Unit 1 - Section A Flashcards
Socialisation, Culture & Identity
1
Q
Culture
A
The shared behaviours and beliefs of a group of people and includes material and nonmaterial elements.
2
Q
Society
A
People with a common culture – the term is often used to describe nation states.
3
Q
Norms
A
Informal rules that influence social behaviour and are established over time.
4
Q
Values
A
a principle or belief that determines how a person leads their life .
- A culture’s standard for discerning what is good and just in society.
5
Q
Role
A
Patterns of behaviour expected by individuals in different situations.
6
Q
Give two examples of cultures
A
Could state any of which:
- Muslims’ giving to the poor during Ramadan
- Holidays
- Food
- Clothing
7
Q
Give two examples of a society?
A
Could state any of which:
- British society
- The law and regulations
- Family
- Politics
8
Q
Give two examples of norms?
A
- Sitting in rows, silently in assembly,
- Queuing up in a shop in the UK to pay for something
- Being polite
- To bath or shower every day
- To wear clothes in public
9
Q
Give two examples of values`
A
Could state any of which:
- One should be polite
- One should be hygenic
- One should respect their elders
- One should not steal
10
Q
Give two examples of a role
A
- Teacher
- Student
- Police officer
- Doctor
- Lawyer
11
Q
Belief
A
Convictions that people hold to be true.
Individuals in a society have specific beliefs, but they also share collective values.
12
Q
Subculture
A
A small culture within the dominant culture that may have different norms and values while having many aspects in common.
13
Q
High culture
A
High culture refers to that which is deemed to be superior in taste and associated with the privileged intellectual elite.
14
Q
Consumer culture
A
Set of ideas that encourage people to buy a range of never-ending products.
15
Q
Popular culture
A
Refers to the cultural products and activites that are enjoyed by the majority of the population.
16
Q
Global Culture
A
Collection of specific norms and values, which cross national boundaries. Many can communicate and travel much more = globalisation
17
Q
Social construction
A
A theory of knowledge that have been created by people in society through shared interpretations and assumptions.
18
Q
Youth culture
A
A set of norms and values that connect young people. eg what makes young people similar, what makes them different to other age groups.
19
Q
What are the two ways cultural diversity can be seen in?
A
- Intercultural diversity
2. Intracultural diversity
20
Q
What are the characteristics of Subcultures?
A
- Diffuse networks
- Shared norms, values, practices, beliefs
- Shared identity (Outward or Inwards)
- Shared language
- Marginalisation
21
Q
Deviance
A
Breaking away from what is considered normal in a certain context.
22
Q
Cultural hybridity
A
A new form of culture created from combining two or more forms of culture
23
Q
Socialisation
A
The process by which an individual learns the norms and values of society - The way we learn to be a member of society
24
Q
Agencies of socialisation
A
- Family
- Peer groups
- Education
- Media
- Religion
- Workplace
25
Primary socialisation
The informal process from which we learn the norms and values of our culture. 0-5years
- Main influence is family
26
Secondary socialisation
What is received after primary socialisation. It is an ongoing process.
27
Social control
The ways in which our behaviour is controlled. Behaviour is controlled and reinforced by sanctions. Can be used either encourage or discourage behaviour.
28
Formal social control
An official reaction or treatment
29
Informal social control
An unofficial casual reaction and treatment
30
Give two examples of formal mechanisms of social control
- Warnings from the police
- Sentence from the court
- Dismissal from work
- Exclusion from school
31
Give two examples of informal mechanisms of social control
- Socially excluding a person from a peer group
- Disappointed reaction from parents
- Being passed over for a promotion at work
- Celebrities being criticised in magazines
32
Give an example of a Positive Formal sanction
Pay rise
| Award/certificates
33
Give an example of a positive informal sanction
Saying 'thank you'
| Applause
34
Give an example of a negative formal sanction
Exclusion from school
Formal warning from school
A sentence from the court
35
Give an example of a positive informal sanction
Compliments
| A smile
36
Peer group
Peers of those of a similar age group.
37
Cultural diversity
Refers to the existence of a variety of cultural or ethnic groups within society.
38
Intercultural diversity
Cultures differ from one another in terms of their values and norms.
39
Intracultural diversity
Refers to difference within a particular culture. For example, over the last 60 years, the UK has become a more culturally diverse society, i.e. the UK is multicultural.
40
Give an example of Intercultural diversity
In Thailand, it is not illegal to show your toes but it can be seen as disrespectful and taboo.
