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| The systematic study of human behavior in social context |
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| Organization of social world; opens up some opportunities but also constrains our freedom |
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| Researched suicide, said suicide rates vary due to differences in social solidarity |
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| Degree to which group members share their beliefs and the intensity of their interaction. |
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| Suicide that occurs in high solidarity settings, where norms tightly govern behavior. |
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| Low solidarity setting, resulting from lack of integration of the individual into society because of weak social ties to others. |
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| Low solidarity setting, where norms governing behavior are vaguely defined. |
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| stable patterns of social relations that affect your feelings, influence your actions, and shape who you are |
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| Patterns of intimate social relations |
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| Patterns of social relations that lie outside and above your circle of intimates and acquaintances. |
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| Patterns of social relations that lie outside and above the national level, including international organizations, patterns of worldwide travel and communication, and the economic relations between companies |
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| Coined by Wright C. Mills; ability to see they connection between personal troubles and social structures. |
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| Began in Europe around 1550, encouraged the view that sound conclusions about the workings of society must be based on solid evidence |
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| 1750, involved citizens of the US, France, and other countries broadening their participation in government and suggested that people organize society. Human intervention can solve social problems. |
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| 1780s, Economic transformation that involved large scale application of science and technology to industrial processes, the creation of factories and forming the working class. |
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| Coined the term sociology, eager to adopt the scientific method but was a conservative thinker. Had 3 stages of society: Theological, Metaphysical, and Scientific. Sociology= all 3. |
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| Contemporary society was all capitalists. Class conflict; all owners wanted to keep wages low, and earn higher profits. |
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| The Struggle between classes to resist and overcome the opposition of other classes |
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1. Human behavior governed by stable patterns of social relations or social structures, mainly macrostructures.
2. Social structures maintain or undermine social stability.
3. Social structures are based mainly on shared values.
4. Reestablishment of equilibrium can best solve most social problems |
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| Said how various institutions work to ensure the smooth operation of society as a whole. was a functionalist |
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| Said social structures might have different consequences for different groups of people. |
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| Manifest Functions (merton) |
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| Intended and Easily observed |
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| Latent Functions (merton) |
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| Unintended and Less Obvious |
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| People are aware of their current class in the economic world. (Poor recognize the exploitation of their class) |
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| Pointed out flaws from Marx, stated the growth of the service sector and said class conflict is not the only driving force of history, but rather politics and religion are also important |
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| The inequality between men and women |
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| Advocate of conflict theory, founded NAACP. Said problems faced by black people were due to white prejudice. |
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1. Focus on large macro structures (relations between classes)
2. Shows how major patterns of inequality in society produce social stability in some circumstances and change in others.
3. Stresses how members of privileged groups try to maintain their status while subordinate groups struggle to increase theirs.
4. Eliminating Privilege will lower the level of conflict and increase total human welfare |
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| the belief that religious doubts can be reduced and a state of grace assured, if people work diligently and live ascetically. |
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| Created Symbolic Interactionism |
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1. Focuses of Face-to-face interaction
2. Emphasizes subjective meanings people attach to their social circumstances and do not merely react to the basis of social behavior
3.Stresses people create their social circumstances and do not merely react to them
4. Validates unpopular and nonofficial viewpoints which increases our understanding and tolerance of people different from us. |
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| Analyzed the ways people present themselves to others in everyday life to appear in the best possible way. |
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| When people interact, they assume things are naturally what they seem to be. |
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| First woman sociologist, studied slavery and factory laws and gender inequality. Focused on gender equality in the family, voting and higher education for women. |
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| Co-funded the Hull House in Chicago and spent her life focusing on social reform. |
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1. Focuses on Patriarchy
2. Holds that male dominance and female subordination are determined by structures of power and social convention, not biological necessity.
