EXAM 1 Flashcards

Question

Describe status

Answer 1

1. Status 1. social positions that people occupy in society 1. any social position has rights, obligations, and expectations that go along with that position 2. ascribed status: a position generally given to an individual at birth or without their control (e.g. sex, family background, race/ethnicity, age — i.e. Queen Elizabeth) 3. Achieved status: a social position acquired through personal effort (i.e. professor, college students) 1. status set: combo of various statuses 2. Master status: when one status assumes a certain priority and appears to override other statuses that you hold

Answer 2

3. Norm 1. Definition of norms 1. Norms: the shared values of beliefs, attitudes, and behaviors that are considered accepted in a particular social context or group 1. inform us how we are to act, toward whom, where, and whem & what to anticipate in others 2. vary depending on context or situation 3. Different than role: role is study as a college student and the norm as a college student is that you respect your professor, raise your hand 2. Why do they matter? 1. is provides social order which is present when individuals agree to a set of shared social contracts that allows social context (i.e. society) to function 2. Social order is created and maintained through: 1. laws and formal rules 2. Informal social processes (e.g. norms) 3. Characteristics of norms 1. are comprehensive — all our behavior, even our perceptions (have predictable patterns) 2. norms vary in the intensity of their moral significance 3. “Folkways”: norms for routine casual interaction in society 1. distinguish between right and rude 2. often depends on the situation 4. “Mores”: Norms that have great moral significance; very important to a society 1. distinguish between right and wrong (e.g. prohibition agianst murder) 2. Usually apply everywhere and at all times 5. Norms evolve through time and sometimes change quickly

Answer 3

Social control 1. social control: the way that society (individuals, groups, institutions) enforces norms: formal and informal actions(sanctions) taken to keep people in line with social norms 1. positive sanctions: rewards for norm-maintenece; acknowlegement that behavior is proper or acceptable for the situation (e.g. verbal affirmations; smiling) 2. negative sanctions: punishment for norm violation (norm-breaking/disapproved behavior) 1. for informal norms: raised eyebrows; looks of disapproval 2. for formal norms: fines, banishment, prison

Answer 4

Front stage vs backstage - Front stage: when you are in front of others, your preformance given to an audience; follow expectations to others - Back stage: people are free from expectations that dictate front stage behavior—people behave in ways that reflect their true selves

Answer 5

impression management - create impressions by expressions to strategically present themselves to others

Answer 6

Negative interpersonal rituals: express respect and regard for objects of ultimate value by protecting them from profanation Positive interpersonal rituals: express respect and regard for their previous communion with one another

Answer 7

THURSDAY - - questions the social construct of the idea of thursday - always add the day because the day means more to us and our schedule - we create a temporal map that tells us when things are happening; i.e dont call your friend wednesday night because they like to watch their favorite tv show then - the day cycle is key to feel that you are within society and that you are civilized - how we feel about days is dependent on their temporal importance within our temporal map - i.e ppl who have mondays off - there is a percieved inevitability of the feeling of the days because we accept them - qualities of the days are relative to our schedule - if there is some asymmetry it gives a day a unique distinctive character - the differences between thursday and wednesday is not the same between any other two days - reification: the apprehension of human phenomena as if they were things, that is, in hon-human or supra human terms... reification is the apprehension of the products of human activity as if they were something else than human products, i.e natural laws

Answer 8

- nacirema tribe in north america - shrines to deal with disgusting body - they view the body as ugly and something that needs to be cleaned - fundemental belief - charm box built into the wall full of charms and potions that are given by specialized practitioners or medicine men by way of an ancient ingredient list and the charm is preserved after use in the shrines — specific mouth rite to prevent teeth falling out and believe that your teeth are important for your moral status and social status - the body ritual is preformed only by men - latipso ceremonies are for really sick natives who enter the temple to recover - they are stripped of clothes and preforms functions in a sacred vessel and there is a listener that carefully listens to disassisfaction. - intercourse is a taboo and scheduled act - every household has shrines associated with cleaning in mind. the opulance of a house is based on the number of shrines it has. - there are private and secret rituals that go on in the shrine behind closed doors

