Studied by 2 people
Values
principles and beliefs that a society considers to be important, accepted by the majority of people in society
Norms
refers to behaviour which is considered normal and therefore socially acceptable, based on the values of a culture
Culture
refers to the entire way of life of a particular society, can referred to artistic and intellectual activities
High culture
refers to cultural products and activities that are seen to have a high status, seen as superior to pop culture, appreciated by those with a high level of education and social upbringing e.g. polo, opera
Popular culture
refers to cultural products and activities enjoyed by the majority of people, people who subscribe to high culture see it as inferior as it involves 'shallow' activities that are dumbed down e.g. football, cinema
Bourdieu: high and pop culture
argues the distinction between high and pop culture lies in the power of the group who support and access them
Consumer culture
refers to a culture in which people are encouraged to buy a range of never ending products, consumerism = part of many people's culture, people buy things to express their culture
Globalisation
process by which the world is becoming more interconnected through developments in information technology and transportation
Global culture
refers to the growing trend of cultural products and activities becoming universal due to them being produced and marketed globally by TNCs e.g. Nike and Coca-Cola
McLuhan: global village
the world has become a smaller place and we live in a global village due to travel, the media, internet and MNCs
Subcultures
a group within a wider culture in which the people share similar interests, norms and values that differ from those in the wider culture
Cultural hybridity
a cross between two or more cultures, can be seen in food, music and fashion e.g. Brasian culture, UK culture is a hybrid culture (Asian, Caribbean and African influences)
Cultural diversity
refers to the existence of a variety of cultural and ethnic groups within a society,
intercultural: differences seen between cultures
intracultural: refers to the fact that the UK has become more culturally diverse over the last 60 years
Nature view (nature vs nurture)
biological view, people are born with natural desires and uncontrollable instincts, many human features are ascribed biologically
Nurture view (nature vs nurture)
sociological view, behaviour is learned through socialisation, behaviours vary from one society to another e.g. women are socialised to believe that having children is a norm
Social control
refers to the various methods used to persuade or force people to conform to society's dominant norms and values, reminds people about how to behave in certain social situtations
Informal social control
unwritten, informal ways of controlling people that we learn through everyday interactions, family, media, peer groups exercise social control over us
Formal social control
written rules and laws, formal agents of social control include police, education and judicial system e.g. sanctions for those who break rules
Primary socialisation
happens in early years (age 0-5), through prolonged contact with family, teaches us basic norms and values
Oakley: primary socialisation
gender roles enforced via canalisation and manipulation
Ghumann: primary socialisation
second-gen Asians, cultures and values of parents and extended family are taught
Parsons: primary socialisation
the nuclear family is responsible for teaching children the norms and values of society, teaches gender roles (expressive and instrumental roles)
Secondary socialisation
socialisation provided by peer groups, education, workplace, media and religion, can be considered just as important as family
Peer groups (secondary socialisation)
friends, classmate, acquaintances, people learn about acceptable behaviour due to the desire to fit in, peers can become more influential than family (age 5-18)
Lees: (peer groups)
looked at pressure put on teen girls and double standards applied to boys and girls about sexual behaviour, slag - word used to control girls behaviour
Sewell: (peer groups)
people like to socialise with those who are similar to them, afro-caribbean boys associate with each other because they feel they're in an alien environment with their middle class white peers
Harris: (peer groups)
looked at influence of parents and peer groups, concluded that peer groups can be more influential in shaping identities
Education (secondary socialisation)
students learn the formal and informal curriculum
Bowles and Gintis: (education)
agreed that the informal (hidden) curriculum exists but its not just about learning norms and values, also brainwashes children into the obedient and unquestioning attitude needed for work, taught about meritocracy and to accept their place
Religion (secondary socialisation)
importance is in decline for many, UK is secular but many laws and morals are based on Christianity, religion affects some more than others in a multifaith society
Modood and Berthoud: importance (religion)
67% of Pak & Bang young people see religion as important compared to 5% of White British youth religion has a significant influence on some in relation to norms and values
Media (secondary socialisation)
influence of it is constantly growing, use of it has increased, new forms, everyone's influenced by it and representations of groups affect people's' lives
Mulvey: male gaze (media)
women presented in stereotypical ways which affects the way in which people judge women, male gaze refers to how camera eyes up women from a male perspective
Young: bulimic society (media)
media = to blame for crime, constant hunger and desire to binge on everything and anything
Workplace (secondary socialisation)
resocialisation: people learn new set of norms and values when they start a job
Waddington: canteen culture (workplace)
the norms and values a person will be made to accept because it belongs to the organisation e.g. within the police, racist colleagues may cause you to think like them
Nayak: hybridity and identity
white wannabes: term to describe White British males who act and speak in a way influenced by Black hip-hop culture
Ghumann: ethnicity and identity
found that tradition, religion and family values played an important part in the upbringing of second-gen Asians, socialisation into extended families with emphasis on loyalty, honour and religious commitment
Gilroy: ethnicity and identity
Black Atlantic identity: used to describe young Black people in the UK and US, shared experience of racism and powerlessness used to create one Black identity
Spencer et al: ethnicity and identity
