Units A - 5
Define and identify examples of a social fact
Definition:
Examples:
Explain how sociologists develop research questions
Identify the differences between quantitative and qualitative data
Explain how W.E.B. Du Bois used quantitative data to help identify patterns in society
Explain what Harriet Martineau means by the term "sociological sympathy"
Explain how sociologists use data to answer research questions
Define the term "standpoint" and explain why it is important to understanding the world sociologically
Explain the term public sociology. Provide an example of a sociologist who engaged in this type of sociology
Define and explain what C. Wright Mills means by the term "the sociological imagination"
Identify and explain early European ideas that have contributed to the development of sociological thinking
Identify and explain early American ideas that have contributed to the development of sociological thinking
Identify and explain the three theoretical paradigms (schools of thought) that emerged in the early to mid-twentieth century
Explain the history and significance of standpoint theory
Sociology is like looking at how people live together, work together, and play together.
This means feeling what someone else feels, like when your friend is sad and you feel sad too.
It's like using your imagination to understand how your own life is connected to the world around you.
These are things everyone in a group follows, like rules at school or the way families celebrate holidays.
These are like the rules for playing a game fairly, but for people who study how others live and act.
This is like thinking about how all the parts of a toy work together to make it fun to play with.
Data is like the information you gather when you count your toys or write down your favorite colors.
These are ideas that help us understand why people do what they do, like thinking about why we share toys.
This is like when kids fight over a toy, and it helps us understand why there are arguments and how to share better.
These are the questions we ask to learn more about how people live and play together, like asking why everyone loves ice cream.
These are things people do over and over, like bedtime routines or playing certain games at recess.
This is like when a smile means you're happy or a frown means you're sad. It's about what things mean to us.
This is like drawing pictures or telling stories to show how you feel or what you think about something.
This is like seeing things from different places, like looking out from a treehouse or from the ground.
This idea says that people understand things differently based on where they are and what they've experienced, like how tall kids and short kids see things differently.
This is like counting how many apples you have or measuring how tall you are.
This is about sharing what we learn with everyone, like telling your friends about a new game you learned.
Define the following terms:
Explain the difference between qualitative and quantitative research methods:
Define and provide an example of a positive and negative correlation. Explain the difference between correlation and causation. Explain and provide an example of a spurious relationship:
Explain the strengths and weaknesses of using:
Provide examples of studies using multiple methods:
Define the term generalizability and explain its significance to survey research:
Identify and describe the ten steps of sociological research:
Define the term "academic literature":
Explain the peer review process:
What does the term operationalization mean?
What is informed consent? Why is it important to obtain informed consent?
What is confidentiality? When is it not possible to maintain confidentiality?
Why are sociologists extra vigilant about protecting vulnerable populations? Provide an example.
Provide examples of some of the professional ethics sociologists must abide by:
What are Institutional Review Boards and what role do they play in the research process?
What are sociologists' primary goals? What is theory and why is it such an abstract concept?
How do sociologists test theories? How do theories evolve?
This is like looking closely at the world to see how things really work, like watching ants to see where they go.
This is when you take a big idea and figure out how to measure it, like deciding to count how many times a friend smiles to see if they're happy.
These are the books and papers that people write to share what they learn, like storybooks but for grown-ups who study things.
These are the questions we ask to find out more about the world, like "Why is the sky blue?"
This is when we study people to learn about how they live, think, or feel, like asking friends about their favorite games.
These are the rules that help us study things in a fair and kind way, like playing nicely and sharing with others.
Data is the information we collect to understand something better, like counting how many toys you have.
This is when two things happen together, like when it rains and you see more puddles.
This is when other people check your work to make sure it's good, like when a teacher looks at your drawing and says "Good job!"
These are big ideas that help us understand why people do what they do, like guessing why everyone likes ice cream.
This is when one thing makes another thing happen, like when you push a ball and it rolls.
This is when you ask someone if it's okay to study them and they say yes, like asking a friend if you can play with their toy.
These are the ways we study how people live and act, like watching how friends play or asking them questions.
This is when it looks like two things are related, but they really aren't, like thinking wearing a red shirt makes you run faster.
This means keeping someone's information secret and safe, like not telling anyone your friend's secret.
These are ways to study things with words and pictures, like telling a story or drawing a picture about your day.
This means what we learn from one group can help us understand other groups too, like if all kids love ice cream, maybe all kids in another place do too.
These are groups of people who need extra care and protection, like little kids or older people.
These are ways to study things with numbers, like counting how many apples are in a basket.
These are the books and papers that people write to share what they learn, like storybooks but for grown-ups who study things.
This is a group of people who make sure studies are done safely and fairly, like a group of teachers making sure everyone plays nicely.
This is when one thing goes up and another thing goes down, like when more rain means fewer kids at the playground.
This is when two things go up or down together, like when more sunshine means more kids playing outside.
These are the rules that help us study things in a fair and kind way, like playing nicely and sharing with others.
Distinguish between the “I” and the “me,” as developed by George Herbert Mead, and demonstrate how people engage in this “dual thinking” about themselves:
According to George H. Mead, how do the "I" and the "me" help us understand the dual nature of the self?
Explain the Theory of Mind and how individuals can see themselves at different stages of their lives:
Explain how more recent science on mirror neurons helps us understand how our sense of self is connected to others:
Summarize Charles Horton Cooley’s theory of the looking-glass self and the research that has been done on the looking-glass self:
Describe the In-depth Interview and explain the coding process: Describe sociologist Morgan Johnstonbaugh's research findings from interviewing people on the self:
Do studies show that our self-concepts have more in common with what other people think of us or what others think of us?
How might the experience of a "hermit" like Christopher Knight be explained about the Looking Glass self?