Answer 9

Culture: Shared system of meaning (beliefs, values) or way of thinking (worldview) that exists in any society/social context * Culture undergirds Structure * Social Structure & Culture enable social order

Answer 10

Links Between Culture and Social Structure Social Structure and Culture are intertwined, but they focus on different aspects of social life Values: what people hold dear * Values define what is worthwhile or important to the group * Values often justify norms and provide reasons as to WHY we should conform to them Beliefs: assumptions we hold to be true * Beliefs are rooted in the shared values * Ex: “The American Dream”

Answer 11

The Levels of Culture * Culture occurs among small groups (the micro-level) (e.g., the idioculture of baseball teams) * Culture also occurs across large entities (the macro-level) (e.g., global culture) * Culture operates at the explicit level – with deliberate forethought: Observable behaviors, rituals, symbols (e.g., when adopting a fashion look like Hippie style; art; religion) * Culture also operates at the implicit level as well – “being taken-for-granted”

Answer 12

Our world is “socially constructed:” * Society is created by humans and human interaction * Habitualization describes how “any action that is repeated frequently becomes cast into a pattern, which can then be performed again in the future in the same manner…Society is, in fact, “habit.”” (Berger and Luckmann, 1966) * The form (structure) and meaning (culture) of social contexts are created by humans; they are not inevitable or “natural”

Answer 13

Construction aspect: * Nothing contains meaning in-and-of-itself * Humans “construct” or create meaning; including categories/distinctions (e.g., gender, race)

Answer 14

Humans create meaning TOGETHER * People decide together on meanings to assign categories/distinctions, events, objects Sociological question is “How does anything come to be accepted as real?”

Answer 15

EXAMPLE: The 7-Day Week Eviatar Zerubavel, The Seven Day Circle 1. Reality of the 7-Day Week * The week is ubiquitous, but taken-for-granted (Implicit Culture) **What does this mean? * The week gives us a “temporal map” to organize our lives **How does the week organize our lives? **How are days different? The PULSATING WEEK: “A cycle of periodic alternation between ordinary and extraordinary days” Our 7-day week is a Social Construction: * It does not correspond to any naturally occurring phenomenon * It is made by PEOPLE, together (part of culture) * Origins of the 7-day week - Judaism & Astrology * Attempts to change the 7-day week - Soviet Union & France after Revolution These attempts did not work àWhy not? * Because culture was so embedded in people’s lives that it seemed “inevitable”

Answer 16

Because meanings/beliefs are created by people, people can change them, but usually only in extraordinary circumstances! New Meanings/Beliefs, Norms, and Behavior * New meanings/beliefs will produce new behaviors - Groups must first develop new meanings/beliefs that underlie proposed new behaviors - Groups develop new norms that are consistent with new beliefs

Answer 17

Culture Shock: “A feeling of confusion, doubt, or nervousness caused by being in a place that is very different from what you are used to” (Merriam-Webster Dictionary)

Answer 18

Tendency to regard our way of life as the RIGHT way * Leads to making incorrect assumptions about others’ behavior based on your own norms, values, and beliefs

Answer 19

The principle that an individual person’s beliefs and activities should be understood in terms of that individual’s own culture * There is no “right” or “wrong” culture * But, embracing everything about a new culture is not always possible

Answer 20

Who are the Nacirema? * “They are a North American group living in the territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the Antilles. Little is known of their origins…” Characteristics of the Nacirema * Highly developed market economy * “A large part of their labors and a considerable portion of the day are spent in ritual activity… and the focus of this activity is the human body” How they see the body * The human body is ugly, and its natural tendency is to debility and disease * People’s hope is to avert these characteristics using the powerful influences of ritual and ceremony Shrines: Every household has one or more shrines devoted to body ritual * Rituals are private inside the shrine * Shrine box or chest built into the wall kept the many charms & magical potions * A small fountain; holy waters Specialists: People purchase charms from practitioners who require gifts (“Medicine-Men”, “Herbalists”) * “Holy-MouthMen”; most of the Nacirema seek out the holy-mouthman once a year Rituals: Daily body ritual: A mouth-ritual (e.g., inserting a small bundle of hog hairs into the mouth, along with magical powders) * Ritual for men: Scraping their face with a sharp instrument * Ritual for women: Baking their heads in small ovens Latipso Medicine-men have a temple called latipso in every community of any size for more elaborate ceremonies * When people enter the latipso, they are first stripped of all their clothes Witchdoctor (“listener”) who deals with bewitched people

