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SOCI 101 > SOCI Midterm > Flashcards

SOCI Midterm Flashcards

1
Q

3 sociological approaches

A
  1. Structural Functional
  2. Symbolic-interaction
  3. Social Conflict
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2
Q

Structural functional approach

A
  • Society is a system of interconnected parts that work together to maintain balance/stability
  • Each part of society plays a role (whether functional or dysfunctional)
  • Manifest + Latent Functions
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3
Q

Pros + Cons and Structural Functionalism

A

Pros: insight to how society maintains order through shared values
Cons: Understates role of power + conflict

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4
Q

Manifest functions

A

Intended + recognized consequences of an aspect of society

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5
Q

Latent functions

A

Unintended and unrecognized consequences of an aspect of society

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6
Q

Emile Durkheim

A
  • Modern age (Machine age)
  • a sociology daddy
  • believed in functionalism + scientific method (positivism)
  • collective conscience of values, norms and beliefs
  • Social trends are social facts that exist independently of the individuals who make them up
  • If sociology limited itself to the study of social facts it could be more objective
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7
Q

Symbolic interaction

A
  • People create the reality they experience in day to day interactions
  • society as an ongoing production from everyday interactions of individuals
  • Human behavior is influenced by definitions + meaning that are created through symbolic interaction with others (we rely on symbolic meaning
  • Individuals make change - negotiating, manipulating, changing society through daily actions
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8
Q

Pros + cons of symbolic interaction

A

Pros:
- Shows how people make sense of their surroundings
- gives insight into small-scale human interactions
- recognizes that perceptions of reality are variable
- doesn’t see humans as passive conforming objects of socialization (sees them as active + creative participants)

Cons
- not applicable to large-scale social structures (downplays larger social forces)
- Difficult to quantify (deals with subjective interpretations)
- overestimates human ability to create own realties (inhabiting a world we didn’t make)
- symbols may be interpreted differently among groups

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9
Q

George Herbert Mead

A
  • modern age (machine age)
  • believed in symbolic interactionism
  • seeking meaning, allowing for imagining of others intentions
  • exchange of symbols
  • “theory of the social self” as a theory of socialization
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10
Q

Social conflict theory

A
  • society is viewed as composed of groups that are competing for resources + power
  • people pursue interests in conflict with others
  • social order is the result of domination
  • Society is a system of social inequalities
  • social change comes through conflict
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11
Q

pros + cons of social conflict theory

A

Pros
- Recognizes the role of power + inequality in maintaining social order (seeking moral ends)
- recognizes that change happens (unlike functionalism)
- propose solutions for social problems
- unmasks universalist rhetoric (one group taking power justifying it on grounds of “freedom for all”)

Cons
- assumes that pretty much all conflict is about money, resources + power (when it’s sometimes just general disagreements)
- proposals for change not always definite
- Assumes that human nature is good by corrupted by civilization
- neglects role of cohesion in social stability

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12
Q

Max Weber

A
  • Modern era (machine era)
  • conflict theory
  • theorized that service workers high income stabalized society
  • pessimistic about modernization
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13
Q

Karl Marx

A
  • born at end of enlightenment
  • part of modern era (industrial + machine age)
  • conflict theorist
  • wanted to create workers revolution
  • get rid of bureaucracy (treat everyone same)
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14
Q

Feminist theory

A

Society as a system of male domination
- seeking equality for men + women

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15
Q

Sociological Imagination

A
  • Mindset to allow people to see how their individual lives are impacted by broader social structures (connection between self + wider society)
  • seeing strange in familiar, seeing general in particular
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16
Q

Pros of sociological imagination

A
  • help us make sense of struggles (seeing social roots, ubiquitousness of problems, understanding certain demographics more at risk)
  • people aren’t alone in their troubles
  • takes away some individual responsibility for social issues
  • encourages individuals to take more action in changing public policies
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17
Q

Questions to ask using sociological imagination

A
  1. What is the structure of particular society (parts + their relations)
    - who does it work and not work for
  2. What is this societies place within development of humanity as a whole
  3. What varieties of men + women are coming to prevail
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18
Q

Positivist Sociology

A
  • Structural-functional
  • society is an orderly system
  • an objective reality is “out there”
  • science + numbers (observing behavior through gathering empirical, quantitate date)
  • knowledge based on positive facts instead of speculation
  • Researcher is neutral
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19
Q

Interpretive Sociology

A
  • Symbolic-interaction
  • society is ongoing interaction
  • understanding how humans attach meaning to behavior to construct reality
  • Focus on subjective meaning and sense people make of their world (qualitative data)
  • Researcher is participant
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20
Q

Critical Sociology

A
  • Social conflict
  • Social is patterns of inequality (some categories dominate)
  • Actively seeking to change inequalities
  • Goes beyond studying world as it is, but as it can be
  • Research is social activist guided by politics
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20
Q

