Name and describe the three stages of stick-up? ?
A
Stage 1: Gaining a subjective advantage a.) (or “angle” over the victim) --- Stage 2: Declaration a.) Unlike most crimes, the stickup man must declare his intention to commit a crime, e.g.,“This is a stickup!”
b. )The stickup man must commit himself wholeheartedly—he must announce publicly and clearly that he is trying to commit a crime
c. ) The declaration suddenly transforms the situation into a crime
Stage 3: Sticking beyond reason with stickup
a.) Stickup can’t be understood through cost-benefit analysis, i.e., it may seem “irrational”
b.) Stickup requires moral indifference to
the consequences of the crime and to the victim
c. ) “Irrational” violence may enhance the stickup man’s reputation with his confederates (audience)
d. )“Irrational” violence is necessary if the stickup man can continue thinking of himself as a “hard man” (self)
25
What are the benefits of “irrational“ violence for stickup artists
“Irrational” violence may enhance the stickup man’s reputation with his confederates (audience)
“Irrational” violence is necessary if the stickup man can continue thinking of himself as a “hard man” (self)
26
How did Lonnie Athens conduct his research?
What did he find?
He studied violent criminals through in- depth interviews with prisoners.
Athens claims that violence results from the interaction between selves and interpretations of situations
27
What was his claim about how violence results from the interaction between selves and interpretations of situations?
People with nonviolent selves (self-images) will kill only in “physically defensive situations”
People with violent selves (self-images) may kill in situations in which another person poses an obstacle to their goals and/or they form extremely negative impressions of the other person
28
What are the four stages in the creation of violent selves?
1. Brutalization
- being violently subjugated, observing others being violently subjugated, being coached in violence
2. Belligerency
- reaching the decision that they need to start using violence themselves
3. Violent performance
4. Virulency
- If the first violent performance results in victory, person’s self is defined as violent by others and then (potentially) himself
29
Define and explain material culture.
artifacts of some group of people (clothing, buildings, inventions, food, artwork, writings, etc.)
Material culture both reflects and shapes nonmaterial culture
30
Explain James Loewen’s distinction between the past and history.
The “past” (things that happened) is often quite different than “history” (what we say about them).
The past can’t be changed
History is always changing; people construct and reconstruct it
31
Loewen presents a number of biases found in historical monuments, such as:
(1) presenting a favorable picture of local communities
(2) under-representing women
(3) being Eastern- centric
(4) presenting a favorable image of slavery
(5) promoting stereotypes about American Indians and justifying whites conquering them.
Understand each of these and be able to illustrate them with examples for lecture.
Presenting a Favorable Picture of Local Communities:
--Monuments are usually proposed by local organizations and present favorable (and sometimes inaccurate) picture of their communities
Under-repusenting Women:
- -Only 3% of national historical markers in U.S. focus on women
- -Women are often overlooked when they make history with their husbands
- -The Levi Coffin House, an important underground railroad station, was the home of Levi & Catherine Coffin
Eastern-centric:
- -American history tends to focus on English Protestants who settled East Coast at expense of American Indians and Spanish settlers
- -Socorro Mission in Socorro,TX, founded in 1682
- -Rehoboth Church in Union, WV, “oldest church building west of the Allegheny Mountains,” built in 1789
Presenting a Favorable Image of Slavery:
--Monuments throughout the South honor slaves who were loyal to the Confederacy
--In fact, most slaves stopped working, fled, joined the Union Army and/or engaged in espionage
--No monuments in South honor local blacks in Union Army
--Intent of monuments is to present slavery as benign
institution that had support of slaves
Promoting Stereotypes about American Indians and Justifying Whites Conquering them:
- -White-built monuments to Indians tend to justify conquering Indians by:
- Honoring Indians who helped whites (“Tonto figure”)
- Honoring Indian tribes who are no longer there
- Honoring Indians as “vanishing race” (as by Red Men)
32
Give examples of how beliefs about race and gender influence history.
Women and minority races are less likely to be recognized.
33
Who is Nathan Bedford Forrest? What is his significance?
He is a confederate cavalry leader and he has more statues in Tennessee than any other state has honoring a single person.
-Most Forrest monuments erected during Jim Crow era
- Forrest is symbol of white supremacy
- First national leader of KKK
- Slave trader before war, hired black convict labor after war
- Led massacres of black soldiers during war
34
X What does it mean that historical monuments tell the tale of two eras?
