SAC Prelim Prep!

Define persons

The individual human; their relationship with other persons and with society, culture and environment. Human relationships form small groups to large systems

Define culture

Knowledge shared by members of these groups and systems and reflected in their customs, laws, values, arts, technologies and artefacts.

Define environment

Settings where people live and work, the interaction between people and their environment, people’s perceptions of the environment and their actions to improve their environment.

Define time

The continuous passage of existence; perceptions of the past, present and future.

Define gender

Social constructed differences between females and males, social life (family, roles, work) is organised around the dimensions of this difference. Reflects the value society places on these social constructs; gender is a power debate.

Define identity

Sense of self, which can be viewed from a personal, social and cultural level. Formed over a period of time and is the result of interactions at micro, meso and macro levels of society.

Define globalisation

Process of integration and sharing of goods, capital labour, services, knowledge, leisure, sport, ideas and culture between countries.

Define technology

Tools we use to assist our interactions in society. Lead to innovation and can initiate change at micro, meso and macro levels.

What is the difference between power and authority?

Authority:

• The right to make decisions and determine, adjudicate or settle issues and disputes in society.

• The legitimate use of power.

• Control delegated to an individual or group.

• A right granted to you.

• Resides in the post or position.

Power:

• The ability, capacity or influence to persuade others towards a point of view or action they may not always agree with.

• Important in initiating or preventing change.

• Control that allows influence over others.

• Comes from who you are (your role or status in society).

• Flexible and dynamic.

Differentiate between micro, meso and macro

Micro: Where individuals’ everyday actions and interactions occur, for example within families and small scale groups such as peer groups.

Meso: The middle-ground where individuals interact within groups such as schools, communities, church groups, neighbourhoods and workplaces.

Macro: Includes those social institutions - such as the media, the law, workplace institutions and the government.

Differentiate between qualitative and quantitative research?

Quantitative:

• Research that involves collecting and analysing numerical data.

• Used to identify patterns and averages.

• Can be used to make predictions.

• Used to test causal relationships.

• Results can be generalised to wider populations.

Qualitative:

• Research that involves collecting and analysing non-numerical data, e.g. text, video or audio.

• Used to understand concepts, opinions and experiences.

• Provides in-depth insights into a problem.

• Can be used to generate new ideas for research.

What are the research methods?

Content Analysis:

• Studies existing texts, images, videos or audio to identify information, patterns or themes.

Questionnaire:

• A set of written questions with answer choices used to collect data.

Interview:

• A structured conversation where questions are asked and answered to collect information.

Observation:

• Collecting data by watching people, events or physical characteristics in their natural setting.

Participant Observation:

• The researcher joins the group/setting while observing and collecting data.

Statistical Analysis:

• Collecting and analysing numerical data to identify patterns and trends and reduce bias.

Secondary Research:

• Using and analysing existing research or information collected by others.

What is ethical research and what are the things that make up this form of research? (what do you need to do to be ethical)

Definition:
Ethical research is research that protects participants’ rights, safety, privacy and wellbeing and is conducted honestly and responsibly.

Key Principles:

• Informed consent: Participants understand the research and agree to take part.

• Respect: Treat participants with dignity; avoid unnecessary sensitive or awkward situations.

• Honesty: Be open about the purpose and process of the research.

• Privacy & confidentiality: Protect participants’ personal information and identity.

• Safety: Minimise risks such as embarrassment, harassment or personal danger.

• Vulnerable groups: Take extra care with groups such as children and elderly people.

• Transparency: Nothing important about the research is hidden or secret.

What does it mean that society is a “developing construct”

Social Construction:

• Society is created by people, not naturally fixed.

• Ideas about gender, adolescence and behaviour are socially constructed.

• These ideas change over time.

• Example: In the 1950s, Western women were often expected to be housewives who cared for the home and children.

What are social expectations?

Social Expectations:

• The behaviours society expects people to follow.

• Learned through socialisation: the process by which individuals learn to become functioning members of society by internalising the roles, norms and values of that society.