Explain how the looking-glass self can be a self-fulfilling prophecy:
Explain the process of experimental research in the laboratory:
What is a variable? Explain the difference between an independent variable and a dependent variable:
Distinguish the control group and the experimental group:
How can lab experiments help scientists make causal claims?
Explain the experiment using cologne that scientists used to demonstrate the self-fulfilling prophecy:
Evaluate the critical role that narrative plays in our sense of self:
How can memory affect our sense of self?
What is a self-narrative?
Explain how the self-narrative relates to fact and fiction about our sense of self:
Explain how the self is a social fact:
Explain how our precise nature of consciousness is a product of human interaction:
The "I" is like the part of you that makes choices and does things, like deciding to play with a toy. The "Me" is like the part of you that thinks about what other people might think of you, like wondering if your friend likes your toy.
This is when you believe something will happen, and then it happens because you believed it, like thinking you'll win a race and then running really fast because you believe you can win.
This is understanding that other people have thoughts and feelings different from yours, like knowing your friend might feel sad even if you feel happy.
This is like doing a special test in a room where everything is controlled, like a science experiment where you mix different colors to see what happens.
These are special brain cells that help you feel what someone else is feeling, like when you see someone smile and it makes you feel happy too.
This is something that can change, like the color of your clothes or the number of toys you have.
This is like seeing yourself through other people's eyes, like thinking you are funny because your friends laugh at your jokes.
This is the group in an experiment that gets the special treatment, like trying a new kind of candy to see if it tastes good.
These are long talks where someone asks a lot of questions to learn about another person, like having a big chat with your grandparent to hear about their life.
This is the group in an experiment that doesn't get the special treatment, like eating regular candy while the experimental group tries the new candy.
This is putting information into categories to understand it better, like sorting your toys into different boxes.
This is saying that one thing makes another thing happen, like saying eating vegetables makes you strong.
Explain the concept of a social construct:
Define and give examples of a social construct:
Explain how social constructs emerge out of social construction:
Describe and give examples of:
Explain how social structures emerge out of the universe of ideas and relationships:
Define culture and explain how it evolves across generations:
Define culture and identify the distinctions between:
Explain how culture is passed on across generations:
Explain the phenomenon of culture shock and its impact:
Identify the processes by which we are socialized into our cultures:
Agents of Socialization:
Distinguish among:
Describe what a subculture is and how it is formed and identified:
Describe the relationship between social ties and social networks:
Explain the impact of homophily:
Describe how a social network analysis is conducted and used by sociologists:
Describe the impact of media socialization:
Describe how culture is embodied, including:
Explain how biosocial research methods are used in sociology:
Analyze how culture is used in times of conflict and change to justify one's own beliefs and behaviors:
Explain the cultural as value thesis and the cultural as rationale thesis:
Describe both ethnocentrism and cultural relativism and identify which one is necessary in order to study human society:
Explain what the author means by "settled times" and "unsettled times":
Beliefs are ideas that people think are true, like believing in Santa Claus or that eating vegetables is good for you.
These are ways to study how our bodies and our social lives work together, like seeing how playing with friends makes you feel happy and healthy.
This is understanding that different people have different ways of living and that all ways are okay, like how some people eat with chopsticks and others use forks.
This means knowing and respecting other people's ways of living, like understanding and celebrating different holidays with your friends.
This means learning to act in certain ways because of the culture you live in, like saying "please" and "thank you" because it's polite.
Culture is the way a group of people live, including their traditions, music, food, and language, like the games you play and the songs you sing at home.
These are things that have special meaning in a culture, like a wedding ring or a national flag.
These are the ways people in a culture think and understand the world, like knowing that a thumbs-up means "good job."
These are the regular activities and behaviors people do in a culture, like celebrating birthdays or having family dinners.
These are ways that our bodies can show our culture, like wearing traditional clothes or dancing in a special way.
This is feeling surprised or confused when you see a way of living that is very different from your own, like moving to a new country and finding out they eat different foods.
This idea says that people use their culture to explain why they do things, like saying you wear certain clothes because it's a tradition in your culture.
This idea says that culture shapes what people think is important or valuable, like believing that family is very important because your culture values it.
These are the skills and abilities you learn from your culture, like knowing how to cook traditional meals.
These are the ways that culture can influence how our bodies look or are taken care of, like certain beauty standards or ways of exercising.
This idea says that we learn from both our genes and our culture, like being born with the ability to learn a language and then learning the specific language of your family.
This means having and showing certain qualities or traits in your body, like being graceful because you practice ballet.
This is thinking your own culture is the best and others are not as good, like thinking only your way of eating is right and others are wrong.
This means people like to be friends with others who are like them, like playing with kids who enjoy the same games as you do.
This is learning how to behave by interacting with others, like learning to share because your parents and friends share with you.
These are ways to share information with a lot of people, like TV, newspapers, and the internet.
This is learning about the world and how to behave from media, like watching cartoons that teach good manners.
Norms are the usual ways people behave in a group, like lining up to go inside the classroom.
This is when you learn how to behave by yourself, like figuring out how to tie your shoes by practicing.
This is an idea that people agree on and accept, like money having value because everyone agrees it does.
This is the process of people creating and agreeing on social constructs, like how people decide together what behaviors are polite.
This is learning how to behave by watching others, like learning to say "thank you" because you see your parents do it.
These are online platforms where people share information and connect, like Facebook, Instagram, and TikTok.
This is studying how people are connected to each other, like making a map of all your friends and how they know each other.
These are the groups of people you know and interact with, like your family, friends, and classmates.
These are the connections you have with other people, like being friends with your neighbor or being part of a soccer team.
This is the process of learning how to live and behave in your society, like learning the rules of a game at school.
