1. The study of society.
2. A social science involving the study of people, groups, and societies.
3. The study of social behaviors as social beings.
4. Analysis of contact between anonymous individuals on the street, or the study of global social processes.
5. Scientific study of social aggregation (collection of individuals in the same place and time).
6. How do people move through their lives?
The systematic study of human behavior in a social context.
Identify and explain how personal issues are connected to social structures.
A relatively stable pattern of social relations.
1. Microstructures
2. Macrostructures
3. Global structures
Pattern of intimate social relations formed during face-face interactions.
The pattern of social relations outside and above one's circle of intimates and acquaintances.
Patterns of social relations outside and above the national level.
1. Family
2. Impersonal interactions (bumping into someone).
1. Companies (economic)
2. Schools
3. Government
4. Banks
1. NATO
2. World Bank
3. IMF
4. UN
It is related to how 'nations' interact.
The ability to see the connection between personal troubles and social structures.
1. Scientific Revolution: Encouraged evidence-based conclusions about society.
2. Democratic Revolution: Suggested people were responsible for creating society; Thus, human intervention was capable of solving social problems.
3. Industrial Revolution: Created a host of social problems, and attracted the attention of social thinkers.
1. He sought to understand the world using a scientific method of research.
2. Coined the term "sociology".
3. The origins of sociology were based upon an 'ideal society'.
1. Spencer's theories were directly related to different kinds of social changes (Darwinism).
2. Societies evolve in the same way that biological creatures do.
3. He had imperialist ideals. He looked at other nations as uncivilized and considered the British population the peak of evolution. He thought some races evolved better than others.
4. His ideas led to racist actions such as the Eugenics movement.
Once "lesser" communities or individuals have done what they needed to do in this world, they can be wiped from the Earth.
~Led to forced sterilization of the poor, sick, etc.
Belief in the importance of science vs. the vision of an ideal society.
A tentative explanation of some aspect of social life that states how and why certain facts are related.
It tries to encapsulate as much of the social world as possible or it tries to understand society as a whole/ all social actions.
This is a more contained theory, which tries to understand a specific phenomenon.
~Tries to explain a chunk of the social world.
The process of systematically observing reality to assess the validity of a theory.
~It can be statistical/ numerical, or take a more personal approach.
Ideas of what is good or bad.
~Everyone has a different point of view.
~A lot of research surrounds what you believe in.
It is often regarded as a supremely antisocial (contained to an individual) and non-social event.
~ Often focused on an individual's state of mind, rather than the state of societies.
~Looks at what social pressures and actions cause a person to resort to suicide.
He believed suicide rates were strongly related to social forces.
~He found the more people with mental issues, the lower the suicide rate, which is the opposite of what he believed would happen.
~Thought suicide rates vary based on social solidarity in different populations.
~Non-reliogous individuals were the most likely to commit suicide, as they lack a strong bond with the people around them.
~ Religious groups interact daily, they are tightly bound. They see the social connections and don't want to hurt the people surrounding them.
Social solidarity:
1. The degree to which members of a group share beliefs and values.
2. The intensity and frequency of their interactions.
It has substantially increased since the 1960s, among youth.
~Strong social ties have eroded.
~Religious participation has decreased, unemployment is up, and children may experience less intimate social interaction with their parents due to less adult supervision.
All human behavior is based upon social relations, such as government.
~This is dependent upon individual-macrostructure relationships.
~Where there is an issue in society, it is because a macro-society has disrupted the equilibrium.
~Macrostructures are meant to protect society from internal threats. As soon as the power of a macrostructure is abused equilibrium is swayed.
Police in North America:
~This leads to distrust from the public and evidently revolt.
Functionalist: Various institutions must work together to ensure the smooth operation of society as a whole.
~Familes effectively raise new generations (It is one of the smallest, but most important units of society).
~ The military successfully defends society against external threats.
~Schools teach necessary skills and values.
~ Religions help people share a moral code.
Rather, he broke down the institutions and determined what kind of equilibrium they would cause and how they could return to equilibrium.
Social structures may have different consequences for different groups of people, and some may be dysfunctional.
~Manifest vs. Latent functions
Obvious and intended effects of a social structure.
~Intended goal
Non-obvious and possibly unintended effects of social structures.
~Not always negative, they just may not be intended.
Universities:
Manifest: The obvious goal is to teach students, and get young adults to a higher level of intellect.
Latent: Used to meet new people, or find a romantic partner (which is not the main goal, but still something that intends to occur).
Shows how major patterns of inequality produce social stability in some circumstances and social change in others.