Critical Sociology

A
  • Social conflict
  • Social is patterns of inequality (some categories dominate)
  • Actively seeking to change inequalities
  • Goes beyond studying world as it is, but as it can be
  • Research is social activist guided by politics
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21
Q

4 different research methods

A

Experiment, Survey, Participant Observation, Existing sources

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22
Q

Research method: Experiment

A
  • to specify relationship between variables (explanatory)
  • quantitative data
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23
Q

Pros + Cons of Research method: Experiment

A

pros
- greatest opportunity to specify cause + effect relationships
- easy to replicate research

cons
- artificial lab settings
- results may be biased if environment isn’t carefully controlled

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24
Q

Research method: Survey

A
  • gathering info about unobservable qualities - ie. values/beliefs
  • useful for descriptive + explanatory research
  • quantitative or qualitative data
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25
Q

Pros + Cons of Research method: Survey

A

Pros
- can survey large populations
- in depth responses

Cons
- time consuming (carefully prepared questions) + expensive
- may yield low return rate

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26
Q

Research Method: Participant Observation

A
  • study of people in a natural setting (exploratory + descriptive)
  • qualitative data
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27
Q

Pros and Cons of Research Method: Participant Observation

A

Pros
- Inexpensive
- study of natural behavior

Cons
- Time consuming
- replication of research difficult
- must maintain balance of participant + observer roles

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28
Q

Research Method: Existing sources

A
  • Exploratory, descriptive or explanatory research whenever suitable data are available
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29
Q

pros + cons of Research Method: Existing sources

A

Pros
- saves time + expense of collecting data
- allows for historical research

Cons
- no control over biases in data
- data may not fit all research needs

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30
Q

When did middle class emerge

A

Industrial/scientific revolution 1750-1850 (creation of more jobs)
also victorian era 1830-1900

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31
Q

Primary group

A
  • personally orientated
  • long term
  • end in themselves (something that one does because one wants to and not because it will help accomplish something else)
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32
Q

Secondary Group

A
  • goal orientated
  • variable (short term)
  • means to an end
  • narrow range of activities performed
  • ie. co-workers
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33
Q

2 types of leadership ROLES

A

Instrumental + Expressive

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34
Q

Instrumental leadership

A

making goals, completing tasks

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35
Q

Expressive leadership

A

Minimizing conflict, raising morale

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36
Q

3 leadership STYLES

A

Authoritarian, Democratic, Laissez faire

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37
Q

Authoritarian leadership

A
  • making decisions individually
  • make sure everyone obeys rules
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38
Q

Democratic Leadership

A
  • inclusive of all ideas + perspectives
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39
Q

Laissez-faire (leave it alone) Leadership

A
  • group of passionate, smart + independent workers
  • self directed work
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40
Q

3 types of formal organizations

A

Utilitarian, normative, coercive

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41
Q

Utilitarian organization

A

One that pays people for efforts

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42
Q

Normative organization

A

one joined voluntarily to pursue a worthwhile goal
- popular among wealthy, left leaning, young homies

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43
Q

Coercive organization

A

One joined involuntarily for a change in behavior

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44
Q

Bureaucracy

A

Organizational model designed to perform tasks efficiently

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45
Q

Efficiency of Bureaucracy (6 things)

A
  1. Specialization
  2. Hierarchy of positions
  3. rules + regulations
  4. (hiring based on) technical competence
  5. impersonality
  6. formal communication
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46
Q

Problems of Bureaucracy (4 things)

A
  1. Alienation
    - reduction of clients + workers to small cog in ceaselessly moving system
  2. Inefficiency + ritualism
    - unresponsive, inaccessibility
    - Bureaucratic ritualism - focusing on rules but it undermines goals of organization
  3. Inertia
    - Organization taking life of its own beyond original objectives
  4. Oligarchy
    - rule of the many by the few (those in power to abuse power)
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47
Q

Characteristics of Modernization (5 things)

A
  1. Decline of traditional communities
  2. expansion of personal choice
  3. increasing social diversity
  4. Orientation towards future
  5. Increasing awareness of time
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48
Q

Ferdinand Tonnies on Modernization

A

Loss of Community (living among strangers)
- Gemeinschaft (community): United in spite of separating factors
- Gesellschaft (association on basis of self-interest): Separated in spite of uniting factors
- Industrial Revolution weakened social fabric of family/tradition (efficiency, facts and money)
- Tonnies born post S/I revolution

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49
Q

Emile Durkheim on Modernization

A
  • Division of Labor
  • increase in job specialization
  • Mechanical solidarity (doing the same work, belonging together)
  • Organic solidarity (dependency b/w people in specialized work)
  • Modern society is “organic” + traditional societies societies are “mechanical” because they are so regimented
  • Modernization being a change from (not loss of) community based on bonds of like-ness to community based on economic interdependence (labor)
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50
Q

