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GRADE 11 > Q4 UCSP Socialization and Social Groups > Flashcards

Q4 UCSP Socialization and Social Groups Flashcards

1
Q

Theory by Charles Cooley - “I am not who you think I am. I am not who I think I am. I am who I think you think I am.”

A

The looking Glass Self

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2
Q

People have internal conversations broken up into 3 parts according to Cooley:

A
  1. We try to figure out who we think we are
  2. We try to understand what other people think of us
  3. We change based on what we think society thinks of us.
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3
Q

Us as individuals aren’t just what we believe we are because

A

It’s a hybrid between what we believe we are and what society thinks of us

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4
Q

Summarize The Looking Glass Self Theory

A
  • We perceive what others view us to be and who they think we actually are and we mesh that then with who we think we are and then we try to adapt and change and grow from it or and internalize it
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5
Q

We perceive what others view us to be and who they think we actually are and we mesh that then with who we think we are and then we try to adapt and change and grow from it or and internalize it and we do this through

A

Socialization

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6
Q

According to the Looking Glass Self Theory, who can influence you?

A

Not only people that you’re close with but also people who you’ve never met before.

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7
Q

Cooley and Mead agreed on what?

A

other people could play a significant role in how we view ourselves

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8
Q

According to _______ everyone a person interacts with could influence their identity

A

Cooley

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9
Q

According to _________, the socialization process was somewhat more restricted, only certain people could influence our perception of self and only during certain periods of life.

A

Mead

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10
Q

Similar to the Thery of I and Me

A

Egocentrism

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11
Q

George Herbert Mead proposed the theory of ___________ in which only our significant others can influence our perception of self

A

The I and the Me

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12
Q

3 Stages in the Theory of The I and the Me

A
  1. Preparatory Stage
  2. Play Stage
  3. Game Stage
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13
Q

children interact with others through imitation in this stage of the I and Me

A

Preparatory Stage

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14
Q

children become more aware of the importance of social relationships in this stage of the I and Me; Role Taking, not only mimicking but creating

A

Play Stage

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15
Q

children start to understand the attitudes, beliefs, and behaviors of what Mead referred to as the “generalized other” or society as a whole in this stage of the I and the Me

A

Game Stage

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16
Q
  • Children start to realize that people not only perform in ways based what they believe but also on what society expects on them
  • They also start to understand that someone can take multiple roles
  • They start to be concerned about the reactions of others to what they do. But they don’t really care about the perceptions of everyone. They’re mainly focused on the perceptions of their significant others in their life. (Parents, teachers, close peers, family, relatives)
A

Game Stage

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17
Q

response to social self (thinks about what those things in social self means). Individual identity or personal responses to what society thinks.

A

I

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18
Q

social self (how generalized other sees us). Society’s view

A

ME

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19
Q

Balance of both I and ME

A

Actual self

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20
Q

abandon at birth; isolated from humans; raised by animals

A
  • Feral child
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21
Q
  • Discovered by group of hunters (1872) accompanied by wolves in Buladshahr, Uttar Pradesh
  • Was orphaned; 6-10 years old
  • Walked on all fours; only consumed raw meat; hated wearing clothes; found it difficult to bond with others except for one who was also raised by a wolf
  • He adapted human habits with time (eating cooked food; smoking tobacco; but not speaking)
  • Died of tuberculosis in 1895
A

Dani Sanichar

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22
Q

Author of the book: A journey through the Kingdom of Oude who recorded 6 cases of feral children in 1848-1859

A

William Henry Sleeman

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23
Q

Irish Geologist who recorded Dina’s case and authored “Jungle Life in India” in 1880

A

Valentine Ball

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24
Q

AGENTS OF SOCIALIZATION

A
  1. Family
  2. Peer Groups
  3. School
  4. Mass Media
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25
Q

first and usually the most important and influential agent of socialization

A

Family

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26
Q
  • Types of parenting
A
  1. AUTHORITARIAN - demand that their children conform to their rules without complaining
  2. PERMISSIVE - more open and flexible in their judgments and decisions
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27
Q

_______ gives meaning and support to the individual from childhood into adulthood.

A

family

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28
Q

You acquire most of your information about the world you live from _______

A

your family.

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29
Q

offer opportunities for children to test what they have learned at home.

A

Peers/ Peer Groups

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30
Q

Peer Groups are important because

A

they help people of similar age find a place in society.

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31
Q

Peer groups enable a person to produce a set of ______, _______, ________< and _________ that conform to their own.
- Through peer groups, adolescents adopt the viewpoints or the worldviews of others.

