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Agents of socialization are people such as parents, or institutions such as schools, which help to integrate people into society
Major agents of socialization are Family, neighborhood, religion, day care, school, peer groups, workplace. |
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| an individual's internalized impression of societal norms and expectations. |
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| the self-image an individual forms by imagining what others think of his or her behavior and appearance. |
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| The self is an individual person as the object of his or her own reflective consciousness. The self has been studied extensively by philosophers and psychologists and is central to many world religions |
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| the environment developed by humans as contrasted with the natural environment; society as a whole, especially in its relation to the individual. |
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| The process whereby a child learns to get along with and to behave similarly to other people in the group, largely through imitation as well as group pressure |
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| A Background Assumption is your own assumption of how things are supposed to be. Or your own idea of how life ought to work. You assume that everyone thinks the same way. |
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| social construction of reality |
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| to the theory that the way we present ourselves to other people is shaped partly by our interactions with others, as well as by our life experiences. How we were raised and what we were raised to believe affect how we present ourselves, how we perceive others, and how others perceive us. In short, our perceptions of reality are colored by our beliefs and backgrounds. |
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| In social science, a social relation or social interaction refers to a relationship between two (i.e. a dyad), three (i.e. a triad) or more individuals (e.g. a social group). Social relations, derived from individual agency, form the basis of the social structure. To this extent social relations are always the basic object of analysis for social scientists. Fundamental inquiries into the nature of social relations are to be found in the work of the classical sociologists, for instance, in Max Weber's theory of social action. Further categories must be established in the abstract in order to form observations and conduct social research, such as Gemeinschaft and Gesellschaft (lit. "Community and Society") or "collective consciousness" |
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| the people in a society considered as a system organized by a characteristic pattern of relationships; "the social organization of England and America is very different"; "sociologists have studied the changing structure of the family |
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| the people in a society considered as a system organized by a characteristic pattern of relationships; "the social organization of England and America is very different"; "sociologists have studied the changing structure of the family |
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| Group dynamics refers to a system of behaviors and psychological processes occurring within a social group (intragroup dynamics), or between social groups (intergroup dynamics). The study of group dynamics can be useful in understanding decision-making behavior, tracking the spread of diseases in society, creating effective therapy techniques, and following the emergence and popularity of new ideas and technologies.[1] Group dynamics are at the core of understanding racism, sexism, and other forms of social prejudice and discrimination. These applications of the field are studied in psychology, sociology, anthropology, political science, epidemiology, education, social work, business, and communication studies |
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| Groupthink is a psychological phenomenon that occurs within groups of people, in which the desire for harmony in a decision-making group overrides a realistic appraisal of alternatives. Group members try to minimize conflict and reach a consensus decision without critical evaluation of alternative ideas or viewpoints. Antecedent factors such as group cohesiveness, structural faults, and situational context play into the likelihood of whether or not groupthink will impact the decision-making process |
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| in a sociological context, describes actions or behaviors that violate social norms, including formally-enacted rules (e.g., crime),[1] as well as informal violations of social norms (e.g., rejecting folkways and mores). It is the purview of sociologists, psychologists, psychiatrists, and criminologists to study how these norms are created, how they change over time and how they are enforced. |
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| An act committed or omitted in violation of a law forbidding or commanding it and for which punishment is imposed upon conviction |
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| significance of feral, isolated, and institutionalized children |
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Feral; Ability to adapt to animal characteristics. For an example a feral human child would use traits of an animal to survive if in a animal environment.
Isolated; Loss of communication, isolated children have no sense of language which is the mechanism for developing thought and communicating their experiences. Also without language, there can be no culture, and culture is the key to what people become.
