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SAP > Sociology > Flashcards

Sociology Flashcards

1
Q

_________________ is the process by which people learn what they know to become a member of society

A

Socialization

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2
Q

_________________: People/institutions that shape someone’s social development

A

Agents of socialization

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3
Q

What is the primary agent of socialization?

A

The family

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4
Q

How does family shape social development?

A
  • Shapes behaviours throughout life
  • Teaches us how to behave in society
  • Instills values and belief systems
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5
Q

How do low-income families act as an agent of socialization?

A
  • Value + promote obedience, neatness and cleanliness
  • Restrictive, avoid “spoiling”
  • More corporal punishment
  • Lead to sense of powerlessness, obey authority
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6
Q

How do upper-middle income families act as an agent of socialization?

A
  • Value curiosity, happiness + self control
  • Allow freedom to explore, sense of control over own life
  • More verbal interactions (praise, ask questions, explain w/ discipline)
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7
Q

Impact of individualistic family culture on socialization

A
  • Self-promotion and self-sufficiency
  • Emphasis on individual achievement and competition
  • Direct and honest speech
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8
Q

Impact of collectivistic family culture on socialization

A
  • Identity from group membership
  • Emphasis on duty & obligation to family
  • Emphasis on group achievement & harmony
  • Indirect speech to maintain harmony - Communication apprehension - anxiety about speaking in public because it draws attention to the self
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9
Q

Difference between how North Americans + Asian cultures see school achievements and success

A
  • North Americans - school success due to innate ability (IQ), children socialized to believe they have no control over school achievements
  • Asian cultures - school success due to effort, children socialized to believe they are in control of school achievements
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10
Q

Secondary agents of socialization

A
  • School
  • Peer groups
  • Media
  • Religion
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11
Q

How school acts as an agent of socialization

A
  • Teaches a curriculum
  • Hidden curriculum (e.g. punctuality, teamwork)
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12
Q

How peer groups act as an agent of socialization

A
  • During adolescence - more important than family
  • Acts as school’s social curriculum - peers teach each other about gender and culture
  • Media influences values and beliefs of adolescent peer group
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13
Q

How media acts as an agent of socialization

A
  • Influences what we wear, how we act & what we aspire to
  • Reinforces gender stereotypes
  • Socializes teens to value fame & fortune, limits capacity to develop empathy
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14
Q

How religion acts as an agent of socialization

A
  • Establishes moral code
  • Set standards of behaviour for its members
  • Promotes values & beliefs about responsibility to others (charity, volunteering, etc)
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15
Q

_____________: Genes and heredity
_____________: Socialization & environment

A

Nature, nurture

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16
Q

2 pieces of evidence that development & behaviour is determined by nature

A
  • Identical twins raised separately still develop similar personality traits & IQ
  • Paul Ekman - facial expression are universal and therefore biological
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17
Q

2 pieces of evidence that development & behaviour is determined by nurture

A
  • Isolates & feral children (Ramu was raised by wolves - couldn’t walk, drank by lapping w/ his tongue & preferred raw meat)
  • Alfred Adler (student of Freud) suggested birth order influences personality
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18
Q

First borns tend to be perfectionistic, cautious and obedient. Why?

A

Parents are inexperienced, anxious & strict

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19
Q

First borns tend to have leadership skills and be more intelligent + controlling. Why?

A

Parents make eldest responsible for younger siblings

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20
Q

Middle borns tend to be more rebellious and social, and maintain peace. Why?

A

Parents are more focused on oldest and youngest

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21
Q

Last borns tend to be less rule-oriented and more unconventional. Why?