Answer 21

- decent residents vs those in the street culture - The inclination to violence springs fro111. the circumstances of life among the ghetto poor-the lack of jobs that pay a living wage, the stigma of race, the fallout from rampant drug use and drug trafficking, and the resulting alienation and lack of hope for the future. - At the heart of the code is the issue of respect-loosely defined as being treated "right," or granted the deference one deserves. However, in the troublesome public environment of the inner city, as people increasingly feel buffeted by forces beyond their control, what one deserves in the way of respect becomes more and more problematic and uncertain. This in turn further opens the issue of respect to sometimes intense interpersonal negotiation. - This hard reality can be traced to the profound sense of alienation from mainstream society and its institutions felt by many poor inner-city black people, particularly the young. The code of the streets is actually a cultural adaptation to a profound lack of faith in the police and the judicial system. - they are themselves polite and considerate of others, and teach their children to be the same way. At home, at work, and in church, they strive hard to maintain a positive mental attitude and a spirit of cooperation. So-called street parents, in contrast, often show a lack of consideration for other people and have a rather superficial sense of family and community. Though they may love their children, many of them are unable to cope with the physical and emotional demands of parenthood and find it difficult to reconcile their needs with those of their children. - geared mainly to deterring aggression. Physical appearance, including clothes, jewelry, and grooming, also plays an important part in how a person is viewed; to be respected, it is important to have the right look. - Objects play an important and complicated role in establishing self-image. Jackets, sneakers, gold jewelry, reflect not just a person's taste, which tends to be tightly regulated among adolescents of all social classes, but also a willingness to possess things that may require defending. - One way of campaigning for status is by taking the possessions of others - An important aspect of this often violent give-and-take is its zero-sum quality. That is, the extent to which one person can raise himself up depends on his ability to put another person down - concept of manhood - implies physicality and a certain ruthlessness - if his manhood is not respected, his life and the life of his loved ones are in danger - manhood is associated with respect — he knows the code of the street - there is believed to be a certian justice to the code, since everyone has the opportunity to know it - one of the most effetive ways of gaining respect is to mainfest “nerve”: Nerve is shown when one takes another person's possessions (the more valuable the better), "messes with" someone's woman, throws the first punch, "gets in someone's face," or pulls a trigger. Its proper display helps on the spot to check others who would violate one's person and also helps to build a reputation that works to prevent future challenges. - True nerve exposes a lack of fear of dying - the decent and the street-Oliented youth is often that the decent youth makes a conscious decision to appear tough and manly; in another setting-with teachers, say, or at his part-time job-he can be polite and deferential. The street-oriented youth, on the other hand, has made the concept of manhood a part of his very identity; he has difficulty manipulating it-it often controls him. - the majority of disputes seem rooted in assessments of beauty - competition over boyfii.ends, and attempts to regulate other people's knowledge of and opinions about a girl's behavior or that of spmeone close to her, especially her mother - one girl will say something negative about another in the group, most often behind the person's back. The remark will then get back to the person talked about. She may retaliate or her fii.ends may feel required to "take up for" her - boys are believed to control violence, girls tend to defer to them in situations of conflict. Often if a girl is attacked or feels slighted, she will get a brother, uncle, or cousin to do her fighting for her. - Girls are not often willing to put their lives on the line for "manhood." - In the most fearsome youths such a cavalier attitude toward death grows out of a very limited view of life. Many are uncertain about how long they are going to live and believe they could die violently' at any time. They accept this fate; they live on the edge. - A vicious cycle has thus been formed. The hopelessness and alienation many young inner-city black men and women feel, largely as a result of endemic, joblessness and persistent racism, fuels the violence they engage in.