~Members of a privileged group seek to maintain advantages, while members of subordinate groups struggle to increase theirs.
~Suggests elimination of privilege will lower the level of conflict and increase human welfare.
~Focused on large, macro-level structure (government).
Society works in a back-and-forth between people who have power and those who don't.
~This leads to revolution.
~Seen in hiearchal systems. They want to eliminate class.
Karl Marx
He thought that class conflict (the struggle between classes, to resist or overcome the opposition of other classes) was important for the wellbeing of a society.
He criticized Marx's argument.
~He thought that looking at society from the perspective of class conflict was a limited view, and that revolution was the only way to evolve was stunted.
~Politics and religion were also important sources of historical change.
~Rapid growth of the service sector allowed for workers to enjoy higher status and income them those in the manufacturing sector.
~Overall, change is caused by more than just the means of production.
Conflict theory
He laid the foundation for modern conflict theory in the 1950s.
~He brought conflict theory to the Americas.
~This was important for American conflicts which arrived in the 1960s: women's rights movements, and workers rights movements.
Conflict theorists became interested in the ways in which elements of culture express domination by the powerful and resistance by others.
~Was based upon the ideas of disillusioned Marxists, whose belief in the communist system lessened as they watched America's lack of Revolution.
~It asks the question: How do capitalist societies remain in power, and how have these societies managed to convince their communities that capitalism is a good thing?
He wrote the "Prison Notebooks," where he thought that ideas are what govern how people see the world.
~People tend to believe some things are innately true as it has been ingrained into their heads, and has become "common sense".
~The ruling class has convinced society that some ideals are best for the prosperity of the society.
When the values of upper-class dominance become so deeply entrenched that the great majority of people accept it as common sense.
The American Dream:
~Americans are made to believe that ANYONE, ANYWHERE, is able to make a life for themselves regardless of social status, economic income, race, etc.
He believed that everything in society is a struggle to maintain or gain power (Marxist idea).
The want to exert one's power.
He thought that deeply ingrained rules cause us to act a certain way in public or in society, which is instilled into us by culture.
~We "do the right thing" because that is what we are expected to do.
We internalize the means of our own oppression. The structure of power is so deeply ingrained within us that we tend to oppress ourselves.
~New technologies internalize the means of control, making it so that authorities can easily observe behavior.
It means every interaction we have is a power play.
~People who do not fit within a convenient category are excluded, and language causes the oppression of those who do not fit in a binary.
1. Focuses on interpersonal communication in micro-level social settings.
2. Emphasising social life is possible only because people attach meaning to things.
3. Stresses that people help to create their social circumstances, not merely react to them.
4. Increases our understanding and tolerance of people who may be different than us.
Focuses on understanding people's motives and the meaning they attach to things in order to better understand the significance of their actions.
We are shaped by our culture, as we also shape the culture itself. It's passed on to the next generation as an evolved form of the previous culture.
His thoughts were on the protestant ethic.
~Calvinsim removed the idea that one had a spot guaranteed in heaven.
~It was something that was chosen from the beginning and could not be changed.
~People thought they had to show that they deserved a spot in heaven, more for themselves than for God's sake, but this idea drove capitalism as everyone strove to get wealthier.
~Increased savings and investment, thus stimulating capital growth.
Nope.
~Although it did change the way people thought and acted in this society.
Thought an individual's sense of self was formed by how they interacted with others.
~We learn who we are by interacting with other people and standing in their shoes, or rather, seeing ourselves as they see us.
React how someone else reacts.
~Reflect on how someone acts towards you.
He thought that everyone wanted to appear in the best light possible in every interaction.
Acting
~We move through a wide range of roles, props, stages, and acts depending on the reactions we receive.
~Might not even be aware that you are jumping from role to role.
It is a take on symbolic interactions.
~People assume interactions are natural and innate, but they are sustained and affected by social processes that vary historically and culturally.
Gender roles:
~Despite the idea that women being caretakers is not a "natural" idea that is backed up with any biological evidence, gender roles were pushed upon by religious, and patriarchal beliefs.
Denies the very existence of stable labels.
~In society, people tend to split gender and queer identity in a binary, "male or female", or "gay or straight", but there should be a fluidity and variability of people's actual identities.
To control and dominate people who don't fit into a set binary.
Male domination and female subordination are not based upon any biological necessities but on the structure of power and social conventions.
~Focuses on various aspects of patriarchy.
Because of the way boys and girls are treated as children.
~ We are shaped into who we will grow up to be based on how adults treat us as children.