1. Era of person or event honored
| 2. Era when monument was erected
35
X What is snowplow revisionism?
*Attempting to revise markers may meet with resistance
36
X What is the significance and motto of Cawker City’s ball of twine?
*the twine ball’s motto is “Thrift + Patience = Success”
Even bizarre attractions may reflect norms & values
37
Be familiar with the monuments discussed in the lecture. There will be exam questions about some of them.
GO TAKE NOTES ON THIS .
38
What is the difference between a “common-sense” view of emotions and a sociological view?
Common-sense belief: Our emotions represent our “true” self, not social rules
The sociology of emotions studies how culture shapes the way we feel
39
# Define feeling rules, emotion management (a.k.a. emotion work) and emotive dissonance.
Who coined these terms and what was she studying when she developed these concepts? Understand the examples of these used in class.
Feeling Rules: Norms for how people are supposed to feel in particular situations
Emotion Management: people’s efforts to make their emotions match feeling rules
Emotive Dissonance: the disconnect between how people feel and how they think they should feel
--Arlie Hochschild studied stewardesses for her book on emotion management
40
List and understand the four types of emotion management discussed in lecture.
Deep acting: Type of emotion management that focuses on actually bringing about desired emotions
Emotion evocation: Type of emotion management that involves bringing about a desired emotion.
Emotion suppression: Type of emotion management that involves stifling an undesired emotion.
Surface acting: Type of emotion management that focuses on the outward presentation of emotion.
41
Define emotional socialization.
learning feeling rules and how to achieve them through emotion management
42
Describe Smith and Kleinman’s study of emotional socialization of medical students, including its research methods and findings.
Medical students were studied to see how they interact with their patients in uncomfortable settings. They examined how they were around certain peoples body parts and how they were able to control their arousal/uncomfortableness.
Research Method: participant observation, interviews
Physicians ideally are encouraged to feel moderate sympathy toward patients, but excessive concern and all feelings based on the patient’s or the physician’s individuality are proscribed
Medical students must deal with their feelings as they make contact with patients’ bodies
43
How do the concepts of “pride” and “self-esteem” illustrate the social construction of emotions?
Pride (superbia): First and most serious of the seven deadly sins; led to Lucifer’s rebellion against God
Self-esteem: basic human need required for healthy self development
44
How does the concept of “closure” illustrate the social construction of emotions?
“Closure” is an emotional state—where grief has “closed”—that people want for themselves and others
People may have always felt grief and wanted it to stop, but “closure” is a new way of thinking about and acting on this grief
45
What are the implications of the concept of closure that were discussed in class?
There is no agreement about what closure is or how to achieve it, (e.g., does closure involve forgetting or remembering?)
Attempting but failing to achieve closure may result in emotive dissonance, (i.e., closure may offer a false promise of healing)
Closure may be used to sell people unnecessary products
Closure may displace other useful ways of dealing with loss
46
Define social control.
Various methods society uses to encourage conformity to its norms or punish nonconformity
47
What is the connection between social control and the course theme?
Social control is stating that there is good and bad things that society does, and the course theme states that whatever good or bad thing is done, society caused it and society will face the consequence.
48
1. What is the sociological perspective on deviance?
2. What is the origin on the term?
3. Why did sociologists begin using it?
1. By defining what is normal, society defines
what is deviant
2. Origin of term is in statistics—“deviation” is
the difference between the value of a given case and the group average
3. Sociologists began using “deviance” in 1950s to encompass four major topics—crime and delinquency, mental illness, drug use/addiction, sexual misbehavior
49
Define and explain internal social control.
People’s own attempts to conform to norms.
--Social arrangements make some things easier to do and others more difficult; people often follow the path of least resistance
--People may believe that (certain) norms are good, fair, moral, etc.
--People may follow norms because they anticipate other people’s reactions (e.g., through internal conversation)
50
Define formal social control.
Official forms of social control, like fines, imprisonment and execution.
51
Define informal social control.
Unofficial forms of social control, like gossip, humiliation and ostracism.
52
Define deviance.
Behavior, belief, or condition that violates norms.