These are smaller groups within a larger culture that have their own unique ways of living, like a club at school that has its own special traditions.
These are the important symbols and meanings in a culture, like a country's flag or a religious symbol.
Values are the important beliefs and ideas that guide how people live, like thinking honesty and kindness are important.
Summarize the main tenets of social identity theory and the related concepts of distinction and in-group bias:
Explain social identity theory:
Explain how identities are socially constructed and how they change over time:
Describe the important changes that led to the origin of sexual identity:
Recognize how race is a social fact:
Explain how race has been historically socially constructed:
Define the concept of a psychological wage:
Demonstrate how stereotypes guide the performance of our social identities:
Explain the difference between sex and gender:
Define intersex, cisgender, transgender, and nonbinary:
Describe how gender stereotypes change over time:
Identify how content analysis can be used to measure representation in the media:
Explain what it means to perform an identity:
Identify the mechanisms by which some identities are accorded greater esteem than others and understand how identities along one dimension intersect with others:
Overall: List and identify the five steps by which a human feature becomes a social identity:
This is a rule used by some people to determine membership in a Native American tribe based on the amount of Native American ancestry one has. It's akin to suggesting that a certain quantity of Native American blood is necessary for inclusion in the group.
This refers to someone whose gender identity aligns with the sex they were assigned at birth. For example, a person designated female at birth who identifies and lives as a woman.
This involves using computers and computational methods to study how people interact and behave in social settings. It can include analyzing social networks, behaviors online, or patterns in large datasets to understand social dynamics.
This refers to the practice of purchasing goods or services primarily to display wealth or status, often with the intention of gaining social recognition or admiration. For instance, buying a flashy new item to impress others.
This encompasses the act of using or purchasing goods and services. It broadly refers to the utilization of resources to satisfy human needs and desires, such as consuming food, clothing, and entertainment.
This is a research method that involves systematically analyzing the content of various forms of communication, such as books, movies, or social media posts, to understand their meanings, themes, and impacts on individuals and society.
These are stereotypes or pervasive ideas used to shape and control public perceptions about specific groups. For example, portraying certain ethnic groups always in a positive or negative light to influence public opinion.
This is a characteristic or feature that sets a person or group apart from others. It can include visible markers like clothing or behavior that signal membership in a particular social group or status.
This refers to the ways individuals actively demonstrate and express their identities through actions, choices, and self-presentation. For example, dressing in a particular style to reflect personal values or affiliations.
This refers to a shared cultural heritage, including language, customs, traditions, and often a common ancestry. It distinguishes groups of people who identify with each other based on these factors.
This is the belief that there are only two distinct and opposite genders: male and female. It excludes nonbinary and gender non-conforming identities that fall outside this traditional classification.
This refers to the socially and culturally constructed roles, behaviors, expressions, and identities that a society considers appropriate for men and women. It encompasses both personal identity and societal expectations.
This is the tendency for individuals to favor and show preference towards members of their own social group over those who are perceived as outsiders or members of different groups.
This is the idea that various aspects of social identity, such as race, gender, class, and sexuality, intersect and overlap to shape individual experiences, opportunities, and social outcomes.
This refers to individuals born with variations in sex characteristics that do not fit typical definitions of male or female. It challenges traditional binary concepts of sex and gender.
This is an experimental method used to study intergroup behavior, showing that even minimal and arbitrary group distinctions (e.g., based on a trivial characteristic) can lead to ingroup favoritism and outgroup discrimination.
This refers to individuals who do not exclusively identify as male or female, or who identify as both, neither, or another gender altogether. Nonbinary identities exist outside the traditional binary classification of gender.
This is an outdated concept asserting that any person with even a trace of African ancestry is considered Black, regardless of their appearance or identification with other racial or ethnic groups.
This refers to the perception or belief that one's own social group possesses unique, valuable, or superior qualities compared to other groups. It often involves emphasizing positive attributes to bolster group identity.
This refers to preconceived opinions or attitudes held about individuals or groups without sufficient knowledge, reason, or experience. It often involves negative judgments based on stereotypes or biases.
This refers to the non-monetary rewards and benefits, such as social status, respect, or perceived superiority, that individuals derive from their occupational or social roles.
This is a social construct used to categorize people based on physical traits such as skin color, facial features, and hair texture. It has been historically used to justify social hierarchies and inequalities.
This refers to biological characteristics that typically categorize individuals as male or female, based on reproductive anatomy and secondary sex characteristics.
These are individuals whose sexual orientation or behaviors differ from societal norms or majority sexual orientations. Examples include gay, lesbian, bisexual, and queer individuals.
These are aspects of an individual's self-concept that come from their membership in various social groups, such as family roles, occupational identities, or cultural affiliations.
This theory posits that a person's self-concept and self-esteem are partly derived from the social groups they belong to and the status associated with those groups.
This refers to an individual's relative position in a social hierarchy, often determined by factors such as wealth, power, or prestige within a group or society.
This refers to oversimplified and often distorted beliefs or judgments about individuals or groups based on their perceived characteristics or membership in a particular social category.
This refers to individuals whose gender identity differs from the sex they were assigned at birth. Transgender individuals may identify as male, female, both, neither, or another gender entirely.
This is when someone explains why they did something, like saying "I spilled the juice because I tripped."
This is when you're being yourself and not worried about what others think, like playing in your room where no one can see you.
This is breaking the usual rules to see how people react, like walking backward instead of forward to see what your friends do.
This is thinking about life like a play, where everyone acts in certain ways depending on where they are and who is watching, like pretending to be polite at dinner even if you're feeling silly.
This is studying how people make sense of their everyday lives, like watching how everyone knows to take turns on the slide without anyone telling them.
This is the image or impression you want others to see, like smiling to show you're happy even if you're feeling a little sad inside.