Max Weber on Modernization

A
  • Rationalization
  • Rational thinking gets in way of asking questions abt human existence
  • tradition acts as brake on social change
  • Modern people have little respect for the past, find truth in rational calculation
  • Regulations (ie from bureaucracy) to create human disconnection
  • Modern society as an iron cage of bureaucracy
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51
Q

Karl Marx on Modernization

A
  • Capitalism (all claims being triggered by + occurring within it)
    - Tonnies - Capitalism draws population away from farms to cities
    - Durkehim - specialization needed for efficient factories
    - Weber - retionality seen in capitalist pursuit of profit
    -Egalitarian socialist society - no social classes or explotation
    - creativity, community + human freedom
  • Capitalism puts some people on top + promotes exploitation and destroys creativity
  • Utopian communism
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52
Q

Social changes from enlightenment (4 things)

A

1685-1815
1. Economic
- factories/mass production (increase of jobs)
2. Urban growth
3. Political change
4. New thinking
- inequality isn’t natural
- human rights
- society as a thing that can be studied
- less importance of religion (running society based on rules + empirically based ideas)
- birth of bureaucracy (centralizing governmental power)

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53
Q

Jean Condorcet

A
  • Industrial revolution
  • pro abolition + women’s suffrage
  • development of social welfare policies (free education, healthcare, minimum wage)
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54
Q

Who coined the phrase “sociological imagination”?

A

C Wright Mills

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55
Q

Who coined the phrase “sociology”?

A

August Comte
- sociology meaning the science of society

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56
Q

3 types of women’s gender ideology

A
  1. Traditional
    - Women wants to identify with home activities and wants husband to identify with work activities
  2. Egalitarian
    - Equal power + orientation to home and careers
  3. Transitional
    - Woman wants to identify with home + work but wants husband to base more identity in work than her
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57
Q

Nuclear/conjugal family

A
  • based on marriage
  • education opportunities only given to men (therefore breadwinner)
  • women –> child rearing
  • 1 or 2 parents and children
  • smaller growth in extended families (don’t need to live with grandma)
  • monogamy
  • privatisation of home with increase of factories
  • as the cultural standard yikes
  • isn’t universal or natural
  • family form related to dominant economic + cultural beliefs of the time
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58
Q

Endogamy

A

marriage in same social category

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59
Q

Exogamy

A

marriage between different social categories
- builds alliances, encourages spread/connection of culture

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60
Q

monagamy

A

marriage of 2 partners

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61
Q

Polygamy

A

marriage between more than 2 spouses

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62
Q

Polgyny

A

1 man 2 or more women in marriage
- may increase the number of single males who can’t find wives which may lead to potentially bigger social problems (ie. sexual assault)

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63
Q

Polyandry

A

1 woman 2 or more men in marriage
- Mountainous tibet where agriculture is difficult and division of land according to monogamous marriages would mean too small parcels of land to support a family

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64
Q

Patrilocality

A

Married couple lives with/near husbands family

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65
Q

Matrilocality

A

Couple lives with/near wifes family
- north american iroquois

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66
Q

neolocality

A

couple lives apart from both sets of parents

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67
Q

Descent

A

system used to trace kinship over generations

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68
Q

Patrilineal descent

A

Tracing kinship through men

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69
Q

Matrilineal descent

A

tracing kinship through women

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70
Q

Bilateral descent

A

tracing kinship through men + women

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71
Q

Structural functional theory of family

A

Family as backbone of society (performing many vital tasks)
- socialization/child rearing
- regulation of sexual activity (incest laws)
- Social placement (maintains social organization)
- Emotional + material security

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72
Q

Incest laws

A

higher odds of damage + little genetic diversity for within family repr.
- confuses kinship ties
Law:
- limits sexual competition in families
- ties larger society together

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73
Q

Social-conflict theory of family

A
  • family perpetuates social inequality (handing down wealth from gen to gen)
  • property and inheritance (men reproducing class structure, obtaining heirs, concentrating wealth)
  • patriarchy (controlling women’s sexuality to obtain heirs, women responsible for child rearing + housework)
  • race + ethnicity persist because people marry others like themselves
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74
Q

Symbolic interaction theory of family

A
  • micro level
  • intimacy (sharing fear)
  • building bonds + trust through sharing activities
  • reality of family life made in their interactions
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75
Q

Social exchange theory of family

A
  • micro level
  • courtship + marriage as forms of negotiation (bringing together or people who offer same level of advantages)
  • shopping around to make best deal
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76
Q

Arranged marriages

A

Alliances between 2 families fo similar social status
- exchange of wealth (+ children)
- younger the bride, smaller the dowry paid to grooms family + no question about virginity (raising value on marriage market)
- children raised to be culturally compatible
- lower divorce rates (than canada where marriage is more based on love rather than cultural traditions/social + economic considerations

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77
Q

Homogamy

A

Marriage between people with same social characteristics

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78
Q

When + why did kids become a liability (economically)

A

Industrial revolution
- pre industrialization kids were an asset + payed off because they provided labour

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79
Q

Do high-income nations have smaller or bigger families? Why?