53
How has closure been used to sell products and make political arguments about the death penalty? (17)
Selling closure is a way for funeral directors to justify and promote their services
Closure is also used to sell products for pet deaths, break-ups, divorces
Competing claims are made about which products best provide closure
54
List and describe the five strategies the medical students used to manage their emotions. (17)
1. Transforming the Contact: mentally transforming the patients into something less personal
2. Accentuating the Positive: focusing on the excitement of practicing “real medicine,” satisfaction of learning, pride of living up to medical ideals
3. Using the Patient: either empathizing with the patient or blaming the patient
4. Laughing about it: finding humor in uncomfortable situations
5. Avoiding the contact (that results in unwanted emotions)
55
Explain the three approaches to deviance described in class (causation, labeling, conflict).
Causation approach: Why do people commit deviant acts?
Labeling theory: Why are some people labeled as deviant and what are effects of label?
Conflict approach: How do rules and punishments benefit some groups more than others?
56
What is labeling theory?
Society creates deviance by constructing norms
Society constructs deviants by applying labels to people
Labeling theory focuses on the application of deviant labels and the effects of that labeling
57
Describe William Chambliss’ “The Saints and the Roughnecks” study.
What method did he use?
What did he find?
Why were the two sets of boys treated differently?
How do the findings illustrate labeling theory?
Description: Shows importance of labeling for understanding deviance and role of class in assigning labels. Two groups of boys were observed on how they were treated differently by police.
Method: Participant observation study
Findings: Saints and the Roughnecks were equally as bad, but the saints were on better terms with the police because they were apologetic.
Why were thy treated differently?
1. Visibility: Saints owned their own cars and were able to leave town
2. Demeanor: Saints were apologetic and penitent; Roughnecks hostile and disdainful.
- -The delinquent label reinforced the Roughneck’s delinquency
- -Predictions about boys’ futures were correct —they were self-fulfilling prophecies
58
What are primary and secondary deviance?
Primary deviance: Routine instances of
norm violation that may or may not result in labeling.
Secondary deviance: Secondary deviance: deviance following and resulting from the label.
59
What are the 3 ways a label can lead to further deviance?
1. Cut off from participation in conventional groups
2. Treatment may produce increasing deviance
3. Labeled person may believe the label
60
Describe Nancy Herman’s research with ex-mental patients.
What method did she use?
What did she find?
How do her findings illustrate labeling theory?
Nancy Herman studied hundreds of ex-psychiatric patients in the 1980s
Method: participant observation and interviews.
The ex-patients received official and unofficial labels that affected interactions and identity
Ex-patients develop strategies for concealing and selectively revealing their psychiatric treatment history
Some used misleading signals to prevent others from discovering label
Some avoided post-hospital therapy or support groups and/or withdrew from normal social settings
61
Explain how the creation of the “registered sex offender” label and its consequences illustrate labeling theory.
What are some of the unintended consequences of this label?
In 1994, Congress required all states to create registries of sex offenders. The creation of sex offender registries reflects the belief that those labeled are especially dangerous and likely to re-offend
The label may make it difficult to find employment or housing and re-integrate into the community
62
What was the “affluenza” case and how is it connected to the main themes of the lecture?
In June 2013, Texas teenager Ethan Couch caused four deaths while driving drunk
His psychologist claimed he suffered from “affluenza”: he didn’t understand the consequences of his actions because his parents taught him that money can buy privilege
In Dec. 2013, a judge sentenced him to probation and therapy
Couch’s “rehabilitation” facility, which required payment by his family, included horse riding, mixed martial arts, massage, cooking and swimming.
In Dec. 2015, Couch was arrested in Mexico after he fled the country following a possible probation violation and is currently in prison
63
What is stratification?
Stratification: processes by which social arrangements distribute valued resources differentially to different categories of people
64
What are some stages of the criminal justice system where inequality exists?
1. Writing laws
2. Policing, including bias in making stops and firing shots 3. Prosecution
4. Trial verdicts and sentencing
65
How can there be racially discriminatory results with racists?
Racial discriminatory results don’t require “racists”
Institutional racism: laws, customs, and practices that systematically reflect and produce racial and ethnic inequalities in a society, whether or not the individuals maintaining these laws, customs, and practices have racist intentions
Implicit Racial Bias: attitudes about race people have without awareness or conscious intent
66
Give some examples of race shaping decisions of social control agents.