Answer 22

- saints and roughnecks: delinquent boys at the highschool - saints: never got in trouble with the police due to their crimes (upper-middle-class families, active in school affairs, ect.) - welldressed, well spoken and mannered, and had nice cars - roughnecks: constantly getting in trouble with the police for pretty much the same things (lowerclass) - The saints from monday to friday - the wanted to get out of class as soon as possible - they had elaborate schemes to do so — these would work because the teachers recognized them as good students involecd in numerous school activities - they would get in the car and lesave—do this everyday - the saints on the weekends - they would drive to the big town — drinking, comitting acts of vandalism or playing pranks - engage in dangerous activities—driving recklessly, attempting to pick up women, ect. - they would mess with policemen - they didnt see it as delinquincey— just having a little fun - the saints in school - highly sucessful; B → A averages - they were popular, held offices in the school and played on athletic teams - selected for recognition at the end of the year as well, 4 of them - he would plead for mercy when caught — and would often get it - teachers were “understanding: very regularly, or would boost the grades of those students - teachers regarded the worst of the students, jerry, as “immature” but NEVER called him a trouble maker - the police and the saints - the police saw the saints as good boys who were leaders in their youth communities - they were polite when dealing with local police and pled for mercy - they would recieve that mercy as in school - the big town police were little different — they thought the pleading for mercy was sincere and would believe these were just good boys going out for a “lark” - the roughnecks - hannibal townspeoplpe didnt really percieve the saints delinquent activity — they did the roughnecks (not so rich, wellmannered, well dressed) - the townspeople thought they were bad kids and criticized them harshly - the police were constnatly working to get them in trouble - fights were very visual and often percieved by others. - all thefts were for profit - they had little money and few cars to get around so they would not be able to drink as much as people percieved that they were able - the boys felt the police were unfair and corrupt - the roughnecks in school - they were not particularly disruptive - most of them could not avoid school and attended regularly - they had C’s average - 2 boys were very very good at football - two questions - in sheer number of illegal acts: the saints were worse - visibility - the roughnecks were poorer - lacked a car and so could not stay out of the community the way that the saints could - demeaner - saints: apologetic to policemen - roughnecks: hostility and disdain - similar with school: the roughnecks would be caught for truancy very quickly - bias - perceptual bias of the crimes went against the posture affected by boys of the roughnecks - these are surface variables which explain the day-today operations of the police - THE DIFFERENCE - class - Adult careers of the saints and the roughnecks - seven of the eight saints - went to college immediately, 5 graduated in 4 years, the other 2 did graduate with BAs as well. 3 went onto advanced degrees. 1 law schoool, one medical school, one working for a PhD. others are entered submangerial, amanagerial or executive training positions within larger firms. - roughnecks - 2 in sports ended up going to school on scholarships, and now coach and teach in their community and have stable jobs and wives and children - roughnecks - 2 never finished highschool and are both in jail for murder - roughnecks - 1 became a small time gambler and acts as a runner and the other is missing - Rienforcement - the community responded to the roughnecks as boys in trouble and the boys agreed with teh perception — this rienforced their delinquincy - they affirmed that self image of delinquints - they grew more and more alienated - for the 2 with the scholarships - this created new relations and culminated in a break of pattern of deviance - jerry failing highschool changed some of his relations as well - selective perception and labeling - will sow the seeds of their own destruction - they will become what the community labeled them as

Answer 23

- question of what labor was acceptable for children - children in the 1800’s were likely the second laborer, more than their mothers - industrializaton resulted in many more jobs for children - they provided a unique buffer to if the main wage earner died or got sick - the first reforms came to education for workers—i.e certain education was necessary for these workers - socialist party brought more attention - stricter education laws reduced the unemployment as well as upward wage growth lowered the need - firms no longer needed children eitehr - powerful interest groups worked against national laws against child labor - also used theologically and more - also based on parenting choice - against it: - children are sacred and should not be commercialized - parents who wanted their children to work would be collaborators in the exploitation of their children