• Social norms: are how society thinks we should and shouldn't behave

• Following expectations helps us function successfully in society.

• Not meeting expectations can lead to consequences.

What are the different groups and institutions?

Group:

• A collection of people who interact and share a common purpose, interest or identity.

Institution:

• An established social structure that fulfils important needs and organises society.

Forms of Groups & Institutions

Family:

• Primary influence on socialisation; teaches values, roles and behaviours.

School:

• Provides knowledge and skills and teaches students how to research and question.

Peers:

• Groups of friends with shared interests, such as sport, music or fashion.

Work:

• Provides income, routine and social connections; contributes to producing goods and services.

Government:

• Organises and regulates society through laws, leadership and political systems.

Media:

• Shares information and influences opinions, attitudes and behaviour through platforms such as TV and social media.

What are the types of research?

• primary research: research conducted by the researcher - first hand information obtained.

• secondary research: research based on the findings of other people

What are the gender roles of the amish community?

Men:

• Head of household: Make major family decisions and lead in community/religious matters.

• Work: Traditionally work in farming, carpentry, blacksmithing and other manual jobs.

• Religious leadership: Hold formal roles such as bishop, minister and deacon.

Women:

• Homemaking: Responsible for cooking, cleaning, sewing, gardening and household tasks.

• Child-rearing: Raise children and teach Amish values, traditions and skills.

• Community support: Help with communal events and church activities, and caring for the sick or elderly.

What are the different types of power structures in the amish community?

Power Structures in the Amish Community

Religious Structure:

• The Church has the highest authority.

• Led by bishops, ministers and deacons.

• Enforces the Ordnung (rules governing religious and daily life).

• Controls areas such as behaviour, dress, technology and religious practices.

Family Structure:

• Patriarchal structure — men hold most power and authority.

• Men generally have leadership and decision-making roles.

• Women focus on household, child-rearing and community support.

Term 2: Personal and social identity

Define self concept

the idea you have of yourself - made up of our self image, self esteem and ideal self.

Define self esteem

how we see ourselves, how you value yourself. This can change and be different in different areas of your life. The reaction and acceptance of others is very important.

Define self image

social role, personality, physical self, intellectual ability.

Define ideal self

best version of yourself

What does the development of self concept mean? and define self concept

• Develops and changes as we grow and take on new roles.

• Influences our relationships with others.

• Positive self-concept: Value and respect ourselves and others.

• Negative self-concept: May lead to withdrawal and negative behaviour towards ourselves or others.

Define personal

that is which is perceived by others to make us different to others

Define social

also known as collective identity and is the way in which we see ourselves as having commonalities with others.

Define socialisation

The process of socialisation is about learning to deal with the world by gaining knowledge and understanding of rules and expectations for the social situations in which we find ourselves.

Define family and examples of family

Family:

• A social group usually based on shared residence, economic cooperation and reproduction.

• Family influences the values and beliefs we develop.

• The level of family influence varies between individuals.

Examples: Nuclear, single-parent, blended, step and same-sex families.

Nuclear Family:

• A family consisting of two parents and their biological or adopted children living together.

Define kinship

established relationships between individuals and groups on the basis of socially recognised biological relationship or marital status.

Differentiate between nature and nurture

Nature:

• Genetics and biological factors inherited from parents.

Nurture:

• Personal experiences, socialisation and environment that shape development.

Key idea:

• Nature and nurture are the two major influences on who a person becomes.

Theorists flashcard…

What are the generational archetypes?

Prophets → Baby Boomers

• Visionary and idealistic

• Strong values and moral beliefs

• Born during renewal, came of age during crisis.

Nomads → Generation X

• Practical and independent

• Adaptable and self-reliant

• Born during disorder, came of age with strong individualism.

Heroes → Millennials

• Action-oriented and community-minded

• Work together to rebuild society

• Born during crisis, came of age during recovery.

Artists → Generation Z

• Creative and sensitive

• Focus on culture and aesthetics

• Born during stability, came of age during societal order.