The July 2009 arrest of Harvard professor Henry Louis Gates in his own home received national attention
A number of police shootings over the past few years have resulted in protests
A large body of evidence suggests that race shapes decisions by agents of social control
67
Be familiar with Edward Morris’ study of a Texas middle school.
What was his research method?
What were his findings?
On which students’ clothing did the teachers focus? Why?
Edward Morris used participant observation to study how race, class & gender effect discipline in an urban middle school.
Research method: participant observation
- Teachers identified students who lacked cultural capital and attempted to reform them by regulating their bodies and teaching them how to dress.
Findings: Teachers’ emphasis on dress resulted in resistance and disengagement
Teachers focused on...
1. promoting ladylike behavior, especially for African-American girls
2. regulating threatening dress, especially from African-American and Latino boys
3. little discipline for white and Asian students
...focused on these kids because they are minorities.
68
X What is the main cause of the rise in the number of prisoners in U.S. prisons that began during the 1980s?
campaigns were declared against drugs and drunk driving
69
X Why are black men disproportionately arrested and imprisoned for drug crimes?
Be familiar with the dynamics of the War on Drugs.
What is the significance of the fact that drug users can be found in SiliconValley and at Iowa State University?
v
70
X Why are some drugs illegal and others aren’t?
What role does the harmfulness of drugs play?
How does comparing the wars on drugs and on drunk driving address this question?
What role does race play?
Give examples of the connection between drug laws and the presumed race of users.
What does this have to do with the social construction of social problems?
v
71
X What is the 100-to-1 rule?
Refers to federal sentencing standards passed in the 1986
- 5 grams of crack = 5 years (mandatory)
- 500 grams of powdered cocaine = 5 years
- 10 grams vs. 1,000 grams = 10 years
72
X What is stratifications connection to inequality?
???
73
X What are key resources that are stratified?
??/
74
X What are important categories of people that affect stratification?
race, class, gender
75
X What is institutional racism?
laws, customs, and practices that systematically reflect and produce racial and ethnic inequalities in a society, whether or not the individuals maintaining these laws, customs, and practices have racist intentions
76
X what is implicit racial bias?
attitudes about race people have without awareness or conscious intent
77
X What is the significance of “driving while black” and the 100-to-1 rule to understanding the mass incarceration of black men?
???
78
What evidence was presented during lecture that violence is gendered?
Men commit far more violence than women
In 2008, women were 5X more likely to be victims of partner violence than men
In 2012, men committed approx. 9X as many homicides as women
Men constitute...
- 99% of persons arrested for rape
- 88% for robbery
- 79% for aggravated assault
- 75% for family violence.
79
Evaluate the evidence for testosterone playing a role in the gendering of violence.
1. Testosterone appears to facilitate aggression, not create it.
2. Levels of testosterone are influenced by social processes.
3. Hormones don’t make people do things. People possess socialized selves that can evaluate our desires, impulses & plans from the perspective(s) of society.
4. Biological explanations sell men short.There is much evidence that men are capable of peaceful behavior.
80
Which of our culture’s stories connect masculinity and violence?
Dominant stories about manhood and masculinity involve the ability to commit violence
- John Sullivan, Aaron Burr shoots, and Alexander Hamilton
81
What feeling rules for men does our culture have? How may these contribute to violence?
Feeling rules for men prescribe displays of anger while stigmatizing displays of sadness or fear
82
According to anthropological studies, what sort of societies have higher levels of violence? What are typical attributes of these societies?
Anthropological studies suggest that violence is greater in societies with high levels of gender inequality
Typical attributes of violence societies:
- fierce warrior is ideal male
- public leadership is associated with male dominance
- women’s roles are limited
- boys & girls are separated so boys can be trained in solidarity, bellicosity and endurance
- men’s work is more valued than women’s
83
How do the studies by Luckenbill, Katz and Athens illustrate how men may use violence to defend valued masculine identities?
Luckenbill’s study of homicide to save face (often over issues like possession of women and defense of turf)
Katz’s study of stick-up artists, who may engage in violence to defend their identities as “hard men”
Athens’ study of (mostly male) violent criminals, who embrace violent identities after receiving violent labels
84
Which of our cultural beliefs about sexual behavior can also facilitate violence?
What does this suggest about how rape relates to consensual sex?
- Men are naturally sexual aggressive and eager for as much sexual activity as they can get
- Women are “gatekeepers” with responsibility for limiting men’s sexuality
- Men are expected to attempt to overcome women’s resistance—by any means necessary.
