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| Quality of mind that allows people to see how larger social forces, specially their place in history and the ways in which society is organized, shape their life stories or biographies. |
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| Day-to-day activities from birth to death that make up a person's life. |
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| Any human-created ways of doing things that influence, pressure, or force people to behave, interact with others, and think in specified ways. |
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| Social force that contributed to the current economic crisis. |
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| 1950s invention of the credit card. |
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| The study of human activity as it is affected by social forces emanating from groups, organizations, societies, and even the global community. |
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| Ideas, feelings, and ways of behaving that do not originate with the people experiencing them. |
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| The state of affairs with regard to some way of being expressed through rates (suicide, marriage, savings). |
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| "The first wisdom of sociology is this - things are not what they seem." |
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| Personal needs, problems, or difficulties that can be explained as individual shortcomings related to motivation, attitude, ability, character, or judgment. |
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| Defined Troubles and Issues |
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| A matter that can be explained only by factors outside an individual's control and immediate environment. |
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| How did Sociology emerge? |
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| As a reaction to the Industrial Revolution. To understand the dramatic and almost immeasurable effects of the Industrial Revolution on human life across the globe. |
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| Changes in manufacturing, agriculture, transportation, and mining that transformed virtually every aspect of society. |
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| The addition of external sources of power, such as that derived from burning coal and oil, to muscle-powered tools and modes of transportation. |
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| Karl Marx, Emile Durkheim, Max Weber |
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| Father of positivism, gave sociology its name. Proponent of Social Statics and Social Dynamics. |
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| A theory stating that valid knowledge about the world can be derived only from sense experience or knowing the world through the senses of sight, touch, taste, smell, and hearing and from empirical associations. |
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| The forces that hold societies together such that they endure over time. |
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| The forces that cause societies to change. |
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| Student of capitalism and wrote about communism. Sought to analyze and explain conflict. |
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| The major force that drives social change. |
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| The owners of the means of production who exploit the labor of the proletariat. |
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| Those individuals who must sell their labor to the bourgeoisie. |
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| Interested in how the division of labor affected solidarity. |
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| The ties that bind people to one another in a society. |
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| The act of severing relationships. |
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| A state in which the ties attaching the individual to others in a society are weak. |
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| A state in which the ties attaching the individual to the group are such that he or she has no life beyond the group and strives to blend in with the group to have a sense of being. |
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| A state in which the ties attaching the individual to the group are disrupted due to dramatic changes in economic circumstances. |
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| A state in which the ties attaching the individual to the group are disrupted due to dramatic changes in economic circumstances. |
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| Analyzed and explained how the Industrial Revolution affected social action. |
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| Actions people take in response to others. There are traditional, affectional, value-rational, and instrumental-rational. |
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| Valued goal is pursued with a deep awareness of the "symbolic meaning" of the actions taken. |
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| Valued goal is pursued by the most efficient means, often without considering the appropriateness or consequences of those means. |
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| Wrote about the "strange meaning of being black" and about the color line. Defined double consciousness. |
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| Describes an individual whose identity is divided into several facets. |
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| A barrier supported by customs and laws separating non-whites from whites, especially with regard to their place in the division of labor. |
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| Advocated sympathetic knowledge at her co-founded "Hull House" (community center). |
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| First-hand knowledge gained by living and working among those being studied. |
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| A situation in which social activity transcends national borders and in which one country's problems-such as unemployment, drug abuse, water shortages, natural disasters, and the search for national security in the face of terrorism-are part of a larger global situation. |
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| The ever-increasing flow of goods, services, money, people, information, and culture across political borders. |
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| A framework that can be used to comprehend and explain events. |
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| A set of principles and definitions that tell how societies operate and how people in them relate to one another and respond to their surroundings. |
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| The contribution part of a society makes to order and stability within the society. |
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| Who are functionalists inspired by? |
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| Intended or anticipated effects that part of a society has on order and stability within the society. |
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| Unintended or unanticipated effects that part of a society has on order and stability within the society. |
