Unit 2: Culture and Social Structures

Ch 3: CultureCh 4: SocializationCh 5: Social Structure and SocietyCh 6: Groups and Formal

OrganizationsCh 7: Deviance and Social Control

Ch 3 – Culture • Culture • The knowledge, language, values,

customs, + ______________ that are passed from one ________ to the next among members of a group.

• Examples of parts of culture:Material _________ BuildingsTransportation ______, piercings Food_________Clothing

NonmaterialLanguageGov.’t/______Holidays__________________DancingValues

• Culture helps explain human __________________.• What we do/don’t do, like/dislike,

believe/deny, or value/discount are based on ____________.

• It dictates our ______________ w/ others.• IT MUST BE ___________!• A society is a group of people who live in a defined

territory + participate in a common culture – culture is that society’s ___________________.

• So if you move to a different country, you take your culture w/ you. You may or may not begin to _______ that society + adopt their culture.

• Influences on behavior besides culture

• Instincts are genetically inherited _________________ – unlearned ways of acting.

• Why is ______ more important than instincts in determining human behavior?

• B/c if only instincts controlled us, we would all act the ____.

• Ex. Parenting- Some people

want to be parents +

some don’t.- Some are

good + some abuse their

children.• ______ determines what type of

shelter to build, food to eat, clothes to wear, etc…

• _________ – includes our DNA, reflexes (simple, biologically inherited, automatic reactions to physical stimuli), + drives (biologically inherited impulses to discomfort).

• Sociobiology• The study of the ______________ of human behavior.

• Combines Darwin’s Theory of Evolution w/ modern __________.

• They assume that the behaviors that contribute to the survival of humans are ___________________.

• Ex. sexual reproduction, parental affection + care, education of the young, friendship, etc…

• Applies many of the same beliefs to other ________.

• Criticisms of sociobiology:• The importance placed on genetics

could be used to ___________________ as superior/inferior.

• It doesn’t explain the wide ________ in societies.

End Section 1

• Passing down culture

• For a culture to continue, it must be learned by each __________________.

• The creation + transmission of culture depends heavily on symbols (things that _________ something else).

• Symbols include objects, ______, smells, tastes, etc…

• The most powerful symbols are those that make up ___________.

- Language allows us to ____ culture + removes limits on explaining ____

+ place.

• Language + culture

• The Hypothesis of Linguistic Relativity (or The Sapir-Whorf Hypothesis) states that our ________________ depends largely on what _________________.

• How we think about a thing or idea relates to the # + complexity of ______ available to describe that thing or idea.

• Even varies from one _______ to another.

• When something is _______ to a society, they will have many words to describe it.

• Can change when people learn new ________ or cultures add words to their language.

• But language isn’t the only thing that shapes our perception of reality. For ex., ___________ does also.

End Section 2

• Norms • The ___________ appropriate + inappropriate ____________.

• They help explain why people in a group/society _________________ in similar circumstances.

• May guide our behavior w/o our awareness until someone __________________.

• There are 3 types of norms:1. Folkways: rules that cover customary

ways of thinking, feeling, + behaving but __________________. B/c they aren’t deemed vital to group welfare, disapproval of breaking them isn’t great. We may think people who break these norms are ________, but not dangerous or immoral. Ex. Talking too loudly.

2. Mores (MOR-ays): are rules that cover ways of thinking, feeling, + behaving that have __________________ + shouldn’t be broken by members of the society. Ex. Incest. A taboo is a norm so strong that breaking it __________________ by the group. Incest is the only taboo present in all societies (although its _______ varies).

3. Laws: are rules that cover ways of thinking, feeling, + behaving that are ______________ + enforced by officials.

• Folkways + mores are often ____________ created over time while laws are __________ created + enforced.

• _______ can come from folkways + mores.• Sometimes laws _____________ even after the

folkways/mores of a society have changed.

Is it a folkway, more, or law?Is it a folkway, more, or law?

_________ 1. A woman smoking while pregnant

_________ 2. Mr. Chamblee picking his nose

_________ 3. Kendall driving 10 mph over the speed limit

_________ 4. Dani throwing a soda can out of her car window

_________ 5. Tavon loudly belching in his sociology class

_________ 6. Ronald talking on his cell phone at the movies

_________ 7. A teenager cussing at a minister or rabbi

_________ 8. Shoplifting baby formula to feed your baby

• Norms must be __________________. Groups teach norms partly through sanctions (rewards or punishments used to encourage people to follow norms).

• Formal sanctions are sanctions imposed by people w/ ______________ (Ex. Parents, teachers, judges, organizations, etc…)

• Informal sanctions are sanctions that can be applied by most _________________.

• As we age, we may conform to norms w/o the ___________________ b/c we have accepted the behavior, wish to avoid guilty feelings, +/or fear social disapproval. Instead we _______________ ourselves.

• Values • Broad ideas about what is _______________ shared by people in a society.

• Values form the basis for _______.• ___________, they don’t dictate precise ways of

thinking, feeling, + behaving.• So different societies/groups can have

different ____ based on the same ____.• Ex. Value: Freedom of Press

- Possible norms: - Can print

anything- Can print

anything that is true- Can print

anything as long as it doesn’t hurt anyone

- Can print anything that is obtained legally

____________________

are used to enforce

FOLKWAYSFOLKWAYS ______________ LAWSLAWS

which are types of

______________

that are based on

______________End Section 3

• Nonmaterial vs. material culture

• Culture can be divided into 2 parts: non-material + material.

