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Sociology P1 > Socialisation, Culture and Identity > Flashcards

Socialisation, Culture and Identity Flashcards

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1
Q

define culture:

A

culture can be defined as a whole system of behaviour and beliefs of a society or group

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2
Q

define values:

A

values can be defined as the beliefs and ideas that society sees as important

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3
Q

define norms:

A

norms can be defined as expected patterns of behaviour that are based on the values of a culture

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4
Q

how do culture, values and norms link?

A

culture is comprised of norms and values - the reason we perform certain behaviour is because we have certain beliefs

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5
Q

define cultural diversity:

A

cultural diversity can be defined as the differences and varieties found in societies
- it can be either inter (between cultures) or intra (within cultures)

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6
Q

give an aspect of cultural diversity:

A

what is seen as normal in one culture can be offensive in another

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7
Q

define and explain subcultures:

A
  • subcultures can be defined as a smaller grouping of people within a wider culture who share their own distinctive norms and values
  • in UK, subcultures can be based on factors such as age, ethnicity or political beliefs
  • a society with many subcultures will be culturally diverse
  • examples of subcultures: goths, skinheads
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8
Q

define and explain cultural hybridity:

A
  • cultural hybridity can be defined as a mix of two or more cultures
  • in a global society, hybridity becomes more common due to globalisation, and is seen through aspects such as music/fashion/food
  • UK culture is often seen as hybrid as it contains aspects of UK culture and influences from other cultures, e.g. asian cultures
  • in the UK cultural hybridity is often considered in relation to 2nd/3rd gen immigrants who mix aspects of their parents culture with aspects of British culture
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9
Q

define and explain high culture:

A

high culture can be defined as products and activities that are seen to have a very high status, such as opera

  • seen as superior to other forms of culture and is often enjoyed by those of a higher social class
  • what’s considered cultured are products that represent high achievement, e.g. opera, ballet
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10
Q

define and explain popular culture:

A

popular culture can be defined as cultural products and activities that are enjoyed by the majority of a population, such as TV

  • examples: football, TV, Hollywood blockbuster films
  • some see this as inferior to high culture, and it can also be known as mass culture
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11
Q

define and explain consumer culture:

A

consumer culture can be defined as a culture that revolves around the consumption of goods and activities

  • it’s argued we have this culture today as it’s easier to get goods
  • shopping is the main focus of this consumption, and the debt associated with goods is accepted as normal
  • people become obsessed with branded goods to try and gain status in the eyes of others (this is fuelled by the media)
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12
Q

how are the distinctions between high and popular culture breaking down?

A

the media is giving more people access to high culture activities, such as theatre

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13
Q

define and explain global culture

A

global culture can be defined as cultural products and activities becoming universal, leading to national cultures loosing their distinctiveness

  • examples: people watch westernised TV in their own language, brands and food are identical across many countries, e.g. Nike, Coca-Cola
  • can be linked to globalisation
  • MCLUHAN’S global village applies here
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14
Q

how does globalisation link to culture?

A

globalisation links to culture as cultures can no longer be seen as separate from each other

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15
Q

explain BOUCHARD’S twin studies (nature)

A
  • identical twins separated at birth
  • one raised a German catholic, one raised Jewish in the Caribbean
  • they had never met, yet their interests, mannerisms and choice in clothes were all strikingly similar
    nature: they had never met, yet had similar traits
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16
Q

explain Isabel the chicken girl (nurture)

A
  • since she was born, she was left in a chicken coop. - she picked up the mannerisms of chickens and couldn’t speak
    nurture: she acted animalistic
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17
Q

explain Oxana Malaya (nurture)

A
  • spent the first few years of her life with dogs, acted like them
  • was then put under human care and learned how to act more humanly
    nurture: she was taught by dogs then by humans
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18
Q

explain Genie (nurture)

A
  • almost no human contact until 13, strapped to a potty chair
  • eventually made some progress at forming human attachments, but never learnt to speak properly and spent her life in institutional care
    nurture: she had no contact with anyone
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19
Q

explain the Bruce Reimer experiment (nature and nurture)

