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| science aimed at interpretive understanding of social behavior in order to gain an explanation of its causes, course and effects |
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| 4 sociological lines of questioning |
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1) factual
2) comparative
3) developmental
4) theoretical |
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| did this happen everywhere? |
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| developmental questioning |
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| has this happened over time? |
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| what underlies this phenomenon and why does it occur? |
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| meaningful attribute or characteristic that varies from person to person |
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| use of systematic methods of empirical investigation |
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| 3 parts of traditional scientific method |
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| theory, operationalization, observation/analysis |
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| theory (scientific method) |
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| how we believe something works |
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| operationalization (scientific method) |
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| specifying how one intends to carry out research |
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| specific question we ask mentally about relationships among concepts |
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| 3 possible problems with research questions |
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1) not empirically testable
2) general topics
3) too vague or ambitious |
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| specified testable expectation about empirical reality that follows from a more general proposition or research question |
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| 4 common errors in scientific inquiry |
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| inaccurate observations, selective observation, overgeneralization, illogical reasoning |
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| 6 frustrations with research |
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1) time-consuming
2) findings change
3) provisional answers
4) chance-like conclusions
5) theory-based
6) expensive |
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| advances fundamental knowledge |
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| addresses specific concerns and offers solutions to particular problems |
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| 8 steps in research process |
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1) select a topic
2) conduct a "literature review"
3) narrow the topic into specific research questions
4) develop a detailed plan
5) gather, 6) analyze and 7) interpret data
8) report on the process and findings |
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| carefully crafted summary of the recent studies conducted on a topic, covering the key findings and methods used by researchers |
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| questionnaire, can cover a variety of topics, can cover complex subjects superficially |
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| setting for purposeful interaction in which the interviewer has a general plan of inquiry and intends to discuss topics in depth with the interviewee |
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| preset order of questions |
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| no preset order of questions |
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| semi-structured interview |
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| set list of questions with flexibility |
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| guided or unguided group discussion, interviewed together, often about products; groupthink and dominant personalities influence |
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| study that focuses on detailed and accurate description rather than explanation, involve field research |
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| language, beliefs, values, norms, behaviors and material objects passed from one generation to the next |
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| not rich, not poor, delay gratification, if we work hard we'll do well |
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| principle or ideal concerning what is intrinsically desirable |
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| expectation or rule of behavior that develops from a group's values |
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| reaction to adhering to or breaking norms |
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| a world within the larger world of dominant culture |
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| group's values and norms place it at distinct odds with the dominant culture |
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| structured nature of social relations, enduring patterns of norms, cognitive frameworks, behaviors and relationships within social systems such that these constrain the behaviors of actors within these social systems |
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| second level structure, a pattern of relations between objects that have their own structure |
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| pattern of relations between the most basic elements of social life (human interaction) |
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| takes well-known symbols and changes them to make them mean something else |
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| universalism vs. relativism |
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| universal right and wrong vs. cultural morality |
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| process of learning norms, values and behavior patterns transmitted by social groups |
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| process by which societies have continuity |
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| developmental socialization |
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| learning behavior in a social institution |
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| anticipatory socialization |
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| rehearses for future positions and relationships |
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| conceptual dimensions on which we scale our experience; renders experience meaningful; allow us to compare one experience to another |
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| change in how a person knows, thinks and believes |
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| 4 stages of cognitive development |
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1) sensorimotor
2) preoperational
3) concrete operational
4) formal operational stages |
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| socializing differently to a new culture to match a new situation in life |
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| organizing principles at a higher level of conceptual complexity than we've developed, appear to be insoluble, requires a new organization of cognitive structures |
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| concern for improving condition of others, take a while to mature |
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| socialization of emotions |
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| gendered and class-based emotions |
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| normalized risky behavior, risk is not inherently avoided |
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| socialization of being "on time" |
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| "normal" age of marriage, having sex, having kids, dying |
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| people who observe reprehensible things taking place but remain silent |
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| no responsibility because you're just following orders; Adolf Eichmann says he was just following orders from Hitler |
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| series of seminal social psychology experiments conducted by Yale psychologist Stanley Milgram which measured the willingness of participants to obey an authority figure who instructed them to perform acts that conflicted with their personal conscience |
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| party insulated from risk may behave differently from the way it would behave if it were fully exposed to the risk |
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| process by which people's beliefs and behaviors are influenced by others within a group |
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| 3 of Milgram's conclusions |
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1) experimenter's physical presence has impact on authority
2) conflicting authority severely paralyzes action
3) rebellious action of others undermines authority |
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| need something outside ourselves to tell us who we are; Charles H. Cooley |
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| developed idea of looking-glass self |
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| 4 parts of looking-glass self |
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1) we imagine how we appear to those around us
2) we interpret others' reactions
3) we develop self-concept
4) we live in consonance with self-concept |
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| internalization of the perspective of others forms only one part of our personality; we also have ability to reflect upon and react to those expectations; second-order desires |
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| tendency to want to make oneself appear better than one actually is |
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| honestly mistaken in self-assessment |
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| conveying to others that we're better than we know we are |
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| orientation toward right and wrong, standards by which our decisions and preferences can be judged |
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| prevailing course or arrangement of things, established system |
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| the theory that every complex phenomenon, especially in biology or psychology, can be explained by analyzing the simplest, most basic physical mechanisms that are in operation during the phenomenon. |
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| form of communication that arranges human actions and events into organized wholes in a way that bestows meaning on the actions and events by specifying their interactive cause-and-effect relations to the whole |
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| expectations attached to a script |
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| expectations contradict each other, results in competing scripts and competing moral orders |
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| weighs which role is more important or pressing at the time |
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| group or community which provides the social and psychological support for the belief |
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| process of making something acceptable and normative to a group |
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| society can be studied like natural science |
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| everything is a social construct and can be changed |
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| narrative that gives meaning to all other narratives |
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| translates narrative into action |
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| "Horizons of Significance" |
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| when you reject a narrative, you still can't get away from it |
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| built on historical precedent |
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| structured mechanism of social order governing social behavior |
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| examples of primary socializing institutions |
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| family, religion, school, work, military, mass media |
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| process of making something become embedded within a social system as an established norm within that system |
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| planned, coordinated and purposeful actions of human beings to construct or compile common tangible or intangible products or services |
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| rationalized myths, believed but not verifiably true, provide framework for creation of formal organizations |
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| organizations come to be dominated by a self-perpetuating elite |
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1) clear levels of authority
2) divisions of labor
3) written rules
4) written communication and records
5) impersonality; position matters more than person |
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| coined term "bureaucracy" and predicted they would dominate social life leading to the rationalization of society |
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1) efficiency
2) standardization
3) alienation from product |
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| attributes of individuals are less important than their relationships and ties with other actors within a network |
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| smallest possible group, 1 tie, most intense |
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| 3 ties, fundamentally different from dyad, strength and stability increases, witnesses coalitions and mediators |
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| up to age 2; interacting with no understanding |
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| age 7-12; conceptualize role of "Other" |
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| age 12+; think abstractly |
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| being a person requires social interaction, relationships, emotion, communication and language |
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| "dark side of socialization" |
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| socialization can be used to make people do bad things, disavowing of responsibility |
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| a body of unwritten social mores and conventions which serve to maintain societal order, constitute and direct social action |
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