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| Disrupted consequences to society or to some segment in society. |
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| A part's anticipated disruptions to order and stability. |
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| Distinguished between two types of functions that contribute to order and stability in a society. |
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| Unintended, unanticipated disruptions to order and stability. |
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| Focuses on conflict over scarce and valued resources and the strategies dominant groups use to create and protect social arrangements that give them an advantage over subordinate groups. |
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| The land, machinery, buildings, tools, labor, and other resources needed to produce and distribute goods and services. |
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| An explanation that members of dominant groups give to justify their actions. |
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| Everyday events in which two people communicate, interpret, and respond to each other's words and actions. |
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| Symbolic Interactionist Theory |
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| Focus on social interaction and related concepts of self-awareness/reflexive thinking, symbols, and negotiated order. |
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| Any kind of physical phenomenon to which people assign a name, meaning, or value. |
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| Method of Social Research |
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| Sociologists adhere to the scientific method. |
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| Data-gathering and data-explaining enterprise governed by strict rules. |
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| Techniques that sociologists and other investigators use to formulate or answer meaningful research questions and to collect, analyze, and interpret data in ways that allow other researchers to verify the results. |
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| A stance in which researchers' personal, or subjective, views do not influence their observations or the outcomes of their research. |
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| Thinking and communication tools used to give and receive complex information efficiently and to frame and focus observations. |
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| A plan for gathering data that specifies who or what will be studied and the methods of data collection. |
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| Materials or other forms of physical evidence that yield information about human activity. |
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| Settings that have borders or that are set aside for particular activities. |
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| All related and unrelated persons who share the same dwelling. |
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| Groups of 2 to about 20 people who interact with one another in meaningful ways. |
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| The total number of individuals, traces, documents, territories, households, or groups that could be studied. |
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| A type of sample in which every case in the population has an equal chance of being selected. |
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| A type of sample in which those selected for study have the same distribution of characteristics as the population from which it is selected. |
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| A complete list of every case in a population. |
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| A phenomenon in which research subjects alter their behavior when they learn they are being observed. |
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| Clear, precise definitions and instructions about how to observe and/or measure the variables under study. |
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| The extent to which findings can be applied to the larger population from which a sample is drawn. |
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| A correlation that is coincidental or accidental because the independent and dependent variables are not actually related; rather, some third variable related to both of them makes it seem as though they are. |
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| Any physical trait that is biological in origin and/or cannot be changed, to which people assign overwhelming significance. |
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| The process by which people develop a sense of self and learn the ways of the society in which they live. |
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| The process in which people take as their own and accept as binding the norms, values, beliefs, and language that their socializers are attempting to pass on. |
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| The social environment, or the interaction experiences that make up every individual's life. |
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| The experiences shared and recalled by significant numbers of people. Such memories are revived, preserved, shared, passed on, and recast in many forms, such as stories, holidays, rituals, and monuments. |
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| The process of stepping outside the self and imagining how others view its appearance and behavior from an outsider's perspective. |
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| A voluntary and often spontaneous activity with few or no formal rules that is not subject to constraints of time or place. |
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| A system of expected behaviors, meanings, and view points that transcend those of the people participating. |
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| A process in which a sense of self develops, enabling one to see oneself reflected in others' real or imagined reactions to one's appearance and behaviors. |
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| Significant others, primary groups, ingroups and outgroups, and institutions that (1) shape our sense of self or social identity, (2) teach us about the groups to which we do and do not belong, (3) help us to realize our human capacities, and (4) help us negotiate the social and physical environment we have inherited. |
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| A social group that has face-to-face contact and strong emotional ties among its members. |
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| A group with which people identify and to which they feel closely attached, particularly when that attachment is founded on hatred or opposition toward an outgroup. |
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| A group toward which members of an ingroup feel a sense of separateness, opposition, or even hatred. |
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| The process of discarding values and behaviors unsuited to new circumstances and replacing them with new, more appropriate values and norms. |
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| Institutions in which people surrender control of their lives, voluntarily or involuntarily, to an administrative staff and carry out daily activities with others required to do the same thing. |
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