• Non-material culture consists of knowledge, ideas, + beliefs (ideas about the nature of _______) that influence people’s ________.

• Beliefs are important b/c people base their behavior on what they believe to be ______.

• Material culture consists of the tangible objects of a culture– the things we can ____.

• The ________________ of physical objects can vary from one society to another.

• Ex. Crosses are holy, flags should be treated w/ respect, etc…

• Ideal culture refers to the cultural guidelines that group members _____________, but real culture is the actual _____________ of members of a group. Sometimes they _________.

• But ideal culture is important b/c it provides us w/ high standards + helps detect _______.

End Section 4

• Cultural change

• All cultures _________________.• Norms, values, + beliefs are relatively

________ but do change over time.• Why does culture change?

1. Discovery – discovering something that ___________ (ex. women can learn math + science).

2. Invention – the creation of ______________ (ex. telephones, cars, etc…).

3. ________ – Borrowing aspects of culture from other cultures (ex. spaghetti, democracy, etc…).

• Cultural diversity

• Caused by:• Social categories (groups that share a ______

__________ such as age, gender, or religion) – certain behaviors are associated w/ particular groups.

• Groups that are set apart:• Subcultures (groups that are part of

the _____________ but differ from it in some important aspects) such as certain ethnic communities w/in cities.

• Countercultures (subcultures deliberately + consciously ________ to certain central beliefs or attitudes of the dominant culture) such as the hippies or punk groups.

• Ethnocentrism is judging others in terms of one’s own _____________. It can help people feel good about themselves + ______________ through traditions + behavior emphasized. But it can also lead to societies becoming inflexible + feelings of ____________.

• Read p.80 “Cultural Relativism”

• Cultural universals

• General ____________ that exist in all cultures.• Researchers have found over _____. Includes

sports, music, cooking, clothing, division of labor, education, gov.’t, etiquette, family, marriage, sexual restrictions, religious rituals, etc…

• There are different ways of ____________ __________ known as cultural particulars. Ex. Different styles of clothing or housing, marriage laws, etc…

• Why do cultural universals exist?• _______________ of humans – ex. we all

need food + children must be cared for in order for society to continue, etc…

• _____________________ – ex. clothing + housing is needed to protect us from the elements, etc…

• Societies face many of the ___________ + to survive, they must teach new members their culture – ex. language, how to divide up labor, etc… End Section

5

Ch 4 – Socialization • Socialization’s

effects on personality

• Socialization is the cultural process of learning to _________________________.

• Nearly all human social behavior we consider natural + normal is __________

• Socialization begins at birth + continues _____________________.

• Successful socialization results in people being able to fit into all kinds of _____________.

• W/o the proper ______________, you’d have difficulty making friends, finding + keeping a job, belonging to clubs, maintaining romantic relationships, etc…

• Psychological studies show that w/o prolonged + intensive ____________ children don’t learn basics like walking, talking, loving, etc…

• In Harry Harlow’s experiment, baby monkeys would attach themselves to a cloth surrogate monkey w/o food instead of a wood + wire monkey w/ food, showing that imprinting is also important for ________________.

• Infant monkeys raised in ______ grew into hostile, distressed, apathetic adults who never exhibited normal sexual patterns. As mothers, they rejected or ignored their babies + sometimes __________ them.

• So clearly __________ is important to ________________ as well.

• Human babies denied close contact usually have difficulty forming ______________ w/ others.

• Read p.113-114 “Case Studies on Isolated Children: Anna and Isabelle”

End Section 1

• Views of socialization: Functionalism + Conflict Perspective

• Functionalism believes socialization helps create a ___________ by teaching the ____________ norms, beliefs, + values.

• The Conflict Perspective believes socialization is a way of keeping the ____________ – so it maintains the advantages of the upper classes, thus keeping things __________ + in conflict.

• Views of socialization: Symbolic Interactionism

• Believes that ____________ is the major deciding factor in _________________.

• So how are we socialized according to symbolic interactionism?

• Your self-concept is an image of yourself as a __________________ from other people.

• Other people serve as __________ for the development of your self-concept. So your looking-glass self is your image of yourself based on what ________ others think of you. The process is often rapid + ____________.

1. We imagine how we ______ to others.2. We imagine their __________ to our

(imagined) appearance.3. We _______ ourselves based on how

we imagine others have judged us.• Leads to a positive or negative self-

evaluation.• The “looking-glass” can be ____________.• Significant others are people whose

reactions are the ____________ to your self-concept.

• Role taking involves ______________________ of another person + using that viewpoint to shape the self-concept.

• We try to anticipate what others will say/do + how to ___________________.

• This ability develops in a 3 step process:1. During the imitation stage (begins

around 1½-2 yrs old) children imitate the physical + verbal behavior of significant others w/o ___________.

2. During the play stage (begins around 3-4 yrs old) children ________ they imagine other people would – assuming those roles one at a time.

- Ex. playing “mommy”, “teacher” or “police officer”.

3. During the game stage we anticipate the actions of others based on social rules + are able to consider the roles of ______________ simultaneously.

• As we grow older we develop the concept of a generalized other (the __________________, expectations, + viewpoints of society that guide our behavior + reinforce our sense of self) in which we imagine how our actions are viewed by “________”.