Answer 24

- First stage: tamed death (middle ages - 10th C) - death is a natural part of daily life - it is openly anticipated and prepared for → dying is a public event - second stage: ones own death (later middle ages 17th C) - the personalization of death affected by the teachings of the christain church based on the judgement after death - the ceremonial meaning of the deathbed changed from witnessing death to witnesssing “the moments before judgement: - third stage: Thy death (18th and 19th C) - death is dramatized, exalted, and feared - people are mourning → “sentimental era” - loss of a loved one—it is devestating — vivid emotions - fourth stage: Forbidden Death (20th C) - fear of death (death is ugly, horrible) - death left to professionals — OCCUR OUTSIDE THE HOME (healthcare workers, mortuaries, funeral homes) - the people die alone - death is seperated from the ordinary life of people (structure) - professionalization of death - Bureaucratization of death: death is standardized which takes emotion out of dying and death Cultural rituals and displays around death in the 4th stage: - funeral rituals - often short and simplified - reality of death is hidden further by embalming, cremation - Shortened mourning time - Fewer public displays - hushing of death

Answer 25

- what accounts for this shift - 2nd and 3rd stages: Major shifts in philosophy and religion - Fourth stage (US)L demographic and tech changes - 2 major factors - Demographic changes due to civil war - large death toll of young - death away from home - tech changes - tech for preserving and transporting bodies - medical tech for prolonging life

Answer 26

Some people suggest a new 5th Stage * New attitudes and values regarding death * Anxiety about efforts of doctors in prolonging life * Want death/dying to be personal, dignified 1) New values of how, where, when one dies (Right-to-die values) * 1983: Case of Nancy Cruzan * 1990: The first publicly acknowledged physician-assisted suicide by Dr. Jack Kevorkian * 1997: Oregon legalizes “physician-assisted-suicide” * Other states legalize “physician-assisted-suicide” OR “assisted dying” - Washington 2008; Montana 2009; Vermont 2013; California 2015; Colorado 2016; District of Columbia 2017; Maine, New Jersey, Hawaii 2019; and New Mexico 2021 2) Changes in the care of the dying * Hospices (and hospice care) help people die

Answer 27

Whose death is most terrible? * We have expectations of timing of death * Not supposed to happen when young - E.g., study of public and private hospitals - Certain kind of routinization of death, BUT when a child dies staff responds emotionally Shared meaning of “children” (and, thus, child death) differs across time and across social groups

Answer 28

Background: * U.S. late 19th and early 20th C. * New cultural beliefs about “children” arise * These cultural beliefs about children shape both: Child Labor issues & Responses to death of children

Answer 29

The Useful Child * Child labor common in late 1800’s, especially for working class * According to the 1900 federal census, 1.75 million children under the age of 16, more than one in five, were working at this time * This was a legitimate, morally acceptable social practice Useful child = child’s value is economic * Child’s “work” is in economic realm Useless child - child labor reformers: child labor is exploitation - child labor is seen as a social problem - childs value is sentimental - emotionally pricessless; economically useless - childs “work” in educational realm

Answer 30

- Major reform failed until 1938 - econ interests was too hard - cultural dispute over the definition of the childs value? econ or sentimental?

Answer 31

Changing responses to child death These changing beliefs of children led to different responses to child death 1) Resignation about child death * 17th and 18th C. - Children as economic assets * Child death was characterized by resignation; indifference e.g., Child was often called “it” for a few years 2) Indignation at child death * Late 19th C.- Children as emotional assets * Cultural notions of “child” became more sentimental * Response to child death changes to: indignation; horror - Extreme grief and sentimental eulogies WHY: Shifts in cultural beliefs/values of “child” play a key role in encouraging and disrupting child labor and, thus, in changing the responses to child death

Answer 32

Norm-breaking behavior (cf. crime: law-breaking behavior) Deviance is Context Dependent * No act is inherently and universally deviant * Deviance consists only of those acts and persons that are defined as deviant by society

Answer 33

Deviance is relative in space: a given behavior may be considered deviant in one society but acceptable in another society * Deviance is relative in time: a behavior in a given society may be considered deviant in one time period but acceptable many years later, and vice versa

