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| the study of society and how it works as a whole |
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| A social position that a person holds |
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| given to us by society that we didn’t choose (nationality, family statuses) |
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| statuses we earned (musician) |
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| status that dominates others and determines a person’s general position in society (student/teacher) |
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| behavior expected of someone who holds a particular status |
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| incompatible demands related to two or more statuses (student athalete) |
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| incompatible demands from a single status |
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| disengaging from a social role that is central to self identity |
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| o An individual’s efforts to create specific impressions in the minds of others. (Costumes) |
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| Efforts to maintain proper image and avoid public embarrassment, preserve confidence |
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The way in which a society is organized in to predictable relationships
• Statuses
• Roles
• Groups
• Social institutions |
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| Two or more individuals who identify with each other and interact with one another. |
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(like family)
Generally small, Relatively long period of interaction, Intimate, face-to-face association
o Some emotional depth in relationships
o Cooperative, friendly
o Far more powerful in shaping our identity |
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o Usually large
o Short duration, temporary
o Little Social intimacy
o Generally superficial relationships
o More formal impersonal |
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| A major sphere of social life (societal subsystem) organized to meet basic social needs, E.g.= family, religion, education, gobierno, economia |
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Theory testing (deductive):
• Define problem
• Review lit
• Formulate hypotheses
• Develop research design
• Collect and analyze
• Draw conclusions |
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Theory Building (inductive)
• Define problem
• Review Lit
• Develop research design
• Collect and analyze data
• Generate theory |
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| A general statement about how and why certain things are related |
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| A prediction about the relationship between two variables (independent and dependent variable) |
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| Functionalist perspective |
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Society is composed of interdependent parts that work together to maintain its stability
o macrolevel analysis
o Key Concepts= structure, manifest functions, latent functions, dysfunctions, equilibrium (Emile Durkheim= father of funcs.) |
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(what do we expect of sports)
Recreation, fitness |
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(unintended consequence, unrecognized)
Social relationships, jobs, solidarity |
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| misplaced goals, conflict, violence, cheating |
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o Society is composed of self-interested groups competing for scarce resources
o Macrolevel analysis
o Key Concepts: Inequality, Power, competition, Exploitation (Marx and Max Weber)
• Sports reflect and recreate divisions in society
Sports are a form of big business controlled by a powerful elite (mainly white men)
Sports distract people from real issues
Women are left to secondary roles in most sports |
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| symbolic interactionist perspective |
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o Society is the sum of the interaction of individuals and groups
o Microlevel analysis
o Key concepts= Symbols, Interaction, Meanings (Herbert Blumer)
o Example: Symbolic interactionist view of sports
• Sports teach positions and rules
• Motivation for participation differs but players share a common goal
• Sports promote friendship networks |
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| sociological research process |
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• Define the Problem
• Review Previous Research
• Develop Research Design
• Analyze Data
• Conclusions |
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| questionnaires and interviews |
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| research method in which researchers systematically observe people while joining them in their routine activities |
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| research method for investigating cause and effect under highly controlled conditions |
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| look at past research on the subject |
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| Shared values, understandings, symbols and practices of a group |
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| People who share a defined territory and participate in a common culture |
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Anything that meaningfully represents something
• Ex.= Flag |
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A system of symbols used for communication,
Street Lingo
• Decent, dissed, on the pipe, come up hard, old head, juice, nerve |
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Collective ideas of what is right, good, or proper in culture
o Core American Values
• Individualism
• Achievement and success
• Activity and work |
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| Established standards of behavior maintained by a society |
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| Norms that are unwritten but understood |
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| Norms that are written down and have specific punishments of violators (e.g., laws) |
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| Norms governing everyday social behavior whose violation raises comparatively little concern |
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| Norms deemed highly necessary to the welfare of a society |
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| Rewards for appropriate behavior or penalties for inappropriate behavior |
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| punishment for breaking a formal norm such as a written law |
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| consequence of breaking an informal norm |
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| Smaller culture existing within a larger, dominant culture |
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| Subculture that opposes aspects of larger culture |
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| Assumption that your culture is better than others |
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| Practice of evaluating a culture by its own standards |
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| Assumption that your culture is better than others |
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| Practice of evaluating a culture by its own standards |
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| Process of social interaction through which people learn their culture and develop a self-identity |
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• Family
• School
• Peer group
• Media |
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| A group or category to which people feel they belong |
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| A group or category to which people feel they do not belong |
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| A group that individuals use as a standard for evaluating themselves and their own behavior |
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| Totality of our beliefs and feelings about ourselves |
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• Sense of self is derived from the perceptions of others
We imagine how we present ourselves to others
We imagine how others perceive us
We develop feelings about ourselves based on these impressions (i.e., a self-concept) |
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| Mentally assuming the perspective of another |
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| Individuals who are the most important in the development of the self |
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| Widespread cultural norms and values that individuals use as a reference in evaluating themselves |
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| o The process of discarding former behavior patterns and accepting new ones as a part of a transition in one’s life |
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| voluntary resocialization |
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| voluntary resociolizing one's life |
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| involuntary resocialization |
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| being forced to resociolize one's self |
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| The recognized violation of cultural norms |
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| Techniques and strategies for preventing deviant human behavior in society |
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o The structure of society encourages deviance
o Deviance results from a strain between cultural goals and accepted means to reach these goals |
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| differential association theory |
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| o People learn to deviate or to conform to society’s norms depending on the different groups they associate with |
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| Connection to members of society leads individuals to systematically conform to (by internalizing) society’s norms |
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| Deviance and conformity result not so much from what people do as from how others respond to those actions |
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