Sociology Chapter 1 Theories Socialisation

George Herbert Mead's Symbolic Interactionism

Developed Symbolic Interactionism. Believed development of individual was a social process as were the meanings individuals assigned to things.

George Herbert Mead's The "I" and the "Me"

The "I": 'unsocialised self', personal understanding and perspective of the world
The "Me": 'socialised self', shaped by other's expectations

Goffman's Dramaturgy

Dramaturgy: life is like a play, where people perform roles depending on their audience

Cooley's Looking Glass Self

Looking Glass Self: imagine how we appear to others, interpret reaction of others

Karl Marx's Class Confict

Society is divided between the bourgeoisie (the rich and powerful, the ruling class) and the proletariat (the workers who do hard jobs, the working class)

Karl Marx's False Class Consciouness

When the working class doesn't realize they are being exploited because they accept the values and beliefs of the ruling class as normal

Durkheim's Organic Analogy

Parts of society (school, family, religion) work together to keep society functioning, like a human body

Durkheim's collective conscience

shared ideas and values that help people in a society get along and feel united

Durkheim's anomie

a condition where people are unable to predict the behavior of others because the system of norms and values is not being followed

Education (General Identity) according to Durkheim

education fosters social cohesion by teaching us shared values, and encourages confomirty and obedience to social roles

Family (General Identity) according to Parsons

the family is a 'personality factory', instilling shared societal norms like respect, responsibility and cooperation

Family (Gender Identity) according to Parsons

families help enforce specific gendered roles, including: Expressive role like nurturing and emotional support, often linked to women
Instrumental role like financial support, often linked to men

Family (Gender Identity) according to Oakley

families reinforce gender roles through Four Processes: manipulation, canalisation, verbal appelations, and activity exposure.

Gidden's Postmodernism

modern societies have moved into a new phase of high modernity and rationality, where people's identities are now fluid

Female (Gender Identity) according to Giddens

women have more freedom in modern societies to pursue careers, education, and personal fulfilment

Johal's white mask

British Asians adopt Western behaviours in public to fit in but retain their cultural identity at home

Family (Ethnic identity) according to Ghumann

families in Asian communities instil values like honor, respect for elders, and adherence to religious practices

Devine's Working Class Identity

working class maintaining their identity of "being working class." by adopting labels like "ordinary people."

Media (Ethnic identity) according to Hall

the portrayal of ethnic minorities in the media often support stereotypes, amplifies the fear of crime

Connell's Dominant Gender Identities

hegemonic masculinity - men are expected to be strong, aggressive, dominant, the breadwinner of the family.

emphasized feminity - women are passive, gentle, emotional. based on males need and desires

Peers (Gender identity) according to Connell

peer groups reinforce traditional masculinity, discouraging emotional expression and encouraging toughness

Familiy (Ethnic identity) according to Song

ethnic minority children take on responsibilities like translating for parents which shapes their ethnic identity

Crompton's new working class

decline in manual work and manufacturing jobs, increase in lesser-status service jobs such as banking and computing

Goldthorpe's new working class

new working class is more centered around creating a comfortable home and family life

Willi's anti-school subculture

working-class boys formed anti-school subculture, rejecting academic success and valuing rebellion and camaderie

Peers (Class identity) according to Willis

peers shape attitudes toward school and reinforce resistance from authority and assert independence

Media (age identity) Featherstone and Hepworth

media can portray elderly as adventourous instead of being dependent or irrelevant to the media

Baudrillard's Hyperreality

media creates exaggerated portrayals of reality, making them seem more real than actual life

Education (age identity) according to Postman

schools help distiguish between childhood and adulthood, emphasizing that children need to be taught appropiately for age group

Media (age identity) according to Postman

the media is responsible for the disappearance of childhood by exposing young children to adult content ex. violence, sexual content

Bauman's Pick and Mix

people pick and choose whichever parts of identity they want to (hybrid identities)

Schauer's New Man

men adopt nurturing roles, moving away from traditional ideas of strength and dominance

Bowles and Ginti's hidden curriculum

Similar school norms and workplace norms include: §  Daily attendance

Being in the place you are supposed to be in at certain times (your office/table)

Listening to people of authority and obey their orders.

Education (ethnic identity) according to Modood

minority students often feel alienated in schools with Eurocentric curricula

Modood's: Religion on identity

religion helps maintain cultural tradition and ethnic identity, acting as a source of continuity and belonging for ethnic minority groups

Charles Darwin

Behaviour is caused by innate characteristics. Genes provide the blueprint for all behaviours.

Wilson

Biogrammers, through their work in synthetic biology and genetic engineering, support the idea that nature has a large impact on human actions and personality traits.  

Jim Twins

The Jim Twins were identical twins who were separated in the first year of life and brought up separately. Bouchard traced them and discovered a range of coincidences about the separate lives.

Watson

Every human is born an empty vessel waiting to be filled up with experiences gained from the environment

Durkheim (nurture)

Emphasized the role of social factors in influencing individual behaviour, including the decision to commit suicide. Suicide study show that society’s structure impact behaviour.

Genie Feral Children

Isolated in a small room for most of her childhood. Was able to show human-like behaviour after socialisation

Parson (Education)

Believes school liberate the individual from primary attachments in the family

Potter (media)

Media habituation: the more people see certain images and ideas, the more likely it is that they will add them to their personal value systems.

Schauer’s subversive masculinity

challenges hegemonic masculinity

Schauer’s complicit masculinity

new ‘feminized’ masculinity e.g. combine paid work and unpaid housework and childcare.

Schauer’s marganlised masculinity

Cannot conform to hegemonic masculinity as unable to to perform the male role of the family as the provider.

Oakley’s family and gender socialisation

By manipulation (stress importance on gender), canalisation (attention and time on different activities), verbal appellation (different language)

Oakley’s assertive feminism

Breaking free from traditional ideas of women but not completely being apart from men

Oakley’s autonomous feminity

Educated, successful and career-focused women

Bernstein’s linguistic code

Middle class families use elaborate language, while working class families use informal, concise language

Bourdieu’s Family

Families transmit cultural capital and social capital

Song’s Peers Ethnicity

Peers maintain ethnic identity through celebrating cultural festivals, sharing food, and speaking native languages

Featherstone and Hepworth’s Elderly

the concept of lifelong learning reshapes old age as an active phase.