claimed Eastern European people spent little time socialising with British people, stated that someone said they ādonāt let you into their circlesā
Jacobson: ethnicity and identity (resistance)
argues many young Pakistanis are adopting a strong Islamic identity as a response to social exclusion from White British society, gives them a sense of stability and security form of resistance to marginalisation and racism
James: ethnicity and identity (resistance)
afro-caribbean people from all islands were drawn together due to the common experience of racism, a new Black identity emerged as a resistance to racism
Cashmore and Troyna: ethnicity and identity (resistance)
there will always be a tendency for ethnic minorities to turn inwards and seek support from their own people as a response to racism, religion and culture strengthened = key sources of identity and support
Modood: ethnicity and identity (hybridity/changing)
second-gen Asians and Afro-Caribbeans felt more British than their parents but still saw ethnic origin as key part of their identity
Brah: ethnicity and identity (hybridity/changing)
young British Asians = good code-switchers, way of seeing their identity as a hybrid
Back: ethnicity and identity (hybridity/changing)
neighbourhood nationalism: a feeling of solidarity and common identity from people within the same area, found that youths from different ethnic backgrounds developed a shared identity
Anderson: nationality and identity
argues that a country is an imagined community, we don't meet everyone in our community, ational identity = socially constructed through symbols (flags, anthem) social construction of national identities = facilitated by printing technology developments
Kumar: nationality and identity
English find it difficult to say who they are, English national identity = difficult to find, argues the aim to expand Britishness may have diluted Englishness
Sardar: nationality and identity (changing)
world is having global identity crisis, old divides like East vs West and Communism vs Capitalism have broken down, Britain feels small after losing empire and doesn't know whether to be American or European
Parsons: gender and identity
females have expressive role in the family, males have instrumental role, reinforced by socialisation, functional for family and society
Mac an Ghaill: gender and identity
explored how boys learned to be men in their peer groups, gender power based on hyper-masculinity = main source of identity for macho lads, ā3Fsā
Oakley: gender and identity
gender roles constructed via socialisation, manipulation: discouraging and encouraging certain behaviours considered the norm, canalisation: channelling interests, verbal appellation: names given that reinforce gender expectations, different activities: doing things that reinforce stereotypes
Jackson: gender and identity (changing)
ladettes: drinking, smoking, disrupting lessons for fear of being considered uncool and unpopular, didn't want to adhere to gender stereotypes (Denscombe)
Canaan: gender and identity (changing)
researched unemployed and employed men in Wolves, unemployed men believed being a man was having a job, they felt emasculated, employed: fighting, drinking, sexual conquests
Mac an Ghaill: gender and identity (changing)
crisis of masculinity: insecurity felt by w/c men, loss of 'breadwinner' identity due to certain male industries being in decline
Bourdieu: social class and identity
cultural capital: knowledge, skills and education that gives someone a higher status, economic capital: resources (cash, property), social capital: resources based on contacts and group membership
Fox: social class and identity
highlights subclasses within middle class, argues about the differences between professionals in public and private sectors, unlikely that everyone who identifies as m/c shares a common experience or idenitity
Hutton: social class and identity
argues that the decline in trade union memberships, secondary industry and dispersal of w/c communities has eroded w/c identity
Pakulski and Waters: social class and identity (changing)
there has been a shift from production to consumption, we are now defined by what we buy, not what we do
Savage et al: social class and identity (changing)
most of their sample were aware of the strong influence of class in the wider society, but most saw themselves as outside classes and just ordinary people, class = strong structural force but identities = weak
Offe: social class and identity (changing)
argues that today fewer individuals share a common, unifying experience of full-time work, we're able to create identities regardless of our family's social class or qualifications
Weeks: sexuality and identity
homosexual behaviour doesn't always lead to a homosexual identity, argued that sexual identification = strange
Rich: sexuality and identity
women's sexuality is oppressed by men in a patriarchal society, hetereosexuality is forced upon women in socialisation, lesbian identity is constructed as abnormal
McIntosh: sexuality and identity
homosexual label causes homosexual behaviour, role of homosexual male has certain expectations, homosexual men accept their identity and fulfil these expectations
Postman: age and identity
childhood emerged when spread of literacy enabled adults to shield children from aspects of adult life, disappearing now due to the media 'sexualising' children from an early age
Mead: age and identity
argued the 'storm and stress' associated with youth is culturally specific and not found in all cultures
Bradley: age and identity
middle age has the highest status, they're the people who run the country and hold power at work also negative - youth is lost & old age is coming
Featherstone and Hepworth: age and identity (changing)
media images of ageing (negative) can also create new identities, as population ages more positive images emerge, retro = cool
Medical model: disability and identity
disability = medical problem and focuses on limitations, defining a person by their disability, leads to victim-blaming mentality in which disabled people are made to see themselves as victims (Shakespeare)
Becker and labelling: disability and identity
disabled label carries a stigma, leads to a master status meaning that disability becomes the main aspect of one's identity
Social model: disability and identity
focuses on the social and physical barriers to inclusion, society is therefore the disabling factor, disability is socially constructed - rests on the assumptions of what is normal and abnormal
disability is socially constructed - rests on the assumptions of what is normal and abnormal
people are born with natural desires and uncontrollable instincts,
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