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| A theoretical perspective that emphasizes the role of power and coercion in producing social order. (Upper vs. Lower class power struggle). |
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| Analyses of women and men in society intended to improve women's lives. |
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| A theoretical perspective that interprets each part of society in terms of how it contributes to the stability of the whole society. (Each person has their role or function). |
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| A system of thought that regards scientific observation to be the highest form of knowledge. |
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| Qualitative Research Methods (1) |
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| Research that is somewhat less structured than quantitative research, but that allows more depth of interpretation and nuance in what people say and do. |
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| Quantitative Research Methods (1) |
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| Research that uses numerical analysis. |
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| Social patterns that are external to individuals. |
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| An established and organized system of social behavior with a recognized purpose. |
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| Behavior between two or more people that is given meaning. |
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| The patterns of social relationships and social institutions that make up society. |
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| Sociological Imagination (1) |
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| The ability to see the societal patterns that influence individual and group life. |
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| The study of human behavior in society. |
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| Symbolic Interaction Theory (1) |
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| A theoretical perspective claiming that people act toward things because of the meaning things have for them. |
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| Shared ideas held collectively by people within a given culture. |
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| Subculture created as a reaction against the values of the dominant culture. |
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| Cultural Capital or Social Capital (2) |
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| Cultural resources that are socially designated as being worthy (such as knowledge of elite culture) and that give advantages to groups possessing such capital. |
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| The pervasive and excessive influence of one culture throughout society. |
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| The idea that something can be understood and judged only in relationship to the cultural context in which it appears. |
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| The complex system of meaning and behavior that defines the way of life for a given group or society. |
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| The delay in cultural adjustments to changing social conditions. |
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| The feeling of disorientation that can come when one encounters a new or rapidly changed cultural situation. |
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| The culture of the most powerful group in society. |
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| The belief that one's in-group is superior to all out-groups. |
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| A technique for studying human interaction by deliberately disrupting social norms and observing how individuals attempt to restore normalcy. |
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| The general standards of behavior adhered to by a group. |
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| A set of symbols and rules that, when put together in a meaningful way, provides a complex communication system. |
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| The written set of guidelines that define what is right and wrong in society. |
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| The objects created in a given society. |
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| Strict norms that control moral and ethical behavior. |
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| The norms, laws, customs, ideas and beliefs of a group of people. |
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| The specific cultural expectations for how to act in a given situation. |
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| The beliefs, practices and objects that are part of everyday traditions. |
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| Sapir-Whorf Hypothesis (2) |
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| A theory that language determines other aspects of culture because language provides the categories through which social reality is defined and perceived. |
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| Mechanisms of social control that enforce norms. |
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| The culture of groups whose values and norms of behavior are somewhat different from those of the dominant culture. |
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| Things or behavior to which people give meaning. |
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| Those behaviors that bring the most serious sanctions. |
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| The abstract standards in a society or group that define ideal principles. |
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| The steps in a research process, including observation, hypothesis testing, analysis of data and generalization. Steps: 1. Select a Topic - 2. Review Past Research - 3. Define a problem or question - 4. Form a hypothesis - 5. Choose a research method - 6. Collect Data - 7. Analyze Data - 8. Publish Results. |
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| Controlled Experiment (3) |
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| A method of collecting data that can determine whether something actually causes something else. |
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| Participant Observation (3) |
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| A method whereby the sociologist becomes both a participant in the group being studied and a scientific observer of the group. |
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| A relatively large collection of people (or other unit) that a researcher studies and about which generalizations are made. |
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| The likelihood that a particular measure would produce the same results if the measure were repeated. |
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| The degree to which an indicator accurately measures or reflects a concept. |
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| Any subset of units from a population that a researcher studies. |
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| Research that is repeated exactly, but on a different group of people at a different point in time. |
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| People, sources or structures that pass on social expectations. Ex. Family, Media, Peers, Religion, Sports, Schools. |
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| The part of the personality that includes various impulses and drives, including sexual passions and desires, biological urges and human instincts. (Part of Psychoanalytic Theory - Freud). |
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| The part of the self representing reason and common sense. Plays a balancing act between the id and superego, adapting he desires of the id to the social expectations of the superego. (Part of psychoanalytic theory - Freud) |
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| The Dimension of the self representing the cultural standards of society. (Part of psychoanalytic Theory - Freud) |
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| A person's image and evaluation of important aspects to oneself. How we think of ourselves as the result of the socialization experiences we have over a lifetime. |
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| Our concept of who we are, as formed in relationship to others. |
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| Those with whom we have a close affiliation. |
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| Social Learning Theory (4) |
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| A theory of socialization positing that the formation of identity is a learned response to external social stimuli. 4 stages: Sensorimotor (children experience the world only through their senses-touch, taste, sight, smell and sound); Preoperational (children begin to use language and other symbols); Concrete Operational (children learn logical principles regarding the concrete world); Formal Operational (children are able to think abstractly and imagine alternatives to the reality in which they live). (Piaget) |
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| Psychoanalytic Theory (4) |
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| The unconscious mind shapes behavior. The self (ego) emerges from tension between the id and the superego. Societal expectations are represented by the superego. |
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| The stage in childhood when children become capable of taking a multitude of roles at the same time. |
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| An abstract composite of social roles and social expectations. Gives and example of of community values and general social expectations that adds to their understanding of self. Not the same for everyone. |
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| Those with whom you interact on equal terms, such as friends, fellow students and coworkers. No formally defined superior and subordinate roles, although status distinctions commonly arise in peer group interactions. |
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| The expected behavior associated with a given status in society. |
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| Taking the Role of the Other (4) |
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| The process of imagining oneself from the point of view of another. |
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| A theory of socialization. People internalize the role expectations that are present in society. Internalizing the values of society reinforces social consensus. Society relies upon conformity to maintain stability and social equilibrium. |
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| A theory of socialization. Individual and group aspirations are shaped by the opportunities available to different groups. Group consciousness is formed in the context of a system of inequality. Social control agents exert pressure to conform. |
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| Symbolic Interaction Theory (4) |
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| A theory of socialization. Children learn through taking the role of significant others. Identity emerges as the creative self interacts with the social expectations of others. Expectations of others form the social context for learning social roles. Cooley - Looking Glass Self. Mead - Taking the role of the other - (1) Imitation Stage; (2) Play Stage; (3) Game Stage. |
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| How one defines oneself. Both personal and social. To a great extent, bestowed by others, because we come to see ourselves as others see us. |
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| A negative attitude about an age group that is generalized to all people in that group. |
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| The institutionalized practice of age prejudice and descrimination. |
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| Different and unequal treatment of people based solely on their age. |
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| Preconceived judgments about what different age groups are like. |
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| The process through which people learn the expectations of society. |
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