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A-LEVEL OCR Sociology > Socialisation, culture and identity > Flashcards

Socialisation, culture and identity Flashcards

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Sociology 101 flashcards
1
Q

Culture

A

The shared behaviours and beliefs of a group of people and includes material and nonmaterial elements.

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2
Q

Society

A

People with a common culture – the term is often used to describe nation states.

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3
Q

Norms

A

Informal rules that influence social behaviour and are established over time.

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4
Q

Values

A

a principle or belief that determines how a person leads their life .

  • A culture’s standard for discerning what is good and just in society.
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5
Q

Miller (1998)

A

We may consume the same things across the world but the way we consume them differs across cultures.

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6
Q

Role

A

Patterns of behaviour expected by individuals in different situations.

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7
Q

Give two examples of cultures

A

Could state any of which:

  • Muslims’ giving to the poor during Ramadan
  • Holidays
  • Food
  • Clothing
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8
Q

Give two examples of a society?

A

Could state any of which:

  • British society
  • The law and regulations
  • Family
  • Politics
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9
Q

Give two examples of norms?

A
  • Sitting in rows, silently in assembly,
  • Queuing up in a shop in the UK to pay for something
  • Being polite
  • To bath or shower every day
  • To wear clothes in public
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10
Q

Give two examples of values`

A

Could state any of which:

  • One should be polite
  • One should be hygenic
  • One should respect their elders
  • One should not steal
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11
Q

Give two examples of a role

A
  • Teacher
  • Student
  • Police officer
  • Doctor
  • Lawyer
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12
Q

Belief

A

Convictions that people hold to be true.

Individuals in a society have specific beliefs, but they also share collective values.

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13
Q

Subculture

A

A small culture within the dominant culture that may have different norms and values while having many aspects in common.

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14
Q

High culture

A

High culture refers to that which is deemed to be superior in taste and associated with the privileged intellectual elite.

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15
Q

Popular culture

A

Refers to the cultural products and activites that are enjoyed by the majority of the population.

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16
Q

Oakley (1981) - Gender role socialisation

Evidence could used in:

Socialisation (Family as an agent)

A

Ann Oakley is a feminist who argues that gender roles are socially constructed through socialisation. She explains how children are socialised into their gender roles by their families in four ways:

  1. Manipulation
  2. Canalisation
  3. Verbal appellation
  4. Different activities
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17
Q

Other

A

A minority in society, compared to the dominant group

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18
Q

Social construction

A

A theory of knowledge that have been created by people in society through shared interpretations and assumptions.

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19
Q

Youth culture

A

A set of norms and values that connect young people. eg what makes young people similar, what makes them different to other age groups.

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20
Q

Delinquency

A

Low-level criminal and/or anti-social behaviour, typically carried out by young people.

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21
Q

Give two examples of Delinquency

A
  • Skipping school
  • Underage drinking/ Purchasing Alchohol
  • Underage smoking/ purchasing cigarettes
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22
Q

Consumer culture

A

Set of ideas that encourage people to buy a range of never-ending products.

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23
Q

Global Culture

A

Collection of specific norms and values, which cross national boundaries. Many can communicate and travel much more = globalisation

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24
Q

Hebdige (1979)

Subcultures

A

Argued that because subcultures have their roots in deviance, they are usually made up of working-class cultures and individuals.

  • Working class individuals do not typically feel that they have a lot of power in society, therefore they create new subculture and establish new norms that do not conform to the dominant culture’s norms.
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25
Q

What are the characteristics of Subcultures?

A
  1. Diffuse networks
  2. Shared norms, values, practices, beliefs
  3. Shared identity (Outward or Inwards)
  4. Shared language
  5. Marginalisation
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26
Q

Socialisation

A

The process by which an individual learns the norms and values of society - The way we learn to be a member of society

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27
Q

Othering

A

When you define other people as different from you based on your own identity and membership of groups, they are the ‘other’

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28
Q

Cultural hybridity

A

A new form of culture created from combining two or more forms of culture

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29
Q

Nature debate

A

Genes and other biological factors

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30
Q

Nurture debate

A

Upbringing

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31
Q

Secondary socialisation

A

What is received after primary socialisation. It is an ongoing process.

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32
Q

Deliberate socialisation

A

Teaching them personally on purpose

E.g. Telling a child to say ‘please’ and ‘thankyou’

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33
Q

Unconscious socialisation

A

Unintentionally passing on behaviour/ mannerisms

34
Q

Social control

A

The ways in which our behaviour is controlled. Behaviour is controlled and reinforced by sanctions. Can be used either encourage or discourage behaviour.

35
Q

Deviance

A

Breaking away from what is considered normal in a certain context.