A

Smaller
- women have more alternatives to being a mom
- better sex education

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80
Q

Latchkey kids

A

kids who fend for themselves after school

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81
Q

Why do women outlive male spouses?

A
  1. greater life expectancy
  2. women tend to marry older men
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82
Q

What people hope for in marriage is linked to their social class

A

tru dat

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83
Q

What demographic makes up for largest proportion of foster care in Canada?

A

Indigenous kids

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84
Q

Colonialism effects on family (2)

A
  • Language policy made kids culturally dislocated (couldn’t communicate with family)
  • abuse/trauma affects ability to parents for survivors
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85
Q

Recent shift to prioritizing the economic class of immigrants over the family class
Raising the minimum qualifying earning requirements

A

Tru dat

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86
Q

Monster homes

A

very problematic reference to large houses of visible minority families

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87
Q

Who is more likely to endorse intermarriage - Canada or USA?

A

Canada

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88
Q

mental health of marriage men vs women (compared to singles)

A

Men - live longer + are happier
Women - poor mental health, less happy

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89
Q

Who’s most likely to get divorced?

A
  • Young couples
  • Unexpected pregnancy
  • Substance abuse problems
  • Non-religious people
  • Children of divorced parents
  • Non-post-secondary attendees
  • Places where more social change occurs
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90
Q

Why are more people getting divorced

A
  • its really easy to do it (legally)
  • more socially acceptable
  • stressful (esp with kids)
  • individualism (emphasis on personal happiness)
    • women less dependent on men
  • fading of romantic love
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91
Q

Alimony

A

Court ordered child support

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92
Q

2 examples for men getting away with sexual assault

A
  1. women were mens property (rape legally impossible within marriage)
  2. Domestic violence seen as a private family matter
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93
Q

Most child abusers are male

A
  • abused when they were kids
    - violent behavior in close relationship is learned
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94
Q

Ectogenesis

A
  • joining of sperm + egg in a glass (implanted in woman’s body)
  • raises ethical questions
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95
Q

Future of family

A
  • still high divorce rate
  • more diverse family life (cohabitation, single parent, queer parents)
  • weakening child-father ties (higher rate of single motherhood)
    - increased risk of poverty
  • economic change (parents + full work schedule, young people not feeling economically secure to marry)
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96
Q

Blended families

A

or a stepfamily - partners make a life together with the children from one or both of their previous relationships

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97
Q

Cohabitation

A

living together and having a sexual relationship without being married

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98
Q

Mary Wollstonecraft

A

Family structure causes discrimination

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99
Q

Harriet Martineau

A

First female sociologist
- society operates according to natural laws (understood through science + education)

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100
Q

Pronatalist society

A

pro having kids
- wats wrong with you if you dont like

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101
Q

Large families in pre industrial/scientific revolution times

A
  • kids for labour
    -infant mortality rate (before science could slay)
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102
Q

Middle class values in Victorian era

A
  • privacy and space
  • buying a nice suburban home (1950)
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103
Q

Womens role in hunter gatherer society

A

Economic breadwinners

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104
Q

Family trends in 1950s

A
  • marrying young
  • low divorce rates (though many wanted it)
  • more kids
  • single income source
  • close connections with extended family
  • increased work for women (alcohol abuse, less servants)
  • women being depressed after being culturally subordinated after the war - miltown first antidepressants
  • high teen pregnancy
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105
Q

Negative of self reported study

A

Easy to inflate numbers

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106
Q

Share control (in parent-adult kid relationship)

A

learning to live together as adult kids + parents

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107
Q

personal control (in parent-adult kid relationship)

A

Kids say “I’m an adult so I’m not going to do it”

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108
Q

Parental control (in parent-adult kid relationship)

A

parents say “my house my rules”

109
Q

Divorce act of 1968

A

Divorce on grounds of Adultery, desertion (husband packs up and leaves), 3 year separation (divorce granted afterwards)

110
Q

Revised divorce act of 1985 (no fault divorce)

A

Adultery, desertion, 1 year separation, physical/mental cruelty

111
Q

Jesse Bernard

A

Gender line - domestic division of labour harms women (giving them double duty - career + family)

112
Q

Boomerang kids

A

leaving home to go to school + then economic drawbacks resulting in returning back home

113
Q

Socialization

A

lifelong experiences of people that allow them to develop their abilities, interests, learn culture + grow into effective citizens
- need social experience to develop personality

114
Q

Personality

A

Consistent patterns of thinking, feeling and acting
- referred to as ‘self’ or citizen’ in sociology (requiring awareness of other populations)

115
Q

Whether you develop your inherited potential doesn’t depend on how you are raised

116
Q

Researchers are permitted to place people in total isolation to study what happens

