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sociology yr1 > socialisation, culture, identity (paper 1) > Flashcards

socialisation, culture, identity (paper 1) Flashcards

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Sociology 101 flashcards
1
Q

culture

A

shared beliefs, norms and values

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2
Q

blates and plogg 1990

A

“a way of life for a particular society”
- beliefs, values, customs, behaviours, artefacts

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3
Q

cultural relativity

A

the view that all beliefs, customs and ethics are relative to the individual within their own social context

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4
Q

cultural diversity

A

the differences and variety found in society

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5
Q

cultural hybridity

A

merging of different cultures

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6
Q

intercultural diversity

A
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7
Q

intracultural diversity

A
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8
Q

subculture

A
  • a culture enjoyed by a small group within a society
  • subcultures have distinct norms and values, which make them a subsection of society eg. youth groups
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9
Q

high culture

A

linked with the elite, upper class in society, families and individuals with an ascribed status position

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10
Q

popular culture

A

-activities enjoyed but the accessed by the masses
-media are largely responsible for creating popular culture in the uk

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11
Q

consumer culture

A

-things we consume and use in society
-based on cultural and economic factors

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12
Q

global culture

A

-globalisation is the process by which events in one part of the world come to influence what happens elsewhere in the world

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13
Q

characteristics on popular culture (3)

A

-constantly changing
-based mainly in urban areas
-based in large groups of people

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14
Q

characteristics in global culture (3)

A

-increasing connections between various parts of the world
-global availability of cultural products eg. kfc, curry
- access to diversity of cultural products eg. food,music

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15
Q

characteristics of subculture (3)

A

-based around ethnicity, social class of age
-functionalist perspective
-people select norms,values and lifestyles

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16
Q

characteristics of consumer culture (3)

A

-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

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17
Q

high culture characteristics (3)

A

-the tastes of the wealthy or educated
-to understand high culture requires access to a particular kind of education
-m/c: seen as more intellectual

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18
Q

low culture

A

seen as an inferior counterpart of high culture

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19
Q

examples of low culture

A

pop music and football hooligans

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20
Q

what did albert cohen (functional subcultural functionalist) believe about the w/c

A

w/c youths were most likely to participate in low cultural activities, and most likely to commit crime

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21
Q

what did pierre bourdieu believe

A

the m/c achieved in education due to their economic and cultural advantage. the curriculum is more familiar to m/c children

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22
Q

norm

A

something considered normal in society eg. wearing clothes

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23
Q

value

A

something considered important eg. respect

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24
Q

socialisation

A

the process of learning norms and values. this continues throughout a persons life

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25
Q

primary socialisation

A

the first and most important phase of learning norms and values (in the family)

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26
Q

secondary socialisation

A

the continuation of learning our norms and values

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27
Q

what do functionlists say about socialisation? (4)

A

-most children grow up to be law-abiding citizens who conform to societies expectations, if there is successful socialisation
-parsons described the family as a ‘personality factor’
-parents produce children with identities that ‘fit’ social expectations of society eg. using rewards and punishments
-parents act as role models and encourage children to imitate their behaviour eg. language, work ethic

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28
Q

what do the new right believe about socialisation?

A

argue that socialisation in modern society is becoming less effective as a result of increasing trends like divorce and absent fathers

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29
Q

what do interactionists believe about socialisation? (4)

A

-in families, it’s a two-way process because it is negotiated
-parents/careers learn from their children
-socialisation is not a universal process shared in the same way by everyone
-socialisation could be influenced by: peers, age of parents, social class, rural vs urban, ethnicity/culture

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30
Q

what do conflict sociologists (fem+marx) believe about socialisation? (2)

A

-the function of a primary socialisation is to ensure children grow up accepting inequality as facts of life
- socialisation is therefore the w/c or girls accepting conformity and subordination

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31
Q

secondary socialisation

A

takes place outside the family. agents of socialisation are influential in childhood, as we are establishing our identities. majority conform, but those who reject mainstream culture will be outcasted