• Your “______” is composed of 2 parts:• The “me” is the part created through

socialization + accounts for __________ + conformity.

• The “I” is the part that accounts for unlearned, __________ + often creative acts.

• The “I” constantly _________ w/ the “me”. The 1st reaction of the self comes from the “I”, but (usually) before we act, the “me” directs our reaction into _______ ____________ channels.

End Section 2

• Agents of socialization: the family

• The family is critical for helping a child:

• Think + speak• Internalize ____, beliefs, + _____• Form some basic _________• Develop a capacity for intimate

+ personal _____________• Acquire a ____________

• Our family’s ___________ also shapes what we think of ourselves + how others treat us.

• Agents of socialization: schools

• Schools introduce children to life beyond the _____.

• Many of the child’s relationships are now ________ + rewards/punishments are based on performance instead of __________.

• Slowly, children are taught to be less __________ ___________ on their parents.

• Besides the obvious curriculum, children are also taught the hidden curriculum (the informal + _____________ of culture that children are taught in preparation for life) about things such as discipline, cooperation, conformity, etc…

• Schools also teach children about how ___________ _____________ in the real world w/ schedules + deadlines.

• Agents of socialization: peers

• A peer group is a set of individuals of roughly the ___________________.

• This is the only agency of socialization not primarily __________ by adults.

• Children have the opportunity to engage in ______________ relationships unlike family + schools where they are subordinates.

• Children usually belong to ______ peer groups.

• Gives children experience in self-direction as they begin to make their _______________.

• They develop _______________.

• Agents of socialization: mass media

• Mass media refers to the means of communication designed to reach the ______ __________.

• Includes tv, radio, internet, books, music, movies, newspapers, magazines, etc…

• Although often highly _________, it’s often through mass media that children are 1st introduced to many aspects of their ______.

• Provides ________ for children to imitate + gives examples of how to ________ in social situations (again, often distorted).

• Offers ideas about the _____ of our society.• Most sociologists agree that watching

aggressive behavior in the media significantly

__________________.

End Section 3

• Desocialization + resocialization

• Symbolic interactionism believes socialization is a _________________.

• Desocialization is the process by which people ____ ____ old norms, values, attitudes, + behaviors.

• Often involves the __________ of the old self-concept of personal identity.

• Often occurs in total institutions (places in which people are ________ from the rest of society + controlled by officials) such as prisons, mental hospitals, cults, etc…

• Often involves the removal of personal __________, loss of privacy, + use of serial numbers instead of names – this contributes to the breakdown of their _____________.

• Resocialization is the process in which people ____ ______ norms, values, attitudes, + behaviors.

• This can occur in total institutions through the use of _______________________.

• Also occurs during changes in _________, such as starting college, getting married, retiring, etc…

• Anticipatory socialization

• The voluntary process of _______________ new norms, values, attitudes, + behaviors.

• Doesn’t generally occur in prisons or mental hospitals b/c it involves __________ change.

• May occur in people who are moving from one ______ in their lives to another (Ex. going to college, getting married, retiring, etc…)

• A reference group is a group whose norms + values are used to ___________ – often the group w/ whom you _________.

End Section 4

Ch 5 – Social Structure and Society • Social

structure• The underlying ___________________ in a

group.• We ______ social structure from others.• A status is a ______ a person occupies w/in

a social structure. It helps us ________ who + what we are in relation to others w/in the same social structure.

• An ascribed status is a position that is not earned nor chosen, but _________.

• Ex. gender, age, etc…• An achieved status is a position that

is __________________.• Ex. career, marital status,

etc…

• A person holds more than ___________ at a time. A status set is all of the _______ that a person occupies at any particular time.

• Ex. female, 30 yrs old, single, teacher, daughter, sister, Christian, etc…

• Some statuses are more important to individuals than others. A master status is important b/c it ____________ most other aspects of a person’s life.

• _________ are often master statuses. Age can be as well. So master statuses may be _____________________.

End Section 1

• Rights + obligations

• A role is an ______________ associated w/ a particular status.

• A role is a status “____________”.• A status contains various roles.

• Ex. A teacher must grade, develop lesson plans, communicate w/ parents + administrators, keep up w/ current best practices in education, discipline unruly students, motivate, etc…

• So a status describes a _______ + a role describes a __________.

• Rights are behaviors that an individual ______ from others.

• Obligations are behaviors that individuals are expected to __________ towards others.

• A person’s __________ influences their roles, rights, + obligations.

• Ex. a wife in America compared to a wife in a remote African village.

• Role performance + social interaction

• Role performance is the _____________ of an individual in a role.

• Can occur w/o an _________ (ex. a basketball player practicing while alone) but usually involves _______ ___________.

• Social interaction is how people _____ to each other + __________ each other’s behavior.

• Ex. One boy taunts another. The other boy calls him a name in return. The first boy then punches him leading to a fight.

• Role conflict + role strain

• Role conflict exists when the performance of a role in one status __________ w/ the performance of a role in another.

• Ex. Students w/ jobs balancing time to study w/ work demands.

• Role strain occurs when the roles of a single status are ________________________.

• The problem is often a lack of _____.

• Ex. A politician must spend time campaigning to get reelected while still trying to perform the duties for the current term.

• We deal w/ role conflict + strain by setting ________ +/or segregating roles (behaving differently while in different roles).

