Exam One Study Guide PDF

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Concepts absolutist perspective of deviance  Functionalist approach: serves a purpose o Absolutist perspective: some things are always this way over space and time (Durkheim) o Real essence of deviance alienation  Marx  Product o I make shoes all by myself, so I know everything about it and see myself in that shoe v. I put a screw on a piece of equipment, so I don’t see myself in the piece of equipment  Process o If you own the business, you can choose to sleep in and make up the work later on v. at a job you have no control of if you have to do it  Each other o All workers hate it, but the boss can tell them they have to fire one person, so everyone works harder to keep their job o Creates competition  Self o A cobbler is suing creativity, but the line worker isn’t o Alienated from their creative potential base/superstructure  Marx o Su p e r s tru c t u re : g o v, fa m , re lig io n , B a se :e c o n o m y c u ltu r e

o Top: all exist to reinforce and make legitimate of the base o Top: values and laws  Base and superstructure are two linked theoretical concepts developed by Karl Marx  Base refers to the production forces, or the materials and resources, that generate the goods society needs  Superstructure describes all other aspects of society. breaching  Breaking a social norm Broken Windows Theory  Theory of deviance  Label environments, specifically poor areas  Policy the labeled target area  Cut down on petty crime will stop people from doing big crimes  Problems: disproportionality punishes nonwhite and poor Causation  One variable causes a change in another variable

Problems with causation o Spurious relationships o Could be unseen, intervening variable  Heat=intervening variable w/ ice cream and drowning correlation  Baby Einsteinbetter school performance  Intervening variable=wealth  Reverse causation collective/class consciousness o Class consciousness is the set of beliefs that a person holds regarding their social class or economic rank in society, the structure of their class, and their class interests. o Marx collective effervescence  Durkheim  Social currents  Collectively, we get swept up in motions and come out of ourselves to be a part of the group not an individual o Like at a concert v. listening to music alone (you do things at concert more than alone) o Hold concert and then march them to voter registration o Trump rallies  Humans need to be reminded of their connection conflict theory  One of the three camps of sociology  Marx  Social conflict drives history and social change  Norms, etc. are present in society because they serve the interests of the dominant group o Dominant group: people of power (majoritized), not necessarily most people (majority) correlation  Change happens to occur in two variables at the same time (positive or negative) crime/criminal act  Crime: breaking a codified rule/law  Criminal: someone convicted of committing a crime  Street crime v. white collar crime  The racialization of crime o Ghandanoosh (2014) “Race and punishment: racial perspectives of crime and support for punitive policies”  Whites more supportive of punitive punishments (death penalty, 3 strikes you’re out)  Whites misjudge how much crime is committed by people of color; they are also more likely to support punitive punishment  Media overrepresents people of colors as crime suspects relative to actual criminal activity, less individualized, less redemptive  Public policies, enforcement, and sentencing, also reinforces these racial distortions 

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Black/Latino are 30% of general population, but about 58% of prison population

dependent variable  What is being measured  Example : religiosity deviance/deviants  Deviance v. criminality o Being deviant doesn’t mean you did criminal things o Social control-normative compliance o Formal and informal social sanctions  What deviance does? o Absolutist perspective of deviance o Goal: social cohesion  Early societies: homogenous  Deviance policed much more in early societies  enforced with things such as execution  Later societies: heterogeneous  As society develops, homogeneous and enforcing via execution breaks apart  Weaker need for sameness  Punish deviant folks just not extreme o rehabilitative  social sanctions  punitive v. rehabilitative punishment o End result: highlight deviance to reinforce the norm o Labeling deviance reinforces the normal  What deviance serves? o Conflict theory approach  Not same across time  What we consider deviant is relative  Social power perspective (relative)  Deviant acts=do not comply with social institutions/the interests of those in power  Socially acceptable acts=comply, benefit those in power  Social control=normative compliance  Deviance perspectives o Functionalism: what deviance DOES o Conflict theory: who deviance SERVES o Symbolic interactionism: how LABELING deviance affects social interactions  Labeling theory exploitation  Exploitation of labor is the act of treating one's workers unfairly for one's own benefit  It is a social relationship based on an asymmetry in a power relationship between workers and their employers  The action or fact of treating someone unfairly in order to benefit from their work false consciousness