36
Q

Formal social control

A

An official reaction or treatment

37
Q

Informal social control

A

An unofficial casual reaction and treatment

38
Q

Give two examples of formal mechanisms of social control

A
  • Warnings from the police
  • Sentence from the court
  • Dismissal from work
  • Exclusion from school
39
Q

Give two examples of informal mechanisms of social control

A
  • Socially excluding a person from a peer group
  • Disappointed reaction from parents
  • Being passed over for a promotion at work
  • Celebrities being criticised in magazines
40
Q

Give an example of a Positive Formal sanction

A

Pay rise

Award/certificates

41
Q

What are the two ways cultural diversity can be seen in?

A
  1. Intercultural diversity

2. Intracultural diversity

42
Q

Give an example of a positive informal sanction

A

Saying ‘thank you’

Applause

43
Q

Give an example of a negative formal sanction

A

Exclusion from school
Formal warning from school
A sentence from the court

44
Q

Give an example of a positive informal sanction

A

Compliments

A smile

45
Q

Peer group

A

Peers of those of a similar age group.

46
Q

Cultural diversity

A

Refers to the existence of a variety of cultural or ethnic groups within society.

47
Q

Intercultural diversity

A

Cultures differ from one another in terms of their values and norms.

48
Q

Intracultural diversity

A

Refers to difference within a particular culture. For example, over the last 60 years, the UK has become a more culturally diverse society, i.e. the UK is multicultural.

49
Q

Give an example of Intercultural diversity

A

In Thailand, it is not illegal to show your toes but it can be seen as disrespectful and taboo.

50
Q

Give an example of Intracultural diversity

A

Regional differences
E.g. Celtic cultures of Scotland, Wales and Ireland differ in some important respects from English culture

Class differences
E.g. it can be argued that Britain is a class society and that upper-class culture differs significantly from working-class culture

Ethnic and religious differences
E.g. Britain’s is a multicultural society in which a number of ethnic minority and religious groups exist alongside a White Christian majority.

51
Q

Consesus theories

A

Society works best when the members agree on fundamental principles and share norms and values.

52
Q

Conflict Theories

A

In society there are social inequalities between different social groups. Powerful groups exploit less powerful groups. The norms and values of society are that of the dominant group.

53
Q

Give examples of a Consensus theory

A
  • Functionalism

- The New Right

54
Q

Agents of socialisation

A
55
Q

Oakley (1981) - Gender role socialisation

Manipulation

A

Encouraging behaviour that is seen as stereotypically acceptable for the child’s gender and discouraging behaviour that is not considered the norm.

56
Q

Bauman (1998)

(Consumer culture)

identites are driven to what

A

in fluid (postmodern) societies individuals are driven to consume endlessly to keep their identities competitive and consumable.

57
Q

Ann Oakley feminist - Gender role socialisation

Verbal appellation

A

Refers to giving children nicknames or pet names that reinforce their gender expectations such as ‘princess’ or for boys (solider)

58
Q

Ann Oakley feminist - Gender role socialisation

Different activities

A

Parents or family members may encourage children to participate in activities around the house that reinforce the stereotype. eg girl helping mother bake where’s guys help dad clean the car

59
Q

Hall and Jefferson (1976)
(Subcultures)

disticnt

A

Argued that subcultures are distinct from mainstream culture but also provide their members with ways of resisting against mainstream culture.

60
Q

Primary socialisation

A

The informal process from which we learn the norms and values of our culture. 0-5years
- Main influence is family

61
Q

Nayak (2003)

Subcultures

A

White wannabes

62
Q

Williams (1983) “a way of life”
(Culture)

Evidence: Mead (1935)

A

An american anthropologist who studies several tribal cultures in samoa and new guinea.

  • She found that these very different from gender role expectations in the US at the time.

eg in arapesh tribe, both men and wome were gentle and copertatice in contrast both genders in Mundugmour tribe were the opposite.

63
Q

Woodward (2000) “shared meanings, values and practises”

Evans-Pritchard (1940) studied the Nuer of South Sudan.

(Culture)

Different conception od time

A

They have an entirely different conception of time. The morning is longer than the afternoon/evening to allow for more time to look after cattle.

64
Q

Kim’s (2013) research into South Asian, or ‘desi’ club culture,

Function of a Daytime raves

A

Ast rong example of subcultures as spaces of resistance. Daytime raves function as a way for young British Asians to resist both the expectations of their parents and the stereotypes of wider British society.

65
Q

Ann Oakley feminist - Gender role socialisation (Canalisation)

A

Parents channeling their child’s interests into toys,games and activities that are considered the norm for the gender. eg encouraging girls to play with dolls and encouraging boys to play football

66
Q

Mead (1935) Example

The Arapesh tribe

The Tchambuli tribe

A

The Arapesh tribe, both males and females were gentle and cooperative. In contrast both genders in the Mundugmour tribe were violent and aggressive.