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32
Q

cultural capital

A

having the resources, experience and connections (old boys network) in order to gain the opportunities

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33
Q

agents of socialisation: religion. what does it do

A

reinforces basic, moral codes eg. ‘do not kill’ ‘do not steal’ and the value of monogamous relationships

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34
Q

agents of socialisation: religion. sociological example

A

butler (1995) muslims girls adapted some of their religious beliefs to fit with the circumstances around them. religion plays a big part in society, and it can be affected by the place/culture

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35
Q

agents of socialisation: religion. example in society

A

iran: in 1960’s, very americanised, girls wearing short skirts and bikinis, wanted this to change, reason why it’s so strict

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36
Q

agents of socialisation: education. what it does

A

formal education: provides the opportunity to learn through the official curriculum
informal education: learning outside of the classroom
hidden curriculum: what isn’t officially on the school timetable eg. punctuality

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37
Q

agents of socialisation: education. sociological example

A

cultural deprivation theory: those at the bottom of the class system are deprived of norms and values, which are required for educational success.
fatalistic: they accept the situation rather than improving it, lack ambition (douglas)

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38
Q

agents of socialisation: education. example in society

A

hidden curriculum: punctuality, respect, social skills

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39
Q

agents of socialisation: the media. what is does

A

teaches us that high levels of consumption are normal. through the over representation of skinny, beautiful and young people

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40
Q

agents of socialisation: the media. sociological example

A

young (2002) argues that the lower w/c live in a bulimic society: an inclusive society which focuses on consumption of material possessions as a route of happiness

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41
Q

agents of socialisation: the media. example in society

A

the sun and daily mail: all negative in society

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42
Q

agents of socialisation: peer groups. what it does

A

we rely on our peers for fun. for emotional comfort and support and for companionship. downside of friendships is called peer pressure. conformity: following along with majority

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43
Q

agents of socialisation: peer groups. sociological example

A

alder and alder (1998) studied group of white m/c teenagers in usa. peer groups are very important within the lives of these children. as cliques form and some groups gain a higher status than others

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44
Q

agents of socialisation: peer groups. example in society

A

charlie howard: gay man who drowned due to being pushed by 3 teens in 1984. teens were conforming

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45
Q

formal social control

A

agencies specifically set up to ensure that people conform, overt control

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46
Q

informal social control

A

groups which sanction but are not primarily involved enforcing social control

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47
Q

informal social control

A

groups which sanction but are not primarily involved enforcing social control

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48
Q

what do functionlists say about the role of social control? (3)

A

-necessary and beneficial to all
-ensures people are correctly socialised into norms and values
-ensures dysfunctions are dealt with quickly and that there is a swift return to equilibrium

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49
Q

what do marxists say about the role of social control? (2)

A
  • used by the powerful in society to force or put shade the less powerful to behave as they want them to
    -agencies of socialisation are used by the ruling class
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50
Q

how does education maintain social control according to marxists?

A

education is dominated by the hidden curriculum: a ruling class ideology that encourages conformity and an unquestioning acceptance of the organisation of the capitalist system

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51
Q

evaluation of sociological theory against agencies of social control: functionalism (3)

A

yes: outlines basics of society
no: doesn’t teach life skills
no: social control isn’t always affective

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52
Q

evaluation of sociological theory against agencies of social control: marxism (2)

A

yes: gives us a unique take on religion
no: not all less powerful people are controlled by the bourgeoisies norms and values

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53
Q

evaluation of sociological theory against agencies of social control: feminism (1)

A

no: outdated, change in attitudes

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54
Q

identity

A

based on our membership of, or identification with, particularly social groups

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55
Q

cooley’s key ideas on identity (1969)

A

our self is developed through interactions with other people

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56
Q

mead’s key ideas on identity (1934)

A

we develop our sense of self in interaction with others; because we interact in many different social contexts

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57
Q

bradley’s key ideas on identity (1996)

A

we all belong to social groups, class groups, ethnic groups, gender groups and national groups, and each of these provides us with an identity

58
Q

personal identity

A

how a person thinks about themselves (internal)

59
Q

social identity

A

how they are perceived by others (external)

60
Q

jenkins 1996: social identity

A

social identity is “understanding of who we are and of who others are, and reciprocally other peoples understanding of themselves and others.”