117
Q

Sigmund Freud Theory of Socialization: Elements of Personality

A

Combines basic needs + influence of society into model of personality with 3 parts - Id, ego + superego
- human beings torn by opposing forces of biology + culture
- 2 basic human drives: life instinct (bonding) + death instinct (adrenaline junkies)
- learning to feel good or bad by judging their behavior against cultural norms

118
Q

Id

A

Unconscious basic drives demanding immediate satisfaction
- hedonistic

119
Q

Ego

A

Want you to get what you want in a socially acceptable way (works for id)
- appeals to cultural views
- conscious efforts to balance pleasure seeking drives with demands of society (balance of id + superego)
- we can’t have everything we want

120
Q

Superego

A

tells us why we can’t have everything we want
- moral conscience (from cultural values + norms internalized due to socialization)

121
Q

Jean Piaget Theory of Socialization: Cognitive Development

A

Socialization is combination of biological maturation + social experience
- 4 stages
- Sensorimotor stage
- Preoperational stage
- Concrete operational stage
- Formal operational stage

122
Q

4 stages of cognitive development

A
  1. Sensorimotor stage (first 2 years of life): experiencing only through senses
  2. Preoperational stage (2-6): imagination, symbols, language
  3. Concrete operational stage (7-11): Seeing connections, understanding how + why things happen
  4. Formal operational stage (12): Thinking critically + understanding metaphors (30% of NA don’t reach)
123
Q

Lawrence Kohlberg Theory of Socialization: Theory of Moral Development

A

Development of how we perceive right and wrong (moral reasoning)
- Preconventional level - right is what feels good to me
- Conventional level (teen years) - right and wrong in terms of what others
- Postconventional level - considering abstract ethical principles

124
Q

Carol Gilligan’s Theory of Socialization: Gender and Moral Development

A

Role of gender in socialization (different standards of rightness)
Girls - care + responsibility
Boys - justice (rules, logic)

125
Q

George Herbet Mead Theory of Socialization: The social self

A

Self - self-awareness/image develops b/c of social experience
- Personality not present at birth
- Social experience - Finding meaning in actions
- Imagining of other’s intentions (taking on role of other)
- What we think of ourselves depends on how we think others see us
- The I and The Me (I - initiating subject and Me - objective object)
- imitation to play to games to recognizing generalized other

126
Q

Erik H Erikson theory of socialization: Eight Stages of Development

A

Challenges faced at each stage of life

Stage 1: Infancy - trust vs mistrust
Stage 2: Toddlerhood - autonomy vs doubt + shame
Stage 3: Preschool - initiative vs guilt
Stage 4: Preadolescence - industriousness vs inferiority
Stage 5: Adolescence - gaining identity vs confusion
Stage 6: Young adulthood - intimacy vs isolation
- Balancing need to bond and need to have separate identity
Stage 7: Middle adulthood - making a difference vs self absorption
Stage 8: Old age - integrity vs despair (reflecting on life)

127
Q

Agents of Socialization

A
  • Family
  • Race, ethnicity + class
  • School
  • Peer group (people you have things in common with)
  • Mass + Social Media
128
Q

Those in lower-income families often get independent + imaginative jobs

129
Q

Cultural capital

A

Objects, values, knowledge acquired by members of elite culture

130
Q

Anticipatory socialization

A

Learning (behaviors) that helps achieve a desired position

131
Q

Adolesence period is the same across all social backgrounds

A

False
- extended for wealthier class: stretching of adolescence because of post secondary

132
Q

Men are the ones who tend to return to school and seek new careers once kids don’t need need attention

A

False - women do this
- husbands get more immersed in work

133
Q

Gerontology

A

Study of aging/the elderly

134
Q

Gerontology

A

Study of aging/the elderly

135
Q

Centernarians

A

Seniors over 100 years

136
Q

fastest growing age category is 60-64 year olds

137
Q

Compare and contrast views of old people in low-income vs industrialized countries

A

Culture shapes how we understand growing old
● Low income countries - old people have respect and influence
● Industrialized countries - more prestige to younger people
○ Corporate executives are getting younger
○ Typically live apart from grown children
○ Ageism
○ Boredom + loss of sense of self-worth

138
Q

18 and under age category are the most baller

A

False
they are most at risk of poverty

139
Q

18 and under age category are the most baller

A

False
they are most at risk of poverty

140
Q

5 stages of dealing with (one’s or another’s) death

A

■ Denial (culture tends to ignore reality of death)
■ Anger (sees death as gross injustice)
■ Negotiation (possibility of avoiding death)
■ Resignation (accompanied by psychological depression)
■ Acceptance (making the most out of remaining time)

141
Q

5 stages of dealing with (one’s or another’s) death

A

■ Denial (culture tends to ignore reality of death)
■ Anger (sees death as gross injustice)
■ Negotiation (possibility of avoiding death)
■ Resignation (accompanied by psychological depression)
■ Acceptance (making the most out of remaining time)