A
  • his genitals were destroyed in an operation and he was brought up as a girl
  • knew deep down he was a boy, tried to kill himself
  • was told the truth and eventually did kill himself as the experience took it’s toll
    nature: he knew he was a boy and killed himself
    nurture: he was brought up a girl
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20
Q

what are the agencies of secondary socialisation:

A

peer group, media, education, religion, workplace

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21
Q

explain peer groups:

A
  • important for socialisation during school years, 5-18, as children spend time with their peers
  • peers can be more influential than parents (individuals will be leaders, they have hierarchies)
  • can cause rebellion (youth subcultures)
  • teach children what is acceptable behaviour to “fit in”
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22
Q

explain education:

A
  • overlaps with peer groups
  • we learn the FORMAL curriculum (based on language and culture)
  • sociologists also argue we learn the INFORMAL curriculum (other n+v, such as sanctions and achievements)
  • teachers pass these n+v and children learn their place in society
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23
Q

explain media:

A
  • it represents different groups in different ways, which can influence our view
    e. g. women get presented in stereotypical ways
  • MULVEY’S male gaze says that camera’s in films and photos taken of women “eye up” females, which encourages viewers to only see women for their bodies
  • violence in the media (through films/games) encourages violence in real life, e.g. people committing violent crimes
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24
Q

explain religion:

A
  • religion is on the decline, and the UK is becoming secular
  • however, many UK laws/values are based on Christian beliefs, so we are influenced by them without even realising
  • in multifaith societies, religion may influence some groups more than others, e.g. someone brought up muslim/sikh may feel religion is a very important influence on their n+v
  • MODOOD’S survey found 67% of Pakistani youths saw religion as very important against only 5% of British youths
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25
Q

explain workplace:

A
  • where resocialisation happens (a new set of n+v are learned)
  • this socialisation can be split into formal and informal
    formal: code of conduct, dress code
    informal: how people socialise, making it clear what’s acceptable/not
  • WADDINGTON’S “canteen culture” says people who work will be socialised to accept particular n+v
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26
Q

outline the PEER GROUP studies:

A

SKELTON+FRANCIS looked at peer groups in primary schools, and found that play was gendered - boys dominate, yet girls did separate activities
SUE LEES looked at the pressure on teenage girls, said they face double standards, such as being called slags
JUDITH HARRIS concluded that peer group is more influential than family
TONY SEWELL spoke about “cultural comfort zones”, where people stay with those similar to themselves

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27
Q

outline BOWLES AND GINTIS’ study:

A
  • American marxists, they studied “schooling in capitalist America”
  • said that the hidden curriculum exists, but wasn’t just about shared n+v
  • education system brainwashes through the hidden curriculum into obedience and the unquestioning attitude needed for the world of work
  • they’re taught to accept their place in society, and believe that their achievements and failures are of their own making
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28
Q

define formal social control:

A

formal social control can be defined as social control through legal means, it’s explicit and obvious

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29
Q

define informal social control:

A

informal social control can be defined as how behaviour is controlled subtly through the agents of secondary socialisation. It’s obvious and in everyday contact, so shapes us more than formal.

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30
Q

define formal social control:

A

formal social control can be defined as social control through legal means, it’s explicit and obvious. Through laws, it directly controls the behaviour of the population

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31
Q

give some examples of informal social control:

A
  • social exclusion from groups
  • bad reactions from parents
  • celebrities being criticised
32
Q

define and explain primary socialisation:

A

primary socialisation can be defined as the first and most important stage of learning that occurs from ages 0-5

  • this commonly comes from close family members through imitation
  • it involves trial and error, sanctions and seeing parents as role models, e.g. being good will get you rewarded with a positive sanction, misbehave will be a negative sanction
  • if this doesn’t occur, the child can lack simple socialisation skills (e.g. OXANA MALAYA)
  • functionalists believe socialisation is extremely important for people to grow up knowing the correct n+v: they believe you need a father and mother to socialise you correctly and ensure you know how to behave in wider society
33
Q

define secondary socialisation:

A

secondary socialisation can be defined as the continuing of primary socialisation from age 5 onwards
- it occurs through the agents of secondary socialisation

34
Q

how do primary and secondary socialisation link?