61
Q

tajfel and turner: social identity

A

social identity is used to categorise people into groups, help a person feel part of a group and to compare groups

62
Q

given identity

A

age, gender,birthplace

63
Q

chosen identity

A

political party, career,religion

64
Q

core identity

A

behaviours, values, skills

65
Q

primary identity

A

develops from birth as a result of the interaction with the childs family

66
Q

class identity

A

the social class you are born into or develop throughout your life

67
Q

gender identity

A

the way in which our identity connects to the culturally learned characteristics of being ‘masculine’ or ‘feminine’

68
Q

sexuality identity

A

how you identify with sexual preference eg. heterosexual

69
Q

ethnic identity

A

the way in which our identities connect to our ethnic group and expectations of that group

70
Q

secondary identity

A

develops through involvement in school, work and through leisure activities

71
Q

biological deterministic view

A

the idea that all human behaviour is innate and determined by genes

72
Q

social constructionist view

A

asserts that all meaning is socially created

73
Q

intersectionality

A

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

74
Q

hybridity

A

someone’s sense of who they are is a mixture of two or more influences. for example, an individual may have an individual may have an identity as a british person, but also as muslim and pakistani. thus there ethnic identity is a hybrid of both british and asian ethnicity

75
Q

hybridity

A

someone’s sense of who they are is a mixture of two or more influences. for example, an individual may have an individual may have an identity as a british person, but also as muslim and pakistani. thus there ethnic identity is a hybrid of both british and asian ethnicity

76
Q

brasian

A

british and asian

77
Q

blasian

A

black and asian

78
Q

natal (2003) and white wannabes

A

used to describe white, british males who dressed, spoke and acted in a way that was influenced by black, hip-hop culture, a famous example being ali g

79
Q

theory and identity: structure and eg

A

idea that identity is ascribed, individuals are passive and cannot change their identity eg. marxism

80
Q

theory and identity: agency and eg

A

idea that individuals and groups can and will change aspects of their identity eg. interactionism

81
Q

what role does disability play in the formation of identity? (3)

A

-disability cannot be viewed as representing people who share a specific characteristic
-the variation in identity between and within disabilities means that groups and individuals respond differently within society, from refusing to advocate as ‘disabled’ to fully accepting their disability and the support that is provided
- those living with a physical or mental impairment may often find it is the most significant aspect, in terms of how they are seen by others

82
Q

medical model and eg (3)

A

-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
- this can lead to a ‘victim blaming’ mentality
- eg. wheel chair users need to pay more for a house with wheel chair access

83
Q

social model and eg (3)

A
  • 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 on what is ‘normal’ and ‘abnormal’
  • eg. all houses should be built for wheelchair users, more inclusive
84
Q

hybridity: back 1996

A

-researched new hybrid identities
-young people played with different cultural ‘masks’ and different styles
-inter-ethnic friendships and marriages mean that groups borrow ideas from each other
- this led to the blurring of boundaries between ethnic groups

85
Q

hybridity: modood 1997

A

-found that ethnic identities in the uk were changing
- things like wearing ethnic clothes were less important for young people than for their parents
-young people were more likely to be political and upfront about their ethnicity
-second generation immigrants were more likely see themselves as british compared to first generation immigrants

86
Q

hybridity: johal and bains 1998

A

-brasians have a number of different identities depending on who they are with, friends/peers at school or family at home
-they suggest some of these people can ‘code switch’ - behaving one way with friends and another way with family

87
Q

hybridity: ballard 1979

A

-found that many south asians did not feel they had to choose between their home culture and british culture
- it was suggested that many had found a culture of their own that was a hybrid of the 2 cultures, what is now referred to as ‘brasian’