End Section 2

• Types of societies

• A society is made up of people living w/in defined territorial ________ + sharing a common ________.

• Societies must meet their members’ ____________ such as food + shelter, but they do it in different ways. Those differences determine how societies are __________.

• There are 3 types:• _________• Industrial• ___________

• All societies are comprised of ______________ w/ members knowing what is expected of them + what they can expect from others (rights + obligations).

• Preindustrial societies: Hunting + gathering

• Survive by hunting animals + gathering edible foods.

• ________ type of society.• Usually ______ – due to food supply

+ changing seasons.• So they must carry all of their

______________ w/ them.• Tend to be very _______ (50 or less

people).• Sharing + cooperation are highly

valued w/ little or no concept of __________ ____________.

• No ________________.• No _________ institutions.• Division of labor is based on age +

gender.• Primary emphasis is on the ______ of

the group.

• Preindustrial societies: Horticultural

• Survive primarily through the growing of plants – ___________.

• These types of societies came into existence about 10-12 thousand yrs ago when people learned they could ________ _________ some plants instead of just gathering them.

• Led to more ______________________.• Societies ______, averaging 1-2

thousand people.• Primary emphasis is on providing for

the __________.

• Preindustrial societies: Pastoral

• Survive primarily by raising + taking care of _____.

• Mostly use herd animals like cattle, camels, goats, + sheep which provide ____________.

• Although horticultural societies also kept domesticated animals like pigs + chickens, the difference is in where _________________ comes from.

• These types of societies came into existence about the same time as ____________ societies did.

• They must do some farming or trade w/ those who do for _____________ to feed themselves + their animals.

• More __________ than in than in horticultural or agricultural societies, but ______________ can be maintained, depending on the terrain + climate.

• Women remain in the home while men herd the animals – so women’s ______________________.

• The rise of horticultural + pastoral societies led to a ____________________.

• Allowed for a more complex _____________ (pottery making, religious leaders, etc…).

• _________ w/ other societies.• Beginning of ______________, + thus social

classes, as some people have more of a surplus than others.

• Preindustrial societies: Agricultural

• Survive primarily by growing food through the use of the __________________.

• The difference b/w agricultural + horticultural societies is the use of the ___ – this enables people to grow food much more ___________.

• Led to a _______________ of food.• People could now spend more time on

_____________ activities such as formal education, politics, music, etc…

• Led to the rise of _________.• Although families are still important, the

______ replaced them as the guiding force for the societies.

• Distinct social classes appeared w/ wealth + power based on __________________.

• _______ becomes vital.• _____ systems also develop instead of

just bartering goods + services. End Section 3

• Industrial societies

• Depend on ________________ to produce its basic goods + services.

• Human + animal labor is largely replaced by _______. This is known as mechanization.

• Goods + services are paid for w/ _______.• Extremely large food surpluses leads to

urbanization (the shifting of _________ from farms + villages to large cities).

• Education shifts to more ______________.• Blood relations in _____________.• Women become ____________ to men as they take

paying jobs.• Personal love + choice replace ________________.• Social class tends to be based more on

__________ _________ than on the social class of one’s parents.

• Emile Durkheim (France):• Claimed that society is distinguished

based on its type of social solidarity (the degree to which a society is ______ in the face of _________). Social solidarity is the result of society’s _________________:

• Believed in preindustrial times where labor tasks were _________ ________, societies were based on mechanical solidarity (social dependency based on widespread ___________ of values + beliefs, enforced conformity, + dependence on tradition + family).

• Believed industrialized societies where labor tasks are __________ ________, societies are based on organic solidarity (social _______________ based on a high degree of specialization in roles).

• Postindustrial societies

• Economic emphasis is on providing services + _________ over basic manufactured goods.

• Has 5 major features:1. The majority of the labor force are

employed in ________ instead of agriculture + manufacturing.

- In 2000, ____% of Americans worked in service industries.

2. ____________ employment replaces much blue-collar work.3. ___________________ is the key organizing feature.4. Technological change is __________

_________.5. Reliance on _______________ in all areas.

End Section 4

Ch 6 – Groups and Formal Organizations

• Group • Composed of people who share several features:

• They share some ways of thinking, feeling, + __________.

• They take one another’s ___________ into account.

• They have one or more ______________ in common.

• They are in _____________ w/ one another.• _____________ AMONG MEMBERS IS

KEY!!!• Can be: Small Large

________ _________ Loose boundaries Tight boundaries

• A social category is made up of people who share a ______________________.

• Ms. Griggs’s sociology students• The poor• Women• 3 yr olds

• A social aggregate is made up of people who happen to be in the __________________ _______.

• Standing in a check-out line• Waiting in a dentist’s office

• Social categories + aggregates may decide to interact + __________________.

• Teenagers protest a city-wide curfew

• Bystanders help someone involved in an accident.

• Primary groups

• Groups made up of people who are _________ _______, know one another well, + seek one another’s company. They are characterized by primary relationships (interactions that are intimate, personal, caring, + _________).

• Conditions that favor primary groups are:• _____________• Face-to-face contact• _______________• Proper social environment

• Think of a basketball team vs. a teacher + student relationship

• Functions of primary groups:• __________________• Socialization• Encourage ___________

• Ex: Family, close circle of friends, etc…

• Secondary groups

• Groups that are impersonal + _____________. They involve only a segment of its members’ lives. They interact impersonally, in ways involving only a ________________ of their personalities known as secondary relationships.