---> Rape is an end point on a continuum of strategies that men may use to pressure/ coerce women into sex
85
X What does survey research suggest about men and rape?
V
86
X Describe and explain Armstrong et al’s study of “party rape,” including its method, design and findings?
Based on ethnography on a women’s floor of a “party dorm” and in-depth individual and group interviews.
Method: ???
Design: ???
Findings: Armstrong et al. argue that peer culture, organizational arrangements and interactional processes interact to contribute to the prevalence of party rape.
87
X How did Armstrong find that peer culture, organizational arrangements and interactional processes interacted to contribute to the prevalence of party rape.
??
88
X How did other students typically respond to rape allegations? Why did they respond this way?
?
89
X What is the significance of the “Sexual Assault Prevention Tips Guaranteed to Work!”
??
90
What are the types of riots discussed in class.
1. Communal riot
2. Commodity riot
3. Protest Riot
4. Police Riot
5. Celebratory Riot
91
What waves of riots were discussed in class?
Riots (and other forms of collective action) often happen as part of waves:
1. Race riots in 1910-20s and 1940s
2. Urban (commodity) riots in 1960s
3. Campus riots in 1990s-2000s
92
X What is distinctive about the wave of campus riots that included the VEISHEA riots?
?
93
X Be familiar with the history of campus unrest, the history of riots at Iowa State and the chronology of the 2004 and 2014 VEISHEA riots.
?
94
X What prerequisites/contributing factors for rioting have sociologists identified? Why is each significant?
?
95
X What are the two types of purposes people have for rioting?
How was each involved at the 2004 VEISHEA riot?
How were they connected to alcohol and to policing?
Intended violence: violence that results from people pursuing inherently violent goals
Outcome violence: violence that results from people with non-violent goals, but who face resistance to these goals
96
X What were the outcomes of the 2004 and 2014 VEISHEA riots?
V
97
What were the three traditions of VEISHEA?
1. Official VEISHEA
2. Occasion to party (PREISHEA)
3. Occasion to riot
98
What is the sociological approach to understanding love & sex?
Love, marriage, sex & family are socially constructed and organized.
Human beings act toward things on the basis of the meanings that the things have for them.
99
What are some ways marriage is different than it was 25 years ago?
1. Same-sex marriage is legally recognized throughout the United States and young people overwhelming support it
2. Most couples cohabit before marrying
3. College educated women tend to marry before having children.
4. Non-college educated women tend to have children before marrying.
100
According to lecture, what are the key points about marriage made by authors Stephanie Coontz and E.J. Graff?
1. Marriage isn’t an unchanging institution
2. The meaning of marriage has always changed and been contested
3. Marriage is connected to economic, religious, government and other social institutions
4. Our idea of marrying for love is very recent
101
What are the four major meanings of marriage discussed in class?
1. Marrying for money
2. Marrying for kin
3. Marrying for babies
4. Marrying for love
102
Define exogamy. How has each been used as a strategy for strengthening families?
Norm of marrying outside your own group
- Exogamy was practiced to form connections with other group
103
Endogamy (How has each been used as a strategy for strengthening families?)
norm of marrying inside your own group
- endogamy was practiced to consolidate property and power
104
Polygamy (How has each been used as a strategy for strengthening families?)
practice of having multiple spouses
- Polygamy is a way to create your own clan
105
What evidence was given in class that the parent-child bond we consider “natural” hasn’t always existed?
1. Many cultures have practiced infanticide of unwanted children, e.g., girls, deformed, twins
2. In Europe, many young children were raised by wet nurses for up to two years and apprenticed to other families at an early age
3. Until the 20th Century,“bastards” had fewer legal rights than “legitimate” children
106
What social changes were required for love to triumph as the dominant meaning of marriage?
1. Capitalism involved people to taking responsibility for their own economic futures
2. Individualism involves the belief that personal identity is more important than community membership
3. Feminism resulted in women having access to valued resources on her own (rather than through a connection to a man).
4. The “traditional” marriage of male breadwinner and female homemaker has become less prevalent.
107
What is companionate marriage?
ideal of marriage based on emotional ties between husband and wife
108
Why has marriage grown in symbolic importance?
Because people are marrying out of the symbol of love or children or money or family.
109
What does it mean that marriage is now a “capstone” and how has this led to different marriage/child patterns based on education/class?