88
Q

hybridity: basit 1997

A

-suggested ethnic identities are changeable
-interviewed british asian school girls who suggested that they combine elements of british and asian cultures
- they created their identity based on their asian culture’s ethnicity, language and religions - but in a british context

89
Q

hybridity: gilroy 2000

A

-suggested black americans who adopt gangsta fashions and develop hegemonic masculinities as a response to racism have in fact made themselves the tools of exploitation
- their styles and fashions are stolen and sold to white consumers who do not share the views of african american culture
- black culture has become a commodity to be bought and sold

90
Q

hahn and belt (2004) disability

A

surveyed 156 disabled people exploring their responses to the question; ‘even if i could take a magic pill, I would want my disability to be cured.’ results were approximately even, with 47% saying they wouldn’t, 8% unsure, and 45% wanting to be cured

91
Q

goffman and disability

A

prejudice and discrimination can have a significant effect on the identity and self-esteem of disabled people. it can result in the ‘disabled identity’ becoming a ‘master status’

92
Q

socialisation into disability identities (2)

A
  • disabled people are often socialised to see themselves as inferior
  • Shakespeare also points out that disabled people are often isolated from one another, so forming a strong, collective identity is difficult
93
Q

zola (1982) and disability

A

a sociologist who is disabled through polio writes: ‘‘the very vocabulary we use to describe ourselves is borrowed from a discriminatory able-bodied society.”

94
Q

learned helplessness

A

describes the way that some disabled people may internalise the idea that they are incapable of changing a situation, and thus fail to take action to help themselves

95
Q

disability identity

A

the way in which disabilities within individuals see themself and are perceived in society

96
Q

how is disability identity is a social construct?

A

through societal attitudes, norms, and labels, people with a disability are excluded from society. society is designed to treat this group differently

97
Q

Quinn 2001: same-sex relationships (2)

A
  • studied same sex relationships of tribal people
    -many Native American tribes celebrated same-sex marriage between two males, with the ‘wife’ being a feminine acting ‘berdache’ who dressed in female clothing, and the ‘husband’ was a dominant ‘amazon’ who participated in male activities and was often a female warrior
98
Q

‘the homosexual role’- mcintosh 1996 (3)

A
  • argues in western cultures, the role of homosexual male involves certain expectations or cultural characteristics
  • examples may include effeminate manners, higher voice and attention to appearance
  • once a male has accepted the label or identity of ‘homosexual’, he will start to fulfil these expectations so the label actually creates the behaviour
99
Q

rich (1980) and women’s sexuality (3)

A

-womens sexuality is oppressed by men in patriarchal societies, through institutions such as marriage, sexual violence and rape and through the sexual objectification of women
- the term ‘compulsory heterosexuality’ to describe the way women are socialised into a subordinate and heterosexual role
-most women are not necessarily inherently heterosexual, but it is forced upon them

100
Q

what role does sexuality play in the formation of identity?

A

many men and women identify primarily with their biological sex, but some men and women identify more with the biological and social characteristics of the other gender

101
Q

how is heterosexuality socially constructed? (3)

A
  • there exists an assumption that males and females have different sexual identities
  • males are supposed to be promiscuous predators (wanting sex with as many women as possibly)
  • females are suppose are suppose to be passive and more interested in love than sex
102
Q

plummer 1996 and sexual identity

A

partially supports McIntoshs ideas, seeing homosexuality as a process and discussing the ‘homosexual career’ where a male who has accepted the label of homosexual will seek out others and join a subculture in which stereotypical homosexual characteristics become the norm

103
Q

the media and identity (3)

A
  • constantly subject people to heterosexual images through films, tv and advertising
  • portrayal of homosexuality in the media in the 1970’s and 80’s tended to be very stereotypical with ‘camp’ characters
  • more recently television portrayals have been much more positive, normalising gay characters
104
Q

lovelock (2017) and sexuality identity

A
  • argues that the tabloid continue to be negative in its coverage of issues relating to sexuality
  • the daily express placing the word ‘marry’ in inverted commas when discussing tom daly’s wedding
105
Q

education and sexuality (3)