Institutionalized; living without social connections, brought up with low levels of education. for an example the skeels and dye experiment tested infants in a institutionalized environment would act if put into a social environment. They concluded that if the infants had a family with social connections he would grow up with a higher level of education. |
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| Skeels and Dye Orphanage study |
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Definition
| tested infants in a institutionalized environment would act if put into a social environment. They concluded that if the infants had a family with social connections he would grow up with a higher level of education. |
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| mead's "role-taking" theory of the development of the self |
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| As we age we develop a stronger sense of taking different roles in our environment. As infants we can only mimic others and imitate gestures and words. as we age we start imagining other roles that interest us. finally as we get into our teens we start taking different roles when they enter our life. for an example if we play team sports you develop a interest in the different roles on both teams, fans, and coaches. As we internalize our self we ration our beliefs into two different aspects the "I" and the "me." the I is the self as subject that is the active, spontaneous, creative part of the self. In contrast, the "me" is the self as object that is made up of attitudes we internalize from our interactions with others. in sum Both or self and our mind are social products |
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| This film was used to display acts of discrimination that exist between third graders. The teacher divided the class in half based of the color of the individual, which later resulted in harassment,and discrimination. |
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| Childhood is more than biology. Everyone's childhood occurs at some point in history and is embedded in specific social locations, especially social class and gender. These social factors are as vital as our biology, for they determine what our childhood will be like. although a child's biological characteristics( such as being small and dependent) are universal, the child's social experiences (the kind of life the child lives) are not. because of this. sociologists say that childhood varies from culture to culture. |
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| Macro and micro approaches to social structure/ components of social stucture/ status and role |
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Definition
Macro
approaches to social structure exists the Culture; language, beliefs, values, behaviors, and gestures. Social class; income, educations, and occupation prestige. Social Status; Leaving legacy's, position of power, sex, birth like rights. Roles; behaviors, obligations, and privileges. Groups; norms, values, and interests. Social Institutions; family, religion. education, economy, politics, law, science, and military
Micro-Face-to-face internationalism
approaches to social structure symbolic interactional; Stereotypes, personal space, eye contact, smiling, and body language. Dramaturgy: The presentation of self in everyday life; stages, role performance conflict and strain, teamwork, applying impression management. Ethnomethodology: Uncovering background assumptions; common sense, background assumptions. The social Construction of reality;to the theory that the way we present ourselves to other people is shaped partly by our interactions with others, as well as by our life experiences. How we were raised and what we were raised to believe affect how we present ourselves, how we perceive others, and how others perceive us. In short, our perceptions of reality are colored by our beliefs and backgrounds. |
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| Quiet Rage: Stanford Prison |
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Definition
| local Psychologist wanted to experiment with privileges of power. This test was going to have regular normal citizen act as both prisoner and guard. the test was going to go on for 2 weeks but only made it 6 days. the reason why is that the guards abused their power and the prisoners rebelled and went against their authoritative rule. |
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| fabrications, usually false, predeterminations |
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| the variable and subjective distance at which one person feels comfortable talking to another. |
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| a term used in social psychology which describes the process by which people try to influence how others perceive or think of them |
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| The branch of sociology that deals with the codes and conventions that underlie everyday social interactions and activities |
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| the Thomas theorem and the case of trayvon martin |
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| Reality is what we believe it to be. If we are mislead or if our bias, prejudice, or ignorance cloud our perception of reality the consequences can be profound. To be clear, the Thomas Theorem doesn’t excuse any behavior, but rather it only helps us understand how tragic events like this can occur. |
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| peer pressure: The Asch Card Study |
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| Peer pressure: The Asch Card Study |
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| is the experiment where other (control)testies try and conform the (experiment) testie to change his answer because of peer pressure |
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| Authority: the Milgram shock study and burgers replication |
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| this was a double blind experiment that resulted in authoritative rule works if in a formal matter and possibly a strong lead |
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| The principle of having different norms to deviance. For an example, becoming profitable in a business corporation is acceptable to Americans but demised as Chinese |
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| sociobiological explanation of deviance |
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Definition
| Individual answers. Believe in genetic predispositions that lead people to such a behavior because of there genetics. example; Blacks, Asians, Mexicans. |
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| Psychological explanations of deviance |
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| Abnormalities within the individual. personality disorders. for an example they believe that deviating individuals have deviating personalities and that subconscious motives drive people to deviance |
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| Sociological Explanations |
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| Factors outside the individual. Look for social influences that recruit people to break norms. Account for why people commit crimes. For an example, members in a subculture and social class; education level, occupation, and especially income and wealth. |
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| Differential association theory; Symbolic interactionist theories of deviance |
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| from the different groups we associate with , we learn to deviate from or conform to society's norms. |
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| Control theory; symbolic interactionist theory of deviance |
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| a belief that two control systems work against our motivations to deviate. Our inner control includes our internalized morality, conscience, religious principles, ideas of right and wrong, punishment, feelings of integrity, and desire to be good. our outer controls are the people. for an example family friends and police, who influence us not to deviate. |
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| labeling theory; symbolic interactionist theory of deviance. |
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| significance of reputation, how they set us on paths that propel us into deviance or that divert us away from it. |
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1. Deviance clarifies moral boundaries and affirms norms- groups ideas about how people should think or act.
2. Deviance promotes social change- Social change is existent because deviance charges results in we decision of the group.
3 Deviance promotes social change- causes a group to rethink and redefine its moral boundaries, helping groups- and whole societies-to adapt to changing circumstances. |
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| when individuals follow norms and cultural values because of conforming to a cultural norm. the feeling of frustration is displayed when reality of a situation deny's cultural norms. this results in a conforming cultural view of lowering ones expectaions. |
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| Conflict perspective of deviance |
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| That different sets of social class sets the example for most people to follow in the same foot steps |
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