• Ex. The senior class of TLH, coworkers at McDonald’s, members of the Interact Club, an army platoon, etc…

• Members of secondary groups may be _______ w/ each other, but the purpose of the group is to _____________, not enrich friendships + if the friendships become more important than the task, the group may become ___________.

• ______________ fall somewhere in b/w the 2 extremes.

• Primary relationships may form in secondary groups + secondary relationships may form in primary groups.

• Ex. 2 coworkers becoming friends or a family member loaning another $. End Section

1

• Reference groups

• Are groups we use to __________________ against + to acquire attitudes, values, beliefs, + norms.

• You don’t have to be a _______ of the group.

• Can be positive +/or negative _______ of the group.

• May serve as examples of what NOT to do, believe, etc…

• Can include:• Family• Friends• Teachers• ______________• Athletes• _______________• Etc…

• In groups vs. Out groups

• There can’t be one w/o the other.• An in group is an exclusive group

demanding _________________.• An out group is a group targeted by an in

group for ___________, antagonism, +/or competition.

• Ex. rival gangs, jocks vs. nerds, ethnic groups, religions, etc…

• In groups need ________ to distinguish who is “in” + who is “out”.

• Can be _______ like slang, handshakes, gang signs or colors, badges, skin color, etc… or an actual place.

• Boundaries can form ______________ to outsiders.

• Maintaining boundaries shows loyalty + commitment, but can lead to cruelty +/or __________.

• Social networks

• A web of _________________ that join a person to other people + groups.

• Ex:

Friends

School

Mechanic

Work

Church

Facebook Friends

Family

Doctors

YOU

Family

Friends

Teachers/Coaches

Classmates

Band

Baseball teammat

esBosses Coworke

rsCustomers

Volunteer

groupVisiting pastors

Sister's

Friends

In-laws

Family

Family

Friends

Parents’

Friends

Family

• Social networks can have multiple functions:• Provide a sense of _____________________• Provide help + _________• Help entering ________________

• The ______ has made it possible to the speed + flow of information among social networks which tends to promote a sense of membership w/in a particular network.

• Social networks aren’t _________ b/c they lack boundaries + don’t involve close or continuous interaction among all members + some relationships may also be too ____________.

• Include primary + secondary groups w/ strong + weak ties.

End Section 2

• Types of group social interaction: Cooperation

• Interaction in which individuals or groups combine their efforts to reach ________.

• Usually occurs when reaching a goal requires the best use of ______________ ________.

• Ex. Flood victimsChildren playing gamesTeam sportsCouples dividing

household duties

• Types of group social interaction: Conflict

• Interaction involving trying to _________ _________.

• Working for a larger share of the ________.

• Defeating the opponent is necessary.

• May become more important than ___________________.

• Usually considered disruptive, but can be beneficial. It can:

• ___________ w/in opposition.• Draw attention to social

inequalities.• Change norms, beliefs, +

values in _________________.

• Types of group social interaction: Social Exchange

• A _________________ performed w/ the expectation of getting a ______ in return.

• Benefit to be earned is ______ ____________ than the relationship.

• Leads to reciprocity (the idea that you should ___________ as they have done for you).

• Different from cooperation b/c it’s just about “What’s in it for me?” vs. working together for a common goal.

• Types of group social interaction: Coercion

• Interaction in which individuals or groups are _______________ to the will of other individuals or groups.

• One group has _____ over the other.

• Opposite of social exchange.• May be done through ____________

or ________________.• Ex. Parents enforcing

curfews Gov.’ts punishing criminals

Gov.’ts torturing POWs Bullying Hazing

• Types of group social interaction: Conformity

• Behavior that matches _________________.• We adapt our behavior to fit in w/

those around us.• Promotes uniformity,

predictability, + ____________.• It’s necessary in _____ – imagine

life if people didn’t conform to traffic laws.

• Can lead to groupthink (__________ thinking that is based on conformity to group beliefs + created by group pressure to conform).

• Members are pressured to uniformity + discouraged for expressing any concerns about ___________________.

• Can be avoided if group members make a conscious effort to encourage _______ ___________ + the group is aware that disagreement will be ___________.

• Solomon Asch’s conformity experiment(This is NOT all in your book, but you are expected to know it!)

• Asch conducted a conformity experiment w/ ____________________ in the 1950s.

• Procedure: Asch put a naïve participant (________ participant – the person whose responses are under study) in a room w/ 7 confederates (participants who were told how to ______).  The confederates agreed in advance what their answers would be.  The naïve participant didn’t know this + was told the confederates were _______ ___________ like him.  Each person in the room had to state aloud which comparison line (A, B or C) was most like the target line. The answer was always _______, + the real participant always gave his answer last.  In __ of 18 trials, the 7 confederates gave the wrong answer. This experiment was repeated w/ different naïve subjects.

• Results: Asch measured the # of times each participant conformed to the ___________.  On average, ______ (_____%) of the participants conformed.  Over the 18 trials about ______% of participants conformed at least once + ____% of participants never conformed.

• Conclusion: Most of the naïve participants said they didn’t _______________ their conforming answers, but had gone along w/ the group for fear of being _________ + a few said they did believe the group's answers were _________.

• Apparently, people conform for 2 main reasons: b/c they want to _______ w/ the group +/or they believe the group is better ___________ than they are.

• Issues: Sample NOT representative + results are a product of the ________________.