A
  • the department for education (2019) published requirements for the teaching of sex and relationships in schools from september 2020
  • needs to ensure that all of pupils needs are met, and all pupils understand the importance of equality and respect
  • bullying and isolation that some children and young people experience as key reasons why schools should be made to address these issues
106
Q

workplace and sexuality: ward and winstanley (2005) (2)

A
  • different working environments impact on the environment war with which individuals can be open about their sexuality or whether they should conceal it
  • in workplaces, where there are close personal working relationships between colleagues, it is harder to conceal key aspects of identity such as sexuality
107
Q

workplace and sexuality: ahlstedt (2018) (2)

A
  • found that many young members of the LGBT community thrive at their jobs
  • they thought it was important that they be accepted in the workplace
108
Q

changing sexual identities (2)

A
  • attitudes towards homosexuality changed enormously in the last 30 years, which is likely to have a big impact on sexuality and identity.
  • homosexuality is no longer classified as a ‘condition’
109
Q

changing sexuality: mccormack and anderson (2010) (3)

A
  • males in a sixth form college, homophobia was not tolerated and seen as a sign of immaturity
  • this allowed boys to relate to their male peers in a tactile and close way without being homosexualised by their behaviours
  • they behaved more as girls have traditionally been allowed to towards each other eg. commenting on eachothers appearance
110
Q

what do sociologists argue about gender and identity? (3)

A
  • gender is a social construct
  • we learn to behave in certain ways that reflect the physical differences between the sexes
  • these expectations are culturally transmitted through institutions such as the workplace, family, religion, peers, education and the media
111
Q

socialisation into gender identities (3)

A
  • children learn the cultural patterns of behaviour expected of their gender
  • gender differences are not biological or natural but are socially constructed by society
  • these differences are further reinforced by agents of socialisation such as education and the mass media
112
Q

feminine identity: sue sharpe (1990) and helen wilkinson (1994)

A

observe that women experience greater educational and employment opportunities in modern capitalist societies worldwide

113
Q

masculine identity: messerschmidt (2018)

A
  • argues that hegemonic masculinity emphasises the need to demonstrate power. authority and control over women via promiscuity and violence
114
Q

gender and identity: wolf-light (1994)

A

characterises as ‘authoritarian and autocratic, impersonal, contemptuous and violent.’ / ‘the very image of patriarchy’

115
Q

gender and identity: robinson (2006)

A

middle class and middle aged men, a belief in an essential and unchanging ‘deep masculinity’

116
Q

gender and identity: hollows (2000)

A

suggest that, the emphasis on ‘sex is fun’, ‘girls behaving badly’. older women are largely excluded from adopting ‘the new femininity’

117
Q

gender and identity: primary socialisation in the family (2)

A

-oakley (1981) is a feminist who argues that gender roles and socially constructed through socialisation
-she explains how children are socialised into their gender roles by their families

118
Q

gender and identity: manipulation (oakley 1981)

A

encouraging behaviour that is stereotypically acceptable for the childs gender and discouraging behaviour that isn’t a norm eg. discouraging a girl from doing anything that will get her dirty like playing in mud

119
Q

gender and identity: canalisation (oakley 1981)

A

parents channelling their children’s interests into toys, games and activities that are considered the norm for their gender eg. encouraging girls to do ballet and boys to do football

120
Q

gender and identity: verbal appellation (oakley 1981)

A

giving children nicknames which reinforce gender expectations eg. princess and angel for girls and monster and buddy for boys

121
Q

gender and identity: different activities (oakley 1981)

A

parents or families may encourage children to participate in activities around the home that reinforces stereotypes eg. girl helping in kitchen and boys helping washing the car

122
Q

gender and identity: fagot’s study (4)

