Paper 1 Review Master Sheet

1. Process of Learning and Socialization

2. Culture: The way of life of a particular group. This is normally defined in terms of material culture, or the objects people produce, and non-material culture - the ideas and beliefs they create.--Dahl: a collectively held set of attributes which is dynamic and changing over time

3. Roles: -Expected patterns of behavior associated with each status that we hold, such as a friend, pupil or teacher--a part that you play in life, differs from situation to situation–behavior will change depending on the role, norms will change with different roles

4. Norms: Thio: "norms are specific rules dictating how people should act in certain situations"--Goffman: norms are more open to interpretation and change over time--Norms-The expected behavior based on the role you play in society.

5. Values: = Beliefs or ideas that are important to the people who hold them. A value always expresses a belief about how something should be.

6. Beliefs: -Beliefs = Ideas that are accepted as true, whether or not they are supported by evidence Beliefs- All values express a belief but not all beliefs express a value. General behavioral guidelines that include ideas, opinions, convictions and attitudes.--beliefs- similar to norms but deeper and more fundamental, shape values

7. Customs: = Established and accepted cultural practices and behaviors

8. Ideology: System of related beliefs and values; All are constructed around a set of fundamental beliefs whose ultimate purpose is to explain something. Ideologies include elements of propaganda and those who believe in a particular ideological viewpoint seek to convince others.--system of related beliefs and values--Althusser Ideological State Apparatus --

9. Power: ability to control others; male power, patriarchy (Feminist), ruling class (Marxist) --Dugan power is the ability to bring about change, Lukes power is the ability to make people think nothing has to change--Weber: types of power, coercive with threat of punishment--consensual power: what should be done, authority, Neo-Marxist

10. Status : An individual's ranking based on the power they hold depending on the part they play in society or the characteristics they have --class system (Marxist)

11. Social Construction of Reality: Social construction of reality- the idea that our perception of what is real is created through a variety of historical and cultural processes rather than something that is fixed and naturally occurring.--society would not exist if humans weren’t to here to make sense of it and to name and to have consciousness–Anderson’s imagined communitiesB. Importance of Nature vs Nurture, Socialization

12. Socialization: Socialization: process that describes how we are taught the behavioral rules we need to become a part of a particular society and a competent social actor, Gofftman, managing impressions, you put on an act you hope others will like--how you learn to be a human--opposite of feral children who have not been taught the behavioral rules of society–Genie, Victor

13. Nature (genetic makeup that influences your behavior), Nurture (socialization, way you were raised)--which has a bigger influence on who you are?

14. Nature- Wilson, biogrammers, “I” instinctual self with Mead

15. Nurture: , socialization–Parsons with primary and secondary agencies of socialization

16. Goffman for social construction - Managing Impressions is who we believe ourselves to be and can also be constructed socially by how we present ourselves to other people. the idea that people are actors, meaning different situations can cause different reactions (sometimes we write our lines, but sometimes our performance is shaped by the audience).

17. “I” vs “Me”: The “I”: based around our opinions of ourselves as a whole, how we respond to the behavior or others—also called the unsocialized self (nature)—it is instinctual --The “Me”—an awareness of how others expect us to behave in a situation = “social self”--Mead--(I and the Me-ad) C. Agencies of Socialization and Social Control

18. Primary Agencies of Socialization (Cooley, Parsons)

19. Family :- Involves significant others: people who are important to us and whose opinions we value shape our basic opinions and moral values. -Roles, values and norms are certain agencies that try to teach us Example - Hartley - imitation such as girls 'helping mom' with domestic chores - teaches socialization

20. Peers: Looking Glass Self, Cooley: identity is built by what we think we see is reflected back to s from others

21. Secondary Agencies

22. Education : --Provides both opportunities and trauma (the need to learn how to deal with peers)--Free kids from primary attachment to family, gives them instrumental skills to use later in life. Allows children to internalize wider social values. Bowles and Gintis noticed that there is a connection between school norms and workplace norms. - attendance, punctuality, authority (called the Correspondence Principle)

23. Media : Mass media: the media is a slightly unusual secondary agency because our relationship with it is impersonal; we are unlikely to meet those during the socializing. Potter suggests that the short term effects to this are imitation, desensitization and learning, fear mindset, promote different norms and values, violence, gender constructions (Gauntlett ‘girl power,’ Mulvey and the Male Gaze, and Carrington and the White Gaze )

24. Religion: an organized collection of belief systems, cultural systems, and world views that relate humanity to spirituality and, sometimes, to moral values--Marx believes religion is the opiate of the masses--Durkheim believes it creates social solidarity D. Role of Structure in creating society, Interactionist and Structuralist Views

25. Structuralist: analyzes society in terms of institutional relationships and their effect on individual beliefs and behaviors. --(Durkheim and Marx): Actions of individuals can be explained by overall structure/ organization of society—deep, underlying forces shape our behavior--You are a product of your environment--humans do not have free will, we are simply victims of our socialization and can only construct reality through what we have been taught and what we have experienced