41
Give an example of Intracultural diversity
Regional differences
E.g. Celtic cultures of Scotland, Wales and Ireland differ in some important respects from English culture
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Class differences
E.g. it can be argued that Britain is a class society and that upper-class culture differs significantly from working-class culture
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Ethnic and religious differences
E.g. Britain's is a multicultural society in which a number of ethnic minority and religious groups exist alongside a White Christian majority.
42
Scott (Upper class)
Old Boy Network - Using contacts from school to further carrers / buissness deals - Social Closure - encorage inter-marrage- Culture of privilage- Hidden curriculum - Teaches children superiority
43
Macintosh & Mooney (Upper class)
Social Closure - 'upper class are invisible' they keep their daily lives separate from the rest of the population- Identified 'one may perceptive others as less or more than oneself based on occupations' influences how peopel interact with each other
44
Kenway (Upper class)
Girls feel trapped in postion- They devalue those in state education to boost self esteem always told they are better that the other classes
45
King & Raynor (Middle class)
Parents reinforce attitudes & values (importance of educational success) using role models
46
Bourdieu (Middle & Working class)
Neo-Marxist- Hidden Curriculum -school rewards middle class values using role models
47
Goodwin (Middle class)
Defered gratification - common for MC (stay in education longer to get higher quailiforcations) Lots of peer competion- Yummy Mummy - MC mothers look for peer approval based on their maternal capabilities beauty and clothing styles
48
Saunders (Middle class)
People satisfy their needs by buying goods- Media target MC as they have the Highest disposable income and define their identiy by what they own - Conspicuous consumption - showing ones social status by owning expensive goods
49
Wright (Middle class)
Contradictory class positions - Both MC & WC are expolyted by UPC- 3 different types of resourse that which need to be controlled resorses - investments
The classes control over the resorses - *Upper Class All the control - *Middle class managers Partial contol - *Middle class supervisors Minial control - Working class No contol
50
Willis (Working class)
Studied 12 WC boys in midlands secondary school 'lads' - Formed 'counter-school sub-culture grouping' showed little intrest in academic work -mucked about - Came from parents attitued to education - they knew they would be working in the factories - Shop floor culture: Used the same tactics to destracr themselves at work mucking about - only carring enough to not get fired
51
Mac an Ghail (Working class)
Ethnography industrial area in midlands - 'Macho lads' - went into manual labour like their fathers - Deindustrialisation - they lost thier jobs - the mines shut - Did not value education - made getting new jobs difficult - Many gained white collar jobs
52
Bowles & Gintis (Working class)
Hidden curriculum - norms & values are informally taught through school rules education made to beinfit the UPC as it produses obedient pasive workers - WC accept exploitation reenforcing class inequality
53
Mertens & D'Haenens (Working class)
Digital divide between WC and MC - 'Lower social classes' use internet less 81% compared to 94% in the middle class - 'Lower social classes' tend to use the internet for entertainment - Middle classes tent to use the internet for knowledge and research - 79% from lower social classes have a games console opposed to 65% from 'higher social classes' - Social class was the biggest factor in digital inequality opposed to gender or ethnicity
54
Murray (Under class) 1984 - New Right
Under class - poor people who denifit off main streem society but do not contribute to it avoid work (ignorse institutional rascim) - Underclass commit violent crimes theft and muggings. Young males committing crimes often imitate older brothers and fathers. - Young healthy males who chose not to work are called the 'voluntary unemployed' - He blamed the welfare state for decreasing the incentive to work
55
Jordan (Under class)
Disagrees with Murray - Argues - UC has same values and attitudes as the rest of society and most would love to work if they had the chance. Feel a sense of shame that they can not provide for their family
56
Pakulski & Waters (Social class change postmodernism)
1996 - Shift from production to consumption in defining identies. Now defind by what we buy not what we do
57
Offe (Social class change postmodernists) 1985
Todays society less people have common unifying experince of full time work. The experience used to shape the culture of social classes
58
Skeggs (Social class change postmodernists)
WC women had instramental attitudes to work. There jobs don't influence their identities (they are just a means to an end)
59
Who proposed the functionalist view on gender roles in 1955?
Parsons suggested that females have an expressive role and males have an instrumental role, with roles being functional for society.
60
What are the four main ways gender socialisation occurs according to Oakley?
1. Manipulation: Encouraging/discouraging gender-appropriate behaviour. 2. Canalisation: Directing behaviour into certain toys and play. 3. Verbal Appellations: Using stereotypical descriptions. 4. Domestic Activities: Cultural expectations for daughters.