A
  • studied 24 american families with children between 20 and 24 months old
  • observed parents interacting with their children
  • girls were generally encouraged to ask for help when it was needed, to follow, stay near, dance
  • boys were encouraged to play with and explore toys such as trucks and building blocks, helping to build strong muscles
123
Q

gender and identity: rubin (1974)

A

parents expect gender differences because within 24 hours of their babies birth they described their girls as softer and smaller, who thought their boys were more alert, stronger and better co-ordinated

124
Q

gender and identity: sears (1977)

A

found parents tolerated aggression in their sons much more rather than their daughters

125
Q

gender and identity: skelton (2002)

A

found in benwood primary school gender stereotypes were created and maintained. girls spend their leisure time differently from boys. boys relate to their peers by doing like being active, and girls relate to one another by talking, giving them an advantage due to school being a language experience

126
Q

gender and identity: workplace, billington (3)

A
  • many men see their masculine identity as centrally linked to being paid workers, with having jobs and/or careers
  • men should be the breadwinners who are responsible for the living standards of their families
  • the main source of feminine identity is still a women’s role as a mother despite the fact that the economy has become feminised, and the majority of adult women go out for work
127
Q

gender and identity: workplace, hakim

A
  • many women choose not be mothers and are happy for this role to be traditional notions of female identity today is more likely to be focused on education, career, independence from men and consumption than marriage and family
128
Q

gender and identity: workplace, willott and griffin (1996)

A
  • discovered ‘marginalised masculinities’ amount the long-term unemployed working class as traditional belief about ‘the good family man’ providing for wife and kids collided with the reality of an inability to provide for their partner and children
129
Q

gender and identity: peer groups, martin and ruble (2004)

A
  • from an early age, children are like ‘gender detectives’ searching for clues about gender, such as who should and shouldn’t engage with activities
130
Q

gender and identity: peers groups, lamb (2)

A
  • studied 3 to 5 year olds playing with a variety of toys
  • eg. boys playing with a doll, then they became critical, they doll was abandoned as the child re joined its friends
131
Q

gender and identity: religion, elliott (2009)

A

argues ‘the bible itself is a handbook for the subjugation of women. but then the bible, like religion, was created by men for men, and has been used ever since it’s inception as a took to keep women in their place’

132
Q

gender and identity: media, tunstall 1983 (3)

A
  • the presentation of women in the media is biased because it emphasises women’s domestic, sexual, consumer and marital activities
  • women are depicted as busy housewives, as contented mothers, as eager consumers and sex objects
  • this indicates bias because the media has far less to say about these male roles
133
Q

gender and identity: media, gauntlett (2002) (2)

A
  • significant in the proportion of main female characters, from 18% in 1992-93 to 43% in 1995/6
  • massive decrease since the 1970s in the proportion of women who main occupation was represented as a housewife, now only 3%
134
Q

age identity: life expectancy 1911-15 under 60s

A

63% of people died before the age of 60

135
Q

age and identity: lee (2001)

A

claims childhood has not disappeared it has just become more complex and ambiguous and children are dependent on parents but in another sense are independent

136
Q

age and identity: bauman 1996

A

we now gain meaning through consumption choices, influenced by designer labels, lifestyles, and images gained from the global media in a media saturated society that influences cultural shifts patterns and changes on global level

137
Q

age and identity: posner 1997

A

discovered ‘resentment and disdain of older people’ in american society. the stereotypes, discrimination, and devaluing of the elderly seen in ageism can have significant effects on the elderly, affecting self-esteem. they may start to perceive themselves in the same ways that others in society see them and gain a self fulfilling prophecy

138
Q

age and identity: bradley 1996

A

suggests that those who are middle aged have a higher status and power than any other age group as they are the working majority in society and tend to have more wealth in this stage of life

139
Q

the life course approach (2)

A

-developed in the 1960’s
-examines an individuals life history and how early events influence future decisions

140
Q

age and identity: featherstone and hepworth (2005)

A

media images of aging, which have been a source of negative identities and stereotypes, can also create new identities and suggest that as the population ages, more positive images may emerge

sociology yr1 (3 decks)

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