 We don’t see the world for how it is  Antonio Gramsci formal and informal social sanctions  Social control normally through informal sanctions  Formal social sanctions o Kicking kid out of class  Informal social sanctions o Other students glaring at talking student  Both formal and informal get the kid to stop  Can be positive or negative o Praise: letter of recommendation functionalism  One of the three camps of sociology  Durkheim  Norms, values, beliefs, rituals, etc. are present in society because they serve an essential function for the maintenance of that society hegemony  Leadership or dominance, especially by one country or social group over other  Form of rule  Rule through consent  Vs. domination/coercion  Cultural leadership of the ruling class o Rule through voluntary consent  Controlling representations, limiting alternatives  Values of the dominant class become the dominant values hypothesis  Example: the higher an individual’s educational attainment, the lower their religiosity  Example: there is no relationship between educational attainment and religiosity ideal types  Weber  Classifies large data sets o Three groups in 5000 people data independent variable  What is being changed  Example: educational attainment interviews  In the field or not with a target population  Structured o Asks same questions, same way, every time  Semi structured o Have same notes, just slightly alter based on answers  Open-ended o You talk, free flow  Close-ended or open-ended Labeling Theory  Labeling creates deviance

o Assigning shared meaning to acts  All social groups make rules and attempt to enforce them. Social rules define situations and the kinds of behavior appropriate to them, specifying some as wrong and some as right o Howard Becker  Outsiders  Create deviance by making rules   apply to certain people and label them as deviant  Offenders not born, but made  Label both deviant acts and deviants o Determined through interaction o “to particular people…” who gets the label?  Primary and secondary deviance o Primary  Results in getting the label  May precede the individual  Example: race o Secondary  Results from getting the label  Pathologization of deviant acts and attitudes o Example: drapetomania (the medical reason a slave would want to run away)  Pathologization of deviant acts and attitudes  Psychologically innate or socially learned? o Example: marijuana users or beer drinkers  Self-fulfilling prophecy and shaking the label o Nick, Wilde, Matlock o Example: psych patient  Labeled, interpreted  People pretended to be schizophrenic-they said they were just kidding, but people didn’t believe them o First looked at behavior and then they had crazy label, so they weren’t believed  Male patient: close with mother early in life  Later closer with father, distant from mother o Characteristically, close to women and warm marriage o Also, they had no marital problems and rarely spanked children  Labeling theory: bad kid, mentally ill, dangerous o Functionalist: serves a purpose o Conflict theory: benefits person in power o Symbolic: how it affects social interactions material and nonmaterial culture  Material o Material objects, the physical environments, technology o Cultural object

 Shared significance embodied in form (Griswold, 1986) Nonmaterial o Values, beliefs, behaviors, social norms o Behavioral norms o Symbol systems, cultural scripts  Patterns of interaction unique to a particular cultural context o Code-switching  The ability to move between cultural scripts  Going home over break  College v. high school friends  Work v. class v. dorm  Material and nonmaterial culture are often expressed at the same time mediating variables  In statistics, a mediation model seeks to identify and explain the mechanism or process that underlies an observed relationship between an independent variable and a dependent variable via the inclusion of a third hypothetical variable, known as a mediator variable micro/macro outlooks  Macrosociology o Functionalism: Durkheim and religion)  Main critique: Self-fulfilling prophecy-begin with the conclusion and then prove you’re right o Conflict theory (Marx and religion)  Broader theory of economic production  Base/superstructure of society o Religion: rich man doesn’t go to heaven- makes poor people think they have it bad now, but they will have an everlasting reward the rich man won’t  Gives temporary relief-this sucks but it will get better  Marx said religion is the opium of the people  Can’t reach true happiness if you’re settling for false happiness  Prevents people from messing with social order  Micro o Local contexts o Emphasis on interactions between individuals  Macro o Higher levels of analysis on interactions between societies  Nation/world operationalization  Operationalization is the process of strictly defining variables into measurable factors. The process defines fuzzy concepts and allows them to be measured, empirically and quantitatively  In research design, especially in psychology, social sciences, life sciences and physics, operationalization or operationalization is a process of defining the measurement of a phenomenon that is not directly measurable, though its existence is inferred by other phenomena  Example: religiosity participant-observation 