Development theory…?

Term 3: intercultural communication

Define acculturation

occurs when members of one cultural group adopt the beliefs and behaviours of another group

Define cultural diversity

implies sharing ideas, customs and values among the various cultural groups that compromise society.

Define cultural heritage

The practices, traditions, customs and knowledge that define who we are socially and personally.

Define cultural relativism

The idea that concepts are socially constructed and vary across cultures. Culturally and socially literate people do not judge people from other cultures based on the customs/practices of their own culture/society.

Define cultural transmission

The transmission of culture - such as traditions, values, languages, symbols, cultural traits, beliefs and normative behaviour across and between generations in society.

Define encoding

the production of a message

Define decoding

to extract the meaning of that message in ways to simplify it.

What is the communication process

Communication:

• The process of sending and interpreting information to create meaning.

• The message must be interpreted correctly for communication to be effective.

• Can be two-way or one-way (e.g. mass media).

• Is dynamic, continuous and changeable.

• Can be affected by barriers, such as noise or distractions.

Communication Channels:

• The ways or methods used to communicate (e.g. face-to-face, phone, social media).

Feedback:

• The receiver’s response to a message.

• Shows whether the message was understood correctly.

What is intercultural communication

Intercultural Communication:

• Communication between people from different cultures.

• Involves understanding and respecting different values, beliefs, languages and communication styles.

• Can be affected by cultural differences or misunderstandings.

Simple example: Communicating with someone from another culture where different gestures or communication styles may have different meanings.

non-verbal communication in Japan.

What are the forms of non-verbal communication?

Face:

• Openly showing emotions in public can be seen as rude.

• A “poker face” may hide negative emotions and protect privacy.

Smile:

• May hide embarrassment, pain or discomfort.

• A nervous laugh or awkward smile can conceal true feelings.

Eye Contact:

• Direct or constant eye contact can be seen as rude or challenging.

• Looking down or shifting the eyes can show respect.

Differentiate between high context and low context cultures

High-Context Culture:

• Collectivist and relationship-focused.

• Communication is indirect and formal.

• Relies on non-verbal cues, such as gestures, silence and posture.

• Values humility and relationships.

• Examples: Asian, Middle Eastern and South American cultures.

Low-Context Culture:

• Individualistic and action-focused.

• Communication is direct, clear and concise.

• Relies on facts and precise language.

• Focuses on problem-solving and decision-making.

• Examples: Australian, North American, New Zealand and European cultures.

What is the communication accomodation theory?

Communication Accommodation Theory:

• Explains how people change their communication style when interacting with others.

Convergence:

• Adjusting the way we speak to fit in with the person/group.

• Example: Using similar language or speaking style.

Divergence:

• Using language or behaviour to emphasise differences from another person/group.

• Example: Deliberately maintaining your own accent or communication style.

Over-accommodation:

• Overly matching someone’s communication style.

• May come across as condescending or patronising.

How has changing communication technology impacted communication?

Cross-Cultural Communication:

• Definition: Communication between people from different nationalities/cultures.

• + Positive: Connects people globally → greater understanding of cultures, beliefs and customs.

• − Negative: Misunderstandings can lead to stereotypes, hate speech and conflict.

Social Interaction:

• Definition: How people communicate and interact with each other.

• Technology has shifted interaction from face-to-face → online.

• Creates both positive and negative effects, especially for young people. e.g. cyberbullying.

Language Usage:

• Definition: The words and style used to communicate with others.

• Technology influences how people speak and socialise.

• Creates new slang and expressions (e.g. internet slang).

• Changing technology → changing language.

Memory hook:
Culture → Connection & Conflict
Social → Online Interaction
Language → New Slang

Define cross-generational interaction

Interactions with people from a different generation

How does technology impact cross-generational interaction?

Intra-generational Interaction:

• Definition: Interaction between people of the same generation.

• Technology has made communication more informal.

• Increased use of trends, slang and online language.

Cross-generational Communication:

• Definition: Communication between people from different generations.