61
What did McRobbie find about girls in youth subcultures?
She noted the absence of girls in studies, highlighting that girls participated less and had a limited role, which became a self-fulfilling prophecy.
62
What did Nakuamura argue about women in digital communication?
Despite media stereotypes, women from various backgrounds use digital communication for support against discrimination.
63
What did Billington state about media representations of gender?
The media presents masculinity as dominant and femininity as subordinate.
64
What conclusion did Ferguson reach from her content analysis of women's magazines?
She concluded that women's magazines promote a cult of femininity, emphasizing caring for others, family, marriage, and appearance.
65
What did Mitsos and Browne find regarding boys' education?
They found boys do less well than girls, suggesting it is due to teachers being less strict with boys.
66
How did Willis link to Mitsos and Browne's findings?
Willis studied 12 working-class lads with an anti-school subculture, indicating that teachers wouldn't push them academically.
67
What does Skelton say about the hidden curriculum?
The hidden curriculum perpetuates gender differences in subject choice, with teachers making assumptions about abilities.
68
What reasons did Kelly provide for science being seen as a masculine subject?
Textbooks feature boys and boys dominate classroom interactions.
69
What three factors affect subject choices according to Colley?
1. Perception of gender roles. 2. Subject preference. 3. Learning environment.
70
What did Mac an Ghail note about men's job roles due to deindustrialisation?
He noted that many men moved to low-skilled white-collar jobs, previously considered feminine.
71
What did Adkins argue about the labour market?
She stated that the labour market is gendered, with horizontal and vertical segregation.
72
What are the four types of masculinity identified by Connell?
1. Hegemonic Masculinity. 2. Complicit Masculinity. 3. Subordinate Masculinity. 4. Marginalised Masculinity.
73
What is hyper-masculinity according to Sewell?
Hyper-masculinity is an exaggerated version of traditional masculinity, often arising from matriarchal backgrounds.
74
What did Nixon identify as the origin of the 'new man'?
He traced it back to the 1985 Levi's Laundrette advert, which encouraged men to care about their appearance.
75
How did Mort describe changes in men's consumption patterns?
He noted that media changes promoted male self-care, including hair gel and designer labels.
76
What are 'laddettes' as described by Jackson?
Laddettes are women who engage in traditionally male behaviours, facing double standards in societal expectations.
77
What did McCormack find in his study of six forms?
He found a more pro-gay environment with less homophobia and suggested that social media promotes a pro-gay message.
78
What did Mac an Ghail find regarding young men's views on homosexuality?
He found that young men suppressed homosexuality through exaggerated homophobia and ultra-masculine views.
79
What did McIntosh argue about cultural expectations for men?
He suggested that both heterosexual and homosexual men face expectations of cultural characteristics.
80
What does Rich argue about women's sexuality?
She argues that women's sexuality is oppressed by patriarchal society and that compulsory heterosexuality ensures women's subordination.
81
What did Weeks suggest about sexual identity?
He suggested that sexual identity is complex, as individuals may not identify with their sexual activities.
82
What concept did Plummer introduce regarding homosexuality?
He introduced the idea of a 'homosexual career,' where accepting the label leads individuals to seek out others and join a subculture.
83
Cashmore and Troyna
Rastafarians ‘turned inwards’ – resisting racism
84
Hebdige –
Rastafarians exaggerated identity in resistance
85
Ghuman
Asian parents push children to conform to Asian culture
86
Anwar –
‘Culture clash’ can occur between Asian parents and Westernised children
87
Butler –
Asian Muslim British girls identified most with being ‘Muslim’ – Also Westernised and career driven
88
Driver and Ballard –
Indian parents push children in education
89
Archer and Francis –
British-Chinese parents push children in education
90
Coard –
Education is ‘ethnocentric’
91
Gillborn –
Black Afro-Caribbean boys face institutional racism in education
92
Alexander - Myth of the asian gang portrayed in media
Myth of the asian gang portrayed in media police then target this group.
93
Hall -
stereotypes in the media due to the “White Eye” black people portrayed as natives
94
Moghissi -
after 7/7 and 9/11 Muslims ‘huddled together’ in the media
95
Sewell
Black Afro-Caribbean boys peer groups – Hypermasculine – Copy rappers on MTV
96
Les Back –
Black, White, Asian youths on council estates in south east london exercise ‘cultural borrowing’ - sharing cultures - Slang, music, clothing
97
Gill –
Brasians (Asians influenced by White British youths) / Blasians (Asians influences by Black youths).