Researcher actually doing the things Used in qualitative research and ethnography A research technique in anthropology and sociology characterized by the effort of an investigator to gain entrance into and social acceptance by a foreign culture or alien group so as better to attain a comprehensive understanding of the internal structure of the society personal trouble v. public issue  Personal troubles v public issues o Personal troubles: single person unemployed o Public issue: many unemployed poverty violations  The political economy of minor offenses  “poverty violations” and revenue o Traffic violations, noise ordinances, saggy pants, disturbing the peace, affray, unapproved garbage collection services (Bel-Ridge) o Ferguson (2014)  Average three warrants per household (75% of the population)  Roughly ¼ below the poverty line  Median household income: $36645 punitive v. rehabilitative punishment  social sanctions o punitive  execution, exile the deviant o rehabilitative  fix them if deviant qualitative methods  One of the two main divisions of sociological research  Ethnography o Data collection “in the field” o Often utilizing weber’s verstehen (thick description) o Best: observations over a long period of time  Get better representation because they put their guard down o May include participant observation  Researcher actually doing the things  Interviews quantitative methods  One of the two main divisions of sociological research  You need: o Variables: dependent and independent o Hypothesis o Operationalization  Is it valid, reliable, generalizable?  Causality  Correlation  Survey Research   

o Small v. large scale  Small: in class  Large: US census o Mixed methods: qualitative and quantitative data  Example: course evaluations o Sampling  Simple, random sampling  Representative sampling o Response rate social power perspective on deviance  Focuses on the influence that powerful groups and classes have in creating and applying laws  Build on relativist perspective  Introduces Marx's conflict theory into the mix  Rejects absolutist view that definitions of deviance are universally shared  Instead emphasizes group conflict and struggle over such definitions  Conflict over definitions of deviance can occur between various groups based on economics, race/ethnicity, gender, religion, cultural identity, etc. reliability  Overall consistency of a measurement reverse causation  Reverse causality/relationship o Example: education and wealth  A=education  B=wealth  Think: AB  Actually: AB social construction  Social construction of reality o How we see the world creates the world we see  Becomes self-reinforcing  Vs. essentialism  Examines the development of jointly-constructed understandings of the world that form the basis for shared assumptions about reality social control  George Herbert Mead: I and me o When do we have a self?  when we can objectivate o I < me =social control  I=what you want to do  Punch student  Me=what you should do  Shouldn’t punch student because of people’s reactions  When me takes over more than I, you have social control  Socialization o How to think/value/act and how to not think/value/act o Social control: normative compliance with norms, values, policies

social norms  Unwritten, often unspoken o Vary over space and time  Socially and historically contingent  In education: referred to as a hidden curriculum  Recognition often required transgression  Not the same as laws or official rules of an institution o Ex: walking on the right side of the sidewalk (norm) v. jaywalking (law) o Laws/official regulations begin as social norms or reflect social values  An expression of culture socialization  The process through which individuals internalize the values, beliefs, and norms of a society and learn to function as its members  Learning societal rules  Goal: to be a functioning member o Can be positive or negative  Creation, internalization, reproduction  Purposes of socialization o Functionalism  Norms, values, beliefs, rituals, etc. are present because they are needed for people and societies to function  Kids couldn’t function without being socialized o Conflict theory  Norms, values, beliefs, rituals, etc. are present because someone benefits  Human nature: organic equipment (body) + social interaction  Social structures o The patterned social arrangements in society that are both emergent from and determinant of the actions of the individuals o The distinctive, stable arrangement of institutions whereby human beings in a society interact and live together  Social construction  Institutions of socialization o Family  earliest, primary unit of socialization o Education  Preschool, grade school, high school, college o Peers  School mates, friends, cool kids, etc. o Workplace o Religion  Prescriptions, rules o Government  Codified rules and norms=laws o Media o Both macro and micro processes

