SOC001-Exam 3 – Flashcards
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total institution
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a place of residence and work where a large number of like-situated individuals, cut off from society for a period of time, together lead an enclosed, formally administered round of life
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goal of total institutions
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to take away the individuals self and give him or her a new one more in keeping with the needs of the total institution
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resocialization
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to take away the individuals self and give him or her a new one more in keeping with the needs of the total institution
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degradation ceremonies
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-objective is to strip away individuals sense of self worth -insults and abuse -tasks that are menial, exhausting, filthy
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depersonalization
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-taking away name, appearance, personal belongings -strip away old identity and replace with a better, new identity similar to everyone else
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relativity of deviance
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we know that norms vary across societies so we also know that what is considered to be deviant varies across societies
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Lombroso's non sociological theory of why people deviate
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-says deviance is based on biological factors and deviants were biological failures -looked at italian prisoners who most likely were Sicilian and had certain features but he would realize if he went to Sicily that all the nonimprisoned people would look like this as well
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deviance and the superego
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people with a strong conscience tend to be good whereas people with a weak conscience tend to be bad
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deviance and aggressive personality
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some forms of deviance such as violence are manifestations of aggressive personality whereas other forms may be seen as an expression of psychological dependency
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Becker on how people learn to deviate
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-deviance is frequently a learned social behavior
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Becker-how people learn to enjoy the effects of marijuana
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first they must learn to smoke, then learn to perceive the effects, and then learn to enjoy the effects
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what did Chambliss say about deviant behavior?
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-he found that is some cases it is not what you do but who are you -found that lower-class youths were more likely to be sanctioned than middle-class youths
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societal reactions theory
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focuses not on the one who commits the deviant act but on the response of the audience
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labeling theory
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-people constantly work to interpret reality -this is done with labels
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primary deviance
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the kind of deviant acts that almost everyone does from time to time
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secondary deviance
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deviant behavior that occurs after and because of the fact that the individual has already been labeled deviant
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stratification
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society is made up of social layers, or strata, that are arranged in a hierarchy
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legitimating rationale
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help to account for the persistence of a particular social stratification systems
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caste system
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-system where one's rank is determined at birth -based on ascribed characteristics
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the four varnas of the Indian caste system
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Brahmans, kshatriyas, vaishyas, shudras
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brahmans
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priests, seers, and philosophers
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kshatriyas
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warriors, royalty, and administrators
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vaishyas
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producers, merchants, farmers, artisans, other skilled workers
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shudras
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peasants and unskilled workers
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estate system
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-place in the hierarchy is determined at birth -contacts between members of different estate are permitted thought generally this contact is fairly impersonal
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first estate
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-made up of aristocracy or nobility -membership is inherited or ascribed
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second estate
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-made up of the clergy -not based on ascribed characteristics
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third estate
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-included the peasants or serfs -people who were tied legally to specific parcels of land -the estate of commoners
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class system
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-where the best people work their own way into the highest ranks -said to work with achieved rather than ascribed characteristics
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Marx and his theory about society
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the most important thing about any society was it economic system especially by which it produced the stuff that people needed to survive
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The two classes that Marx believe people in a capitalist society to fall in
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proletariat and the bourgeoisie
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proletariat
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those whose place in the means of production is to labor, they only have their labor to sell
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bourgeoisie
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those who own the means of production, factories and large production facilities
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weber's definition of class
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-refers to any group of people who have the same typical chance for a supply of goods, external living conditions, and personal life experiences -this chance is determined by power and the sake of income in a given economic order
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lifestyle
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-distinctive ways in which people consume goods and services -the social customs associated with each class
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life chances
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the probabilities concerning the fate an individual can expect in life including good health, education, autonomy, and a long life
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status
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the degree to which an individual has social honor
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structural mobility
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mobility that results from such social facts as changes in the occupational structure, immigration, and birth rates
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horizontal mobility
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refers to movement from one occupation to another in the same stratum
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vertical mobility
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refers to movement up or down in a stratification system
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intragenerational mobility
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has to do with mobility that occurs within a person's lifetime
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intergenerational mobility
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refers to changes in position in the stratification system by different generations of family members
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steps of resocialization
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-strip away existing social self -learn new roles
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agents of socialization
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family, school, media, peers, work place
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breaching
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violating a norm
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why are norms relative?
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the rules we follow depend on the situation and are relative to the situation
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deviance
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behavior that violates norms
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why is deviance relative?