Answer 34

Strain theory : deviance is a result of the way that society is organized (SOCIAL STRUCTURE) DESIRED GOALS AND PRESCRIBED MEANS IN SOCIETY → NOT ENOUGH LEGITIMATE OPPORTUNITIES FOR EVERYONE → BLOCKED OPPORTUNITIES CAUSE STRAIN → DEVIANT BEHAVIOR (1 reaction to strain) EXAMPLE: GOAL: MONEY + MEANS: JOB + EDUCATION → unequal opportunity structure of the US society → strain → deviant behavior the probability of deviance increases when the goals of amerian society are confronted with the unequal opportunity structure of the society

Answer 35

1) “Strain” can produce subculture of crime * Some people will develop a group adjustment to the strains of blocked opportunity: Subculture of crime (e.g., juvenile criminals), which develops norms & values that are conducive to crime and violence 2) Learning deviance in subcultures * Deviance is from being socialized into deviance - Within subcultures, people learn to adjust to the frustrations of blocked means in a particular way

Answer 36

METHOD of the writing: Background: Prevalence of interpersonal violence among African-Americans in inner-city low income neighborhoods * Research Question: Why and how does interpersonal violence arise and shape the community? * Methods: Ethnography of Black inner-city neighborhood in Philadelphia Examples of strain theory in the reading: 1. Social context of the neighborhood * Economically depressed, drug- and crime-ridden parts of the city (Philadelphia) * Structural issues: Lack of jobs; Limited public services; Minimal influence of police & criminal justice 2. Two competing orientations/cultures 1) Decent – “Working poor” but accept mainstream values ***What are these values? 2) “Street” (subculture) Code of the Street * Cultural adaptation to profound lack of faith in the system (education, police, judicial) * “people’s law” based on “street justice” - Status goal of “Respect” achieved through the means of violence 3. Learning the “Street” subculture (“Campaigning for Respect”) ***How do children learn “street” values? ***How does one get respect? 4. Presentation of Self on the Street (“Self-Image based on "Juice”) ***How do they display predisposition to violence? 5. Gender Issues ***How is respect synonymous with manhood? ***What does respect entail for girls? Overall summary of the meaning: * The hard-core Street youths are a deviant subculture * They learn the “code of the street” from growing up in this subculture * They maintain this code to establish reputations & status in their neighborhood context * Since there are few other ways to assert themselves – or gain “success” in their world, they use illegitimate means (violence) to gain goal of “success” defined as “respect”

Answer 37

Labeling Theory focuses on: * How does society create deviant categories/labels? * This theory focuses on micro-level social interactions between non-deviants and deviants (or between those with power or those with lack of power) 1. Defining Deviance: Power How do specific “labels” come into being? * Power is a driving force behind the labeling process, because differences in power translate into differences in the ability to define deviance and label * Groups with power are best able to define and enforce their rules 2. The Labeling Processes * Defining a particular behavior as deviant is the first step * Then, that label must be applied to someone in a specific social context in order to have actual deviance This labeling process involves interaction, affected by: a) the status of the person being labeled, b) the status of the person or group who does the labeling c) the particular behavior labeled as deviant, and d) the overall context of the interaction * Race, ethnicity, gender, social class, age, religion, and even physical appearance all influence one's chances of being caught and officially labeled as a deviant 3. Consequences of Labeling * Labeling is said to change a person's self-image * Once someone is labeled, a person becomes that label - The deviant label becomes the master status - Others will frequently respond to the label and not to the individual - The person then starts acting to fulfill the expectations of the deviant label! * Thus, labeling is often a “self-fulfilling prophecy” * Thus, labeling may lead to a “career” in deviance

