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| founder of sociology, advocated positivism, social statics and social dynamics |
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| first book on research methods, did comparative studies, promoted women’s rights |
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| society is like an organism, argued that societies evolve from simple to complex forms |
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| economic inequality, class conflict, social change |
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| Functionalist perspective |
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| society is a system of interacting parts. Each part has a function. The system tends toward equilibrium balance and stability. Some things are dysfunctional: deviance, disorder, riots, crime |
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| – the structure of society is the product of past conflicts and the current distribution of power. The structure benefits those with enough power to prevail in conflicts and maintain the system |
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| The interactionist perspective |
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| society is possible because: the human capacity to create, share, and use symbols. Humans share meanings. Society from this perspective is the product of a social definition process |
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| natural environment - minimal control |
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| unnatural environment - maximum control |
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| compromise of experimental and observational |
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the social heritage of a people
-learned patterns for thinking, feeling, and acting |
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| norms for casual interaction |
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| widely observed norms with great moral significance |
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| formal rules backed by the state |
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| judging behavior of other groups by standards of our own |
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| patterns common in all cultures |
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| cultural elements tend to be consistent with each other, but integration is not perfect |
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| examination of the behavior of others in light of their values beliefs and motives |
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| distinct and unique cultural patterns of a group that shares mainstream cultural traits |
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| a subculture at odds with the larger society |
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| The social position is the primary identifying characteristic of a person |
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| a set of expectations attached to a position |
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a status with many roles
(the professor is a teacher, researcher, and an administrator) |
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| process of social interaction where people acquire knowledge, attitudes, behaviors, and values |
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| people learn within a social context. Facilitated by modeling and observational learning |
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| Cognitive developmental theory |
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| adapting to the world through assimilation and accommodation |
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the patterns of communication, interpretation, and adjustment between individuals.
-everybody reacts to things differently |
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| if people define situations as real, they are real in their consequences |
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| Definition of the situation |
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| the interpretation or meaning we give to our immediate circumstances |
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| how we feel about ourselves |
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| how well we believe we can attain our goals |
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| the looking-glass self (how we think others see us, how we think others judge us, and our emotional reactions to that) |
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subjective “I”, objective “Me”
- I = who we imagine we are to ourselves
- Me = who we imagine we are to others
The generalized other – the attitudes of others in general |
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social life as a drama
-impression management – person A gives off expressions, person B takes impressions
-the activity of A is a performance, may be sincere or cynical |
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face-to-face interaction
-intimate and private |
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| impersonal, instrumental, public |
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forced into
-prison, psychiatric hospitals |
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| social structure made of a hierarchy of statuses and roles prescribed by explicit rules. Based on a division of function and authority |
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| work makes more work. People want to be busy, so they make more work, then need more people |
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| employees in a bureaucracy are promoted to the level of their incompetence |
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| Normative perspective on deviance |
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| deviant behavior violates norms and elicits sanctions |
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| Reactivist perspective on deviance |
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| deviance is not inherent in an act but results from application of rules to an offender |
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the structured ranking of individuals and groups into horizontal layers
-can be open or closed |
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| advanced industrial societies have a class system |
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| traditional society. Different castes born into |
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| Karl Marx on stratification |
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one dimension is wealth. The one classification system is class
Sources of wealth – land capital and labor
-bourgeoisie take advantage of proletariats |
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| functional Theory of stratification |
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some tasks are essential for the wellbeing of society
-in order to motivate people to prepare to perform tasks they don’t want to do, we must give them incentives through higher status and more money |
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| Conflict theory of stratification |
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| stratification exists b/c it benefits individuals and groups who have power to dominate others |
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presumably biologically distinct population
-socially defined, however |
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| culturally distinct populations that are socially defined |
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| A fixed image of a category that isn't tested in reality |
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| an action based off of unequal views of different types of people |
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| sociocultural distinction |
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| power legitimated by the sanctity of age-old customs |
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| power legitimated by people’s beliefs in the extraordinary attributes of a leader |
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| power legitimated by explicit rules and procedures of organizations and institutions |
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| Functionalist perspective on political power |
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| functions of the state are to enforce norms, plan, manage internal conflict, protect from external threat |
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| Elitist perspective on political power |
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| state is controlled by a small group of people |
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| Class conflict perspective on political power |
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| state is an administrative arm of the capitalist class |
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| formal, whole society, connected to the government |
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| competitive, supports mainstream values, accepts legitimacy of other denominations |
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| results from schisms I established bodies, doesn’t accept legitimacy of other groups, alienated |
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| wants to transform entire life of members, alienated, accepts legitimacy of others for protection |
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| society is based on labor not religion. Religion is more personal than societal. Religion is providing fewer payoffs through social rewards so people are drifting away. |
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| religious impulse is constant. Religious monopolies weaken religion by reducing people’s motivation to convert others. Creates competition and incentivizes people to convert others. |
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| growth of populations is along transportation routes |
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| growth is in functional centers |
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| (births/population) x 1000 |
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| (births/women age 15-44) X 1000 |
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| (deaths/population) x 1000 |
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| (deaths under 1yo/live births) x 1000 |
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| Theory of demographic transition |
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i – high potential growth
ii – transitional growth
iii – population stability |
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| process by which a society becomes different while remaining the same in some aspects |
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| evolutionary theory of social change |
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| social evolution is progress from simple to complex |
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societies rise and fall, like the life cycle of humans
-development, maturity, decline, death |
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| forces stability and change operate together over time. Societies adjust toward equilibrium |
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| continuous conflict causes continuous change |
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way of thinking of a large # of people that are spontaneous and unstructured
-rumor, fashion, fad, mass hysteria, panic, crowd |
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| people waiting for a bus or sitting in a lobby |
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| people assembled for a purpose, like class or a football game |
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| emotional, driven behavior…rock concert |
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| a crowd intent on accomplishing something, like rushing a stage after a concert |
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| crowd behavior determined by characteristics of crowd |
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| convergence of similar people |
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| crowd behavior is ambiguous. More emotions are expressed, more uncertain people looking for cues |
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| change society. Change the system (revolutionary war) |
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| accepts some, but wants to improve (civil rights movement) |
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| causes of social movements |
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| movements devoted to the expression of personal beliefs and feelings |
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