A

Parents are relaxed and lenient

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22
Q

Last borns tend to be more charming and dependent on others

A

Parents indulge the youngest

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23
Q

3 human abilities determined by nature

A
  • Basic survival instincts (eat, sleep, search for food)
  • Can communicate through basic sounds that convey emotional state (e.g. screaming when in pain)
  • Basic gross motor skills (e.g. crawling)
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24
Q

4 human abilities determined by nurture

A
  • Use language
  • Bipedalism (walking upright)
  • Fine motor skills (e.g. use fork and knife)
  • Complex social interactions, learning social norms and showing empathy
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25
Q

2 pieces of evidence that gender differences are due to nature (biology)

A
  • Hormones
  • Brain differences
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26
Q

Difference in hormones in males + females
1) Injecting male hormones into newborn female animals leads to…

A

More aggressive play, display of male sexual behaviour, reduction in maternal caregiving

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27
Q

Difference in hormones in males + females
2) Boys have less _________ (bonding chemical) and need more structured ways to bond

A

Oxytocin

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28
Q

Difference in hormones in males + females
3) Girls have more _________ (calming chemical), allowing them to stay focused & attentive for longer

A

Serotonin

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29
Q

Brain differences between males + females
1) Female brain
- Has greater ____________________ of surroundings
- Memory centres are more active during ____________________

A

sensorial experiences
emotional & relational experiences

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30
Q

Brain differences between males + females
2) Male brain
- More _____________ in right hemisphere (greater focus on an object’s movement)
- _____________ less active
- _____________ more active

A

neural centres
hippocampus (memory)
amygdala (aggression-emotion) - use of aggression as a way to bond

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31
Q

2 pieces of evidence that gender differences are due to nurture (socialization)

A
  • Margaret Mead’s study of Pacific Islanders
  • Parental socialization
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32
Q

In Margaret Mead’s study of Pacific Islanders, which group describes the following?

Both men and women were treated warmly and involved in childcare, aggression was unacceptable

A

Arapesh

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33
Q

In Margaret Mead’s study of Pacific Islanders, which group describes the following?

Both men and women were treated harshly and grew up to be hostile, gentleness was not useful

A

Mundagumor

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34
Q

In Margaret Mead’s study of Pacific Islanders, which group describes the following?

Women were tough, men were passive and tended to the house

A

Tchambuli

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35
Q

Parental socialization: Parents of newborn babies were asked to describe their infants.

______ were described as softer, finer featured, less alert, weaker and more delicate

______ were described as firmer, larger featured, better coordinated, more alert, and stronger + hardier

A

girls, boys

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36
Q

Social group

A

2 or more ppl that interact and are aware they have something in common

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37
Q

How do groups function?

A
  • group norms (rules on how members should behave)
  • roles (behaviours members are expected to perform to uphold group norms)
  • sanctions (used to encourage/discourage certain kinds of behaviour - e.g. detention)
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38
Q

__________ group: small group whose members have personal + emotional relationships w/ each other (long-term relationship)
__________ group: impersonal/formal group where members are judged by what they can do, must earn their way in (short-term)

A

Primary group
Secondary group

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39
Q

2 leadership styles

A

Instrumental
Expressive

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40
Q

Instrumental leadership style

A

Organizes a group in pursuit of goals
Efficient + focused, can alienate group members

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41
Q

Expressive leadership style

A

Creates harmony + solidarity
May lack efficiency + organizational skills

42
Q

3 types of decision-making styles

A

Autocratic
Laissez-faire
Democratic

43
Q

This type of decision-making style makes all major decisions + demands compliance from the group

A

Autocratic

44
Q

This type of decision-making style is effective in emergencies + when efficiency is necessary

A

Autocratic

45
Q

This type of decision-making style makes little attempt to direct/organize the group; the group functions on its own

A

Laissez-faire

46
Q

This type of decision-making style is effective when group members know + execute their roles; otherwise, it can lead to disorganization and inefficiency

A

Laissez-faire

47
Q

This type of decision-making style attempts to win consensus on goals + teaches members to take responsibility for actions & decisions

A

Democratic

48
Q

A(n) _________ crowd is a loose collection of ppl who react very little to each other (e.g. pedestrians, TTC riders)

A

casual crowd

49
Q

A(n) _________ crowd is a group of ppl who have gathered for a specific event (e.g. theatre performance, baseball game)

A

conventional crowd

50
Q

Members of this crowd usually conform to norms that are considered appropriate to the situation

A

conventional crowd

51
Q

A(n) _________ crowd is a gathering of people at an event that has emotional appeal (e.g. protest, political rally)

A

expressive crowd

52
Q

This type of crowd can generate great excitement and energy. If emotional energy is high, it may become an acting crowd.