A

behaviors, attitudes, values, and beliefs

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32
Q

It is the children’s first experience of an institution that evaluates their behaviors.

A

School

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33
Q

The whole range of activities at school is governed by _______________, and children are evaluated on the basis of ___________________

A

formal rules and regulations ; how they perform or how they conform to these rules.

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34
Q

Learnings obtained from _______ can reinforce what children have learned at home, at school, or in the community.

A

mass media

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35
Q

T or F. Some ideas and values learned from mass media, however, can also come in conflict with those taught by parents, teachers, and other socializing agents.

A

T

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36
Q

forms of Mass Media

A

Television, Newspapers, magazines, radio, and social media - play an important role in socialization

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37
Q

– rules of behavior which define what is right and wrong; acceptable or not; can be understood only within context of one’s culture

A

Norms

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38
Q

Dos and Don’ts enforced by sanctions or rewards and punishments

A

Norms

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39
Q

standards for evaluating norms

A

Values

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40
Q

products of human interaction which form the bases of how people develop repetitive and stable pattern of social relationships that bring order and meaning in social life.

A

Norms and Values

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41
Q

network of statuses and roles involving the ordering of behavior and relationships in predictable patterns.

A

Social Structure

42
Q

position of a person in a society

A

Status

43
Q

2 types of status

A

A. ASCRIBED – assigned to an individual (age, sex, race)

B. ACHIEVED – individual attains through personal effort or behavior (education, occupation, income, marriage, parenting)

44
Q

set of expected behaviors attached to a status.

A

Role

45
Q

What is used to illustrate the concept of social structure

A

Family

46
Q
  • Network of positions (father, mother, daughter, son, relatives,) where each member relate to one another repeatedly by shared norms and values
A

Family

47
Q

behavior that violates norms and values considered by society as important.

A

Deviance

48
Q

T or F. Deviance depends largely on culture

A

T

49
Q

(formal/informal) efforts to prevent or correct a deviant behavior or to support conformity.

A

Social Controls

50
Q

Sanctions applied to people who deviate from violating a norm

A

Social Controls

51
Q

non-normative; different; outside the mainstream; anything that deviated from what people generally accept as normal.

A

Deviant

52
Q

attempts by society to regulate people’s thoughts and behaviors in ways that limit, or punish, deviance.

A

Social Control

53
Q

2 Forms of Sanctions

A

Negative Sanctions – negative social reactions to deviance

Positive Sanctions - affirmative reactions, usually in response to conformity.

54
Q

informal norms. You won’t be arrested for violating these, but breaking them usually results in negative sanctions

A

Folkways

55
Q

occurs when norms are codified into law, and violation almost always results in negative sanctions from the criminal justice system – the police, the courts, and the prison system.

A

Formal Sanctioning

56
Q

earliest attempts at scientific explanations for deviance, and crime in particular. Based on the idea that something about a person’s essential biology made them deviant.

A

Biologically Essentialist Explanations

57
Q

an Italian physician who theorized that criminals were basically subhuman, throwbacks to a more primitive version of humanity in 1876 and - suggest that deviants could be singled out based on physical characteristics,

A

Cesare Lombroso

58
Q

U.S. psychologist ____________________- found a relationship between general body type & criminality. Body types & behavior concluded that men who were more muscular and athletic were more likely to be criminally deviant.

A

William Sheldon

59
Q

appeared to confirm William Sheldon’s basic findings on male muscularity and criminal aggression. They countered that a simple correlation between body type and criminality could not be taken as causal evidence.

A

Eleanor and Sheldon Glueck

60
Q

While some elements of personality may be inherited, psychologists generally see personality as a matter of socialization. So they see deviance as a matter of ________________

A

improper or failed socialization.

61
Q

the idea that deviance is essentially a matter of impulse control

A

Containment Theory

62
Q

understand deviance as a matter of abnormality.

A

Biological and psychological explanations

63
Q

MAJOR IDEAS that base Sociological approach,

A
  1. Deviance varies according to cultural norms.
  2. People are deviant because they’re labeled as deviant.
  3. Defining social norms involves social power.
64
Q

Glueck argued, labeling people can become a __________________________________

A

self-fulfilling prophecy

65
Q

Law is many things, but Karl Marx argued that one of its roles is ___________________________________

A

as a means for the powerful elite to protect their own interests.