3. Examines the operation of patriarchy in micro and macro settings
4. Contends that existing patterns of gender inequality can and should be changed for the benefit of all members of society. |
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| Not working to full potential for some |
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| process of carefully observing reality to assess the validity of a theory. |
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1. Formulate
2. Review existing literature
3. Select a research method
4. Collect Data
5. Analyze the data
6. Report/publicize the results
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| Ethics of Sociological Research |
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| Right to Safety, Privacy, Confidentiality, and Informed Consent |
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| A carefully controlled artificial situation that allows researchers to isolate hypothesized causes and measure their effects precisely. |
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| Assigning individuals to one of two groups by chance processes |
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| The group exposed to the independent variable |
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| The group that is not exposed to the independent variable, the comparison group. |
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| the presumed effect in a cause-effect relationship. (the measurement) |
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| the presumed cause in a cause-effect relationship |
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| the degree to which a measurement procedure yields consistent results. |
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| Degree to which a measure actually measures what it is intended to measure. |
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| Asks people questions about their knowledge, attitudes, and behavior |
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| Part of the population of research interest that is selected for analysis |
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| The entire group which the researcher wishes to generalize |
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| An individual's chance of being chosen must be known and be greater than zero |
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| A list of all the people in the population of interest, needed to draw a probability sample. |
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| Provide the respondent with a list of permitted answers (multiple choice, i.e.) |
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| Allows respondents to answer in their own words (short answer, i.e.) |
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| Research based on observation of people in their natural settings (Naturalistic Observation) |
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| Classifying and counting the behavior of interest according to a predetermined scheme. |
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| The presence of the researcher may itself affect the behavior of the people being observed. |
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| Attempts by researchers to observe people's interactions and participate in their lives for a long period of time. |
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| Postindustrial Revolution |
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| Technology driven shift from manufacturing to service industries- employment from in factories to offices |
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| The process by which formerly separate economies, states, and cultures, are becoming tied together and people are becoming increasingly aware of their growing interdependence. |
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| explanation of some aspects of social life. States how and why certain facts are related |
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| Ideas about what is right and wrong |
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| Creation of laws and regulations by organizations and governments |
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| Broadly defined refers to all ideas, practices, and material objects that people create to deal with real-life problems |
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| Culture consumed by upper classes |
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| Popular Culture (mass culture) |
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| Culture consumed by all classes |
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| Number of people who interact, usually in a defined territory and share a culture. |
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| capacity to create general ideas, or ways of thinking that are not linked to particular instances, and enables humans to learn and transmit knowledge in a way no other animal can. |
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| type of idea that refers to things that carry particular meanings. |
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| Capacity to create a complex social life |
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| generally accepted ways of doing things |
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| making and using tools and techniques |
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| improve our ability to take what we want from nature |
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| Symbols, norms, and other nontangible elements of culture |
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| rewards and punishments aimed at ensuring conformity to cultural guidelines. |
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| Containment of collective action by co-optation, concessions, and coercion (get people to act in a certain way.) |
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| Strongest and most central norms, violation results in severe punishment. |
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| Core norms that most people believe are essential to survival of their group or society. Moderately harsh punishment with violation |
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| least important norms some people prefer to uphold, evoke the least punishment. |
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| system of symbols strung together to communicate thought. |
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| Experience, thought, and language interact. |
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| judging another culture exclusively by the standards of one's own culture. |
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| the view that the curricula of America's public schools and colleges should present a more balanced picture of American history, culture, and society that reflects the country's ethnic and racial diversity and equality of all cultures. |
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| The belief that all cultures and all cultural practices have equal value. |
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| belief that all cultures and all cultural practices have equal value. |
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| The process by which socially excluded groups have struggled to win equal rights under the law and in practice. |
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| Cultural ceremonies that mark the transition from one stage in life to another |
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| an eclectic mixing of cultural elements and the erosion of consensus. |
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| tendency of symbolic culture to change more slowly than material culture |
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| application of the most efficient means to achieve given goals and the unintended, negative consequences of doing so |
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| The tendency to define ourselves in terms of the goods we purchase. |
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| adherents of a set of distinctive values, norms, and practices within a larger culture |
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| Subversive subcultures, oppose dominant values and seek to replace them. |
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| the process by which people learn their culture and become aware of themselves as they interact with others |
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| behavior expected of a person occupying a particular position in society |
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| A set of ideas and attitudes about who one is. |
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| the part of the self that demands immediate gratification. Self-image emerges as soon as the id's demands are denied |
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| Personal conscience, a moral sense of right and wrong and appropriate behavior |
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| balances the conflicting needs of the pleasure seeking id while restraining the superego |
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| The part of the self that stores repressed memories from repressing the id's needs. |
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we see our social selves reflected in people's gestures and reactions to us.