• Technology can create communication gaps because generations may use different technologies, slang and communication styles.

• Can also connect generations through messaging, social media and video calls.

Memory hook:
Same generation → Informal + Slang
Different generations → Gaps + Connection

What are the similarities and differences in communication styles between the cultures of Australia and Japan?

Define society

Society:

• A group of people, groups, networks, institutions, organisations and systems.

• These create patterns of relationships and interactions at local, national and global levels.

• People belong to formal and informal groups, which help create unique cultures.

Memory hook:
Society = People + Groups + Organisations + Relationships → Culture

Differentiate between power and authority

Power:

• The ability to influence or control others, even if they disagree.

• Comes from who you are, your role or status.

• Flexible and dynamic.

Authority:

• The legitimate right to make decisions and settle issues.

• Granted through a position or role.

• Resides in the post or position, not the individual.

Define technologies

• The tools, systems and methods people use to solve problems, communicate and perform tasks.

Differentiate between micro, meso, and macro levels and their interactions between them (e.g. interactions between micro and meso, meso and macro, micro and macro, etc.)

Micro:

• Individual or small group level.

• E.g. a person, family or friendship group.

Meso:

• Groups, organisations and institutions that connect individuals to wider society.

• E.g. school, workplace, community or media organisation.

Macro:

• Large-scale society and its systems.

• E.g. government, laws, economy, culture and social structures.

Interactions

• Micro ↔ Meso: Individuals participate in groups/institutions, while these groups influence individuals.

• Meso ↔ Macro: Organisations operate within wider social, political and economic systems, while macro-level changes affect organisations.

• Micro ↔ Macro: Individuals can be affected by laws, culture and social structures, while individuals collectively can contribute to social change.

How does technology influence the development of identity?

• Technology provides platforms for self-expression and communication.

• Social media allows people to create and present their identity to others.

• Online communities can influence values, beliefs, interests and behaviours.

• Exposure to different people and cultures can broaden identity.

• Can also create pressure to change or compare yourself based on online expectations.

Define social and cultural literacy and some factors that associate with it (what are some things that you need to achieve/do in order to be socially and culturally literate)

Social & Cultural Literacy:

• The ability to understand, communicate and interact effectively with people from different social and cultural backgrounds, encompassing knowledge of its traditions, history and shared values.

To be socially & culturally literate, you need to:

• Refrain from making judgements

• Avoid being a tourist - endulge yourself with the surrounding society, culture and traditions to show respect for your surroundings.

• Be respectful

• Consider cultural relativism - consider what is is like to be part of another culture in order to show repect and understanding. this will essentially develop your knowledge of societal complexities, as well as traditional poractices and understanding civilisation.

• Empathise with and appreciate diverse beliefs

• Engage with social issues - be aware of social discrimination and prejudice amongst different cultural backgrounds. - poverty, disease and conflict (including armed conflict)

Define socialisation

The process of learning society’s norms, values, roles and behaviours to become a functioning member of society.

Define citizenship and change

Citizenship:

• The rights, responsibilities and participation of an individual as a member of society.

Change:

• The process of something becoming different over time, often affecting individuals, groups and society.

Explain why reflecting on personal experiences is important

• Helps us understand ourselves and how experiences shape our identity.

• Helps identify strengths, weaknesses and areas for improvement.

• Develops self-awareness and understanding of others.

• Helps us learn from past experiences and make better decisions.

• Allows us to recognise how society and culture influence us.

Discuss the use of personal experiences as the source of information on a social issue.

• Provide first-hand, real-life information about a social issue.

• Can provide in-depth insights into people’s feelings, beliefs and experiences.

• Help researchers understand the personal impact of a social issue.

• However, experiences are subjective and may be biased, so they may not represent the wider population.

• Should be compared with other sources to improve reliability and validity.

What are groups and what are the two main forms that they can be?

Definition: a collection of individuals who share common interests and interact with each other in an organised way.