142
Q

There is a current trend of more openness around discussing death

A

Tru dat
- legal + financial planning

143
Q

Cohort

A

Category of people with something in common (usually age)

144
Q

Age plays no part in unique exposure to and acceptance of trends and values

A

False
Millennials grew up in economic uncertainty so less confident about
future whereas baby boomers grew up in econ. expansion; optimism

145
Q

Total institution

A
  • isolation from rest of society
  • manipulated by staff
  • resocialization - radically altering personality by controlling environment
  • stripping away former identity
  • involuntary (prison) or voluntary (army/rehab)
146
Q

Key elements of a total institution (4 things)

A
  • supervision by staff of all aspects of daily life
  • life is controlled + standardized
  • rules to dictate performance of routines
  • dependency on external direction
147
Q

5 types of (total) institutions

A
  1. Care of harmless members (retirement homes)
  2. Care for the unintended threateners (psychiatric wards)
  3. Protection of community against intended threateners (jail)
  4. Pursuit of instrumental tasks (boarding schools, army)
  5. Pursuit of normative tasks (religious monasteries)
148
Q

2 parts of resocialization process

A
  1. Breaking down of existing identity
  2. Building of new self (through incentives)
149
Q

Erving Goffman

A

Presentation of self guy

150
Q

Tact

A

helping someone save face

151
Q

Cultures role in emotions

A

■ what triggers an emotion
■ rules of display of emotions
■ how we value emotions

152
Q

emotional labour

A

suppressing feelings in accordance with organizational rules (flight attendant smiling)

153
Q

emotion management

A

constructing emotions as part of everyday reality

154
Q

Language mirrors and perpetuates social attitudes

A

Tru dat

■ Hysterical - emotionally out of control (‘hystera’ meaning uterus)
■ Virtuous - morally worthy (‘vir’ meaning man)
■ Master vs mistress
■ Dame vs Lord

155
Q

Humour

A

●social construction of reality as people create
and contrast two different realities (one conventional, one unconventional)
● contradictions and double meanings

155
Q

Humour often walks a fine line between what is funny and offensive

156
Q

functions of humour

A

■ Discuss sensitive topic without appearing to be
serious (as an excuse if u say smt controversial)
■ Mental escape
● Get back at people in more advantage positions (more POC comedians)
■ Assert our freedom + are never prisoners of reality
■ masking conflict

157
Q

Sociobiology

A

Study of how biology affects social behavior
- stems from biological determinism

158
Q

Gives vs gives off

A

Gives - things we say: our verbal signs.
Gives off - expression being performed for reasons other than info given (body language)

159
Q

division of impressions received

A

verbal assertions - easy for individual to manipulate
expressions - individual has little control over

160
Q

Others are more likely to check up on controllable aspects of impression management

161
Q

We’re better at manipulating our own behaviour than we are at gaging an individual’s effort at calculated unintentionally

A

false (reverse)

162
Q

Impression management (general)

A
  • Impressions must be received with tact exertion
    - using humour and stories to make embarrassments feel less severe
  • Maintaining societal cohesion + flow
  • For a performance to be believed gives and gives off should be even
  • Conscious and unconscious revealing of information
163
Q

Dramaturgical analysis

A

study of social interaction in terms of theatrical performance

164
Q

When an actor takes on an established social role they get to define that role

A

false

When an actor takes on an established social role a particular front has already been established
for it

165
Q

traits we’re born with (ie. social class)

A

ascribed traits

166
Q

traits attained based on merit or effort

A

achieved traits

167
Q

education includes what is learned in the home

168
Q

Durkheim on education

A

Collective conscience
- schools need to train people for life in broader society

169
Q

School

A

formal instruction by specially trained teachings

170
Q

School

A

formal instruction by specially trained teachings

171
Q

Structural functional theory of education

A
  • Socialization (expanded set of values + people)
  • strong/warm ties (family) + weak/cold ties (other)
  • Technical Training
  • Cultural transmission (Work hard, be fair)
  • Social Integration (get along with others)/placement
  • Social placement (where do I belong in society)
172
Q

Manifest functions of school

A
  • teaching kids to read + write
  • preparation for university life
173
Q

Latent functions of school

A
  • daycare
  • delay entry into workforce
  • support system for students (socializing venue)
    - invisible socialization (how to act)
  • generation gap creation
  • reproducing existing social class system
  • extends capitalist order
174
Q

what percent of world can’t read or write

175
Q

what percent of children in lower-income countries never get to school?