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the rules depend on the situation thus violating the rules depends on the situation
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characteristics of norms
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-vary across cultures and societies -vary across subcultures -vary over time -relative to their culture, subculture, and time period
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conformity
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a change in behavior due to real or imagined influence of other people
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autokinetic effect
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-very small movements of the eyes -a spot of light in a darkened room appears to move because the eyes lack a stable frame of reference
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Sherif conclusion 1
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when faced with an uncertain situation, people depend on one another for clues about what to do
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Sherif conclusion 2
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the effects of group consensus can occur without the group
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Sherif conclusion 3
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conformity often occurs without us being conscious of it
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barriers to independent behavior
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1. lack of alternatives 2. absence of communication within the group 3. fear of disrupting the groups operations 4. fear of disapproval from other members of the group 5. diffusion of responsibility
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critical thinking
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the disciplined art of using the best thinking you are capable of
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4 critical keys to critical thinking
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1. judgement 2. empathy 3. learn your limits 4. distinguish between assumptions and inferences
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judgement
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the act of forming an opinion or decision that is based on careful thought
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empathy
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the ability to understand and share the feelings of another
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benefits of empathy
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insight, expanded world view, loss of fear which all leads to better critical thinking
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effect of parents social class and health on children's life chances
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-mortality rates and sickness rates are negatively related to social class -poor children are more likely to suffer from psychological distress
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effects of parents social class and education on children's life chances
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-parental income has an effect on whether children finish high school and attend and graduate from college -children who come from poor families are less likely to attend school
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effects of parents social class and working life on children's life chances
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-men who grew up in poor families tend to work fewer hours and earn less per hour than middle class homes
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effects of parents social class and crime/justice on children's life chances
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-poor people are more likely to be victims of crime -lower classes are more likely to get arrested, not be released on bail, and be convicted and sent to prison than if higher classes broke the law
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reproduction of class structure
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when people end up in the same class position that was occupied by their parents
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cultural explanation of the reproduction of class structure
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people in different social classes have different patterns of values, beliefs, and norms which they pass on to their children through socialization
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2nd cultural explanation of the reproduction of class structure
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the values, beliefs, and behavioral norms of lower classes are not compatible with success in society
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culture of poverty
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once poverty comes into existence children already have absorbed their basic values of their subculture
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effects of culture of poverty
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children cannot take full advantage of changing conditions or improving opportunities that may develop
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structural explanations of reproduction of class structure
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the differences in values, beliefs, and norms are better explained as the consequences of poverty rather than as the causes
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tracking
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the process where students are divided into categories so that they can be assigned in groups to various classes
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how students are placed into tracking categories
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-kids from lower-class backgrounds are placed in lower tracks and kids from more affluent backgrounds are placed in upper tracks -tracking is less about their abilities and more their parent's social class
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pygmalion effect
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-teachers expectations influenced children's performance -Rosenthal and Jacobson found this to be true
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income
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the amount of money that an individual or family receives in wages, salaries, investments, etc
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wealth
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the total value of assets owned by an individual or family minus the amount of debt they have
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why do armies prefer their soldiers to be young according to Dyer?
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physical fitness, lack of dependents, enthusiasm and naiveté
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Based on Dyer's article how do you convince someone to kill?
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if they are around fellow soldiers they will kill, if they are alone they may not
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How does Parris Island satisfy as a total institution?
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-the recruits are not allowed to set foot outside the camp until they graduate -they do everything simultaneously in large groups -all the physical evidence of their individual identities is taken -being told what to do by Sergeants
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How does Dyer's article have to do with resocialization?
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talks about the boot camp and how they are changing the men into soldiers using degradation and depersonalization by breaking down old character, shaving heads, and uniforms
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According to Dyer what is the main objective for basic training
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it is not really about teaching them the skills soldiers need but about changing their overall values and loyalties
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what is one of the most important aspects of being a marine?
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learning how to be a real man
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Why is close order drill taught?
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-that orders have to be paid automatically and instantly -that you are not longer an individual but part of a group
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some ways in which the "saints" were deviant
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-creating schemes to get out of school early -drinking heavily and driving drunk -reckless driving, speeding, pulling pranks -destruction and vandalism of random houses and construction sites
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some ways the "roughnecks" were deviant
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-got into many fights with each other and outsiders -took part in a lot of theft and shoplifting -drinking
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between the saints and the roughnecks who committed more illegal acts?
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the saints
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how were the saints able to escape being labeled as bad kids?
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they kept themselves away from the community and school when it came to their deviant acts and many people were unaware of the delinquency they took part in
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what was the difference in the way the saints and roughnecks presented themselves and their behavior
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-the saints presented themselves as good citizens and hid their acts from the public usually by going to the edge of town, staying inside, or going to another town -the roughnecks were known to be delinquent, looking for trouble, and did not have access to things so their acts usually took place in the center of town in public
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which group had the most members who committed secondary deviance?
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-the Saints because they took part in reckless driving, speeding, drinking, messing with construction sites
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how did the deviant labels effect the roughnecks after high school?
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-only two of the boys went to college, graduated, and have stable jobs and families -the other boys either never finished high school, or are in prison for serious crimes or murder
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how did the deviant labels effect the saints after high school?
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-7 out of the 8 saints graduated from high school and went off to either the army or college -most graduated from college after either 2 or 4 years and had successful jobs
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characteristics about caste systems
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-status is hereditary/ascribed -boundaries between castes are impermeable
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characteristics about estate systems
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-status is hereditary/ascribed -boundaries between estates are impermeable
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characteristics about class systems
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-status is achieved -boundaries between classes are permeable
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power
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the ability to make people do what you want them to do, even if they do not want to
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prestige
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social honor given to people by other people
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occupational prestige
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prestige given according to occupation
