socialisation, culture and identity rdu paper 1 key words Flashcards
norms
shared beliefs, norms and values
blates and plogg 1990
“a way of life for a particular society.”
cultural relativity
the view that all customs, beliefs at ethics are relative to the individual within their own social context
cultural diversity
the differences and variety found in society
cultural hybridity
merging of different cultures
subculture
- a culture enjoyed by a small group within society
- subcultures have distinct norms and values, which make them a subsection of society eg. youth groups
high culture
linked with the elite and upper class in society, families and individuals with an ascribed status position
popular culture
- activities enjoyed but accessed by the masses
- media are largely responsible for crating popular culture in the uk
consumer culture
- things we consume and use in society
- based on cultural and economic factors
global culture
globalisation is the process by which events in one part of the world to influence what happens elsewhere in the world
characteristics on popular culture
- constantly changing
- based mainly in urban areas
- based in large groups of people
characteristics in global culture
- increasing connections between various part of the world
- global availability of cultural products eg. kfc, curry
- access to diversity of cultural products eg. food, music
characteristics of subcultures
- based around social class, ethnicity and age
- functionlist perspective
- people select norms, values and lifestyles
characteristics of consumer culture
- culture that is produced for mass consumption
- consumers: seen as passive and easily manipulated
- m/c exploit w/c as media represent capitalist systems as normal
high culture characteristics
- the tastes of the wealthy or educated
- to understand high culture high culture requires access to a particular kind of education
- m/c: seen as more intellectual
low culture
seen as an inferior counterpart of high culture
examples of low culture
pop music and football hooligans
norm
something considered normal in society eg. wearing clothes
value
something considered important eg. respect
socialisation
the process of learning norms and values, this continues throughout a persons life
primary socialisation
the first ad most important phase of learning norms and values (in the family)
secondary socialisation
the continuation of learning norms and values
cultural capital
having the resources, experience and connections (old boys network) in order to gain the opportunities
formal social control
agencies specifically set up to ensure that people conform, overt control
informal social control
groups which sanction but are not primarily involved enforcing social control eg. family and friends
identity
based on our membership of, or identification with, particularly social groups
personal identity
how are person thinks about themselves (internal)
social identity
how they are perceived by others (external)
given identity
age, gender, birthplace
chosen identity
political party, career, religion
core identity
behaviours, values, skills
primary identity
develops from birth as a result of the interaction with the childs family
class identity
the social class you are born into or develop throughout your life
gender identity
the way in which our identity connects to the culturally learned characteristics of being ‘masculine’ or ‘feminine’
sexuality identity
how you identify with sexual preference eg. heterosexual
ethnic identity
the way in which our identities connect to our ethnic group and expectations of that group
secondary identity
develops through involvement in school, work and through leisure activities
biological deterministic view
the idea that all human behaviour is innate and determined by genes
social constructionist view
asserts that all meaning is socially created
intersectionality
these aspects of identity may also intersect in different ways eg. age may have more significance to women than men, due to looking youthful/attractive
hybridity
- someones sense of who they are is a mixture of two or more influences
- eg. an individual as a British person, but also as a muslim or Pakistani
- thus their ethnic identity is a hybrid of both British and asian ethnicity
brasian
British and asian
blasian
black and asian
medical model
- sees disability as a medical problem, focusing on the limitations caused by the impairment, and this has long been the approach by society
- this approach leads to the defining of a disabled person by their disability or impairment
social model
- focuses on the social and physical barriers to inclusion that may exist, such as the design of building that deny access to those with mobility problems
- society = disabling factor
- this approach can lead to the view that disability is socially constructed, since it rests on assumptions son what is ‘normal’ and ‘abnormal’
learned helplessness
describes the way that some disabled people may internalise the idea that they are incapable of changing a situation, and this fail to take action to help themselves
disability identity
the way in which disabilities within individuals see themself and are percieved in society
the life course approach
- developed in the 1960s
- examines an individuals life history and how early events influence future decisions
landed aristocracy
traditional source of their wealth is historical ownership of land and their political connections to the monarchy that’s made them the most significant sector in society
business elite
- characterised by their ownership of significant national, international and global companies
- can be subdivided into financial elites (banking, insurance, knowledge services) or industrial elites (focused on manufacturing)
traditional working class
was the dominant w/c type from around the end of the 19th century until the 50s/60s, which consisted of male breadwinners and women being housewives, living close to extended family and where communities were close knit
the ‘new’ working class
as industries declined the work that the traditional w/c was involved in changed from factory work to skilled work
present orientations
a concern with immediate consumption, because you might not get the opportunity later
immediate gratification
leaving school at the earliest opportunity to take paid employment
future orientation
to plan for the future, such as holidays, saving for home improvements or retired pensions
deferred gratification
staying in education to obtain qualifications that give entrance to professional careers
social construction
the idea that many aspects of our reality including beliefs, behaviours and institutions, are created and shaped by society
cultural homogenisation
all countries will be more similar as a result of globalisation
cultural resistance
where countries resist global culture and fiercely protect their heritage
hegemonic masculinity
macho, dominant, aggressive, breadwinner