Formal - A group formed by an authority in order to achieve a specific task or objective.

e.g. Jury in court, flight crew, marketing team

Informal - A social group that forms spontaneously based on personal relationships/shared interests.

e.g. Group chats, friendships, a gaming group

What are the TYPES of groups

• Primary group: small and characterised by long-term, close and personal relationships.

Features: face-to-face interaction, emotional attachment, informat relationships.

Examples: Family, close friends, neighbours

• Secondary group: larger and more impersonal, formed for a specific purpose/goal

Features: Short-term/temporary, limited emotional connection, often formal

Examples: Workplace staff, school classes and sporting associations

What are institutions?

Organised structures within society that meet the major needs of a society and help maintain stability and order. Institutions influence behaviour by providingrules, values and expectations!

Examples: family, government, finacne banks/stock markets, religion, healthcare, legislatures, and courts.

Define minority group

A group within a society whose physical or cultural characteristics differ from the dominant group, resulting in unequal treatment or reduced access to power.

e.g. Aboriginal and Torres Strait Islander people in Australia

What are the features that minority groups typically share?

• Ascribed membership - people are born INTO the group

• Social visibility - Identifiable characteristics (appearance, language)

• Experiences of diadvantage, discrimination or unequal opportunities

• Endogamy - members often marry within the group

• Shared identity - a strong sense of belonging and collective identity.

What are the different types of institutions?

• family

• school

• peers

• work

• government

• media

• legal system

How do the institutions shape and are shaped BY individuals?

Family:
Shapes individuals: Values, beliefs, behaviours.
Shaped by: Family members’ changing values and roles.

School:
Shapes individuals: Knowledge, skills, behaviour and social norms.
Shaped by: Students, teachers and changing community needs.

Peers:
Shapes individuals: Attitudes, behaviour, interests and identity.
Shaped by: Individuals’ interests, behaviours and relationships.

Work:
Shapes individuals: Skills, routines, values and social networks.
Shaped by: Workers, workplace culture and changing needs.

Government:
Shapes individuals: Laws, rights, responsibilities and opportunities.
Shaped by: Citizens’ views, voting and social movements.

Media:
Shapes individuals: Opinions, values, attitudes and behaviours.
Shaped by: Audience interests, trends and user-generated content.

Legal System:
Shapes individuals: Laws regulate behaviour and protect rights.
Shaped by: Social values, public opinion and law reform.

Differentiate between multicultural and hybrid societies

Multicultural Society:

• A society where different cultures coexist while maintaining their distinct identities and traditions.

• Example: Australia has many cultural groups living together.

Hybrid Society:

• A society where different cultures mix and combine, creating new cultural practices, identities and traditions.

Define social construct

• An idea or belief created and accepted by society, rather than being naturally fixed.

• Changes over time and between cultures.

How is society as a construct developed through time?

• Society is created and changed by people over time.

• Values, beliefs, norms and behaviours change as society changes.

• Technology, social movements, historical events and cultural changes influence society.

• Therefore, social constructs are not fixed and can change between generations.

Define social norms and explain how they impact society

Social Norms:

• Unwritten rules and expectations about how people should and shouldn’t behave.

Impact on society:

• Guide behaviour and help maintain social order.

• Create shared expectations of appropriate behaviour.

• Can change over time as society and culture change.

• Not following norms can lead to social consequences, such as criticism or exclusion.

What is the process of research

Q: What is the process of research?

1. Identify the issue/question.

2. Plan the research and choose methods.

3. Collect information/data.

4. Analyse the information.

5. Interpret the findings.

6. Evaluate the results and draw conclusions.

7. Communicate the findings.

Memory hook:
Identify → Plan → Collect → Analyse → Interpret → Evaluate → Communicate

What are the steps in the process of research

1. Decide on the topic to research - from own interest, curiosity, topic may be given.

2. Develop a focus question or hypothesis - narrow or broaden the qustion or develop sub-questions.

3. Gather background information

4. Design the research - choose the research methods to be used and choose the appropriate samples of the population (who, how many, etc.) and plan how to access them

5. Develop the research methods to be used - Make the questionnaire, interview questions, etc.

6. Apply the research methods ethically

7. Compile and organise collected information so that it is manageable

8. Analyse, synthesis, and interpret findings

9. Write up the conclusions in an appropriate format, considering the audience for the final product

10. Check the final product before editing or typing mistakes and ensure that all bibliographical information is included and correct.