Marriage as a “capstone” rather than a “foundation” (with different patterns based on education/class)
110
What are the three major meanings of sex discussed in class?
1. Procreation (reproduction)
- Early Christians embraced celibacy as an acceptable lifestyle
- Later Catholic theologians thought sex was sinful; procreation was the only acceptable meaning
- sodomy (non- procreative sex e.g masturbation) or “unnatural” sex (woman on top) was considered second to homicide in seriousness
- Birth control opponents feared the results from disconnecting sex from procreation: women can act like men and men can avoid marriage
2. Relationship Intimacy
- The Protestant Reformers rebelled against the celibacy ideal & created “holy matrimony" (validating sex within marriage)
- 19th Century “free love” advocates promoted sex for “mutual affection” within marriages and birth control
- Birth control became popular during 19th & 20th Centuries bc people wanted fewer children
- In 1965 US Supreme Court invalidated anti- birth control laws for violating the “right to marital privacy”; in 1972 unmarried couples got that right
3. Pleasure
- The idea that people should have a right to sexual pleasure developed in the 20th Century
- Contributing factors include dating, birth control access, growing college enrollments, feminism, youth counterculture
- The result were higher rates of pre-premarital sex, cohabitation, homosexuality, masturbation, pornography
- This meaning is still contested in some subcultures (conservative Christians) and, especially, regarding teenagers and college women
111
How did the changing meaning of oral sex follow the changing meaning of sex?
It changed from procreation, to relationship to pleasure
112
What were the three major meanings of virginity and virginity loss identified by Laura Carpenter.
1. Virginity as gift (with expectation of reciprocity as through love and commitment)
- When reciprocity is present, virginity loss is positive. If not, the experience is dissatisfying.
2. Virginity as stigma (something to hide and expunge)
- Typically virginity loss was positive, but could be devastating if performance is ridiculed
3. Virginity loss as step in process of growing up
- Experiences can be positive even if some parts are negative because sexual knowledge increases.
113
What types of people were more likely to hold the different meanings of virginity and virginity loss? How has this changed?
Men tended to see virginity as stigma and women as gift, but interpretations were overlapping and changing. Gender differences were less pronounced among younger people.
114
What are sexual scripts?
norms that define what a sexual situation is, what ought to be done with whom, and with what feelings or motives
115
What is the principle of least interest?
pattern that the person with the least interest in a relationship has the most control.
116
How have sex ratios shaped sexual scripts and relationships
The sex ratio on college campuses shapes which sex has more power
117
Explain the history of college student dating/sex scripts during the 20th Century.
1920's - Dating became popular
- College dating in the 1920-30s (“rating & dating”) was a competitive event where students competed to date many high-ranking partners
1940's - "going steady" became important
Dating was the means to sexual intimacy. Most sex before marriage in dating era was with eventual spouse
Turn of 21st century
- cohabitation and “hooking up” presented college students with new scripts
118
What was the LeClair Affair and what was its significance?
It was a scandal about a college student living with her boyfriend - was a national news story.
It was significant because cohabitation was not the norm.
- Couples often slide into cohabitation rather than making a deliberate decision
119
How did the prevalence of cohabitation change over the course 20th Century?
Percentage of marrying couples who cohabited:
- 10% in 1965-74
- over 50% in 1990-94
120
What three types of cohabitation have scholars identified?
Transition to marriage
Alternative to marriage
Alternative to singlehood (extension of dating)
121
What are the two types of cohabitation Megan Nielsen discovered during her research on ISU couples?
Megan Nielsen studied cohabitation among (mostly) ISU students for her Ph.D. research. She found that “residential couples” were more common than “relationship couples”
122
What are the key findings in Katie Bogle’s study of hooking up?
1. “Hooking up” involves intimate encounters—ranging from kissing to sex—with non-committed partners
2. Hooking up generally begins at social events with alcohol; physical attraction is a key element
3. People tend to go further sexually with people they are less interested in for a relationship
4. The most common outcome of hooking up is “nothing” (no relationship)
5. The hook up has replaced going on a date as the primary approved route to relationships); going on “dates” is only done by committed couples
123
How do couples hook up and meet?
They usually meet at social events where alcohol is present.
124
What influences how far hookups go?
If they do not know each other they tend to go farther than hooking up than if they know each other.