1. Clothing that is worn: "Skirts are for girls"
2. Hair
3. Toys that are played with growing up
Focused on differences in the ways boys and girls are reared; barriers to equal opportunity for education, paid work, and politics; and the unequal division of domestic responsibilities between women and men.
The mid-1960s, when the rise of the modern feminist movement displayed the inequalities between men and women.
The process by which a particular design, activity, color, etc., comes into some popularity and then phases out.
Fashion performs an important social function of helping maintain an orderly class and function.
~Shows each person's economic prowess or place in society.
Fashion cycles are a means for larger industry owners to make money.
~Capatalism provides everything you need to survive, but a one-and-done sale does nothing for the capitalist class.
~They make sure that you always feel like you need to buy new things, so you have to work, and thus people have to work at their factories, and it becomes a cycle.
~Pay for things we don't need because of trends.
Fashion helps us express our shifting identities.
~Clothing that is worn depends on the context, we wear different clothes for different occasions.
Fashion is a form of patriarchy.
~Men's fashion doesn't change very often, but women's fashion trends are constantly changing.
~Trends are often made to fulfill the male gaze, to objectify women.
The taken-for-granted part of our world and learn new and surprising things about it.
There is a technology-driven shift to service industries and attendant consequences of that shift for all human activity.
~The bulk of the North American economy is involved in the service industry.
~Fewer and fewer people are actually involved in the making of items we buy, so we rely on other countries.
People are freer to contrast their identities and form social relationships that suit them.
People are freer through virtually instant global communication, international migration, greater acceptance of sexual diversity and variety of family forms, and growth of ethnically and racially diverse cities.
1. Push to conformity in some spheres of life (e.g., consumerism).
2. New technologies that encourage conformist behavior.
3. Cultural consumption is largely influenced by profit-driven American-owned corporations.
4. We risk the loss of diversity.
Biases
Often lead us to draw incorrect conclusions about what we see.
1. Tradition
2. Authority
3. Casual observation
4. Overgeneralization
5. Selective Observation.
6. Qualification
7. Illogical reasoning
8. Ego-defence
9. Premature closure of inquiry
10. Mystification
Heuristics: what has worked in the past.
~We repeat something over and over again if we believe it will work.
Citing a person with higher authority without gathering evidence of your own.
It's when we don't pay close enough attention, which leads to generalizations.
~Half paying attention.
In which a single case in which something occurs causes you to believe that everyone must follow the same rules as that one did.
Seeing only what you want to see and ignoring the rest.
True in most cases, but not in one that you are associated with.
~It is the exception to a true generalization.
~Belief that your case holds more truth then every other case.
Seeing patterns that do not exist.
~Seeing a correlation between two things that have no relationship.
Refusing to accept evidence that goes against your own thinking.
Only investigate on the surface level.
~We see how something happens, but we don't look to see if there is more information on the matter.
There are greater forces at work than what we can understand.
~Larger than life thinking.
~Blame hard to explain occurrences on a greater force.
The part of the population of research interest that is selected for analysis.
The entire group about which the researcher wants to generalize.
If the sample is representative of the population, generalizations can be made.
Ability to produce "objective" results.
~If two people look at the same thing, they should be able to individually come to the same conclusions from the same data.
~Test of consistency, regardless of the observer.
~Another word for intersubjectivity.
1. Concepts and principles do more than limit reality, they shape it.
2. looking at the world from a particular viewpoint shapes what you experience.
3. Viewpoints matter to the realities experienced.
Unique experiences that provide intimate sensitivities and understandings that are inaccessible to outsiders.
Different viewpoint.
~They make observations from a distance.
~Might not have as much knowledge on the matter.
Qualitative research can be defined as the study of the nature of phenomena and is especially appropriate for answering questions of why something is (not) observed
Quantitative research deals with numbers, logic, and an objective stance.
~Because sociology deals with people, this is hard to make numerical and often requires a abstract measurement.
1. Identify a research interest based on concrete experience(s).
2. Collect evidence from one or more cases of the same type.
3. Analyze the cases to identify the common patterns and themes.
4. Provide an interpretation of the patterns and themes that stress the context in which the concrete experiences took place.
1. Identify a theoretical idea of interest.
2. Test the abstract idea into a testable hypothesis.
3. Collect and analyze data.
4. Accept or reject the hypothesis.
1. Voluntary participation: needs active consent. We cannot force someone to stay once we have started.
2. Harm minimization: Identify any psychological or physical harm that could occur. Advise on risks and probable harms.
3. Right to privacy: Choice to be identified, or how they identify themselves.
4. Authenticity: Deception research, or rather people may react how they think you want to react, so we have to get around that in other ways.