66
Q

Number of People who interact on a regular basis; bound together by roles and statuses and a distinctive set of relationships, and who feel a sense of unity and common identity

A

Social Groups

67
Q

Collection of People Who happen to be in one place at the same time and who are unaware of each other

A

Social Aggregate

68
Q

Not considered a social group because their interaction is superficial and not based on common interests

A

Social Aggregate

69
Q

Collection of people who share similar characteristics but are not engaged in a patterned social interaction and do not have a common identity of membership

A

Social category

70
Q

Types of Social Groups

A
  1. Primary Group
  2. Secondary Group
  3. Reference Group
  4. In-Groups and Out-Groups
71
Q

Groups that are close-knit, small in size, long-lasting because more intimate; members feel a strong personal identity, feeling of security and protection with the group

A

PRimary Group

72
Q

Groups that are large, short-term, formal, and specialized, created to meet a specific need

  • Fulfill particular function and is in a contractual relationship; formal; less intimate
A

Secondary Group

73
Q

Groups that serve as guidance for evaluating behavior; standard of evaluation; role models

A

Reference Groups

74
Q

Person that feels like he/she belongs/identifies with

A

In-Groups

75
Q

The person feels that he/she does not belong or identifies with

A

Out-Groups

76
Q

A person achieves his/her goals in creative way or creative solution to address problems that may result to deviant behavior

A

Innovation

77
Q

A person follows to goals set by society or you adhere to what is expected of you; they conform to what is expected of them

A

Conformity

78
Q

Opposite of Deviance; you religiously follow the religious ways of achieving your goal without deviant acts

A

Ritualism

79
Q

Perception of Deviance on a macro level

A

Structural Functionalism (Emile Durkheim)

80
Q

How people see/perceive us would impact our deviant ways/behavior (stigma)

A

Symbolic Interactionism

81
Q

Your deviant proclivities would be affected by those who you surround yourself with

A

Differential Association

82
Q

Opposite of Differential Association; Controlling yourself to avoid the influence of deviant acts

A

Control theory

83
Q

Explain deviance through power and inequality

A

Conflict Theory

84
Q

He believed that people were compelled to do deviant things because there are societies that could not provide the expectations set by people; lack of sustenance (With what theory)

A

Robert Merton; Strain Theory

85
Q

Finding ways even extending effort as to make deviant efforts to achieve their goals

A

Innovation

86
Q

Devoted to conventional means of achieving goal

A

Ritualism

87
Q

The person drops out of society and they reject the conventional and unconventional way of achieving their goals

A

Retreatism

88
Q

Manifested the counterculture way of achieving their goals; deviate in achieving their goals

A

Rebellion

89
Q

Links deviance to social power

A

Conflict Theory

90
Q

How deviance is related to how people perceive others and label them

A

Symbolic Interactionism

91
Q

Theory in how Symbolic Interactionism views deviance

A

Labeling Theory

92
Q

You confirm with what is being predicted of you; affected by what others say to you;

A

Self-fulfilling Prophecy

93
Q

predict your future behavior

A

Prospective Labeling

94
Q

Past is being judged; past could have an impact to your behavior

A

Retrospective Labeling

95
Q

form of interaction by which people acquire personality and learn the way of life of their society. It is considered the essential link between the individual and society. In fact, ____________ allows the individual to learn the norms, values, languages, skills, beliefs, and other patterns of thought and action that are essential for social living. (Robertson,

A

socialization

96
Q

process that introduces people to social norms and customs. This process helps individuals function well in society, and, in turn, helps society run smoothly. Family members, teachers, religious leaders, and peers all play roles in a

A

Socialization

97
Q

Socialization concerns both_________ and _________. It contains three key parts: ____________

A

social structure and interpersonal relations; context, content and process, and results.

98
Q

refers to the culture, language, social structures and one’s position within that particular society. It also includes history and the roles people and institutions around them performed in the past.

A

Context

99
Q

also bear strong influence on socialization processes. Cultural expectations for gender roles and gendered behavio

A

gender stereotypes

100
Q

also plays a factor in socialization. Since white people bear a disproportionate experience of police violence, they can encourage their children to defend and know their rights when the authorities try to violate them. In contrast, parents of color must instruct their children to remain calm, compliant and secure in the presence

A

race

101
Q

comprise the work of this undertaking. How parents assign chores or tell their children to interact with police are examples of________________ which are also defined by the span of socialization, the methods used, the people involved, and the type of experience.

A

content and process

102
Q

outcome of socialization and refer to the way a person conceives and conducts after undergoing this process.

A

Results

GRADE 11 (29 decks)

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