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| Saw ea. succeeding society as improving on the one before it. Lester Ward rebelled against. |
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| a theory that social life consisted of several distinct integrated levels that enable the world to find stability, order, and meaning |
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| a coherent model of how society works and how individ's are socialized into their roles w/in it |
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| hidden and unintended, yet important |
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| a theory that suggested the dynamics of society, both social order and resistance, were the result of the conflict among diff groups |
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| set of processes leading to development patterns that transcend geographical boundaries |
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| the understanding of many diff cultures, we come to understand the very diff ways diff groups approach diff issues |
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| analysis of large-scale patterns or social structures of society, such as economies or political systems. |
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| focuses on the ways in which different groups of ppl && even individ's construct their identities based on membership in those groups |
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| homogenizing spread of consumerism around the globe |
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| that society is moving from a less developed to a more developed stage |
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| Emphasizes that a particular reality is a social construction by a particular group, community, or class |
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| set of values and ideals that we understand to define morality, good and evil, appropriate and inappropriate. |
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| consists of things that ppl make and the things they use to make them with |
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| consists of the ideas and beliefs that people develop about their lives and their world. |
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| a belief that ones culture is superior to others. |
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| a feeling of disorientation because the cultural markers relied on have suddenly changed |
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| a position that all cultures are equally valid in the experience of their own members |
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| a group of ppl w/in a culture who share some distinguishing characteristics, beliefs, and values that set them apart from the dominant culture |
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| subcultures that identify themselves through their DIFFERENCE and OPPOSITION to the dominant culture |
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| members of culture engage in a routine behavior to express their sense of belonging to the culture |
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| informally enforced norms based on strong moral values, viewed as essential to the proper functioning of a group |
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| relativvely weak and informal norms that are result of patterns of action. Many of the behaviors we call "manners" are folkways |
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| norms that have been organized and written down. |
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| ethical foundations of a culture, its ideas about right and wrong, good and bad. Most basic lessons transmitted to youngin's |
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| includes a wide variety of popular music, nonhighbrow forms of lit, any forms of spectacular sports, and other forms of entertainment |
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| rituals, customs, and symbols that are evident in all societies. |
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| any "piece" of culture that a group can use as a symbolic resouce to exchange with others. |
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| defined by short-lived, highly popular, widespread behaviors, styles, or modes of thought. |
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| behavior, style, or idea that is more permanent than a fad. |
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| deliberate imposition of one's country's culture on another country |
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| means the spreading of new ideas thru society, independent of population movements |
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| States that language shapes our perception |
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| organized collection of individ's and institutions bounded by space in a coherent territory, subject to the same political authority, and organized thru a shared set of cultural expectations and values. |
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| behaviors that are oriented toward other people |
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| is a complex framework or structure composed of both patterned social interactions and institutions that together both organize social life and provide the context for individual action. |
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| Acting one way with a certain group of people, yet acting as if you are against them with someone else |
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| Goffman. theory that claims we change our behavior so easily, and so often w/o even thinking about it. |
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| describe the process by which our identity develops. [coined by Cooley] |
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| our attempt to give the best possible performance |
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| Individ or group that posesses lil or compartively less social power |
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| individ or group that posesses social power |
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| particular emphasis or interpretation we give a role, our "style" |
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| refers to any social identity recognized as meaningful by the group or society. |
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| status we receive involuntarily w/ no regard to talent, skills, or accomplishments. |
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| status we attain thru talent, ability, and effort |
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| when a status is so important that it overshadows all the others |
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| happens when we try to play different roles w/ extremely diff or contradictory rules at the same time |
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| describes the process of adjustment that takes place when we move out of such a role |
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| describes the process of adjustment that takes place when we move out of such a role |
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| any assortment of ppl who share the same norms, values, and expectations |
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| an aggregate of individ's who happen to share an experience yet consider themselves independent |
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| the degree to which the individ members identify w/ ea. other & w/ the group |
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| such as friends & fam that come together from expressive reasons (emotional support) |
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| such as co-workers or club members who come together from instrumental reasons(achieve a common goal) |
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| is a group you feel you belong in |
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| group you dont feel positively to. |
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| keenly aware of the subtle differences among the individ members of your group |
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| tend to believe all the members of the out-group are exactly the same |
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| group toward which were are so strongly committed or one that commands so much prestige that we orient our actions around what we perceive that group's perceptions would be |
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| those w/ a great deal of power to make policy decisions |
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| assumption about wht ppl are like and how they will behave based on their membership in a group |
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| [Janis] which group members try to preserve harmony and unity in spite of their individual judgements |
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| type of group that is both looser and denser than a formal group |
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| are large secondary groups designed to accomplish specific tasks in an efficient manner |
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| typically voluntary organizations; members receive no monetary rewards and often have to pay to join |
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| those to which we belong for a specific, instrumental purpose, a tangible material reward |
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| aka coercive instituions according to [goffman] |
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| formal organization, characterized by a division of labor, a hierarchy of authority, formal rules governing behavior, a logic of rationality, and an impersonality of criteria. |
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| describes those people who become more committed to following the correct procedures than they are in getting the job done |
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| when the same role has demands and expectations that contradict each other |
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| study of social knowledge, codes, and conventions that underlie everyday interactions and allow ppl to make sense of what others say and do |
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| complex of individ. percetions, motivations, ideas, and really messy-like emotions |
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| logically proceed from one demonstrable fact to the next to deduce their results |
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| reasoning from the specific to the general |
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| [weber] used "intersubjective understanding." Using your own abilities to see the world from other's points of view. |
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| uses powerful statistical tools to help understand patterns in which the behaviors, attitudes, or traits under study can be translated into numerical values |
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| often rely on more inductive and inferential reasoning to understand the texture of social life, the actual felt experience of social interaction. |
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| predicts a relationship between 2 variables, independent and dependent |
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| event/item in your experiment that will manipulate to see if that difference has an impact |
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| depends on the independent variable |
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| may influence the outcome of an experiment but are not actually of interest to the researcher |
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| may be affecting the results of the study but for which you haven't adequately accounted |
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| asking a small group of ppl open ended ?'s |
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| carefully examine all available research already done on a topic or at least a systematic sample of that research |
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| controlled form of observation of the experiment to determine if the changes in the independ. variable had any effects on the dependent. |
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| a perspective that constrains the researcher from becoming involved in the event they're observing |
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| requires that the researcher do both, participate && observe |
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| a field method used mostly by anthropologists when they study other cultures. |
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| respondents are not selected randomly and not rep's of the larger population but selected with a purpose. |
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| arranges possible responses from lowest to highest with agree's..disagree's..etc |
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| aka subset of population they want to study |
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| asks a number of ppl a ? chosen by abstract and arbitrary method |
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| divide ppl into diff groups before yu construct sample to make sure you get an adequate number of members of ea. of the groups. Divides the sample into proportions = to the proportions found in the population @ large |
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| reanalyzing data that has already been collected |
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| researcher chooses to sample a "cluster", then surveys ea. person in the cluster. |
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| usually not quantitative method but instead involves an intensive reading of certain "texts" -books, articles, tv shows..etc. |
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| the ability to generate testable hypotheses from data and to "predict" the outcomes of a phenomenon or event. |
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| relationship of some variable to the effects it produces |
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