This is doing an experiment in a real-world setting, like seeing if kids share more toys at the park than in the classroom.
These are the everyday habits and ways of doing things that people follow, like saying "hello" when you see someone.
This is when you're acting a certain way because others are watching, like being extra polite when guests are over.
This is trying to control how others see you, like dressing up nicely for a picture.
This is when someone treats another person unfairly because of who they are, like not playing with someone because of their skin color.
These are rules made by the government that everyone has to follow, like stopping at a red light.
A marked identity is something noticeable and often talked about, like being the only kid with red hair. An unmarked identity is something that's not usually noticed or mentioned, like having brown hair.
These are very important rules in a culture that people must follow, like not stealing from others.
These are the usual ways people behave in a group, like raising your hand to speak in class.
These are rules made by organizations or groups, like a school's rule that everyone must wear a uniform.
This is when how you see yourself fits (or doesn't fit) with how others see you, like wanting to be the leader of a game and others agreeing (or not agreeing).
This is how people talk and act with each other, like playing and chatting with friends.
These are the guidelines for how to behave in different situations, like being quiet in a library.
These are rewards or punishments to make sure people follow the rules, like getting a timeout for breaking a rule or a sticker for good behavior.
This is the idea that people give meanings to things based on their interactions with others, like understanding a high-five means "good job."
These are very strong rules about things people should never do, like how in some places, it's a big no-no to eat certain foods.
Define deviance:
Identify the process for defining behaviors as deviant through social interaction:
Explain how deviance is a violation of norms:
Describe the key concepts of strain theory:
Explain the role of peers in influencing deviance according to differential association theory:
Identify the key components of social disorganization theory:
Describe the technique of neutralization and give an example of each:
Identify how labeling influences our behaviors via secondary deviation:
Identify how sociologists use survey research and historical sociology to study social phenomena:
Summarize the theory of structural functionalism and identify the main functions of deviance:
According to functionalists, why does Emile Durkheim argue that we need "bad behavior" to promote a collective consciousness?
Define 'anomie' and explain why Emile Durkheim feels that we need "bad" behavior to prevent anomie:
Identify the critiques of functionalism:
Explain the main tenets of conflict theory and how they apply to deviance:
How would a conflict theorist explain the way deviance operates in society?
How does the medicalization of civil rights protestors in the 1960s exemplify the conflict perspective?
According to conflict theorists, why did those in power define defiance of the status quo as deviant? How does this differ from labeling theory?
This is when people feel lost or confused because there are no clear rules to follow, like being in a new place where you don't know how to act.
This is when someone does something wrong but says it was for a good reason, like helping a friend even if it means breaking a rule.
This is the shared beliefs and values of a group, like everyone in a class agreeing that it's important to be kind.
This is the energy and excitement people feel when they come together for a big event, like a parade or a big game.
This is when many people in the same area are very poor, like a neighborhood where almost everyone has little money.
This is when someone who did something wrong points out that others do bad things too, like saying "Well, you did it too!" when caught misbehaving.
This is the idea that society is made up of groups that fight over resources and power, like kids arguing over who gets the last cookie.
This is when people follow the rules and do what others do, like everyone wearing the same school uniform.
This is breaking laws and doing things that are considered crimes, like stealing or vandalizing.
This is making certain actions illegal, like deciding that littering is against the law.
This is when someone says what they did didn't hurt anyone, like saying "It was just a joke" after making a mean comment.
This is when someone says what they did was not their fault, like saying "It wasn't me" when caught doing something wrong.
This is when someone says the person they hurt deserved it, like saying "They were mean to me first" after hitting someone.
This is doing things that go against the rules or norms, like coloring on the walls instead of paper.
This is the idea that people learn to behave by spending time with others, like learning good manners by being around polite friends.
This means something learned from one group can be applied to other groups, like finding out that all kids like ice cream by asking just a few.
This is studying how societies have changed over time, like looking at how people dressed and lived long ago.
This is coming up with new and creative ideas or ways to do things, like inventing a new game to play.
This is when people give names or categories to others based on their behavior, like calling someone a "troublemaker."
This is the idea that labeling people affects how they act and how others treat them, like a kid who is called "smart" trying hard to keep being smart.
This is treating certain behaviors or conditions as medical issues, like saying someone who is very sad might need to see a doctor.
This is the idea that people justify their wrong actions in different ways, like saying "Everyone else was doing it" to excuse misbehavior.
This is the first time someone breaks a rule, like taking a cookie without asking.
This is rejecting and trying to change the rules, like kids deciding to make their own game instead of following the teacher's rules.
This is when someone gives up on both the goals and the rules of society, like quitting a game because they don't want to follow the rules or try to win.
This is following the rules even if you don't believe in the goals, like going through the motions of a game without trying to win.
This is a small group chosen to represent a larger group, like picking a few kids from a class to find out what the whole class likes.
This is continuing to break rules after being labeled as a rule-breaker, like a kid who keeps misbehaving because everyone already calls them a troublemaker.
This is the idea that communities with lots of problems, like crime and poverty, have a harder time keeping things organized and safe.
This is when some people have more resources or opportunities than others, like some kids having lots of toys while others have few.
This is when a society is steady and functions well, like a classroom where everyone follows the rules and gets along.
This is marking someone as different or bad because of their behavior, like calling someone names because they broke a rule.
This is the idea that people might break rules when they can't achieve society's goals in the usual ways, like cheating on a test because they feel they can't pass otherwise.
This is the idea that all parts of society work together to keep it running smoothly, like how all parts of a school (teachers, students, rules) work together.
This is a method of collecting information by asking people questions, like asking your friends what their favorite ice cream is.
This is non-violent crime usually done for money by people in professional jobs, like stealing money from a company.
