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| anything human-created that influence, pressure, or push people to behave and think in secified ways. |
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| – the scientific study of human activity in society. |
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| involves all the things people do with, to, and for one another and what they think and do as a result of others’ influence. |
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| a state in which the ties attaching the individual to the group are so strong that a person’s sense of self cannot be separated from the group |
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| a state in which the ties attaching the individual to the group are disrupted due to dramatic changes in circumstances. |
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| – all the events and day-to-day interactions from birth to death that make up a person’s life. |
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| a state in which the social ties attaching the individual to the group are weak. |
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| a state in which the ties attaching the individual to the group are so oppressive there is no hope of release. |
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| a societal matter that affects many people and that can only be explained by larger social forces that transcend the individuals affected. |
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| sociological imagination – |
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| a perspective that allows us to consider how outside forces, especially our time in history and the place we live, shape our life stories or biographies. |
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| individual problems or difficulties that are caused by personal shortcomings related to motivation, attitude, ability, character, or judgment. The resolution of a trouble lies in changing the person in some way. |
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| the owners of the means of production. |
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| an antagonism between exploiting and exploited classes. |
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| a barrier supported by customs and laws separating nonwhites from whites, especially with regard to their roles in the division of labor; it can be traced to the European colonization of Africa. |
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| the major force that drives social change. |
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| a great spiritual void accompanied by a crisis of meaning in which the natural world becomes less mysterious and revered and becomes the object of human control and manipulation. |
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| the resources such as land, tools, equipment, factories, transportation, and labor that are essential to the production and distribution of goods and services. |
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| a system of social ties based on uniform thinking and behavior. |
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| a system of social ties founded on interdependence and cooperation. |
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| the belief that valid knowledge about the world can be derived only from using the scientific method. |
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| those individuals who must sell their labor to the bourgeoisie. |
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| actions people take in response to others. |
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| the forces that cause societies to change. |
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| the forces that hold societies together and give them endurance over time. |
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| the system of social ties that acts as a cement connecting people to one another and to the wider society. |
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| firsthand knowledge gained by living and working among those being studied. |
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| the contribution a part makes to maintain the stability of an existing social order. |
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| seemingly commonsense views justifying the existing state of affairs, which, upon close analysis, reflect the viewpoints of the dominant groups and disguise their advantages. |
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| unanticipated disruptions to the existing social order. |
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| a part’s unanticipated, unintended, and unrecognized effects on an existing social order. |
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| a part’s anticipated disruptions to an existing social order. |
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| a part’s anticipated, recognized, or intended effects on maintaining order. |
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| the sum of existing and newly negotiated expectations that are part of any social situation. |
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| a state in which a person is able to observe and evaluate the self from another’s viewpoint. |
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| everyday encounters in which people communicate, interpret, and respond to each other’s words and actions. |
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| sociological perspective – |
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| a conceptual framework for thinking about and explaining how human activities are organized and/or how people relate to one another and respond to their surroundings. |
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| anything (a word, an object, a sound, a feeling, an odor, a gesture, an idea) to which people assign a name and a meaning. |
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| objective accounts intended to educate readers about a person, group, or situation. |
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| a method of analysis in which researchers identify themes, sometimes counting the number of times something occurs or specifying categories in which to place observations. |
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| variables that researchers hold constant so they can focus just on the relationship between the independent variable and the dependent variable. |
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| the behavior to be explained or predicted. |
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| the extent to which researchers’ findings can be applied to the larger population of which their sample was a part. |
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| – a phenomenon in which research subjects alter their behavior when they learn they are being observed. |
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| trial prediction about the relationship between the independent and dependent variables. Specifically, the hypothesis predicts how change in an independent variable brings about change in a dependent variable. |
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| the variable that explains or predicts the dependent variable. |
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| nonparticipant observation – |
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| detached watching and listening by a researcher who only observes and does not become part of group life. |