125
What is the typical result of hookups?
No relationship
126
What is the advantage of the ambiguity of the term and what is the side effect of that ambiguity?
The ambiguity of the term allows people to give the illusion of having had higher (or lower) levels of intimacy
Students overestimate typical level of sexual activity on campus
127
Why does the hookup script empower men?
1. The double-standard still exists
| 2. Women are more likely to be interested in a relationship
128
How is the hookup dependent on college environmental conditions?
Hooking up is dependent on college environmental conditions, e.g., perception of safety, definition of college as time to party
129
Why do people choose partners like themselves?
1. Useful to you
- Easier to share lives
- Equal social status = equal power in relationship
- Facilitates intimacy
2. Useful to your social network (stakeholders)
- Parents
- Friends
- Professionals, moral entrepreneurs, etc. Changing stakeholders, e.g., colleges
3. We meet people in our networks
130
Marrying for money (Know the main points about each of them what were the implications of each)
Main Points:
1. Historically, marriages had to do with material resources of the bride’s and groom’s families
2. Marriage involved payment, exchange of resources, and/ or creation of family business
3. People with no property might have no way to legally marry
4. Women generally lost their property and became property of their husband
Implications:
- Families and communities need to be involved with marriage decisions
- Marrying for love disrupts economic and family life
- Divorce may involve dissolving the family business and/or breaking economic agreements between families
131
Marrying for kin (Know the main points about each of them what were the implications of each)
Main Points:
1. Marriage has traditionally involved creating connections between clans
2. Exogamy was practiced to form connections with other groups
3. Endogamy was practiced to consolidate property and power
4. Polygamy is a way to create your own clan
Implications:
1. Marrying for kin creates similar implications as marrying for money
132
Marrying for babies (Know the main points about each of them what were the implications of each)
Main Points:
1. Historically, procreation has been more central to marriage than it is today and the meaning of children has changed.
2. During the 20th Century, child raising was redefined from economic to emotional.
3. The parent-child bond we consider “natural” didn’t always exist
Implications:
1. People were marrying for kids and not because they loved each other
2. People were having children before marriage which forced them to get married
133
Marrying for love (Know the main points about each of them what were the implications of each)
Main Points:
1. Romantic love as the primary reason for marrying is a relatively new idea, and required major social changes
2. Companionate marriage: ideal of marriage based on emotional ties between husband and wife
Implications:
1. The idea of companionate marriage (and the social changes that led to it) and changes in the meaning of sex resulted in other changes in the meaning of marriage:
- greater acceptability of divorce
- same-sex marriage
- cohabitation
- assertive mating has increased
134
Communal Riot
people targeted because of ethnic group (race riot)
135
Commodity riot
property is destroyed regardless of ownership
136
Protest riot
violence to protest policy or actions by authorities or others
137
Police riot
police beat people instead of arresting them
138
Celebratory riot
violence to celebrate sports victory or other occasion
139
What was step 1 in the six steps in a homicidal interaction he identified?
Step 1: Offense to "Face"
Insult to offender, family or friends (41%)
Refusal to comply with request (34%)
Non-verbal or physical gesture (25%)
140
What was step 2 in the six steps in a homicidal interaction he identified?
Step 2: Interpretation of Offense
Interpretation of victim's action as personally offensive
- audience or victim may be question about meaning (60%)
- offender may determine meaning from "rehearsals" (40%)
141
What was step 3 in the six steps in a homicidal interaction he identified?
Step 3: Countermove to "save face"
Offender does not back down
- offender kills vicim (14%)
- offender issues challenge to victim (86%)
142
What was step 4 in the six steps in a homicidal interaction he identified?
Step 4: Forging Agreement to Battle
Victim will not back down
- Victim doesn’t comply with challenge (41%)
- Physical attack (30%)
- Counterchallenge (29%)
- Audience often helps define situation as battle
143
What was step 5 in the six steps in a homicidal interaction he identified?
Step 5: The Battle
| - Having a weapon
144
What was step 6 in the six steps in a homicidal interaction he identified?
Step 6: Aftermath
| - Audience helps determine offender action (flee or remain on scene)
145
How was the audience of these interactions important in defining the situation?
Audience or victim may be questioned about meaning (step 2)
Audience often helps define situation as battle (step 4)
Audience helps determine offender action (flee or remain on scene) (step 6)