Define and identify examples of a social fact
Definition:
Examples:
Explain how sociologists develop research questions
Identify the differences between quantitative and qualitative data
Explain how W.E.B. Du Bois used quantitative data to help identify patterns in society
Explain what Harriet Martineau means by the term "sociological sympathy"
Explain how sociologists use data to answer research questions
Define the term "standpoint" and explain why it is important to understanding the world sociologically
Explain the term public sociology. Provide an example of a sociologist who engaged in this type of sociology
Define and explain what C. Wright Mills means by the term "the sociological imagination"
Identify and explain early European ideas that have contributed to the development of sociological thinking
Identify and explain early American ideas that have contributed to the development of sociological thinking
Identify and explain the three theoretical paradigms (schools of thought) that emerged in the early to mid-twentieth century
Explain the history and significance of standpoint theory
Sociology is like looking at how people live together, work together, and play together.
This means feeling what someone else feels, like when your friend is sad and you feel sad too.
It's like using your imagination to understand how your own life is connected to the world around you.
These are things everyone in a group follows, like rules at school or the way families celebrate holidays.
These are like the rules for playing a game fairly, but for people who study how others live and act.
This is like thinking about how all the parts of a toy work together to make it fun to play with.
Data is like the information you gather when you count your toys or write down your favorite colors.
These are ideas that help us understand why people do what they do, like thinking about why we share toys.
This is like when kids fight over a toy, and it helps us understand why there are arguments and how to share better.
These are the questions we ask to learn more about how people live and play together, like asking why everyone loves ice cream.
These are things people do over and over, like bedtime routines or playing certain games at recess.
This is like when a smile means you're happy or a frown means you're sad. It's about what things mean to us.
This is like drawing pictures or telling stories to show how you feel or what you think about something.
This is like seeing things from different places, like looking out from a treehouse or from the ground.
This idea says that people understand things differently based on where they are and what they've experienced, like how tall kids and short kids see things differently.
This is like counting how many apples you have or measuring how tall you are.
This is about sharing what we learn with everyone, like telling your friends about a new game you learned.
Define the following terms:
Explain the difference between qualitative and quantitative research methods:
Define and provide an example of a positive and negative correlation. Explain the difference between correlation and causation. Explain and provide an example of a spurious relationship:
Explain the strengths and weaknesses of using:
Provide examples of studies using multiple methods:
Define the term generalizability and explain its significance to survey research:
Identify and describe the ten steps of sociological research:
Define the term "academic literature":
Explain the peer review process:
What does the term operationalization mean?
What is informed consent? Why is it important to obtain informed consent?
What is confidentiality? When is it not possible to maintain confidentiality?
Why are sociologists extra vigilant about protecting vulnerable populations? Provide an example.
Provide examples of some of the professional ethics sociologists must abide by:
What are Institutional Review Boards and what role do they play in the research process?
What are sociologists' primary goals? What is theory and why is it such an abstract concept?
How do sociologists test theories? How do theories evolve?
This is like looking closely at the world to see how things really work, like watching ants to see where they go.
This is when you take a big idea and figure out how to measure it, like deciding to count how many times a friend smiles to see if they're happy.
These are the books and papers that people write to share what they learn, like storybooks but for grown-ups who study things.
These are the questions we ask to find out more about the world, like "Why is the sky blue?"
This is when we study people to learn about how they live, think, or feel, like asking friends about their favorite games.
These are the rules that help us study things in a fair and kind way, like playing nicely and sharing with others.
Data is the information we collect to understand something better, like counting how many toys you have.
This is when two things happen together, like when it rains and you see more puddles.
This is when other people check your work to make sure it's good, like when a teacher looks at your drawing and says "Good job!"
These are big ideas that help us understand why people do what they do, like guessing why everyone likes ice cream.
This is when one thing makes another thing happen, like when you push a ball and it rolls.
This is when you ask someone if it's okay to study them and they say yes, like asking a friend if you can play with their toy.
These are the ways we study how people live and act, like watching how friends play or asking them questions.
This is when it looks like two things are related, but they really aren't, like thinking wearing a red shirt makes you run faster.
This means keeping someone's information secret and safe, like not telling anyone your friend's secret.
These are ways to study things with words and pictures, like telling a story or drawing a picture about your day.
This means what we learn from one group can help us understand other groups too, like if all kids love ice cream, maybe all kids in another place do too.
These are groups of people who need extra care and protection, like little kids or older people.
These are ways to study things with numbers, like counting how many apples are in a basket.
These are the books and papers that people write to share what they learn, like storybooks but for grown-ups who study things.
This is a group of people who make sure studies are done safely and fairly, like a group of teachers making sure everyone plays nicely.
This is when one thing goes up and another thing goes down, like when more rain means fewer kids at the playground.
This is when two things go up or down together, like when more sunshine means more kids playing outside.
These are the rules that help us study things in a fair and kind way, like playing nicely and sharing with others.
Distinguish between the “I” and the “me,” as developed by George Herbert Mead, and demonstrate how people engage in this “dual thinking” about themselves:
According to George H. Mead, how do the "I" and the "me" help us understand the dual nature of the self?
Explain the Theory of Mind and how individuals can see themselves at different stages of their lives:
Explain how more recent science on mirror neurons helps us understand how our sense of self is connected to others:
Summarize Charles Horton Cooley’s theory of the looking-glass self and the research that has been done on the looking-glass self:
Describe the In-depth Interview and explain the coding process: Describe sociologist Morgan Johnstonbaugh's research findings from interviewing people on the self:
Do studies show that our self-concepts have more in common with what other people think of us or what others think of us?
How might the experience of a "hermit" like Christopher Knight be explained about the Looking Glass self?