• Perrin + Spencer (1980) carried out the same experiment w/ British engineering, mathematics, + chemistry students. In only _____ out of 396 trials did a participant conform w/ the incorrect majority. 

• Factors affecting conformity

(This is NOT in your book, but you are expected to know it!)

Factors that conformity

Factors that conformity

_________________Conformity as group size , but there is little changeonce the group reaches 4-5.

Lack of Group __________Asch found just 1 person going against the group can conformity as much as 80%.

_____________ of TaskThe harder the task, themore people conform. Whenwe are uncertain, we look to others for confirmation.

Answer in __________When participants can answerin private, conformity .This is b/c there is no fear ofrejection from the group.

_______ of Majority Group If someone has high status ora lot of knowledge (Ex. bossor teacher), more peoplewill conform to their opinions. The the status of thegroup the the level ofconformity.

End Section 3

• Formal organizations

• Prior to _________________, people w/in a society spent the majority of their daily lives in _______________ (family, small schools, churches, etc…).

• ___________ leads to people spending more time w/in formal organizations (groups deliberately created to achieve 1 or more __________________). Examples:

• Colleges• Hospitals• Gov.’t agencies• Etc…

• Most formal organizations are also bureaucracies (formal organizations based on rationality + ____________).

• Rationalization is the mind-set emphasizing knowledge, ________, + planning.

• Characteristics of bureaucracies

1. Division of labor based on _____________.• Creates _________ in each area.

2. A hierarchy of __________.• Power is the ability to control the

___________ of others.• Authority is the legitimate or

socially approved used of _________.• Creates a pyramid of power with

few at the top + many at the bottom.

3. A system of _____________________.• Directs how work is done +

decisions are made.4. Written or computerized ____________ +

activities.• This “_________________” leads to

smooth functioning, stability, + continuity.

5. Promotions based on merit + qualifications.

• _____________________ for all.

• Advantages of bureaucracies

• Decision makers are chosen based on capability in a _______________ way (or at least closer to that) as opposed to in the past when they were chosen based on wealth or ________.

• They tend to be steady, precise, speedy, efficient, ________, + provide continuity.

• Although many complain about the impersonal treatment of bureaucracies, they are designed to protect individuals ________________ + arbitrary decision making.

• Although ___________ still exists, bureaucracies lesson its effects.

• Informal organizations

• Are groups w/in a formal organization in which _________________ are guided by norms, rituals, + sentiments that are not part of the formal organization.

• __________ to informal organization may be maintained through ridicule, sarcasm, criticism, + hostility.

• They exist to meet the ____________ by formal organizations. They offer more personal affection, support, humor, + protection.

• They encourage conformity, but result in _________ which protects group members from _____________________.

• The iron law of oligarchy

• Is the theory that power increasingly tends to become more + more __________ in the hands of a few members of any organization.

• Includes ____________ organizations.• Powerful members want to maintain + even

gain _________.• 3 organizational factors encourage oligarchy:

1. Organizations need a hierarchy of authority to delegate _______________.

2. The advantages of being at the top allow them to ___________ their powers.

They create a staff that is _______ to them, control the communications, + use organizational resources to their ________.

3. Other members of the organization often _________________ – they give in.

End Section 4

Ch 7 – Deviance and Social Control

• Deviance • ______________________ from societal or group norms.• It doesn’t have to be ______ (Ex. wearing sagging pants

or too much make-up).• What is considered deviant _________ from one

individual group + society to another.• In diverse societies like the US, people widely

__________ on what qualifies as deviant behavior.• Negative deviance involves behavior that _____________

accepted norms. People either reject, misinterpret, or are unaware of the norms.

• Positive deviance is ____________ to social expectations.• Leads to imbalance + extreme ________________.• Ex. Society considers thinness to be the ideal

look. Obesity = negative deviance Anorexia = positive deviance

• Sociologists consider a deviant to be a person who has violated 1 or more of society’s most __________ norms.

• Social control • Ways to _________________ to society’s norms.

• Encourages order, stability, + __________.• There are 2 types: internal + external

• Internal social control comes from w/in the ___________ + is developed during the __________ process. We internalize social norms + usually don’t break them.

• External social control is based on social sanctions (________________ ________________ that encourage conformity to social norms). They may be positive or negative, formal or informal.

End Section 1

• Effects of deviance

• Negative:• Destroys _________• If ________________, can lead to

nonconforming behavior in others• _________ – diverts resources (both

human + monetary)• Positive:

• Claries _____ (helps us decide where to draw the line)

• Minor deviance may relieve pressure + ____________ deviant behavior

• Can build ________ w/in a society• Can promote needed social

________

• Strain theory • An anomie is a social condition in which norms are weak, ____________, or absent.

• People don’t know how to behave b/c there is no clear “___________” behavior.

• The strain theory proposes that deviance is more likely to occur when a ___ exists b/w cultural goals + the ability to achieve these goals by ____________ means.

• Ex. In our society, wealth is considered a normal goal. In poor neighborhoods, there is a lack of opportunity to earn $ legally, + so gangs often form

• So how do people respond to strain?1. _____________ (only way that is NOT deviant)2. Innovation – uses _____ means to achieve

success of social goals (Ex. Gangs)3. Ritualism – rejects the ____, but continues to

use legitimate means (Ex. Politician who doesn’t really care, but keeps trying to get re-elected)

4. Retreatism – rejects goals + methods of achieving them – they ______________ (Ex. Drug addicts)

5. Rebellion – reject goals + methods of achieving them + develop ______ goals + methods (Ex.

Some militia groups)

• Control theory

• Proposes that conformity to social norms depends on the presence of __________ b/w individuals + society.