-when we interact with others, they gesture and react to us
-this allows us to imagine how we appear to them
-we judge how others evaluate us
-From these judgements we develop a self-concept |
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| a set of feelings and ideas about who we are |
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| The presence os a subjective and impulsive aspect of self from birth |
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| Objective repository of culturally approved standards emerges as part of the self. See yourself the way others do. |
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| important people in one's life |
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| application of cultural standards to one's self. |
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| process of mastering the basic skills required to function in society during childhood |
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| socialization outside the family after childhood |
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| Family, School, Peer Groups, Mass Media, Gender Roles, Class, Race, etc. |
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| teaches students what will be expected of them in the larger society after graduation. How to behave, act. |
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| Expectations that help cause what it predicts |
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| "Situations we define as real become real in their consequences." |
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| Individuals who are not necessarily friends but are about the same age and or similar status |
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| Recognized social position that an individual can occupy |
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| working to accomplish your social standing |
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| Your position in society is given to you, born into that status |
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| choosing of socialization influences from the wide variety of mass media offerings |
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| widely shared expectations about how males and females are supposed to act |
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| Powerful socializing agents deliberately cause rapid change in people's values, roles, and self-conceptions, sometimes against their free will. |
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| ceremonies signify the transition of the individual from one group to another and ensures his or her loyalty to the new group. |
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| settings where much resocialization occurs, and where people are isolated from the larger society and under the strict control and constant supervisions of a specialized staff. |
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| Anticipatory Socialization |
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| beginning to take on the norms and behaviors of the role to which we aspire. |
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| associations of people scattered across the country or world. |
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| Deviance that breaks a law |
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| mild, may involve raised eyebrows, gossip, ostracism, shaming, or stigmatization |
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| negative evaluation because of a marker that distinguishes them from others |
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| Results from people breaking laws |
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| minor acts of deviance such as participating in fads or fashions, perceived as harmless |
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| a norm stipulated and enforced by government bodies |
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| More serious acts, large proportions of people agree they are deviant and somewhat harmful and they are usually subject to institutional sanction. |
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| deviant acts that the state defines as illegal, but the definition is controversial in the wider society |
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| Social diversions, social deviations, conflict crimes, and consensus crimes |
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| widely recognized to be bad in and of themselves and there is little controversy over their seriousness |
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| refers to illegal acts "committed by a person of respectability and high social status in the course of their occupation" (fraud, embezzlement, tax evasion) |
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| illegal acts that come from people from lower classes (arson, burglary, assault) |
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| violations of the law in which no victim steps forward and is identified |
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| supplement official crime statistics in light of reporting problems. |
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| identify social factors that drive people to commit deviance and crime |
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| Identify the social factors that impose deviance and crime (or conventional behavior) on people |
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| Many people may turn to deviance when they experience strain. |
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| The mismatch between culturally valued goals and the institutional means of achieving these goals. |
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| Argues that gangs are a collective adaptation to social conditions. |
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| Techniques of Neutralization |
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| Creation of justifications and rationalizations that make deviance and crime seem normal and enable criminals to clear their consciences and get on with the job |
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Learning Theory
"Differential Association Theory" |
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| people learn to value deviant or nondeviant lifestyles depending on whether their social environment leads them to associate more with deviants or nondeviants. |
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| Labeling Theory, Control Theory, Conflict Theory. |
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| Deviance results not so much from the actions of the deviant as from the response of others, who label the rule breaker a deviant. |
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| one's overriding public identity |
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| Rewards of deviance and crime are ample; therefore, most of us would commit deviant and criminal acts if we could get away with it. Break norms and laws because social controls are insufficient to ensure their conformity. |
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| Conflict Theories of deviance and crime |
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| the rich and powerful impose deviant and criminal labels on the less powerful members of society, especially those who challenge the existing social order. Law applies differently to the rich and poor. |
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| Medicalization of Deviance |
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| the fact that the processes by which medical definitions of deviant behavior are becoming more prevalent. |
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| Occurs when a wide section of the public, including lawmakers and criminal justice officials believe that some form of deviance or crime poses a profound threat to society's well being. |
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| prone to deviance due to lack of social control: lack of role models, few legitimate sources for education/a good job, little involvement in conventional institution, and weak belief in morality. |
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