Explain how the looking-glass self can be a self-fulfilling prophecy:
Explain the process of experimental research in the laboratory:
What is a variable? Explain the difference between an independent variable and a dependent variable:
Distinguish the control group and the experimental group:
How can lab experiments help scientists make causal claims?
Explain the experiment using cologne that scientists used to demonstrate the self-fulfilling prophecy:
Evaluate the critical role that narrative plays in our sense of self:
How can memory affect our sense of self?
What is a self-narrative?
Explain how the self-narrative relates to fact and fiction about our sense of self:
Explain how the self is a social fact:
Explain how our precise nature of consciousness is a product of human interaction:
The "I" is like the part of you that makes choices and does things, like deciding to play with a toy. The "Me" is like the part of you that thinks about what other people might think of you, like wondering if your friend likes your toy.
This is when you believe something will happen, and then it happens because you believed it, like thinking you'll win a race and then running really fast because you believe you can win.
This is understanding that other people have thoughts and feelings different from yours, like knowing your friend might feel sad even if you feel happy.
This is like doing a special test in a room where everything is controlled, like a science experiment where you mix different colors to see what happens.
These are special brain cells that help you feel what someone else is feeling, like when you see someone smile and it makes you feel happy too.
This is something that can change, like the color of your clothes or the number of toys you have.
This is like seeing yourself through other people's eyes, like thinking you are funny because your friends laugh at your jokes.
This is the group in an experiment that gets the special treatment, like trying a new kind of candy to see if it tastes good.
These are long talks where someone asks a lot of questions to learn about another person, like having a big chat with your grandparent to hear about their life.
This is the group in an experiment that doesn't get the special treatment, like eating regular candy while the experimental group tries the new candy.
This is putting information into categories to understand it better, like sorting your toys into different boxes.
This is saying that one thing makes another thing happen, like saying eating vegetables makes you strong.
Explain the concept of a social construct:
Define and give examples of a social construct:
Explain how social constructs emerge out of social construction:
Describe and give examples of:
Explain how social structures emerge out of the universe of ideas and relationships:
Define culture and explain how it evolves across generations:
Define culture and identify the distinctions between:
Explain how culture is passed on across generations:
Explain the phenomenon of culture shock and its impact:
Identify the processes by which we are socialized into our cultures:
Agents of Socialization:
Distinguish among:
Describe what a subculture is and how it is formed and identified:
Describe the relationship between social ties and social networks:
Explain the impact of homophily:
Describe how a social network analysis is conducted and used by sociologists:
Describe the impact of media socialization:
Describe how culture is embodied, including:
Explain how biosocial research methods are used in sociology:
Analyze how culture is used in times of conflict and change to justify one's own beliefs and behaviors:
Explain the cultural as value thesis and the cultural as rationale thesis:
Describe both ethnocentrism and cultural relativism and identify which one is necessary in order to study human society:
Explain what the author means by "settled times" and "unsettled times":
Beliefs are ideas that people think are true, like believing in Santa Claus or that eating vegetables is good for you.
These are ways to study how our bodies and our social lives work together, like seeing how playing with friends makes you feel happy and healthy.
This is understanding that different people have different ways of living and that all ways are okay, like how some people eat with chopsticks and others use forks.
This means knowing and respecting other people's ways of living, like understanding and celebrating different holidays with your friends.
This means learning to act in certain ways because of the culture you live in, like saying "please" and "thank you" because it's polite.
Culture is the way a group of people live, including their traditions, music, food, and language, like the games you play and the songs you sing at home.
These are things that have special meaning in a culture, like a wedding ring or a national flag.
These are the ways people in a culture think and understand the world, like knowing that a thumbs-up means "good job."
These are the regular activities and behaviors people do in a culture, like celebrating birthdays or having family dinners.
These are ways that our bodies can show our culture, like wearing traditional clothes or dancing in a special way.
This is feeling surprised or confused when you see a way of living that is very different from your own, like moving to a new country and finding out they eat different foods.
This idea says that people use their culture to explain why they do things, like saying you wear certain clothes because it's a tradition in your culture.
This idea says that culture shapes what people think is important or valuable, like believing that family is very important because your culture values it.
These are the skills and abilities you learn from your culture, like knowing how to cook traditional meals.
These are the ways that culture can influence how our bodies look or are taken care of, like certain beauty standards or ways of exercising.
This idea says that we learn from both our genes and our culture, like being born with the ability to learn a language and then learning the specific language of your family.
This means having and showing certain qualities or traits in your body, like being graceful because you practice ballet.
This is thinking your own culture is the best and others are not as good, like thinking only your way of eating is right and others are wrong.
This means people like to be friends with others who are like them, like playing with kids who enjoy the same games as you do.
This is learning how to behave by interacting with others, like learning to share because your parents and friends share with you.
These are ways to share information with a lot of people, like TV, newspapers, and the internet.
This is learning about the world and how to behave from media, like watching cartoons that teach good manners.
Norms are the usual ways people behave in a group, like lining up to go inside the classroom.
This is when you learn how to behave by yourself, like figuring out how to tie your shoes by practicing.
This is an idea that people agree on and accept, like money having value because everyone agrees it does.
This is the process of people creating and agreeing on social constructs, like how people decide together what behaviors are polite.
This is learning how to behave by watching others, like learning to say "thank you" because you see your parents do it.
These are online platforms where people share information and connect, like Facebook, Instagram, and TikTok.
This is studying how people are connected to each other, like making a map of all your friends and how they know each other.
These are the groups of people you know and interact with, like your family, friends, and classmates.
These are the connections you have with other people, like being friends with your neighbor or being part of a soccer team.
This is the process of learning how to live and behave in your society, like learning the rules of a game at school.