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| research strategy that involves watching, listening to, and recording behavior and conversations in context as they happen. |
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| for a variable to be operationalized, the researcher must give clear, precise instructions about how to observe or measure it. |
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| participant observation – a |
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| method of research in which the researchers join a group, interact directly with those they are studying, assume a role critical to the group’s purpose, and/or live in a community under study. |
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| standard for assessing an operational definition that emphasizes the ability of a measure to yield consistent results. |
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| a plan for deciding who or what to study and the method of gathering data. |
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| various techniques that sociologists and other investigators use to formulate and answer meaningful questions and to collect, analyze, and interpret data. |
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| a carefully planned research process with the goal of generating observations and data that can be verified by others. |
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| secondary sources or archival data— |
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| third-party data that have been collected for a purpose not related to the research study. |
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| self-administered survey – |
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| a set of questions that respondents read and answer. |
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| a standard by which operational definitions are assessed that focuses on the extent to which a measure accurately represents what it is intended to measure |
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| any behavior or characteristic that consists of more than one category. |
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| the way of life of a people, specifically the shared and human-created strategies for adapting and responding to the social and physical environment. |
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| the specific practices that distinguish cultures from one another. |
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| those things all cultures have in common. |
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| feelings that we experience as we relate to other people, such as empathy, grief, love, guilt, jealousy, and embarrassment. |
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| –conceptions that people accept as true concerning how the world operates and the place of the individual in relationship to others. |
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| norms that apply to the mundane aspects or details of daily life. |
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| a symbol system that assigns meaning to particular sounds, gestures, pictures, or specific combinations of letters to convey meaning. |
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| linguistic relativity hypothesis –the |
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| idea that “[n]o two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same world with different labels attached” |
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| all the physical objects that people have invented or borrowed from other cultures. |
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| norms that people define as essential to the well-being of a group. People who violate mores are usually punished severely: they may be ostracized, institutionalized, or condemned to die. |
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| intangible human creations that include beliefs, values, norms, and symbols. |
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| rules and expectations for the way people are supposed to behave, feel, and appear in a particular social situation. |
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| anything (a word, an object, a sound, a feeling, an odor, a gesture, an idea) to which people assign a name and a meaning. |
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| general, shared conceptions of what is good, right, desirable, or important. |
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| a counterculture in which ,members withdraw into a separate community so they can live with minimum interference from the larger society, which they view as evil, materialistic, wasteful, or self-centered. |
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| subcultures that challenge, contradict, or outright reject the values of the mainstream culture of which they are a part. |
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| some item of material or nonmaterial culture that elicits broad consensus and support among diverse membership , even in the face of debate and dissent about its meaning. |
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| a person’s nonmaterial resources, including educational credentials, the kinds of knowledge acquired, social skills, and acquired aesthetic tastes. |
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| the cultural variety that exists among people who find themselves sharing some physical or virtual space. |
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| embodied cultural capital – |
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| all that which has been consciously and unconsciously instilled in a person through the socialization process. |
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| institutionalized cultural capital – |
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| anything (material or nonmaterial) recognized as important to success in a particular social setting. |
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| a type of counterculture in which members search for “truth and for themselves” and in the process turn inward. |
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| objectified cultural capital – |
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| physical and material objects that a person owns outright or has direct access to. |
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| type of counterculture in which members preach, create, or demand a new order with new obligations to others. |
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| share in certain parts of the mainstream culture but have distinctive values, norms, beliefs, symbols, language, and/or material culture that set them apart in some way. |
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| cultural relativism – a point of view |
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| advocating that a foreign culture not be judged by the standards of a home culture, and that a behavior or way of thinking must be examined in its cultural context—that is, in terms of that culture’s values, norms, beliefs, environmental challenges, and history. |
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| mental and physical strain that people can experience as they adjust to the ways of a new culture. In particular, newcomers find that many of the behaviors and responses they learned in their home culture, and have come to take for granted, do not apply in the foreign setting. |