176
Q

Patriarchy in india

A
  • Economic cost of raising a girl - provision of dowry, daughters work benefits husbands family (not her’s)
  • Less reason to invest in schooling of girls
177
Q

Japan has a very high rate of college attendees

A

False
Highly competitive + brutal examinations (similar to SATs) must be sat through and few can do well

178
Q

____ was among the first countries to set a goal of mass education

A

USA
○ Mandatory education laws (attending school until 16 or complete of 8th grade)

179
Q

Progressive education

A

● Stress on practical learning - knowledge preparing people for future jobs
○ relevant to life learning

180
Q

What percentage of Canadians (25-64) have bachelors degree

181
Q

Women restricted from public teaching until second half of 20th century

A

False
second half of 19th century

182
Q

Curriculum process in Canada

A

● Province has department of education that determines funding + curriculum guidelines
○ Local level/school boards implement standards

183
Q

Symbolic- Interaction theory of education

A
  • Recognizes variation of student/teacher behavior
    - how teachers define students (how students think of themselves)
  • building of stereotypes
  • People who expect others to act in certain way encourage that behavior
184
Q

Social-conflict theory of education

A
  • social control (hidden curriculum of assimilation)
    • career hierarchy (separating kids early on)
    • privilege to personal merit
    • competition better than cooperation
    • schooling maintains social inequality
  • standardized testing
    • assessments reflect dominant culture
  • tracking
    • Standardized tests assign students to different types of educational programs (guess who gets higher tracks)
185
Q

Critical Pedagogy

A
  • Theory of learning
  • Asking ‘why are we taught what we’re taught’
186
Q

Hidden curriculum

A

subtle presentations or underlying reinforcement of
dominant political/cultural ideas in classroom

187
Q

Most canadian students attend private schools

A

false
6% do
- climbing b/c of growing dissatisfaction with public education quality

188
Q

Most canadian students attend private schools

A

false
6% do
- climbing b/c of growing dissatisfaction with public education quality

189
Q

What province has highest proportion of Apprenticeship certificate holders

190
Q

what province has highest proportion of uni degree holders

191
Q

about 30% of canadians take gaps years after high school

192
Q

Canadian-born people are getting more education than new immigrants

193
Q

OECD countries average post secondary rate

A

32% - canada at 53%

194
Q

When economy slumps so does college enrolment

A

false
she goes up honey

195
Q

Priority of community college vs university teachers

A

Community college - teaching
- students get more attention
- teaching of career skills/knowledge
University - research

196
Q

students from lower income households more score higher than students from higher income families?

197
Q

How to decrease bureaucracy in school

A
  1. get rid of numerical ratings
  2. well rounded teachers
  3. get rid of rigid schedules/uniformity
  4. graduation based on learning not years spent at school
  5. increase individual responsibility
198
Q

demographics most likely to drop out of highschool

A
  1. males
  2. LGBTQ
  3. Indigenous youth
199
Q

Inflation of grades

A
  • rise of the mediocre
  • jobs requiring higher level of education (credential inflation)
  • awarding of higher grades for average work
  • teachers in HS pressured to get students to go to uni (give higher grades)
200
Q

Charter schools

A

public schools that are given more freedom to try specific programs

201
Q

Home schooling

A
  • takes affluent parents out of system
  • origin: parents wanting to give children strong religious upbringing
  • now: families don’t think public schools are slaying
202
Q

Homeschooled kids outperform those in school

203
Q

Who’s most likely to return to school?

A
  1. older people
  2. people with higher level of education
  3. higher class people
204
Q

There are currently too few teachers

A

false
- teacher surplus

205
Q

aims of education (2)

A
  • social control in rapidly changing economic order
  • equalizing opportunity
    • spreads people evenly to different roles (not based on class)
206
Q

2 tiers of jefferson education plan

A
  1. Labouring
  2. Learned
207
Q

Annette Lareau on concerted cultivation

A
  • entitlement of kids
  • want kids to be confident + strong
208
Q

Annette Lareau on middle class children

A
  • learning to stand up for themselves by 4th grade
  • entitlement to challenge authority
209
Q

Annette Lareau on working class children

A
  • distrust + constraint
  • submission to authority figures
210
Q

Self socialization

A

Choice - ie. choosing to imitate mom instead of dad

211
Q

Unrecognized socialization

A

just kinda happens
ie. sense of what it means to be older

212
Q

Self harm has increased among teen girls over last 3 years

213
Q

Education as something done for the poor

A

Give poor equal opportunity to chase their dreams and fly

214
Q

Education as something done TO the poor

A

problematic
- social control (know ur place)

215
Q

Does education (particularly secondary) generally produce well rounded citizens?