98
Burdsey –
Asian Footballers – Code Switching - When with peers adopted more ‘laddish’ culture compared to the Asian traditions they adopted when with their families.
99
Nayak –
‘White Wannabes’ - White working class males adopting culture and music of black rappers e.g. Aitch
100
Anderson –
Nationality as social construction e.g. flags the royals etc. But we are socialised into identity of our ‘imagined community’.
101
Phillips et al –
National Curriculum supports Nationality e.g. British history and literature.
102
Schuden –
British identity taught through range of ways - Again symbolism - education (terms and curriculum) rituals (bonfire night etc)
103
Sardar - global identity crisis
global identity crisis England lost traditions that made up its identity
104
Hall -
3 reactions to globalisation: cultural resistance cultural homogenisation, cultural hybridity
105
Hewitt –
Britain has seen a ‘white backlash’ from the white working classes against what they perceive to be preferential treatment of ethnic minorities. This has encouraged a new form of white British nationalism or identity that has occurred in Britain within the last decade.
106
McLuhan -
‘global village’ increasing interconnectedness across the globe
107
Les Back -
Black, White, Asian youths on council estates in south east london exercise ‘cultural borrowing’ - sharing cultures - Slang, music, clothing. Therefore no one national identity - as it depends on individuals we associate with in our communities.
108
PARSONS - Childhood provides:
1 - The primary socialisation of children
2 - The stabilization of the adult personalities of the population of society
109
GRIFFIN -
Youths portrayed in media as deviant dysfunctional and suffering a deficit
110
HEINZ-KNOWLES -
Content analysis to study the way children are portrayed in entertainment television
111
MCROBBIE -
Young girls - Socialise in home - Safe environment. Best friend / cult of femininity encouraged
112
SEWELL -
Black working class youths adopt hypermasculine culture - Anti-school
113
WILLIS -
Young working class ‘lads’ - Fatalistic about futures - Unskilled manual labour work - Anti-school
114
BRANNEN -
Dual burden - Middle age women - Pivot / sandwich generation
115
SAUNDERS -
Middle age - ‘Midlife crisis’ - Conspicuous consumption - High disposable income
116
HODKINSON -
Middle age goths - Key source of identity being part of the subculture - inclusion
117
WILLIS -
Middle aged fathers act as role models for ‘lads’ - Unskilled manual labour work key source of identity
118
MAC AN GHAIL
Middle age: working class men faced a ‘crisis of masculinity’ due to deindustrialisation
119
PARSONS -
Elderly have less status in society once children have grown up and men have retired
120
CARRIGAN AND SZMIGIN -
Old age - Labelled by media as ‘smelly and incontinent’
121
SONTAG -
Middle and older age women face a double standard of ageing
122
JOHNSON -
The workplace is institutionally ageist
123
VOAS -
Old age - Turn to religion due to 2 reasons - The generational effect and the ageing effect
124
EXTRA - HOCKEY AND JAMES -
Old age and infantalisation in care homes
125
CLARKE AND WARREN -
Old age is now a period for active ageing - Age is changing
126
THE UNIVERSITY OF THE THIRD AGE -
Example of active ageing - Learning for enjoyment
127
FEATHERSTONE AND HEPWORTH - Age is now becoming less relevant due to:
- Deinstitutionalisation (institutions less associated with different ages e.g. education for older people
- De-differentiation - Life stages are becoming blurred
128
BLAIKIE -
The retired are now an important consumer group who are targeted with a range of products and services. The ‘grey £’ is valued
129
MEDICAL MODEL -
Sees disability as a medical problem focusing on limitations caused by impairment. Leads to ‘victim-blaming’ mentality
130
SHAKESPEARE –
Disabled people socialised into a ‘victim mentality’ because they can use it as a reason for their failure.
131
RIDLEY –
Two-thirds of people felt awkward talking to a disabled person. Less than a fifth of people have disabilities from birth
Ridley calls the other four-fifths ‘not yet disabled’
132
BARNES –
Negative media portrayal of disability. Seen as victims / villains (James bond)
133
MURUGAMI –
Disabled person can construct a self-identity that accepts impairment but is independent of it.
134
EQUALITY ACT 2010 -
it is illegal to discriminate based on disability. Showing norms are changing and society is becoming more accepting of disabled identities as a result.
135
POSITIVE ROLE MODEL EXAMPLE - e.G.Alex Brooker
Dame Sarah Storey etc. Pick a role model and explain WHY they are displayed as a positive role model in the media. This shows that society is becoming more accepting and positive of people with disabilities.