A

they link as primary is the base for secondary

35
Q

what are the 7 aspects of ID?

A
  • nationality
  • ethnicity
  • gender
  • sexuality
  • social class
  • age
  • disability
36
Q

what did SARDAR say about ID and how can we challenge this? (N)

A
  • SARDAR believes there is a “global ID crisis”
  • here, old traditions are now meaningless, so we struggle to find an “English ID”
  • however, others believe that English NI has strengthened, but in negative ways (e.g. EDL)
  • it has also been said that ID is now less significant due to globalisation. The internet and social media have contributed to this breaking down of boundaries.
37
Q

what did STUART HALL say about globalisation?

A

countries may display 3 reactions:

  1. cultural homogenisation (they accept a global culture, therefore all countries will become more similar)
  2. cultural hybridity (they take some parts of other cultures alongside their traditional culture, developing this)
  3. cultural resistance (they resist global culture and protect their heritage)
    - there is evidence that all 3 responses are happening in the UK
38
Q

explain identity:

A
  • it varies in importance for different people (e.g. sexuality is more important for someone homosexual)
  • aspects of ID can cross over, e.g. nationality and ethnicity, gender and age (it’s more important for a woman to look attractive and youthful)
39
Q

explain hybrid ID’s:

A
  • a cross between 2 or more things, seen most clearly within identity, ethnicity and nationality
  • very common for 2nd gen immigrants to have a hybrid culture as they grow up in 1 but keep influences from the other
  • labels such as “Brasian” have developed
  • hybrid ID’s exist in the white British (e.g. NAYAK’S white wannabes)
40
Q

explain national ID (including KUMAR’S views):

A
  • KUMAR says that unlike the Scots/irish/welsh, English find it difficult to know who they are, and English ID is vague
  • this is because britishness may have been diluted englishness (because they’re so similar)
  • a modern example of promoting NI is through media coverage: support country in sporting events, the fate of brits given higher importance in the news
  • NI often expressed through supporting your national team, pride in the anthem/flag and through language
41
Q

what did ANDERSON say on NI?

A
  • a “nation” is an “imagined community”
  • members of a nation will never meet most fellow members, so national identities are socially constructed through symbols, such as flags, anthems and festivals
  • through mass circulation of the media and books, a “national” language is created
42
Q

what is ETHNIC ID?

A

ethnic identity derives from culture and is made up of ethnicity and religion

43
Q

what did GHUMANN find about British Asians? (e)

A
  • identities, tradition, religion and family values played an important part in the upbringing of 2nd gen uk asians
  • asian children tend to be socialised into the extended family, with emphasis on duty and religious commitment
44
Q

what did GILROY say about ethnic minorities? (e)

A
  • looked at the identity of young black people, said they shared experience of racism and powerlessness
  • this means they create their own ID that links to this known as “Black Atlantic”, showing it’s not rooted in the UK
45
Q

what did SPENCER say about ethnic minorities? (e)

A
  • many ethnic minorities are white, with origins from Eastern Europe
  • evidence they face similar issues of resentment and racism, so spend little time socialising with British people as they don’t let others into their circle
  • tend to stick together and form their own ID’s as they feel the British didn’t welcome them into their groups
46
Q

what did CASHMORE AND TROYNA say about ethnic minorities? (e)

A
  • they turn inwards to support each other as a form of protection, so ID, culture and religion are strengthened
  • this is supported by WINSTON JAMES, who says the experience of racism unifies cultures
47
Q

how does JACOBSON support CASHMERE+TROYNA? (e)

A
  • young muslims form a strong ID in response to the exclusion they feel from UK society, which tends to be completely different to other ID’s
  • affects diet, dress and religious practice
  • leads to British removing themselves further from this group as they don’t think they have anything in common with them
48
Q

how does HEWITT explain multiculturalism? (e)

