Midterm Review - Chapters 1-6 & 9 PDF

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Midterm study guide including important vocabulary definitions & key points required

conflict theory, trauma on the brain, freud's personality development, criminal justice system, milgram development

Professor Jarvis

Professor Jarvis...

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MIDTERM STUDY GUIDE (CHP 1-6 & 9) Key Terms          

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Aggregate- individuals who temporarily share the same physical space but who don’t see themselves as belonging together (in a group or other setting) Analysis of Documents- analysis of written sources that provide data  Archival materials of any sort; paper documents, photographs, movies, CDs, DVDs, etc. Applied Sociology- the use of sociology to solve problems from the micro level of classroom interaction & family relationships to the macro level of race relations & pollution Basic Sociology- sociological research for the purpose of making discoveries about life in human groups, not for making changes in those groups Bourgeoisie- capitalists (those who own the means of production)  Term coined by Karl Marx Case Study- an intensive analysis of a single event, situation, or individual Category- people, objects, & events that have similar characteristics and are classified together Class Conflict- describes the struggle between capitalists & workers  Term coined by Karl Marx Compartmentalization- to separate acts from feelings or attitudes Concrete Operational Stage- learning stage where we don’t understand numbers, size, causation, and speed; able to take the role of others. Without concrete examples, still unable to talk about concepts of truth, honesty, or justice. Ages 7 to 12. Contact Theory- the idea that prejudice & negative stereotypes decrease and racial-ethnic relations improve when people when from different racial-ethnic backgrounds, who are of equal status, interact frequently Cultural Diffusion- the spread of cultural trains from one group to another; includes both material & nonmaterial cultural traits Cultural Leveling- process by which cultures become similar to one another; refers especially to the process by which Western culture is being exported & diffused into other nations Culture- language, beliefs, values, norms, behaviors, & material objects that characterize a group and are passed from one generation to the next Deviance- violation of norms (or rules or expectations) Discrimination- act of unfair treatment directed against an individual or group Ethnic Cleansing- policy of eliminating a population; includes forcible expulsion & genocide Ethnocentrism- use of one’s own culture as a yardstick for judging the ways of other individuals or societies, generally leading to a negative evaluation of their values, norms, & behaviors Ethnomethodology- study of how people use background assumptions to make sense out of life Formal Operational Stage- final stage of learning development; full understanding of all concepts. Age 12+ Groupthink- narrowing of thought by a group of people, leading to the perception that there is only one correct answer & that to suggest alternatives is a sign of disloyalty Internal Colonialism- policy of exploiting minority groups for economic gain Latent Functions- unintended beneficial consequences of people’s actions Looking Glass Self- process by which our self develops through internalizing others’ reactions to us

 Term coined by Charles Horton Cooley Manifest Functions- intended beneficial consequences of people’s actions Minority Group- people who are singled out for unequal treatment & who regard themselves as objects of collective discrimination Prejudice- an attitude or prejudging, usually in a negative way Preoperational Stage- learning stage where we develop the ability to use symbols for communication. We don’t yet understand concepts of size, speed, or causation. Ages 2 to 7. Primary Group- small group characterized by cooperative, intimate, long-term, face-to-face relationships Proletariat- term for the exploited class, the mass of workers who don’t own the means of production  Term coined by Karl Marx Recidivism- norms & values that people actually follow, as opposed to ideal culture  Ideal culture: people’s ideal values & norms, the goals held out for them Resocialization- process of learning new norms, values, attitudes, and behaviors Scapegoat- individual or group unfairly blamed for someone else’s troubles Secondary Analysis- analysis of data that have been collected by other researchers Sensorimotor Stage- learning stage where our understanding is limited to direct contact- sucking, touching, listening, and looking. Unable to think yet; don’t understand our bodies are separate from the environment. Ages 0 to 2. Social Integration- the degree to which members of a group or a society are united by shared values & other social bonds Social Interaction- people’s actions influencing one another; usually refers to what people do when they are in one another’s presence, but also includes communications at a distance Social Location- group memberships that people have because of their location in history & society Social Structure- framework of society that surrounds us; consists of the ways that people & groups are related to one another  Framework gives direction to & sets limits on our behavior Society- people who share a culture & territory Sociological Perspective- understanding human behavior by placing it within its broader social context Sociology- scientific study of society & human behavior

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Be Familiar With… Conflict Theory and Social Integration     

Conflict theorists stress that society is composed of groups that compete with one another for scarce resources Some small group controls the means of production & exploits those who are not in control Struggle is between the bourgeoisie (capitalists who own means of production) and the proletariat (mass of workers that are exploited) Macro level analysis Social integration- the degree to which members of a group or a society are united by shared values & other social bonds