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| point of view in which people use their home culture as the standard for judging the worth of another culture’s ways. |
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| culture shock in reverse that can be experienced upon returning home after living in another culture. |
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| viewpoint that regards a home culture as inferior to an idealized foreign culture. |
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| part of the culture (nonmaterial) that adjusts to a new product or innovation, specifically to the associated changes that product or innovation promotes. |
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| an ideology that locates the meaning of life in possessions. |
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| global interdependence –a situation in which |
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| human interactions and relationships transcend national borders and in which social problems within any one country are shaped by events taking place outside the country, indeed in various parts of the globe. |
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| globalization –the ever-increasing flow of |
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| goods, services, money, people, technology, information, and other cultural items across political borders. This flow has become more dense and quick-moving as constraints of space and time break down. As a result of globalization, no longer are people, goods, services, technologies, money, and images fixed to specific geographic locations. |
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| a process by which people accept as binding learned ways of thinking, appearing, and behaving. |
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| self knowledge derived from stepping outside the self and seeing it from another’s point of view and also imagine the effects their words and actions have on others. |
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| socialization – the lifelong process by which people |
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| learn the ways of the society in which they live. More specifically, it is the process by which humans acquire a sense of self or a social identity, develop their human capacities, learn the culture(s) of the society in which they live, and learn expectations for behavior. |
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| human genetic makeup or biological inheritance. |
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| the social environment, or the interaction experiences that make up every person’s life. |
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| structured, organized activities that involve more than one person characterized by a number of constraints, such as established roles and rules and a purpose toward which all activity is directed. |
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| system of expected behaviors and meanings that transcend the people participating. An understanding of the generalized other is achieved by simultaneously and imaginatively relating the self to many others "playing the game." |
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| gesture – any action that requires people to |
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| interpret its meaning before responding. Language is a particularly important gesture because people interpret the meaning of words before they react. In addition to spoken words, gestures also include nonverbal cues, such as tone of voice, inflection, facial expression, posture, and other body movements or positions that convey meaning. |
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| the active and creative aspect of the self. It is the part of the self that questions the expectations and rules. |
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| looking-glass self –the way in which |
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| a sense of self develops: specifically, people act as mirrors for one another. We see ourselves reflected in others’ real or imagined reactions to our appearance and behaviors. We acquire a sense of self by being sensitive to the appraisals that we perceive others to have of us. |
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| social self or the part of the self that is the product of interaction with others and that knows the rules and expectations. The me is the sense of self that emerges out of role-taking experiences. |
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| voluntary, spontaneous activity with few or no formal rules. |
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| imaginatively stepping into another person’s shoes to view and evaluate the self. |
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| terms to distinguish the self (including I, me, mine, first name, and last name) and to specify the statuses one holds in society (athlete, doctor, child, and so on). |
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| people or characters (cartoon characters, parents, or a family pet) who are important in a child’s life in that they greatly influence the child’s self-evaluation and way of behaving. |
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| gestures that convey the same meaning to the persons transmitting them and receiving them. |
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| the process by which the self is stripped of all its supports and “shaped and coded.” |
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| interactive process during which the affected party reconstructs his or her identity, and by which he or she renegotiates relationships with significant others who must also adjust to the changing person and circumstances. |
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| organizations to which people surrender their lives, voluntarily or involuntarily, thereby submitting to the authority of an administrative staff and undergoing a program of resocialization cut off from the rest of society. |
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| agents of socialization – |
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| significant people, groups, and institutions that act to shape our sense of self and social identity, to help us realize our human capacities, and to teach us to negotiate the world in which we live. |
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| forms of communication designed to reach large audiences without direct face-to-face contact between those creating/conveying messages and those receiving them |
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| people who are approximately the same age, participate in the same day-to-day activities, and share a similar overall social status in society. |
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| instances in which people feel directly or indirectly pressured to engage in behavior that meets the approval and expectations of peers and/or to fit in with what peers are doing. That pressure may be to smoke (or not smoke) cigarettes, to drink (or not drink) alcohol, or to engage (or not engage) in sexual activities. |
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| a group characterized by strong emotional ties among members who feel an allegiance to one another. |
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