Answer 38

1. The Labeling Process 1) The status of the person being labeled: a. Saints b. Roughnecks Both groups engaged in deviant behavior (e.g., skipping school, fighting, and vandalizing property), but suffered different consequences due to class distinctions 2) The person, or group, doing the labeling Some groups have more motivation to label – preserve order and power - school teachers/police/parents/etc have the power to label as people in positions of power with effects on their lives 3) The context of the situation: Where and when behavior happens affects labeling a. Visibility: More people saw the roughnecks and therefore they were more easily labeled b. Demeanor: The saints were polite, well mannered and begged for mercy with the police the roughnecks were hostile with the police as they believed the police were out to get them 2. Consequences of Labeling Adult careers of Saints and Roughnecks - the saints tended to get good stable jobs and had economic security and were put in positions of power - the roughnecks tended to go down a bad road as they were labeled to do so - in prison, or doing illegal activities or gone missing, etc. Summary * Labeling theory shows how people become deviant as a result of others forcing that identity upon them * A person’s previous behaviors can be reinterpreted in relation to the symbolic labeling they encountered over the course of their lives

Answer 39

1. SOCIOLOGICAL IMAGINATION -a quality of mind that allows one to see the inter connection between our personal experience and the larger, invisible social forces that shape our behavior -i. 2 ways to understand a. particular social conditions: individual experience rooted in particular social conditions b. personal troubles and public issues: the connection between personal troubles and larger public issues (I.E unemployment, voter supression, eating disorders)

Answer 40

2. SOCIAL SCIENCE AND GENERALIZATION 1. Generalization: characteristics of objects within a category; defines similarities and differences with other categories 2. Stereotype: an exaggerated description applied to every person in some category; oversimplified that does not take individual differences into account 3. sociology present generalization based on empirical evidence

Answer 41

1. Survey (qualitative) 1. collects data from subjects who respond to a series of questions, often in the form of a questionairre 2. use when you are analyzing overall, general pattern 3. need to develop a good question 4. need to have a good sample — no bias, random → needed to generalize 5. validity issue: question will be interpreted the same - accuracy 6. reliability issue: completed it again or peer review would happen again - reproducability or consistency 7. PROS: 1. cheap 2. reach a lot of people 8. CONS: 1. room for personal bias (respondents can skew) 2. Ethnography (qualitative research) 1. observation 2. in depth interviews 3. used to understand a particular culture or group 4. PROS: 1. can cover cultural values and norms - get a deep understanding 5. CONS: 1. lots of time investment 2. can change their behavior if they know you are observing them 3. based on the researchers own interpretation 3. Unobtrusive research 1. secondary analysis 2. content analysis 4. Experiment 1. control group v experiment group

Answer 42

1. the way that relationships between individuals and/or groups are organized or structured 1. status 2. role 3. norm 4. social control 2. bathroom reading : CAHILL/GOFFMAN 1. toilate stalls are a backstage region; physical and normative space and open area (front stage) - front stage: personal front held up, backstage: personal front let down 2. expected norms and interpersonal rituals 3. impression management: actively showing people what you want them to see for how they percieve you (done in front stage) — they strategically present themselves for a good impression

Answer 43

1. shared systems of beliefs or values or a way of thinking that exists in any sociaty/social context 1. values: what people hold dear 2. beliefs: assumption and convinction that people believe to be true (i.e american dream) 2. Social construction of reality (ZERUBAVEL) 1. what we believe is real is shaped by our social interactions and our life and experiences with other people 2. 7-day work week

Answer 44

6. CULTURAL VIEWS OF DEATH - PHILIP ARIES 1. First stage: Tamed Death 2. Second stage: Ones own death 3. Third Stage: Thy death 4. Fourth stage: Forbidden death (20th C) 1. death is seperated from the ordinary life of people 2. New fifth stage 5. CHILD DEATH (ZELIZER) 1. economically useful child 1. death characterized by resignation; indifference 2. economically useless child 1. death of young child was the worst death of all

Answer 45

1. Strain theory 1. deviance is a result of social structure 2. strain can produce subculture of crime → people learn to adjust to the frustrations in a particular way 3. THE CODE OF THE STREET (ANDERSON) 2. Labeling theory 1. Micro-Level interactions between those power (i.e those who label) and those with a lack of power (i.e those being labeled) 2. Labeling is often a self fufilling prophecy 3. THE SAINTS AND THE ROUGHNECKS (CHAMBLISS)

EXAM 1 Flashcards

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