The Tchambuli tribe and found that the women were more dominant and aggressive and not involved in childrearing and men were emotionally dependant.

67
Q

Mead (1935)

tribes and gender role expecations

A

An American anthropologist who studied several tribal cultures in Samoa and New Guinea. Found that that the gender role expectations were very different to the US.

68
Q

Example of a value

+ contemporary example

Educational achieve

A

One should have respect for one another, We can see this is contemporary society as we are taught from young ages that we have to respect one’s older than us and people in society in general.

Educational achievement; going to university and getting a degree is valued by individuals within society as it is seen as a positive and is expected from people.It is also seen as having an impressive achievement once it is reached as others may not have the opportunity to do so.

69
Q

Give an example of a Conflict theory

A
  • Marxism
  • Neo-Marxism
  • Weberianism
  • Feminism
  • Post-Modernism
70
Q

Agencies of socialisation

A
  1. Family
  2. Peer groups
  3. Education
  4. Media
  5. Religion
  6. Workplace
71
Q

Skeleton and Francis (2003)

Peer group as an agent of socialisation

separate activites

A

Looked at peer groups in primary schools - Found that play was very gendered with boys dominating space and the girls taking part in separate activities eg skipping.

72
Q

Judith Harris (1998)

Peer group as an agent of socialisation

influential

A

Looked at the comparitive influence of parents and peer groups, concluding that peer groups can be more influential than family in shaping children’s identites.

73
Q

Sue Lees (1983,1997)

Peer group as an agent of socialisation

pressure

A

Looked at the pressure put on teenage girls by peers - eg how double standards are applied to girls’ and boys’ sexual behaviour. Such as the term ‘slag’ which is used to control girls behaviour.

74
Q

Currie (1999)

Media as an agent of socialisation

importance of beautification

A

Analysed the content of magazines for teenage girls spanning a 40-year period and noticed a dramatic increase in the importance of beautification in recent years.

She stated the growth in significance of men’s magazines in recent years also cannot be overlooked. Magazines such as Loaded, FHM, GQ and Maxim could be seen as outcomes of the consumer culture and men’s relationship with it. The magazines are selling a particular aspirational male lifestyle.

75
Q

Mulvey (1975)

Media as an agent of socialisation

A

Uses concept of the ‘male gaze’ to describe how the camera ‘eyes up’ female characters encouraging viewers to assess their bodies and their attractiveness, from a male perspective.

76
Q

Jock young (2007)

Media as an agent of socialisation

“Bulimic society”

A

Bristish criminologists that argues that the media is partly responsile for criminality and that is has created a ‘bulimic society’ - one with the constant hunger and desire to binge on anything.

Also argues that this can explain the criminality amoung youths from deprived backgrounds.

77
Q 
Darren Chetty (2017)
Education as an agent of socialisation
A

Chetty’s chapter is based on his experiences as a primary school teacher in Hackney, it discusses how BAME school children are conditioned to write stories with white protagonists.

78
Q

Bowles and Ginitis (1976) - schooling in capitalist america

A

American marxists who agreed that the hidden cirriculum exists but did not think that it was just about learning shared norms and values.

Argued:
- Education system was a ‘giant myth-making machine’ whch brainwashes children through the hidden curriculum into the obidence and unquestioning attitude that they would need to work the work.

  • Pupils are taught to accept their place in society, believe that their achievements and failures are of their own making and everything that is fair is based on merit.
79
Q

What things are children taught through the hidden curriclum which will prepare them for the role in the workforce?

Who benefits from this

A
  • respect for other pupils’ opinions.
  • punctuality.
  • aspiring to achieve.
  • having a ‘work ethic’

Parents
empolyers
the goverment (helps maintain law & order)

80
Q

Modood and Berthoud (1997)

A

Surveyed young people and found that 67% of pakistani and Bangladeshis saw religion as ‘very important’ compared to 5% of white british youths. So individuals brought up in a muslim, hindu or sikh familar are likely to feel that religion is very important influence on their norms and values.

81
Q

Alice Sullivan Cultural Capital and Educational Attainment (2001)

Education as an agent of socialisation.

A

conducted empirical research (questionnaires and vocab testing) with Y11 pupils in English state schools.

She asked questions about reading (amount and type), television watching (e.g. documentaries and factual programmes which have a greater degree of sophisticated language and concepts) and knowledge of public figures.

concluded that the effects of school were nullified (balanced out) once parental cultural capital was taken into account. Her finding support Bourdieu’s idea that cultural capital is transmitted by parents, but rewarded by school (essentially you are rewarded for something you didn’t learn in school).

A-LEVEL OCR Sociology (62 decks)

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