A
  • he defines it as when policies have been designed to get equality in a society
  • white working class communities see it as unfair to the white community as it puts them under more pressure to get jobs
  • they feel ethnic minorities are favoured and get special treatment
  • here, an identity is formed amongst themselves, this then creates tension between ethnic groups
49
Q

how does MODOOD explain ethnic ID? 2ndGen (e)

A
  • different generations feel differently about ID
  • 2nd gen ethnic minorities feel they have more of a British ID than their parents, as they have been integrated into British society from a younger age and therefore follow British n+v easier as it has always been part of their everyday lives
  • will have learnt the British language from birth, so use it more frequently
50
Q

what do postmodernists believe about ethnic ID? (e)

A
  • due to globalisation and media, people are creating their own ID’s
  • this is where hybrid ID starts, with people choosing their own ID’s and shaping it themselves
  • because of this, ethnicity as an ID isn’t as important as it used to be, as people see other ID factors more significant
51
Q

explain BOURDIEU’S study on the forms of capital:

A
  • class fractions are determined by various degrees of social, economic and cultural capital
  • as a MARXIST, argues it’s the power of the ruling class that allows them to define the knowledge and skills that are valued, and to ensure that they and their children are in the best position to acquire them, giving others an unfair disadvantage
  • all types are interconnected, and someone with high levels of one is more likely to be able to attain the others as well
  • parents provide kids with cultural capital by transferring the attitudes/knowledge needed to succeed in the education system (incl right ways of behaving, knowledge of high culture)
52
Q

explain the WORKING class: (s)

A
  • used to form majority of the population, but is now shrinking
  • HUTTON argues the decline in trade union memberships and the dispersal of wc communities had worn down working class ID
  • wc often seen as hard working, “salt of the earth”, an ID many middle class try to claim
  • SKEGGS studied wc women who felt humiliated by the way others judged them due to their wc background
  • as a result, they would make an effort to show they’re respectable (taking care in how they dressed and their leisure pursuits)
53
Q

explain the UNDERCLASS: (s)

A
  • debated term, unlikely many would consciously identify with
  • originally used by sociologists from conflict perspectives who wanted to draw attention to the exclusion those at the bottom faced
  • however, is now used in a negative way to describe those on benefits
  • MURRAY argues over generous benefits encourage people to develop a set of n+v in which they don’t take responsibility for their own actions
  • this group often portrayed negatively by the media (e.g. shameless, Jeremy Kyle show)
54
Q

explain the UPPER class: (s)

A
  • traditionally those with inherited wealth, often in the form of land
  • MACKINTOSH+MOONEY say a key feature of the upper class is their invisibility
  • they function on “social closure”, meaning their daily lives are separated from the rest of the population (e.g. going to boarding school and socialising in exclusive clubs)
  • however, could be argued they’re declining in numbers and power (the new “super rich”, based on achieved status, are now much more significant)
55
Q

explain the MIDDLE class: (s)

A
  • now seen as the majority of the population (TONY BLAIR said “we are all middle class now”)
  • traditionally those uni educated with professional careers
  • however, these features now apply to more people
  • because of this, the mc are very diverse: FOX discussed upper, middle and lower middles to show these differences
  • also a difference between public and private sector jobs, so unlikely all mc see themselves with the same ID
56
Q

explain sexual ID and how it’s changing: (se)

A
  • sex and sexuality are an area of social life that society and the media seem obsessed with
  • people are more open as laws have been changed (e.g. pride parades)
  • homosexuality no longer classified as a condition
  • age of consent was equalised in 2000
  • EQUALITY ACT 2010 means you can’t discriminate based on sexuality
  • 2016 ARMED FORCES ACT removed it’s ban on LGBT people serving openly
57
Q

does homosexual behaviour always lead to homosexual ID? (WEEKS+REISS) (se)