A

Nope
Emphasis on speciality - not encouraging of well rounded citizen

216
Q

Streaming (or tracking) in education

A
  • assigning students to different types of programs
  • Self-fulfilling prophecy (expecting someone to act someway makes them act that way)
  • reproduction of class structure
217
Q

Problematic bit about standardized testing

A
  • there is a right way to demonstrate knowledge
218
Q

Credentialism (Randall Collins)

A

evaluating people on basis of their certifications

219
Q

What does a degree say about you

A
  • membership in specific population
  • social standing
  • access/barrier to labour market
  • better impression management (job skills)
220
Q

Paul Willis on education

A

○ Why are students rebelling
○ Why is getting a job seen as better than getting an education

221
Q

Reasons for high school drop outs

A
  1. not to do with resources
  2. culture (norms, values)
  3. functional illiteracy + innumeracy
  • stopouts (going back to get GED)
222
Q

Sociology

A

scientific study of human society + social behavior

223
Q

Social forces

A

human created things that pressure people to act in a certain way

224
Q

Social structure

A

organization of a society + people’s interaction within

225
Q

Elements of social structure

A

Groups, organizations, social institutions, culture

226
Q

Social groups

A

people you interact with regularly

227
Q

organizations

A

groups of people working interdependently toward some purpose

228
Q

Social institutions

A

Structures of society that fulfill needs of it ie. family

229
Q

culture

A

beliefs + traditions of specific people group

230
Q

WEB Dubois

A

1st black person to earn PhD from harvard
- encourage black people to resist systems of segregation + discrimination

231
Q

double consciousness (Du Bois)

A

two behavioral scripts: moving through the world and incorporating external opinions of prejudiced onlookers

232
Q

breaching experiements

A
  • social situations that intentionally break social norms
233
Q

Population generalization

A

findings from one group inform us about one thats larger

234
Q

Moderating variable

A

changes nature of relationship between 2 other variables

235
Q

mediating variable

A

explains relationship between two other variables

236
Q

Higher rates of suicide for:

A
  • non religious people (or protestants who aren’t very community oriented)
  • wealthy people
  • unmarried
  • weak social ties (freedom weakens)
237
Q

Instability and change perpetuate social integration

A

false
- they inhibit it

238
Q

those with less privilege see individuals as responsible for own lives

A

false
- those with more privilege do this
- those are margins quickly see inequality

239
Q

Low income countries make up largest proportion of countries in world

A

false
- make up smallest
- more high income, then middle then low income countries

240
Q

Political change in industrial revolution

A

shift in focus from people’s moral duties to God and king to the pursuit of self-interest.

241
Q

3 stages of historical development

A
  1. theological stage (beginning to 1350 CE)
  2. metaphysical stage
  3. scientific stage
242
Q

Theological stage of historical development

A

people took the religious view that society expressed God’s will

243
Q

Metaphysical stage of historical development (Thomas Hobbes)

A

society reflected not the perfection of God so much as the failings of a selfish human nature

244
Q

Scientific stage of historical development

A
  • scientific approach—first used to study the physical world—to the study of society
  • (modern physics, chemistry, sociology)
245
Q

Macro-level orientation in sociology

A

broad focus on social structures that shape society as a whole (functionalism, conflict)

246
Q

Micro-level orientation

A

close up focus on social interaction in specific situations (interactionism)

247
Q

Questions to ask in structural functional approach

A
  1. what are major parts of society
  2. how are parts linked
  3. how is society held together
  4. what does each part do to help it work
248
Q

Questions to ask in social conflict approach

A
  1. How does society divide a population
  2. How do advantaged people protect their privileges
  3. how do disadvantaged people challenge the system
249
Q

Questions to ask in symbolic-interaction approach.

A
  1. how do people experience society
  2. how do people shape the reality they experience
  3. how do behavior + meaning change from person to person and situation to situation
250
Q

variable

A

concept whose value changes from case to case

251
Q

reliability

A

consistency in measurement

252
Q

validity

A

actually measuring exactly what was intended

253
Q

cause + effect

A

relationship where change in one variable (independent) causes change in another (dependent)

254
Q

Independent variable

A

variable that causes the change

255
Q

Dependent variable

A

variable that changes

256
Q

Spurious correlation

A

apparent but false relationship between variables

257
Q

How to be sure of real cause + effect relationship (3)

A

(1) variables are correlated,
(2) the independent (causal) variable occurs before the dependent variable, and
(3) there is no evidence that a third variable has been overlooked, causing a spurious correlation

258
Q

Sociologists are diverse

A

i wish
- mostly highly educated liberal white people

259
Q

Androcentricity

A
  • focus on the male
  • approaching issue from male perspective
260
Q

Gynocentricity

A
  • seeing world from female perspective
261
Q

master status

A
  • status that has special importance for social identity often shaping a person’s entire life
262
Q

status

A

social position that a person holds

263
Q

role

A

behavior expected of someone who holds a particular status

264
Q

role set

A

number of roles attached to a single status

265
Q

role strain

A

tension among roles connected to single status

266
Q

ethnomethodology (Harold Garfinkel)

A

study of the way people make sense of their everyday surroundings

267
Q

dyad

A

social group with 2 people
- more intense social interaction

268
Q

network

A

web of weak social ties
- but powerful resource

269
Q

gender strategy

A

A person tried to solve problems given the cultural notions of gender at play
- Making a connection between how you think about it, how you feel about it and how you act
ie becoming a super dad

SOCI 101 (3 decks)

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