Effects of Trauma on the Brain

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Physical & chemical changes to the frontal lobe of the brain Trauma is more amplified in those under age 25 (as the frontal cortex is still developing)

Freud’s Personality Development (ID, Ego, and Superego) 

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Id- term for our inborn basic drives  Each child is born with an id; causes us to seek self-gratification  Self-gratification runs into a roadblock- fulfilling the needs of other people, especially parents  Operates throughout life; demands immediate fulfillment of basic needs (food, safety, sex, attention, etc.)  When id gets out of hand, we follow our desires for pleasure & break society’s norms Ego- term for a balancing force between the id and the demands of society  Balance between id & superego  Prevents either id or superego from dominating  If the ego fails to balance the id & superego, person will develop internal confusion and problem behabiors Superego- term for the conscience; the internalized norms & values of our social groups  Represents the culture within us (norms & values we internalize from our social groups)  Provokes feelings of guilt or shame when we break social rules, or pride and self-satisfaction when we follow them  When the superego gets out of hand, we become overly rigid in following those norms & end up wearing a straightjacket of rules that can make us miserable

How Genocidal agenda is pushed 

Genocide- the deliberate killing of a large group of people, especially those of a particular ethnic group or nation

Piaget’s Theory of Cognitive Development The Criminal Justice System    

Police, courts, & prisons that deal with people who are accused of having committed crimes Was designed by the powerful to maintain their power & privilege Conflict theorists view this as an instrument that protects the rich & powerful and oppresses the poor & weak Makes certain that heavy penalties come down on the poor

The Milgram Experiment  

Experiment conducted by Stanley Milgram Assigned “learner” and “teacher” roles to participants. The learner must answer questions, but should they get them wrong the teacher administers electric shocks to the learner and up the voltage each question they got wrong. Stated purpose was to test if electric shocks will improve memory. Even when screaming in agony, the teacher would continue to administer shocks because Milgram said “the experiment must go on.”

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The learner was only pretending to be in pain & the shocks weren’t real. Milgram was studying the behaviors of those in the teacher role. At what point would they refuse to participate? Or would they continue to administer shocks to those screaming in pain because they were told to? Milgram wanted to understand the thinking behind Nazi’s and the holocaust, but more importantly why millions of people did nothing to stop the slaughter

Thomas Theorem  

Classic formulation by William I. Thomas & Dorothy S. Thomas Formulation of the definition of the situation “If people define situations as real, they are real in their consequences.”

What experiences can create Prejudice(s)    

Prejudice- a prejudging of some sort, usually in a negative way; having a prejudice will result in discrimination We learn prejudice from people around us Our associations can increase or reduce prejudice towards others Conflict theory states that prejudice decreases & relations improve when individuals of different racialethnic backgrounds who are of equal status interact frequently

Key Sociologists Mary Jane McLeod Bethune  

First woman of color to be stateswoman Illegally created private school for colored children

Alice Paul  

Original suffragette Moved for the 19th amendment to be signed

Karl Marx  

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Believes roots of human misery lay in class conflict (exploitation of workers by those who own the means of production) 2 social classes: bourgeoisie (boo-shwa-zee) and proletariat  Bourgeoisie- capitalists (those who own the means of production)  Proletariat- term for the exploited class, the mass of workers who don’t own the means of production Thought people should try to change society; radical proposal for revolution in Germany

Ida B Wells 

Created the NAACP

Emilie Durkheim

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Primary goal to get sociology recognized as a separate academic discipline; secondary goal to show how social forces affect people’s behaviors Studied suicide rates in multiple countries & found they vary by country, different groups rates vary within each county also (men more likely than women, protestant more likely than Catholic or Jewish, unmarried more likely than married) Identified social integration (degree to which people are tied to their social groups); studied patterns of behavior “Human behavior cannot be understood only in terms of the individual; we must always examine the social forces that affect people’s lives.”

Auguste Comte   

Credited with being the father of sociology Developed term positivism; goal was to apply it to social reform Positivism- application of the scientific approach to the social world

Jean Piaget  

Studied how we learn to reason Created the learning stages: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage

Sigmund Freud   

Developed the id, ego, and superego Assertion that the social group into which we are born transmits norms and values that restrain our biological drives Assumed males as superior and females as inferior

Jane Addams    

Founded Hull House- refugee center for immigrants, sick, elderly, and poor in Chicago Leader in women’s suffrage and peace movement of World War I On a trip to London, she saw what they were doing to help their poor. She wanted to replicate this in Chicago. One of few sociologists to be awarded a Nobel Prize

W.E.B. DuBois   

Studied relations between African Americans and whites First African American to earn a doctorate at Harvard As a member of the American Sociological Society, restaurants & hotels wouldn’t allow him to eat or room with the white sociologists...