These are smaller groups within a larger culture that have their own unique ways of living, like a club at school that has its own special traditions.
These are the important symbols and meanings in a culture, like a country's flag or a religious symbol.
Values are the important beliefs and ideas that guide how people live, like thinking honesty and kindness are important.
Summarize the main tenets of social identity theory and the related concepts of distinction and in-group bias:
Explain social identity theory:
Explain how identities are socially constructed and how they change over time:
Describe the important changes that led to the origin of sexual identity:
Recognize how race is a social fact:
Explain how race has been historically socially constructed:
Define the concept of a psychological wage:
Demonstrate how stereotypes guide the performance of our social identities:
Explain the difference between sex and gender:
Define intersex, cisgender, transgender, and nonbinary:
Describe how gender stereotypes change over time:
Identify how content analysis can be used to measure representation in the media:
Explain what it means to perform an identity:
Identify the mechanisms by which some identities are accorded greater esteem than others and understand how identities along one dimension intersect with others:
Overall: List and identify the five steps by which a human feature becomes a social identity:
This is a rule used by some people to determine membership in a Native American tribe based on the amount of Native American ancestry one has. It's akin to suggesting that a certain quantity of Native American blood is necessary for inclusion in the group.
This refers to someone whose gender identity aligns with the sex they were assigned at birth. For example, a person designated female at birth who identifies and lives as a woman.
This involves using computers and computational methods to study how people interact and behave in social settings. It can include analyzing social networks, behaviors online, or patterns in large datasets to understand social dynamics.
This refers to the practice of purchasing goods or services primarily to display wealth or status, often with the intention of gaining social recognition or admiration. For instance, buying a flashy new item to impress others.
This encompasses the act of using or purchasing goods and services. It broadly refers to the utilization of resources to satisfy human needs and desires, such as consuming food, clothing, and entertainment.
This is a research method that involves systematically analyzing the content of various forms of communication, such as books, movies, or social media posts, to understand their meanings, themes, and impacts on individuals and society.
These are stereotypes or pervasive ideas used to shape and control public perceptions about specific groups. For example, portraying certain ethnic groups always in a positive or negative light to influence public opinion.
This is a characteristic or feature that sets a person or group apart from others. It can include visible markers like clothing or behavior that signal membership in a particular social group or status.
This refers to the ways individuals actively demonstrate and express their identities through actions, choices, and self-presentation. For example, dressing in a particular style to reflect personal values or affiliations.
This refers to a shared cultural heritage, including language, customs, traditions, and often a common ancestry. It distinguishes groups of people who identify with each other based on these factors.
This is the belief that there are only two distinct and opposite genders: male and female. It excludes nonbinary and gender non-conforming identities that fall outside this traditional classification.
This refers to the socially and culturally constructed roles, behaviors, expressions, and identities that a society considers appropriate for men and women. It encompasses both personal identity and societal expectations.
This is the tendency for individuals to favor and show preference towards members of their own social group over those who are perceived as outsiders or members of different groups.
This is the idea that various aspects of social identity, such as race, gender, class, and sexuality, intersect and overlap to shape individual experiences, opportunities, and social outcomes.
This refers to individuals born with variations in sex characteristics that do not fit typical definitions of male or female. It challenges traditional binary concepts of sex and gender.
This is an experimental method used to study intergroup behavior, showing that even minimal and arbitrary group distinctions (e.g., based on a trivial characteristic) can lead to ingroup favoritism and outgroup discrimination.
This refers to individuals who do not exclusively identify as male or female, or who identify as both, neither, or another gender altogether. Nonbinary identities exist outside the traditional binary classification of gender.
This is an outdated concept asserting that any person with even a trace of African ancestry is considered Black, regardless of their appearance or identification with other racial or ethnic groups.
This refers to the perception or belief that one's own social group possesses unique, valuable, or superior qualities compared to other groups. It often involves emphasizing positive attributes to bolster group identity.
This refers to preconceived opinions or attitudes held about individuals or groups without sufficient knowledge, reason, or experience. It often involves negative judgments based on stereotypes or biases.
This refers to the non-monetary rewards and benefits, such as social status, respect, or perceived superiority, that individuals derive from their occupational or social roles.
This is a social construct used to categorize people based on physical traits such as skin color, facial features, and hair texture. It has been historically used to justify social hierarchies and inequalities.
This refers to biological characteristics that typically categorize individuals as male or female, based on reproductive anatomy and secondary sex characteristics.
These are individuals whose sexual orientation or behaviors differ from societal norms or majority sexual orientations. Examples include gay, lesbian, bisexual, and queer individuals.
These are aspects of an individual's self-concept that come from their membership in various social groups, such as family roles, occupational identities, or cultural affiliations.
This theory posits that a person's self-concept and self-esteem are partly derived from the social groups they belong to and the status associated with those groups.
This refers to an individual's relative position in a social hierarchy, often determined by factors such as wealth, power, or prestige within a group or society.
This refers to oversimplified and often distorted beliefs or judgments about individuals or groups based on their perceived characteristics or membership in a particular social category.
This refers to individuals whose gender identity differs from the sex they were assigned at birth. Transgender individuals may identify as male, female, both, neither, or another gender entirely.
This is when someone explains why they did something, like saying "I spilled the juice because I tripped."
This is when you're being yourself and not worried about what others think, like playing in your room where no one can see you.
This is breaking the usual rules to see how people react, like walking backward instead of forward to see what your friends do.
This is thinking about life like a play, where everyone acts in certain ways depending on where they are and who is watching, like pretending to be polite at dinner even if you're feeling silly.
This is studying how people make sense of their everyday lives, like watching how everyone knows to take turns on the slide without anyone telling them.
This is the image or impression you want others to see, like smiling to show you're happy even if you're feeling a little sad inside.