26. Interactionist: analyzes the behavior of individuals and the meanings they assign themselves as a way to understand the world. --(Weber and Garfinkel): Actions of individuals can be explained through social interactions and the meanings and symbols individuals assign to these interactions--focus more on individual agency (power) in shaping behavior and identity

27. Structuration: GIDDENS argues that both are significant because they explain how our actions create rules for ourselves that later become permanent and force us into conformity. E. Factors as to why individuals conform to society

28. Sanctions : Rewards (positive) and punishments (negative) designed to exert social control and enforce conformity to roles, norms and values. People conform out of fear of sanctions.--positive or negative sanctions

29. Social Pressure: expectations to follow norms, if they are not followed then negative sanctions may be placed on individuals--for example: pressure to get married, have kids, make good grades; peer pressure

30. Self-Interest: people conform for their own benefit; if people do not conform, they can be ostracized, ‘canceled,’ marginalized

31. Social Exchange F. Mechanisms through which order is maintained

32. Power : The ability to control things around you or to control (power = agency)--Weber discussed coercive power (threat of punishment) and authority (consensual or agreed upon) --Lukes power is the ability to do nothing--Dugan power is the capacity to bring about change

33. Ideology: All are constructed around a set of fundamental beliefs whose ultimate purpose is to explain something. Ideologies include elements of propaganda and those who believe in a particular ideological viewpoint seek to convince others.--system of related beliefs and values--Althusser Ideological State Apparatus -- Marxists believe economic power $$$ is linked to general power -- Pahl --Foucault: argues that power in modern societies is different from power in past societies because it is difficult to see

34. Force: Althusser’s repressive state apparatuses’ or ways of compelling people to conform by force-- Marxists --Formal control (police, administrators, parents), Informal Control (friends, people)

35. Consensus: common agreement --authority, Functionalist

36. Garfinkel--upset order in a restaurant--found that people got angry, confused, or laughed G. Deviance and nonconformity

37. Deviance: Actions or behaviors that are outside of social expectations--failing to behave in a socially acceptable way--departing from usual or accepted standards, especially in social or sexual behavior.--skipping school, disobeying parents, breaking the law, fighting --Can lead to people being labeled as deviants----Wilkins Deviance Amplification with the positive feedback

38. Non-Conformity : :when a person behaves or acts in a way that goes against the standard or norm of a society--Hippies of the 60s

39. Subcultures : cultures within a larger culture that can take the form of religious groups, fans of someone, and school gangs. They develop their own norms and values, but they don’t necessarily conflict with the wider culture around them.--MacDonald and Marsh found no evidence of youth subcultures that dislike education--Shain researched Asian schoolgirl cultures in England

40. Under-Socialization: When someone lacks socialization, meaning they do not fully learn the behavior rules of society--feral children could be a drastic example

41. Marginalization: when someone or a group of people are excluded from society and pushed outside of the mainstream society--”other”--working class males feel marginalized due to the loss of manufacturing and industrial jobs, Connell

42. Cultural Deprivation: the idea that some groups lack important cultural resources, like parental encouragement, and thus do not achieve as much as other classes--working class experiences the most, middle next, and upper does not experience

43. Social Resistance H. Social Identity and Change

44. Social Class : economic and social ranking: based on occupation, income, material; (Crompton): Occupation is a good general indicator that can allow us to define simple class groupings.--working class occupations are manual or service industry, generally do not require university education; middle class: nurses, doctors, accountants--do require a degree: upper class old money (land and family name) and business elite (people who start or continue businesses) --Peele: classes are blurring in distinction

45. Gender: Connell argued that we aren’t born men or women—instead, we become men and women through social construction of gender; masculine and feminine identities--you are born male or female, but you become men or women through socialization

46. Ethnicity: The source of personal and social identity is built on country of birth, traditions in different societies, shared history and experiences like survivors of a war or the Holocaust, religious beliefs or traditions --Minorities are sometimes viewed as threats to a dominant culture

47. Age: the number of years you’ve been alive mixed with the social expectations of that age--childhood is characterized by “permissions and denials,” adulthood is characterized by “roles and responsibilities”, then elderly are generally characterized in negative ways--Ageism: discrimination based on age

48. Hybridization:

49. Conventional hybridization: mixing of distinctive ethnic styles produce new and unique identities

50. Contemporary hybridization: ethnic identities constantly undergo change and development

51. As elements of the construction of social identity

52. Social class, gender, ethnicity, and age all have an impact on one's social identity. The experiences one has in their society will vary depending on these factors. Someone who is working class will have a different experience in the education system, family life, etc than someone who happens to be middle or upper class, as Marxists argue. For example, in education someone who is working class may not understand the language used, setting up disadvantages for the future, just one small example.

53. How social class, gender, ethnicity, or age identities may be changing--blurring of class identity (Peele); LGTBQ communities and awareness; ethnicity, see above hybridization; age being more fluid and loose; technology making age less of a factor in participation

2 Methods of Research 2.1 Types of data, methods and research design