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| The systematic study of human society, social groups, and social interactions. |
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| The ability see the intimate realities of our own lives in the context of common social structures; it is the ability to see personal problems as public issues. |
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| Research based on criticaland systematic examination of the evidence. |
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| Economic relationships provide the foundation on which all other social and political arrangements are built. |
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| Sociology concerns itself with establishing what is, not what ought to be. |
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| Consequences of social structures that have positive effects on the stability of the situation. |
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| Manifest Functions, Dysfunctions |
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| Consequences of social structures that are intended or recognized. |
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| Consequences of social structures that are neither intended nor recognized |
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| Consequences on social structures that have a negative impact on the stability of society. |
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| Focuses on social structures and organizations and the relationships between them. |
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| Focuses on interactions around individuals. |
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| A statement about realtionships that we expect to find if our theory is correct. |
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| Measured characteristics that vary from one individual or group to the next. |
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| The cause in cause-and-effect relationships. |
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| The effect in cause-and-effect relationships. |
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| Describes the exact procedure by which a variable is measured. |
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| The Process of systematically selecting representative cases from the larger population. |
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| Samples chosen through a random procedure, such as tossing a coin, that ensures that every individual within the given population has an equal chance of being selected for the sample. |
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| Samples chosen through a random procedure, such as tossing a coin, that ensures that every individual within the given population has an equal chance of being selected for the sample. |
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| Samples chosen through a random procedure, such as tossing a coin, that ensures that every individual within the given population has an equal chance of being selected for the sample. |
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| Refers to a statistical relationship between two variables |
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| An interrelated set of assumptions that explains observed patterns. |
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| The group in the experiment that experiences the independent variable. |
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| The group in the experiment that does not recieve the independent variable. |
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| Asking a relatively large amount of people the same set of standardized questions. |
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| Asking a relatively large amount of people the same set of standardized questions. |
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| A change in a variable over time |
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| Uses a sample of the population at a single point in time. |
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| Any research in which data are collected over a long period of time. |
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| The tendency of people to color the truth so that they sound nicer, richer, and more desirable than they really are. |
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| The repitition of empirical studieswith another investigator or a different amole to see if the same results occur. |
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| The father of Sociology. Disturbed by the social order that followed the French Revolution. Coined the term sociology. Used the scientific method to study Sociology. |
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| Society is like an organism. Interested in the dynamics of human organization.Larger social systems are more complex. Spenecer coined the term, "Survival of the fittest." |
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| The key to history is class conflict. Influenced by frederich Engles. |
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| Social integration and suicide. First sociologist to actually use the scientific method. Found different social groups have differnet suicide rates. People with weak ties, or in some cases very strong ties to a social group tend to have higher suicide rates. Higher suicide rates in males, wealthy and unmarried. |
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| Weber stressed that we cannot understand society by simply looking aat statistics. Used Verstehen- try to understand how people interpret their behavior. |
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| Addresses the question of social organization and how it is maintained. |
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| Addresses the question of social organization and how it is maintained. macro. People do the what the norm of society tells them to do. |
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| Addresses the points of stress and conflict in society and the ways in which they contribute to social change. Gets people to buy into the agenda to those in power. Macro. |
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| Symbolic Interactionalism |
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| Addresses the subjective meaning of human acts and the process through which people come to develop and communicate shared meaning. Soc shapes our identity and helps us understand perspective of others. Micro |
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| Five stages of research process |
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1. Stating the problem
2. Setting the stage
3. Gathering data
4. Finding patterns
5. Generating theories |
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| Advantages and disadvantages of controlled experiments |
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Advantages: Good for testing hypothesis, More in depth than a survey
Disadvantages: Often unethical, Subjects often behave differently under scientific observation. Often highly artificial. |
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| Advantages and disadvantages of survey research |
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Advantages: very versitile, can find out info of many people quickly.
Disadvantages: Can't find why things happen, Social desirability bias. |
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| Adavntages and disadvantages of participant observation. |
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Advantages: Most reasonable way to approach a subject, Can find out what people do opposed to what they say they do, often only way to obtain info about alienated populations.
Disadvantages: Usually small groups not picked at random, dependent on interpretation of one investigator. |
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| The total way of life shared by members of a community. It includes not only language, values, and symbolic meanings but also technology and material objects. |
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| The population that shares the same territory and is bound together by economic and political ties. |
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| Refers to attitudes and knowledge that characterize elite culture. |
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| Requires that each cultural trait be evaluated in the context of it's own culture. |
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| The tendency to view the norms and values of our own culture as standards against which to judge the practices of other cultures. |
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| Linguistic Relativity Hypothesis |
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| Argues that the grammar, structure, and categories embodied in each language affect how its speakers see reality. |
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| Shared ideas about desired goals |
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| Shared rules of conduct that specify how people ought to think and act. |
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| Norms that are customary, normal, habitual ways a group does things. |
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| Norms associated with fairly strong ideas of right or wrong; they carry a moral connotation. |
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| Rules that are enforced and sanctioned by the authority of government. They may or may not be norms. |
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| Rewards for conformity and punishments for non-conformity. |
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| Groups that share in the overall culture of society but also maintain a distinctive set of values, norms, and lifestyle and even a distinctive language. |
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| Groups that have values, interests, beliefs, and lifestyles that are opposed to those of the larger culture. |
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| The process through which individuals learn and adopt the values and social practices of the dominant group within a society. |
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| The process by which aspects of one culture or subculture enter and are incorporated into another. |
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| Refers to aspects of culture that are widely accesible and commonly shared by most members of a society, especially those in the middle, working, and lower classes. |
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| Cultural preference of the upper class. |
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| The philosophy that says "buying is good" because "we are what we buy." |
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| Occurs when one part of culture changes more rapidly than another. |
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| Refers to hte discomfort that arises from exposure to a different culture. |
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| refers to the process through which ideas, resources, practices, and people increasingly operate in a worldwide rather than a local framework. |
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| The process of learning the roles, statuses and values necessary for participation in social institutions. |
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| The process of learning the roles, statuses and values necessary for participation in social institutions. |
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| A complex whole that includes unique attributes and normative responses. |
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| Spontaneous creative part of the self |
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| Represents the self as a social object, you do things not because you want to but because it is expected. |
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| The self we are aware of. It is our thoughts about our personality and social roles. |
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| The natural, unsocialized, biological portion of self, including hunger and sexual urges. |
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| Composed of internalized social ideas about right and wrong. |
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| The process of learning to view ourselves as we think others view us. |
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| Involves imagining ourselves in the role of others in order to determine the criteria others will use to judge our behavior. |
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| The role players with whom we have close personal relationships. |
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| The compositive expectations of all the other role players with whim we interact; it is Mead's term for our awareness of social norms. |
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| The image we have of ourselves in a specific social role. |
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| The evaluative component of the self concept; it is our judgement about our worth compared with others' worth. |
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| Personality development and role learning that occurs during early childhood. |
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| Role learning that prepares us for roles we are likely to assume in the future. |
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| Professional Socialization |
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| Role learning that provides individuals with both the knowledge and a cultural understanding of their profession. |
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| The process of learing to replace one's self-concept and the way of life with radically different ones. |
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| Facilities in which all aspects of life are strictly controlled for the purpose of radical resocialization. |
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