A
  • WEEKS says not many would say they’re het to describe ID, but saying you are gay/lesbian makes a statement
  • argues sexual identification is “a strange thing” and more complex than other ID aspects
  • for example, people sometimes ID as gay but don’t participate in same sex activity
  • REISS’ study found young male prostitutes (rent boys) regarded themselves as het, and actively despised the men they had sex with for neutralising their behaviour
58
Q

what did MARY MCINTOSH find? (se)

A
  • in western cultures the role of homosexual males involves a certain expectation of characteristics, e.g. effeminate mannerisms
  • once a male has accepted the homosexual label, he will start to fulfil these expectations: so the label actually creates the behaviour
  • supported this by citing evidence of married men who see themselves as straight, still admit to male attractions but don’t exhibit other signs of homosexuality
  • conversely, males she studied who were “out” did fulfil all expectations of the homosexual role
59
Q

how does RICH believe lesbians are treated in society and how is women’s sexuality oppressed by men? (se)

A
  • women’s sexuality is oppressed by men in the patriarchal society through institutions such as marriage, rape and the sexual objectification of women
  • uses the term “compulsory heterosexuality” to describe the way women are socialised into a subordinate, heterosexual role, ensuring their avaliability to men
  • most women aren’t inherently heterosexual: instead it’s forced upon them, and lesbian existence is distinct from homosexuality, with little evidence of anonymous promiscuity and more focus on empowerment and joy
  • lesbian ID has been written out of existence and constructed as abnormal, since it’s a threat to male dominance over women
  • cross cultural evidence suggests a distinct homosexual ID is not apparent in all cultures: a sexual encounter between 2 of the same sex is not uncommon, but not defined as homosexual
60
Q

explain changing FEMININE ID: (g)

A
  • now a range of fem ID’s in the UK: some traditional, others less (housewife, breadwinner)
  • fem ID related to being submissive/passive, and associated with a lack of confidence/ambition
  • increase in laddish behaviour amongst girls
  • JACKSON found some girls (ladettes) spend time drinking, smoking and disrupting lessons
  • DENSCONBE found an increase in female risk taking, where young women want to be seen as anything but the stereotype of a woman
61
Q

explain changing MASCULINE ID: (g)

A
  • CONNELL studied range of masc ID’s, found hegemonic was most common
  • subordinate links to homosexual males and marginalised links to unemployed men (both aren’t accepted as real masculinity)
  • MACANGHAIL used the term “crisis of masculinity” to refer to insecurity felt by wc men that links to loss of breadwinner ID with the decline of traditional male industries
  • CANON researched wc men in Wolverhampton on their views of masculinity: employed said fighting and drinking, unemployed said having a job
62
Q

arguments for gender being biologically constructed: (g)

A
  • WILSON argues the need to reproduce requires men to be promiscuous and women to nurture the child and stay faithful to the dad so he has a role in the upbringing
    the FUNCTIONALIST view:
  • PARSONS says females have an expressive role in the family: based on the fact they have the child and reinforced by society
  • males have an instrumental role: natural because strength, reinforced through socialisation
  • he believes these roles are functional for family/society
  • most sociologists argue gender and gender ID’s are socially constructed through society, learned through socialisation
    e.g. different gender roles in tribes is learned, not biologically determined
63
Q

arguments for gender being socially constructed: (g)

A
  • feminists argue gender is socially constructed by patriarchal society
  • family stereotypically sees father as breadwinner and mother as caregiver
  • however, other agencies of socialisation may show stereotypical views of gender roles, e.g. peer groups teach boys/girls to act differently, media portrays men/women differently
  • HAYS studied teenage girl friendship groups and said the norms/expectations of how girls act are heavily male dominated
  • MACANGHAIL explored how boys learn to be men through school peer groups, finding that power was the main source of identity for the macho lads
  • these boys valued the 3 f’s
64
Q

explain age and ID: (a)

A
  • age is probably the only aspect that we’ll all experience changing effects of
  • will all find our ID affected by how our age makes us feel and how other people relate to us
  • stages in life can vary at different ages, suggesting they’re all socially constructed
65
Q

explain childhood: (a)