The process by which a concept is translated into a variable.
A measure of a concept that has more than one score or value.
The testable form of a proposition.
A carefully controlled artificial situation that allows researchers to isolate hypothesized causes and precisely measure their effects.
Involves assigning individuals (research subjects) to groups by chance processes.
The group that is exposed to the independent variable.
The presumable cause in a cause-and-effect relationship.
The presumed effect in a cause-and-effect relationship.
The group that is not exposed to the independent variable.
The degree to which a measure actually measures what it is intended to measure.
The degree to which a measurement procedure yields consistent results.
Ask people questions about their knowledge, attitudes, or behavior either face-to-face or telephone interview, or in a paper and pencil format.
~Most widely used sociological research method.
1. Closed-ended
2. Open-ended
When a researcher is sure that their findings reflect a population its called statistically significant.
~The likelihood of the sample reflects the population increases as the sample size increases.
~1500 people typically give accurate results.
If one value of one variable changes with the value of the other.
The degree to which change in the independent variable is associated with the change of the dependent variable.
~R value
1. Relationship test: altering the independent variable disrupts the dependent variable.
2. Sequencing: Things have to happen in a particular order, a change cannot occur before the independent variable is introduced.
3. Non-spuriousness: There can not be a hidden third variable causing a change.
1. Variables systmatically change together.
2. The independent variable changed before we saw a change in the dependent variable.
3. The relationship is authentic (No non-spuriousness criterion)
To seek a subjective understanding of social phenomena using inductive (approach) research.
~How people interpret social experiences.
The researcher takes part in the social group being studied, and while a part of the action, systemically observes what occurs and why.
1. Determine the researcher's role (avoiding reactivity, when people know they are being watched they behave a certain way).
2. Gaining access: it is not super easy to get into some places that we want to research.
3. Identifying key informants: Who are the best people to interview?
4. Assembling field notes: Used to avoid the pitfalls of memory, take notes in the moment so that they are not misremembered later.
5. Constructing a narrative: Why are you telling a story?
1. Structured interviews
2. Unstructured and Semi-structured interviews
3. Cases
4. Case studies
Follow a carefully crafted protocol to acquire the respondent's view on predetermined subjects.
~Script does not deviate.
Employ loose, open-ended formats, allowing respondents to speak their minds.
~On the fly come up with follow-up questions. In most cases, a little bit of prep is done.
Exemplify how insiders experience social relations.
~Person, family, country, etc..
Focus on the rich description of a single case.
The shared symbols and their definitions that people create to solve real-world problems.
~Enables people to adapt to and thrive in their environment.
~Used to communicate with others.
1. High culture
2. Popular culture (mass culture)
Concrete things or abstract terms that represent something.
~In a culture, their meaning is shared among a substantial group of people.
The ability to create general concepts that meaningfully organize sensory experiences.
~Allows for the ability to tell someone about an experience, so they don't have to experience it themselves.
~Explain things to people that they have never experienced before.
Statement about what members of a community define as real.
~Different globally
~ Can be smaller things, but can be larger concepts like religion.
The capacity to create a complex social life by establishing norms and values.
~What is right and wrong?
The human capacity to make and use tools, and thereby improve our ability to take what we want from nature.
~We make clothes, books, etc.
Composed of symbols, norms, and other intangible elements.
Comprised of tools and techniques that enable people to get tasks accomplished.
~Anything that can be held, or bought.
The orderly arrangement of social interaction.
~Rooted in our cultural blueprint (ingrained).
~Understanding, interpreting, and putting this blueprint into coordinated action is the key to community survival.
1. Folkways
2. Mores
3. Taboo
4. Law
The least important norm that evokes the least severe punishment.
~Being rude to others in a public place = scolding.
Core norms that most people believe are essential for the survival of their group or their society.
~ Expectations that are required to abide by.
~Greater punishment, expelled, jail, etc.
~Cheating on exams, stealing, or murder.
The strongest norm. Which causes a revolution when violated.
~Unexplainable action.
~You know you hit the nail on the head when you cringe at the idea.
~Incest, pedophilia, or rape.
Norms that are codified and enforced by the states. Mores and taboos are often laws, and taboos always have laws attached to them.
The tendency for a person to judge other cultures exclusively by the standards of their own culture.
~Other cultures, norms ideas, and techniques frequently seem odd, irrational, or inferior.