What is ethical research anad what are some factors of ethical research? (What can you do to be ethical)

Ethical research: Research that respects participants’ rights, privacy, safety and wellbeing and is conducted honestly and responsibly.

Factors:

• Honesty and integrity in creating credible data

• Low risk of physical/emotional harm - either for the researcher or the one being researched

• Acknowledgement of valid sources

• Objectivity to avoid bias

• Confidentiality - don’t use names unless allowed/needed

• Informed consent with voluntary participation

What was the Milgram experiment and how does it relate to ethical research? Was it ethical/not ethical?

• Conducted by Stanley Milgram to investigate obedience to authority.

• Participants were instructed to give what they believed were increasingly strong electric shocks to another person when they answered incorrectly.

• The “learner” was actually an actor, and no real shocks were given.

Ethical issues:

• Deception: Participants were misled about the true purpose/procedure.

• Psychological distress: Participants believed they were causing harm.

• Informed consent: Participants could not fully understand what they were agreeing to.

• Right to withdraw: The authority figure encouraged participants to continue.

Was it ethical?

• Generally considered unethical by modern research standards because of the deception and psychological distress, despite providing important findings about obedience.

What are the social and cultural research methods? And what types of research methods match with either qualitative or quantitative?

Qualitative:

• Collects non-numerical, detailed information about experiences, opinions and behaviours.

• Methods:

  • Observation

  • Participant observation

  • Open-ended questionnaire

  • Interview

  • Focus group

  • Content analysis

  • Case study

  • Secondary research

Quantitative:

• Collects numerical data that can be measured and analysed.

• Methods:

  • Closed-ended questionnaire

  • Statistical analysis

  • Quantitative content analysis

  • Secondary research

Important: Some methods can be both qualitative and quantitative, depending on how the data is collected and analysed.

What do social and cultural research methods involve?

• Ways of collecting and analysing information about society and culture.

• Used to investigate social issues, behaviours, beliefs and experiences.

• Can collect qualitative (non-numerical) or quantitative (numerical) data.

• Help researchers understand and draw conclusions about society and culture.

What is a De-facto, other families, blended family, and extended family types

De-facto Family:

• Two people in a long-term relationship living together, without being legally married.

Blended Family:

• A family where one or both partners have children from a previous relationship.

Extended Family:

• A family that includes parents, children and other relatives, such as grandparents, aunts, uncles or cousins.

Other Family Types:

• Family structures that do not fit traditional nuclear or extended family models, such as single-parent or same-sex families.

How has the current role and status of women changed since the past?

• Past: Women were often expected to focus on household and child-rearing.

• Today: Women have greater education, employment and political opportunities.

• Women have greater independence and decision-making power.

• Traditional gender roles have become less restrictive.

• However, gender inequality still exists, such as the gender pay gap and unequal representation in some leadership roles.

Differentiate between role and status

Role:

• The behaviour and responsibilities expected of a person based on their position in society.

Status:

• The social position or level of importance/prestige a person has in society.

What are the three main types of familial structures and identify who has the power and authority and makes the decisions in the family

. Patriarchal:

• Men hold most power and authority.

• Men generally make major family decisions.

2. Matriarchal:

• Women hold most power and authority.

• Women generally make major family decisions.

3. Egalitarian:

• Power is shared equally between family members.

• Decisions are made jointly.

Define judiciary and describe how it checks on and balances the power in Australia?

Judiciary:

• The branch of government responsible for interpreting and applying laws and resolving legal disputes.

How it checks & balances power:

• Courts ensure that laws and government actions follow the Constitution.