This is doing an experiment in a real-world setting, like seeing if kids share more toys at the park than in the classroom.
These are the everyday habits and ways of doing things that people follow, like saying "hello" when you see someone.
This is when you're acting a certain way because others are watching, like being extra polite when guests are over.
This is trying to control how others see you, like dressing up nicely for a picture.
This is when someone treats another person unfairly because of who they are, like not playing with someone because of their skin color.
These are rules made by the government that everyone has to follow, like stopping at a red light.
A marked identity is something noticeable and often talked about, like being the only kid with red hair. An unmarked identity is something that's not usually noticed or mentioned, like having brown hair.
These are very important rules in a culture that people must follow, like not stealing from others.
These are the usual ways people behave in a group, like raising your hand to speak in class.
These are rules made by organizations or groups, like a school's rule that everyone must wear a uniform.
This is when how you see yourself fits (or doesn't fit) with how others see you, like wanting to be the leader of a game and others agreeing (or not agreeing).
This is how people talk and act with each other, like playing and chatting with friends.
These are the guidelines for how to behave in different situations, like being quiet in a library.
These are rewards or punishments to make sure people follow the rules, like getting a timeout for breaking a rule or a sticker for good behavior.
This is the idea that people give meanings to things based on their interactions with others, like understanding a high-five means "good job."
These are very strong rules about things people should never do, like how in some places, it's a big no-no to eat certain foods.
Define deviance:
Identify the process for defining behaviors as deviant through social interaction:
Explain how deviance is a violation of norms:
Describe the key concepts of strain theory:
Explain the role of peers in influencing deviance according to differential association theory:
Identify the key components of social disorganization theory:
Describe the technique of neutralization and give an example of each:
Identify how labeling influences our behaviors via secondary deviation:
Identify how sociologists use survey research and historical sociology to study social phenomena:
Summarize the theory of structural functionalism and identify the main functions of deviance:
According to functionalists, why does Emile Durkheim argue that we need "bad behavior" to promote a collective consciousness?
Define 'anomie' and explain why Emile Durkheim feels that we need "bad" behavior to prevent anomie:
Identify the critiques of functionalism:
Explain the main tenets of conflict theory and how they apply to deviance:
How would a conflict theorist explain the way deviance operates in society?
How does the medicalization of civil rights protestors in the 1960s exemplify the conflict perspective?
According to conflict theorists, why did those in power define defiance of the status quo as deviant? How does this differ from labeling theory?
This is when people feel lost or confused because there are no clear rules to follow, like being in a new place where you don't know how to act.
This is when someone does something wrong but says it was for a good reason, like helping a friend even if it means breaking a rule.
This is the shared beliefs and values of a group, like everyone in a class agreeing that it's important to be kind.
This is the energy and excitement people feel when they come together for a big event, like a parade or a big game.
This is when many people in the same area are very poor, like a neighborhood where almost everyone has little money.
This is when someone who did something wrong points out that others do bad things too, like saying "Well, you did it too!" when caught misbehaving.
This is the idea that society is made up of groups that fight over resources and power, like kids arguing over who gets the last cookie.
This is when people follow the rules and do what others do, like everyone wearing the same school uniform.
This is breaking laws and doing things that are considered crimes, like stealing or vandalizing.
This is making certain actions illegal, like deciding that littering is against the law.
This is when someone says what they did didn't hurt anyone, like saying "It was just a joke" after making a mean comment.
This is when someone says what they did was not their fault, like saying "It wasn't me" when caught doing something wrong.
This is when someone says the person they hurt deserved it, like saying "They were mean to me first" after hitting someone.
This is doing things that go against the rules or norms, like coloring on the walls instead of paper.
This is the idea that people learn to behave by spending time with others, like learning good manners by being around polite friends.
This means something learned from one group can be applied to other groups, like finding out that all kids like ice cream by asking just a few.
This is studying how societies have changed over time, like looking at how people dressed and lived long ago.
This is coming up with new and creative ideas or ways to do things, like inventing a new game to play.
This is when people give names or categories to others based on their behavior, like calling someone a "troublemaker."
This is the idea that labeling people affects how they act and how others treat them, like a kid who is called "smart" trying hard to keep being smart.
This is treating certain behaviors or conditions as medical issues, like saying someone who is very sad might need to see a doctor.
This is the idea that people justify their wrong actions in different ways, like saying "Everyone else was doing it" to excuse misbehavior.
This is the first time someone breaks a rule, like taking a cookie without asking.
This is rejecting and trying to change the rules, like kids deciding to make their own game instead of following the teacher's rules.
This is when someone gives up on both the goals and the rules of society, like quitting a game because they don't want to follow the rules or try to win.
This is following the rules even if you don't believe in the goals, like going through the motions of a game without trying to win.
This is a small group chosen to represent a larger group, like picking a few kids from a class to find out what the whole class likes.
This is continuing to break rules after being labeled as a rule-breaker, like a kid who keeps misbehaving because everyone already calls them a troublemaker.
This is the idea that communities with lots of problems, like crime and poverty, have a harder time keeping things organized and safe.
This is when some people have more resources or opportunities than others, like some kids having lots of toys while others have few.
This is when a society is steady and functions well, like a classroom where everyone follows the rules and gets along.
This is marking someone as different or bad because of their behavior, like calling someone names because they broke a rule.
This is the idea that people might break rules when they can't achieve society's goals in the usual ways, like cheating on a test because they feel they can't pass otherwise.
This is the idea that all parts of society work together to keep it running smoothly, like how all parts of a school (teachers, students, rules) work together.
This is a method of collecting information by asking people questions, like asking your friends what their favorite ice cream is.
This is non-violent crime usually done for money by people in professional jobs, like stealing money from a company.