o May require resocialization if setting changes  Mean girls-comes from Africa and needs to learn US norms  Culture o Analytical or rhetorical tool o Our culture v. their culture o Discrete categorization of human groups  natural? International? o Example: hijab in France  claims to cultural tradition, proof of a clash of cultures  A claim of superiority o Ethnocentrism o Dog whistle politics (ex: white culture)  Culture  nature o Anything that isn’t nature (binary thinking)  Both the technology by which humans have come to dominate nature and the beliefs and symbols that make up a community  More or less a sign of progress  Freud-nature is scary-civilization provides security o George Simmel (1858-1918)  Mealtimes as “the first conquest of the naturalness of eating” sociological imagination  The Sociological Imagination is a 1959 book by American sociologist C. Wright Mills published by Oxford University Press  In it, he develops the idea of sociological imagination, the means by which the relation between self and society can be understood  The sociological imagination is the ability to see things socially and how they interact and influence each other  To have a sociological imagination, a person must be able to pull away from the situation and think from an alternative point of view spurious relationships  Think: AB  Actually: ACB  In statistics, a spurious relationship or spurious correlation is a mathematical relationship in which two or more events or variables are associated but not causally related, due to either coincidence or the presence of a certain third, unseen factor street crime v. white collar crime  Illegitimate economy v. legitimate economy o Street crime: petty vandalism, etc.  more of it  we see this kind-example: roughnecks  the roughnecks need money unlike the saints) o White collar crime: professionals in their capacity as professionals, corporate crime  more financial damage  illegal wall street speculation, tax evasion, etc.  comparing crime: context matter o comparing crime rates

murder rates how many undergrads drinking between 2019 and 2020-but the next day they change the legal drinking to 0.001-can’t compare them now because not constant variables-need constants  Street crime is any criminal offense that typically takes place or originates in a public place. White-collar crimes are non-violent crimes committed by business or government professionals for financial gain symbolic interactionism  One of the three camps of sociology  Micro level analysis, face-to-face interactions between individuals within a social world, emphasis on meaning and symbol systems  Important for understanding culture totem  Durkheim  Collective representation of religion o Visible image of the clan o Also, the hidden force worshipped by the clan o Expression of devotion to the group o “if the totem is at once a symbol of the god, and of the society, is that not because the god and the society are only one?”  God is the ultimate legitimator o Totem is really done so society can survive, but it is said to be for god validity  Validity is the extent to which a concept, conclusion or measurement is well-founded and likely corresponds accurately to the real world  The word "valid" is derived from the Latin validus, meaning strong  The validity of a measurement tool is the degree to which the tool measures what it claims to measure voices from the margins  Decolonize the syllabus  Theories of sex, gender, race  Overemphasis on class (Marx) and impersonal institutions (Weber)  Subjective experience v. academic “objectivity”  Canonization- deciding what and who is most important  Absence v. erasure o Absence: who wasn’t speaking o Erasure: who was speaking but isn’t remembered o Social “activists” v. sociologists o “public intellectual” Studying the past  Historical methods o Comparative historical research o Content analysis  Manifest content: what is plainly stated  Latent content: what is implied, but not stated How theory is used in research  

Help avoid flukes Make sense of observed patterns Shaping and directing research High theory o Deductive theory  General to specific o Applying an extant theoretical perspective on research design and data o Data may support or refute extant theory o The problem with grand theory  Most guilty classical theorists  Grounded theory o Inductive theory  Specific to general  Try to avoid bias o “literally ignore the literature of theory on the area under study…”  Avoid contamination o Example: types of ethnography, comparative method Objective v. subject...