A

expressive crowd

53
Q

The 2 types of acting crowds are _________ and _________

A

mobs, riots

54
Q

Mob vs. riot

A

Mob: Emotional crowd that pursues a violent goal
Riot: Frenzied crowd without a purpose/goal; unorganized, emotional + causing random acts of violence

55
Q

________ behaviour is short-term, has loose norms & no leader and is open to all

A

Collective behaviour (unlike group behaviour)

56
Q

________ behaviour is spontaneous and unstructured behaviour of a group of ppl in response to the same vent, situation or problem

A

Collective behaviou

57
Q

Collective behaviour often relies on personal communication through ________ or ________

A

mass media (print, radio, TV)
the internet

58
Q

8 types of collective behaviour

A

rumour
gossip
public opinion
social movements
panic
mass hysteria
fashion
fads

59
Q

Rumour vs. gossip

A

Rumour: Unsupported information ppl spread informally, changes as it spreads
Gossip: TYPE of rumour that deals with personal information about a person/small group

60
Q

Widespread attitude about a specific issue that can exert a strong influence over gov’t action/policies

A

public opinion

61
Q

Ppl promoting/resisting change to some aspect of society, goals are to change society in a fundamental way

A

social movements

62
Q

Panic vs. mass hysteria

A
  • Panic: ppl react to a threat in an emotional, irrational & sometimes self-destructive way (e.g. panic stampede)
  • Mass hysteria: ppl respond w/ irrational and frantic behaviour BUT have little/no direct contact w/ each other
63
Q
  • Social pattern adopted by a large number of ppl usually for a short period of time
  • Changes rapidly in industrialized societies
  • Conveys one’s status
A

Fashion

64
Q

Social pattern that ppl follow briefly but enthusiastically, usually strange + outside of cultural norm

A

Fad

65
Q

In ______________ societies, conformity is values; it suggests tolerance, self-control, communal sensitivity and maturity

A

collectivistic

66
Q

In ______________ societies, conformity carries a negative value; it suggests submission & compliance

A

individualistic

67
Q

__(confederates/subjects)__ are hired by the experimenter, are aware of the study’s goals and are usually asked to perform a role (actors)

A

confederates

68
Q

__(confederates/subjects)__ are recruited to participate in a study and are unaware of the variables in the study. They are usually university students.

A

subjects

69
Q

Which experiment does the following describe?
- Subjects were shown a line segment and then asked to choose the matching line
- 4-5 confederates in the group consistently gave the wrong answer
- Subjects conformed 37% of the time
- Proves that we conform to the group

A

Asch’s line experiment

70
Q

What did Gregory Berns do?

A
  • Conducted Asch’s experiment but also scanned subjects’ brains
  • Found brain activity in occipital (visual perception) and parietal (spacial perception) lobes, and frontal lobe (decision-making) when subjects analyzed the lines on their own
  • When subjects conformed w/ the group’s incorrect response, only occipital & parietal lobes were activated, which means that the frontal lobe was deactivated
71
Q

Which experiment does the following describe?
- 2 participants (the confederate was the “learner” and the subject was the “teacher”
- “Teacher” asked to shock “learner” each time her makes a mistake
- Shocks began at 15 volts & gradually increased to 450 volts
- 100% continued to 300 volts, 65% continued to 450 volts
- Proves that we conform to authority figures

A

Milgram’s shock experiment

72
Q

5 reasons why ppl conform

A
  • Group size
  • Unanimity
  • Cohesion
  • Status
  • Public response
73
Q

What experiment does the following describe?
- Some subjects played prisoners, some played guards
- Guards became aggressive & abusive toward prisoners, prisoners became passive & depressed
- Proves that we conform to roles that we are given

