Sociology Exam 2

the entire way of life of a group of people that acts as a lens through which one views the world

the belief that our culture is the "normal" one

seeing each culture as simply different rather than worse or wrong

any physical object to which we give social meaning (art, artifacts, tools, weapons, etc.)

signs, gestures, language

language structures thought and that ways of looking at the world are embedded in language

set of shared beliefs that a group considers worthwhile and desirable

rules regarding what behavior is acceptable

loosely enforced norms that involve common customs and ensure smooth social interaction and acceptance

norm that carries greater moral significance - is closely related to the core values of a group and often involves severe repercussions for violations

positive or negative reactions to the ways people follow/disobey norms

the formal/informal mechanisms used to increase conformity to values and norms and thus increase social cohesion

refers to the values, norms, and practices of the group within society that is most powerful in terms of wealth, prestige, status, and influence

a group within society that is differentiated by its distinctive value, norms, and lifestyle

a group within society that openly rejects and may actively oppose society's values and norms

dissemination of material and nonmaterial culture from one group to another

process by which cultures that were once unique and distinct become increasingly similar

ongoing discussion of the respective roles of genetics and socialization in determining individual behaviors and traits

process of learning and internalizing the values, beliefs, and norms of our social group by which we have become functioning members of society

children who have had little human contact and may nave lived in social isolation from a young age

our personal identity which is separate and different from all other people

refers to the notion that self develops through our perception of others' evaluations and appraisals of us

believed that the self develops through several stages

up until age 3 - mimicking stage

3-6 years old - taking on roles

6-8 years old - take on generalized other

perspectives and expectations of a particular role that a child learns and internalizes

perspectives and expectations of a network of others that children learn and then take into account when shaping their own behavior

formulation of the way individuals determine reality "if people define situations as real, they are really their consequences"

an agreement with other about "what is going on" in a given circumstance

expressions that are intentional and usually verbal

intended or unintended and are usually nonverbal

effort to control the impressions we make on others so they form a desired view of us

social life is analyzed in terms of its similarities to theater

setting or scene of performance that helps us establish meaning

context of performance; location, decor, props

performance tactics we use - our appearance, manner, style of dress, gender, race, age

where we prepare or rehearse for our performance/interaction

where we play a particular role and perform for an "audience" of others

children are often taught about the values and norms of society without it being explicitly part of the curriculum

family, schools, peers, the media

set of behaviors expected from someone because of their status

experienced when we occupy 2 or more roles with contradictory expectations

experienced when there are contradictory expectations within one role

process of leaving a role we will no longer occupy

how we live up to feeling rules - how you actually demonstrate feelings

rules about how you're supposed to feel in certain situations

ability of individual to act freely and independently

collection of people who share some attribute, identify with one another, and interact with each other

temporary gathering of people in a public place - may interact with each other but don't identify with one another and don't remain in contact

involve the greatest amount of face-to-face interaction and cooperation and the deepest feelings of belonging (family and friends)

usually organized around a specific activity or the accomplishment of a task

web of direct and indirect ties connecting an individual to other people

ties directly to another person

ties you have to someone through another person

"normlessness" alienation and loss of purpose - weaker social bonds

patterns of interactions between groups and individuals

group that one identifies with and feels loyalty towards

group an individual feels opposition, rivalry, or hostility towards

group that provides a standard of comparison against which we evaluate ourselves

sense of solidarity or loyalty that individuals feel towards a group to which they belong

in very cohesive groups, the tendency to enforce a high degree of conformity among members, creating a demand for unanimous agreement

influence of one's fellow group members on individual attitudes and behaviors (peer pressure)

phenomenon in which each individual contributes a little less as more individuals are added to the task

backed by the threat of force

supported by persuasion

based in custom, birthright, or divine right

based in laws, rules, and procedures

based in perception of remarkable personal qualities in a leader

type of secondary group designed to perform tasks efficiently, characterized by specialization, technical competence, hierarchy, written rules, impersonality, and formal written communication

4 components if bureaucracy

describes the spread of bureaucratic rationalization and the accompanying increases in efficiency and dehumanization

leadership that is task or goal orientated

leadership concerned with maintaining emotional and relational harmony within the group

a behavior, trait, belief, or other characteristic that violates a norm and causes a negative reaction

social inequality can create situations in which people experience tension between society's goals and the means they have available to meet those goals

those who accept society's goals but not the approved means to achieve them

given up hope of achieving society's goals but still operates according to the approved means

renounce society's goals and means and live outside conventional norms

reject society's approved goals and means - create and work toward their own goals using new means

in labeling theory, the initial act or attitude that causes one to be labeled deviant

the subsequent deviant identity or career that develops as a result of being labeled deviant

when someone normalizes behavior that is widely considered deviant by labelling it as nondeviant

deviance serves a function in our society - clarifies moral boundaries and promotes social cohesion

deviance is a result of social conflict - inequality is reproduced in the way deviance is defined

there are goals in our society that people want to achieve, but they cannot always reach those goals - creates stress because people are aware of goals but don't have the means to achieve them

Edwin Sutherland's hypothesis that we learn to be deviant through association with deviant peers

symbolic interactionist perspective developed by Howard Becker - states that deviance is caused by external judgements that change a person's self-concept and the way others respond to him or her

inaccurate statement/belief that by altering the situation, becomes accurate - a prediction that causes itself to come true

any physical or social attribute that devalues a person/group's identity - may exclude those who are devalued from normal social institutions

process by which an individual self-identifies as deviant and initiates their own labeling process

a violation of a norm that has been codified into law

crime in which violence is either the objective or the means to an end (murder, rape, aggravated assault)

crime that does not evolved violence (burglary, larceny, theft, arson)

crime committed via the internet (identity theft, embezzlement, fraud, financial scams)

crime committed by a high-status individual in the course of their occupation

approach to punishment that relies on the threat of harsh penalties to discourage people from committing crimes

an approach to punishment that emphasizes retaliations or revenge for the crime as the appropriate goal

approach to punishment that seeks to protect society from criminals by imprisoning or executing them

an approach to punishment that attempts to reform criminals as part of their penalty