• Courts can review government decisions and declare laws invalid if they are unconstitutional.

• This prevents the executive and legislature from having unlimited power.

Outline how power, authority, influence, and decision-making occurs at a macro level in Australian society

• Power: Government and major institutions have the ability to make and enforce decisions affecting society.

• Authority: Government has the legitimate right to make laws and decisions.

• Influence: Media, interest groups, businesses and citizens can influence government decisions and public opinion.

• Decision-making: Federal, state and local governments make decisions through elected representatives, laws and policies.

• Checks & balances: The legislature, executive and judiciary limit each other’s power.

What is the Amish Ordnung and Rumspringer?

Ordnung:

• The set of rules and guidelines that govern Amish religious and everyday life, including behaviour, dress and technology.

Rumspringa:

• A period when Amish teenagers experience greater freedom and decide whether to join the Amish church as adults.

What are some examples of rules that exist in the Amish community

• Limited technology: Restrictions on electricity, phones and modern technology.

• Traditional clothing: Plain, modest clothing is expected.

• Religious practice: Regular church attendance and following Amish teachings.

• Appearance: Simple hairstyles and limited jewellery/accessories.

• Community: Cooperation, helping others and maintaining strong community relationships.

• Language: Pennsylvania Dutch is commonly used within the community.

• Education: Children generally attend Amish schools and receive basic education.

What is the importance of family within the Amish community

• Primary socialisation: Teaches children Amish values, beliefs, norms and traditions.

• Religion: Families help pass on Amish religious beliefs.

• Roles: Children learn traditional gender roles and responsibilities.

• Community: Families provide support, cooperation and a sense of belonging.

• Continuity: Helps preserve Amish culture and traditions across generations.

Define the self and self-concept

Self:

• An individual's sense of who they are, including their thoughts, feelings, experiences and identity.

Self-concept:

• The ideas and beliefs a person has about themselves.

Memory hook:
Self = Who I am
Self-concept = What I think about myself

Define personality and explain how it is developed?

Personality:

• The unique combination of thoughts, feelings and behaviours that makes an individual different from others.

How it develops:

• Influenced by nature (genes and biological factors).

• Influenced by nurture (family, peers, culture, experiences and environment).

• Develops and changes through socialisation and life experiences.

What is the age when we begin to develop self awareness and what is meant by self awareness?

Self-awareness:

• The ability to recognise and understand yourself, including your thoughts, feelings and behaviours.

When does it develop?

• Begins to develop around 18–24 months of age.

• Continues to develop throughout childhood and adolescence.

Memory hook:
Self-awareness = Understanding yourself → starts around 2 years old

Explain how personality is influences by both biological and environmental factors

Biological factors (Nature):

• Genes can influence traits such as temperament and behaviour.

• Brain development and hormones can also influence personality.

Environmental factors (Nurture):

• Family, peers, culture, education and experiences shape behaviours, values and attitudes.

• Socialisation teaches individuals how to behave within society.

Overall:

• Personality develops through the interaction of nature and nurture.

Distinguish between the “I’ and “me” concepts of self and their origins

“I”:

• The spontaneous, individual and active self — how we respond naturally.

• Comes from our personal thoughts, feelings and experiences.

• Associated with George Herbert Mead.

“Me”:

• The social self — how we see ourselves based on society’s expectations and how others see us.

• Developed through socialisation and interactions with others.

• Also associated with George Herbert Mead.

Memory hook:
I = Individual → “How I naturally respond”
Me = Society → “How society sees/teaches me”

What is symbolic interactionism and how does it help us understand the development of the self. use examples.

Symbolic Interactionism:

• The idea that the self develops through interactions with others and the meanings we give to symbols, language and behaviours.

• We learn who we are by interpreting how others respond to us.

How it develops the self:

• Family: Praise or criticism can influence how we see ourselves.

• Peers: Acceptance or rejection can shape our identity and behaviour.

• School: Teacher feedback can influence our confidence and self-concept.

• Social media: Likes, comments and reactions can affect how we view ourselves.