A
  • Zimbardo’s Stanford prison experiment
74
Q

2 recruitment strategies that cultists use

A

1) Compliance breeds acceptance
2) Foot in the door phenomenon

75
Q

The leader of a cult must be ____________

A

charismatic

76
Q

Jim Jones used _____________ to establish credibility

A

psychic readings

77
Q

Recruits to cults are often young people (<25) because…

A

their values and attitudes aren’t fully formed

78
Q

Potential converts are usually at a turning point in their lives. Why?

A

They are vulnerable and need direction

79
Q

3 levels of social norms

A

Folkways
Mores
Laws

80
Q

This level of social norm describes informal practices based on tradition/accepted group behaviours (e.g. taking off your hat indoors)

A

Folkways

81
Q

This level of social norm involves moral/ethical judgments (not bullying, not lying, etc.)

A

Mores

82
Q

This level of social norm encompasses formal rules enforced by threat of punishment by designated individuals within a society

A

Laws

83
Q

2 types of social norms

A
  • Prescriptive norms (tell us what to do - e.g. paying our taxes)
  • Proscriptive norms (tells us what NOT to do - e.g. not drunk driving)
84
Q

____________ is behaviour that differs from the social norms of the group.

A

Deviance
What is considered deviant varies over time.
Deviance can promote social change over time

85
Q

2 types of deviance

A
  • Formal deviance (violation of formally enacted laws)
  • Informal deviance (violation of informal social norms)
86
Q

____________: Attempts by society to regulate ppl’s thoughts & behaviours in ways that limit or punish deviance

A

Social control

87
Q

Negative vs. positive sanctions

A

Negative sanctions: negative reactions to deviance
Positive sanctions: affirmative reactions to conformity

88
Q

2 causes of deviance

A
  • Cesare Lombroso - believed their were anatomical differences between criminals & honest men (criminals biologically similar to primitive humans/inferior animals and could be identified in the population)
  • Deviance is a result of failed/improper socialization
89
Q

2 sociological theories related to deviance (structural functionalism)

A
  • Emile Durkheim - since deviance exists in every society, it must serve a function
  • Robert Merton - Social Strain Theory
90
Q

How does deviance serve a function in society, according to Durkheim?

A
  • Helps define cultural values + norms
  • Can encourage social change
  • Society’s response to deviance clarifies moral boundaries and brings society together
91
Q

_______________ states that the amount of deviance depends on whether society has provided sufficient means to achieve culturally defined goals (conform) - e.g. going to university to get a good paying job

A

Social Strain Theory

92
Q

_____________: Using unconventional/deviant means to achieve these culturally defined goals (e.g. joining a gang to gain power & money)

A

Innovation

93
Q

_____________: Deep devotion to the roles (e.g. if you can’t afford college, work at a low-paying job)

A

Ritualism

94
Q

_____________: When a person “drops out” of society and rejects conventional means & goals

A

Retreatism

95
Q

_____________: Rejection of goals and means but in the context of counterculture; supports pursuit of new goals according to new means

A

Rebellion

96
Q

2 theories related to deviance (symbolic interactionism)

A
  • Labelling theory
  • Control theory
97
Q

_____________:
- Authority figures (teachers, police, etc.) may assign labels that can lead to stigma. This label becomes a self fulfilling prophecy

A

Labelling theory

98
Q

_____________: Past behaviours are reinterpreted in accordance with the stigma

A

Retrospective labelling

99
Q

_____________: Future behaviour is predicted based on the stigma

A

Prospective labelling

100
Q

_____________:
- People display deviant behaviour if
1) they experience an absence of social control
2) the rewards for such behaviour are more certain than the punishment

A

Control theory

101
Q

How does conflict theory explain deviance?

A

Norms and laws reflect the interests of the powerful. The powerful can maintain heir power by labelling anything that threatens their power as deviant.

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