• The ___________ an individual feels to his/her society, the more likely he/she is to become a deviant.

• Social bonds ________ people’s behavior b/c they don’t want to ____________ w/in their social groups.

• The basic elements of social bonds are:1. _______________ to groups2. Commitment (willingness to ________)3. __________ (participation w/in social

activities)4. _______ (agreeing w/ society’s norms)

• The stronger these elements are, the more likely a person is to ___________.

End Section 2

• How is deviance learned?

• The Differential Association Theory emphasizes the role of _____________ in passing on deviant behavior. The more people are ________ to deviance, the more likely they are to become deviants. Odds

if the individual:1. Knows more deviants than

______________.2. Is very _________ to the deviants.3. Is exposed to deviants at a _______

_______.

• The labeling theory

• States that society _______________ by identifying particular members as deviant.

• These labels are often applied _________.• An unmarried _______ teenage girl

is often seen as deviant but the baby’s _________ is not (or not as much).

• 2 youths knock over mailboxes on separate occasions – the _____ one is seen as committing a crime by destroying property + gets a heavy fine w/ jail time + the ___________ one is seen as playing a harmless prank + gets a slap on the wrist.

• Degrees of deviance

• Consequences of labeling

• Primary deviance is deviance involving _________ breaking of norms that isn’t a part of the person’s _________ or self-concept.

• Secondary deviance is deviance in which an individual’s lifestyle + identity are __________ _________ breaking society’s norms.

• The _______________ overshadows all others + these individuals actively + regularly plan to commit deviant behavior. Deviance becomes a _______________.

• Can cause the individuals ______________ by giving them a stigma (an _______________ or label that is used to characterize an individual).

• Ex: Ex-convicts, unemployed, etc…End Section 3

• How do industrialized societies deal w/ deviant behavior?

• The conflict perspective sees deviant behavior as behavior that those in _______ believe are a threat to _________________.

• ________ of industrialized societies are considered deviants b/c their beliefs challenge the economic, political, + social basis.

• Industrialized societies need a ________ __________, so those who won’t work are considered deviants.

• Those who threaten ________________ (especially the property of the rich) are prime targets for punishment.

• People who show a lack of respect for _______ are treated as deviants – even if it’s ________________ behavior.

• Certain activities are encouraged if they promote that ____________ (Ex. Sports can be violent b/c they have rules + encourage competition).

• Crime + punishment inequalities

• Even when the ______________ is the same, Blacks + Hispanics are more likely than whites to be _________ + to serve more time.

• Blacks make up about ____% of the US’s population, but make up about ____% of inmates under the ________________.

• In ________ murders, a black person is 13x more likely to be sentenced to death for the murder of a white person as a white person is for murdering a black person.

• About ½ of all homicide victims in the US are black, but the overwhelming majority of death row inmates are there for __________________.

• So why the inequality?• Minorities are less likely to have

the _______________ to buy good legal services.

• The conflict perspective believes that society views minority interests as __________________.

• Victim discounting (process of the ____________ of crime that injures people of lower status) occurs b/c if the victim is thought of as less valuable, the crime is considered less serious, + the ________ is therefore less severe.

• Ex. Murdering a drug dealer vs. murdering a police officer or politician.

• White-collar crime

• Job-related crimes committed by ___________ people.

• Includes things like price fixing, insider trading, _______________, bribery, toxic pollution, tax evasion, etc…

• According to the US Dept. of Justice, the cost of white-collar crimes are 18x than the costs of ______________.

• Illegal __________________ cause about 1/3 of all work related deaths in the US – 5x more Americans are killed each yr from illegal job conditions than are ________ on the streets.

• People who commit these crimes are treated much more ______________ than other criminals.

• They often get _________ + are less likely to be imprisoned. If they are imprisoned, they tend to receive _______ sentences + serve in prisons w/ extra amenities.

End Section 4

• Measuring crime

• A crime is an act committed in violation of the ______.• _____ crime rates are significantly in the US than in

most other industrialized countries.• There are 2 major sources of crime statistic data:

1. The Uniform Crime Reports (UCR) are statistics gathered from police departments across the country by the ____ – reports are given ________ by law enforcement agencies.

• 9 types of crimes are tracked (_________, rape, aggravated assault, robbery, burglary, larceny, motor vehicle theft, _____, + hate crimes.

• Crime has been since the late ______.• Limitations: Some types of more _______

crimes are less likely to be reported, about 2/3 of crimes aren’t reported, white-collar offenses are seldom included.

2. The National Crime Victimization Survey (NCVS) is conducted semiannually by the US ____________. It’s surveys are more scientifically sound + helps make up for the ___________________ of crime.

• These sources are very useful when used _______.

• Juvenile Crime

• Legal violations by people under _______.

• Juvenile offenders are the _____ largest category of criminals in the US.

• Has been since the late 1980’s.• Why?

• in the demand for ______ __________.

• Gang _________.• Repeat violent juvenile

offenders have been given ____________________.

• Other

Supplemental Gang Information

• The following information will NOT be in your textbook, but you will be expected to know it for the Ch 7 Quiz and Unit 2 Test.