~Or belief that others take your culture for granted.
1. Freedom
2. Constraint
People do not accept culture passively:
~People actively produce and interpret culture, creatively fashioning it and attaching meaning to it in accordance with diverse needs.
~To a point, we are able to choose our cultural influences.
~Culural diversity.
The rights revolution:
~Socially excluded groups have struggled to win rights under the law and in practice.
1. Legitimizing the grievances of groups that were formally excluded from full social participation.
~Indigenous peoples
2. Renewing pride in their identity and heritage.
~LGBTQAI+
Formerly separate economies, states, and cultures are tied together, and people become aware of their growing interdependence.
~Expansion of international trade and investment.
~Easily latch onto small parts of other people's cultures (food, clothes, etc.)
~Due to the internet.
It is a time were we produce individuals who believe they should have no story except the story they chose when they have no story.
~That is his idea of freedom.
~Choose our own identity, we can reject the places and times we were born into.
~Gender identity, rejecting biological sex.
God is a projection of our ideals and wants of what it means to be human.
~God is only required in the gaps of knowledge or denied although.
~ The only thing that you have to know is that you are human.
~Utopia
The erosion of authority:
~Every truth claim that is made is debated because authority is not completely trusted now.
~Leads to a lack of trust in the school system in relation to sexual orientation, and gender identity.
~Assumes there is no trajectory to history, we have no sway in things getting better or worse, they just happen.
Concerns about the ability of societies to:
~Make binding decisions
~Govern
~Teach children and adolescence the difference between right and wrong.
~Transmit accepted literary tastes and artistic standards from one generation to the next.
It empowers ordinary people and makes them responsible for their own fate.
~Frees people to adopt religious, ethnic, and other identities in which they are comfortable.
~Makes us more tolerant to differences, in its best forms.
Term coined by Max Weber:
~The most efficient means to achieve a given goal and the unintended, negative consequences of doing so.
~Described life as an "iron cage".
~e.g. School system times; Teens work more efficiently from 8-4, but it is frowned upon by the students themselves.
~Measurement of time: We live and die by the clock. When do we get up, go to bed, eat, go to class? It limits our ways of thinking.
We define ourselves in terms of the goods we purchase.
~Motivated to make more purchases based on power or social gain.
~In society, we have exactly what we need to survive, but we are still compelled to buy things.
~People are more one-dimensional in a capitalist society.
~Things tend to not be made in the best condition, so that in the case it breaks a new one will have to be bought.
~Social pressures to keep up with trends.
~Identity may become tied to purchases (Apple vs. Samsung).
Subculture: adherents of a set of distinctive values, norms, and practices within a larger culture.
~We may choose to buy things that help define us as a member of a subculture.
~But, it becomes that a part of our identity and culture is tied to a culmination of things that we buy.
~Taking capitalist-produced items to express ourselves with.
Counterculture: Subversive subcultures that oppose dominant values and seek to replace them.
~Consumerism is great at taming these movements.
~e.g. The punk movement: Believed that capitalism was destroying society, and stole and destroyed capitalist-produced items.
~This was sucked up by the consumer industry, which invaded the culture, tamed it, and made it into a consumable brand.
Cultural capital: The beliefs, norms, and values that people draw upon in everyday life.
~It is similar to a social currency.
~People with different socialization histories occupy different social positions and have different amounts and types of cultural capital.
~Limits how we express ourselves, we have to act, dress, and talk in a way that musters cultural capital.
~Leads to assimilation.
Cultural jamming: The creative method used by individuals and groups to challenge dominant cultural beliefs, tastes, norms, and values.
~Resist mainstream culture in creative ways (e.g. Graffiti, cloning websites, parodies, street protests).
~Illustrates the paradoxical nature of culture.
The emerging mix of changes to our ways of living stems from the widespread adoption of computer-based technologies and communication networks.
~Can benefit, but it is also a cause for concern.
~Limitless access to information.
~Place to play with identity
~More focused on the phone than the others around us.
~Texting and driving, or giving a phone to a child as a replacement for parenting.
~Inside and outside school, technology is replacing books, blocks, etc. (Loss of creativity).
~A lot of social interactions are characterized by technology, which causes us to spend less time with each other.
~This can contribute to physical safety.
~Less time is spent:
~Volunteering
~Working
~Homework
~Sports
~Attending religious services
~More leisure time, which is mostly spent online.
~from 2012+ rates of depression and suicidality have skyrocketed.
1. You will always be heard.
2. You can direct your attention wherever you want.
3. You never have to be alone.