Example:
If a student is repeatedly praised for being good at art, they may begin to see themselves as “an artistic person”, influencing their identity.

Memory hook:
Interaction → Meaning → Self

How has social media influenced an individual’s sense of self?

• Provides a platform for self-expression and identity formation.

• Allows individuals to present and shape how others see them.

• Feedback such as likes, comments and followers can influence self-concept.

• Exposure to different people and ideas can broaden identity and beliefs.

• Can create social pressure and comparison, affecting how individuals view themselves.

Memory hook:
Express → Present → Feedback → Compare → Shape self

What is the “looking glass self” and what does it show

Looking-glass self:

• The idea that our self-concept develops from how we think others see and judge us.

• We imagine how others see us → interpret their reactions → develop feelings and beliefs about ourselves.

Example:
If a student believes their classmates see them as confident, they may begin to view themselves as confident.

What it shows:

• Our self-concept is influenced by social interactions and other people’s perceived opinions.

How can macro, meso and micro environments influence identity?

Micro → Individual relationships

• Family, friends and peers shape values, beliefs, behaviour and self-concept.

• Example: Friends influence interests and language.

Meso → Groups & institutions

• Schools, workplaces, community groups and media shape roles, expectations and belonging.

• Example: School influences behaviour and academic identity.

Macro → Wider society

• Culture, government, laws, economy and social norms shape beliefs, opportunities and expectations.

• Example: Cultural gender norms can influence expected roles.

Interactions:

• The levels influence each other. Changes at one level can affect the others.

Memory hook:
Micro = People → Meso = Groups → Macro = Society

Define primary and secondary socialisation

Primary Socialisation:

• The first stage of socialisation, mainly occurring in early childhood through family.

• Teaches basic values, norms, language and behaviours.

Secondary Socialisation:

• Socialisation that occurs after early childhood through institutions and groups such as school, peers, work and media.

• Teaches new roles, behaviours and expectations.

Memory hook:
Primary = Family + Early childhood
Secondary = School + Peers + Society

What are the agents of socialisation

Agents of socialisation: People, groups and institutions that teach individuals society’s values, norms, beliefs and behaviours.

• Family: Teaches basic values, beliefs, behaviours and traditions.

• Peers: Influence behaviour, interests, language and identity.

• School: Teaches knowledge, rules, social skills and expected behaviours.

• Media: Influences beliefs, attitudes, values and behaviours through content.

• Location: Where you live influences culture, opportunities, experiences and identity.

• Religion/Beliefs: Shapes values, morals, beliefs and behaviours.

What is the role of family and kinship in the development of our self and identity?

• Primary socialisation: Family teaches values, norms, beliefs and behaviours.

• Identity: Family provides a sense of belonging, culture and heritage.

• Self-concept: Family feedback and relationships influence how we see ourselves.

• Roles: Family teaches expected roles and responsibilities.

• Support: Provides emotional and social support, helping develop confidence and identity.

• Kinship: Relationships with extended family can strengthen cultural traditions and connections.

Describe the difference between patrilineal and matrilineal kinship stuctures. Why are these structures important?

Patrilineal:

• Family descent and inheritance are traced through the father’s/male line.

Matrilineal:

• Family descent and inheritance are traced through the mother’s/female line.

Why are they important?

• Shape family identity, relationships, inheritance and cultural traditions.

• Determine how family connections and responsibilities are organised.

Define ethnicity and outline why it is appropriate to use this term rather than “race”

Ethnicity:

• A person’s shared cultural identity, including culture, language, traditions, ancestry and heritage.

Why use “ethnicity” rather than “race”?

• Race is based on outdated ideas of biological differences between groups.

• Ethnicity focuses on culture and shared identity, which better reflects the diversity within and between groups.

Why is it important to have culture?

• Provides a sense of identity and belonging.

• Passes on values, beliefs, traditions and customs between generations.

• Helps people understand how to behave and interact in society.

• Creates shared connections and social cohesion.

• Influences how people view themselves and the world.