• What is a gang?

• A gang is an organization, association, or group of __________, whether formal or informal, which has a common _____ +/or common identifying signs or symbols, whose members individually +/or collectively engage in _______________.

• Gang members are not just juveniles who __________ walls. Gang members include both juveniles + adults who commit serious + ________ crimes.

• They thrive on ___________ + notoriety. • They vandalize + destroy public +

private property to further their ___________.

• Their violence is not _______________. • They cause heightened fears for

safety.

• Characteristics of gangs

• Gangs can be organized around _____ or ethic group, $ making activities, or territories.

• Gangs usually claim a particular area of town + spend much of their time _______________ to keep them out of this territory.

• Most members are males ranging from ____ yrs old.

• Females, especially Asian + Hispanic, are moving away from the traditional role of being merely ________ of gang members + are forming their own gangs.

• Gangs wear particular items, styles, brands, or ____ of clothing.  Some gangs wear bandanas of a certain color or ______________ of a specific team.  Some gangs mark their bodies w/ _________ of their gang name or symbol.

• Gangs often use a certain ________ or handshake to tell others what gang they belong to.

• Some characteristics of Hybrid gangs:• Less _________ than older, more traditional

gangs. • Are ______________ + have little or no real

national affiliations. • May or may not have an allegiance to a

certain ________.• Usually do not have an identified ________. • Gang members may _________ gangs w/ no

consequence.

• General information

• Criminal gangs are active w/in all 50 states, D.C., + the American Commonwealths.

• Approximately ___________ gang members belong to more than ________ gangs.

• Gangs are responsible for an average of ___% of violent crime in most jurisdictions + up to ___% in several others.

• In 2009, the National Gang Threat Assessment reported that ___% of gang-related homicides involved the use of a _________.

• Recruiting new members

• Peer pressure, offers _____________• _____________• Threaten safety of friends +/or family • __________________ already belong• $ enticements • Challenge to kids to take _______

• Invite to ________ where gang related

activities are occurring

• Why do people join gangs?

• Excitement + __________• To earn $• Access to _______/alcohol • Low self-esteem/Establish identity/

___________ • Desire to __________ to a group• Peer pressure/intimidation • ____________ (real or perceived) • Lack of family life or supervision • Family tradition • Close friends are gang members • __________• Failure to realize ____________ of

membership

• Contributing factors

• Personal• Low motivation + ________ • Low self-esteem • Behavior + __________ problems • Chemical use/abuse • ____________________ w/ peers, teachers, police, etc… • Conflicting values about ____________

• School • Low teacher expectations + poor education • Lack of effective _____________ +/or discipline system • Poor physical environment • Lack of crisis intervention • Poor relations b/w school + ____________

• Community• Lack of knowledge/_________ of gang problems • Lack of ____________ facilities • High transient population • Presence of _______________ in community, esp. ex-cons • Lack of community + school links

• Family • Stressful home life • ____________________ households • Non-English speaking parents • Parental ____________________ w/ school • Lack of proper discipline • Abuse or ____________• Chemical use at home • Difficulty bridging _________ b/w country of origin + U.S.

• Why people shouldn’t join gangs

• __% of gang members are arrested by the age of 18.

•__% are arrested twice by the age of 18.

• ____% don’t finish high school.• ____% are dead or in prison by

the age of 20.

• The average life expectancy for an active gang member is .

• Approaches to Crime Control

• The criminal justice system are the institutions + processes responsible for enforcing ____________.

• Includes police, courts, + correctional system.

• There are 4 approaches to control + punish criminals:

1. Deterrence (_______________________ to discourage criminal actions)

• Sets an example for others• Only tends to work if potential

criminals know they are likely to get _______ + that the punishment will be ___________.

• In the _____, punishment for crime is usually not certain, swift, or severe.

• __________________ has NOT been shown to deter murder, though 3/4 of Americans believe it does. In 2001, a study found that ______ of Americans favor the death penalty whether or not it deters crime. _________ are more likely to support it – but then they less likely than blacks or Hispanics to __________ it.

2. Retribution (type of punishment intended to make criminals _______ for their acts)

• “_______________” way of thinking.• Must be done w/in the __________.

3. Incarceration (method of ______________ from criminals by keeping them in prisons)

• Can’t hurt others if they’re locked up.

• 3 strikes laws4. Rehabilitation (process of changing or

reforming a criminal through ___________)• Many prisons have programs aimed

at training prisoners in social + _______ _______ to prepare them for society after their release.

• 30-60% of released criminals go back to prison in _________ after they’re freed. Recidivism is the return to or ________ of criminal behavior. This mainly occurs b/c of the basic nature of offenders, the influence of more hardened criminals, + the _______ of being an ex-convict.

• Alternatives to prisons

1. A combination of prison + probation also called “_____ __________”.

• Designed to shock the person into the realities of ________________.

2. Community-based programs.• Designed to _________ criminals into

society.• Gets criminals out of prison for at least part

of the day into community programs to help break the “_________” learned in prison that opposes authorities.

3. _______________________.• Aimed at preventing or greatly reducing

the offender’s involvement in the criminal justice system.

• Person is put in a community-based treatment program so they don’t acquire stigmatizing labels + unwanted _________ often learned in prison.

• Most of these alternative programs haven’t been _______________ to determine how well they work.End Section

5