A
  • can be seen as socially constructed
  • in some cultures isn’t seen as a period of innocence as many kids are working/fighting
  • even in the UK, kids worked in factories until mid 19th century
  • there is the view that kids grow up quicker today, but until mid 20th century childhood was shorter
  • POSTMAN argues childhood came about when adults began to shield children from various aspects of life (sexuality, death), so the innocent child was created
  • he suggested the rise and spread of the media has brought about a disappearance of childhood
66
Q

explain young adulthood and middle age: (a)

A
  • very little is said about normal adulthood by researchers
  • young adulthood normally branded by career and family, when people move into their own homes and establish independence from parents
  • middle age tends to be associated with those of a higher status than youth or old age (they rule the country and hold power at work)
  • also seen as a negative time and associated with negative ideas, such as “mid-life crisis”
67
Q

explain youth: (a)

A
  • tends to be associated with those 12-25
  • in our culture, youth is socially constructed as a period of changeover from childhood to adulthood and a time of rebellion/resistance
  • some cultures have no concept of youth: through initiation ceremonies (such as in the Hamar Tribe) childhood seems to end one day and adulthood begins the next
  • MARGARET MEAD argued the “storm and stress” associated with youth is “culturally specific”, therefore not found in all cultures (although her findings have been questioned)
68
Q

explain old age: (a)

A
  • some say this begins at retirement, but there’s a difference between a 65 and 85 year old
  • UK culture admires youth and beauty, and ageing bodies represent deterioration
  • older people have been socialised into this view
  • CORNER’S study was mostly negative, reflecting what the media and popular culture says
  • participants of the study were concerned with becoming a burden, and the stereotype of later life being a time of ill health and dependancy
69
Q

how has life and work expectancy, media and cosmetics made age less significant today? (a)

A
  • people live longer, work later in life
  • older gens use media more and media reports on them (e.g. Kris Jenner)
  • celebrities are reported on how good they look
  • make up, age creams and surgery are now the norm
  • postmodernists say age is less significant
70
Q

explain disability and ID: (d)

A
  • those living with a disability may find it significant to how people see them
  • profile of people with disabilities has become a lot more positive (e.g. Paralympics, wheelchair friendly access)
  • however, disabled people still feel excluded in society in different ways: social exclusion, workplace and leisure activities
71
Q

what is the medical model? (d)

A
  • sees disability as a medical problem, and any limitations are caused by the impairment
  • this leads to “victim blaming”, where people are told they can’t do something
  • SHAKESPEARE believes in “victim mentality”, where people feel isolated and have a negative view on society
72
Q

what is the social model? (d)

A
  • it looks at social and physical barriers
  • leads to the view that disability is socially constructed (such as by not building ramps)
  • disabled people are socialised to see themselves as inferior
73
Q

what is the master status? (d)

A
  • the master status is the main characteristic by which an individual is judged
  • disability can be seen as a master status
  • this leads to “learned helplessness”, believing they need constant help from others
  • they cannot be independent, and they lead a very structured life
74
Q

explain the relative nature of culture:

A
  • cultural n+v are not fixed, they vary over time, place and between/within societies
  • example: how we dress in Britain has changed over time
  • MEAD’S 3 tribe study showed how gender expectations differ
  • her Hamar tribe study showed how the way we see youth is relative, as it is different to how youth is seen in the UK
75
Q

how do people express their nationality?

A

through sporting events, pride in the anthem/flag and through language

76
Q

why is nationality for British people often confusing?

A
  • English+British ID’S can sometimes be seen as the same, but for people who are Scottish/Northern Irish/Welsh, there is a clear distinction
  • this could be because these countries have historically been in a position of subordination to England, leading to people in these countries to distinguish themselves from the dominant English ID and want to assert their differences
  • therefore they may find it easier to give themselves a unique ID separate to British ID: whereas for the English, the distinction may seem less important as they’re part of the majority nation within Britain

Sociology P1 (2 decks)

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