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| a system involving behaviour, beliefs, knowledge, practices, values, and material such as buildings, tools, and sacred items |
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| The culture that through its political and economic power is able to impose its values, language and ways of behaving and interpreting behaviour on a given society. |
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| A group that is organized around occupations or hobbies differing from those of the dominant culture but that is not engaged in any significant opposition to the dominant culture. |
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| Groups that feel the power of the dominant culture and exist in opposition to it. |
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| Groups that reject selected elements of the dominant culture, such as clothing styles or sexual noms. |
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| The culture within a society that is deemed to be sophisticated, civilized, and possessing great taste. |
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| The knowledge and skills required to develop the sophisticated tastes that mark someone as a person of high culture and upper class. |
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| All forms of media constructed with the dominant culture in mind by the ruling class. |
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| The culture of the majority, when that culture is produced by big companies and powerful governments. |
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| The capacity to influence what happens in one’s life, the choice to challenge or contest with the dominant culture. |
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| Cultural images often in the forms of stereotypes, that are produced and reproduced like a material goods or commodities by the media and sometimes by academics. |
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| Ways of rewarding somebody for following the norms of society. |
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| Reactions designed to tell someone they have violated the norms of society. |
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| Informal norms that govern everyday social behaviour. They are the least serious norms and carry the lightest sanctions. |
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| More serious in nature than folkways. These norms tend to be formalized and tend to appear as laws |
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| Norms that are so deeply ingrained that the mere thought or mention of it is enough to arouse disgust or revulsion. |
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| Cultural items, either tangible or intangible, that come to take on tremendous meaning within a culture or subculture of a society. |
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| The standards used by a culture to describe abstract qualities such as goodness, beauty, and justice. |
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| The belief that one culture is the absolute standard by which other cultures should be judged. |
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| A situation in which individuals set up a culture other than their own as the absolute standard by which to judge their own culture. |
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| The belief that anything foreign is better than the same thing produced domestically |
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| The view that any aspect of culture, including its practices and beliefs, it best explained itself not by the standard or ways of another culture |
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| The study of language as a social marker of status or general distinctiveness, or the study of how different languages conceptualize the world. |
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| The theory that the way an individual understands the world is shaped by the language he or she speaks. |
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| The earliest socialization that a child receives |
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| Any socialization that occurs later than in the primary socialization in the life of a child. |
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| The belief that personal characteristics, including behaviour and attitudes, are shaped by forces beyond the control, or agency, of the individual. |
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| Emphasizes that behaviour can be studied and explained scientifically, not in terms of internal mental states but through observing how peoples actions are supposedly conditioned by earlier actions and reactions. |
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| Groups that have significant impact on one’s socialization |
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| As described by Mead, those key individuals, primarily parents, to a lesser degree older siblings and close friends, whom young children imitate and model themselves afte |
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| As described by Mead, the attitudes, viewpoints, and general expectations of the society into which the child is socialized |
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| As described by Mead, the first developmental sequence of a child socialization, which involves pure imitation |
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| As described by Mead, the second developmental sequence for a chile socialization, in which pretending is involved. |
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| As described by Mead, the third sequence of intellectual development in which the child considers simultaneously the perspective of several roles. |
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| As Described by C.H. Cooley, the self as defined and reinforced through the interactions with others |
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| The process of unlearning old ways and learning new ways upon moving into a significantly different socialization. |
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| A rite of passage where a persons identity is stripped away |
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| Everything that goes on between you and other people. |
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| A recognized social position that a person occupies. |
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| The number of statuses people have. |
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| A status that you were not born into but acquired later in life. |
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| A status you were born into. |
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| As described by E. C. Hughs, signifies that statues that dominates all other statuses and plays the greatest role in the formation of the social identity. May not be true identity or wanted and can be enacted for benefit. |
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| When a status is imposed on someone and they internalize it and subconsciously adapt to the roles of that status. |
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| A set of behaviours and attitudes associated with a particular status. |
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| All the roles associated to a status. |
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| As described by Weber, a model of improving the effectiveness of an organization or process based on four elements, efficiency, quantification, predictability and control. He believed that it led to disenchantment and alienation of the individuals involved in the rationalized process or organization. |
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