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Luis Manrique 03/11/20

Florida State University Soiology Department SYG 1000-Introduction to Sociology Dr. Gloria T. Lessan Study Guide Questions #2 CAVEAT: The following questions are a guide to help you study the material for the 2nd Midterm exam. It is not a contract that defines the exam. Socialization 1. Define socialization. Briefly summarize the contributions to our understanding of socialization advanced by Freud, Piaget, Kohlberg, Gilligan, G.H. Mead, Charles H. Cooley and Erik Erikson. (See Canvas Socialization Power Point and Word Document and R&WM Ch. 5, pp:106-112)  Socialization is the process of learning one’s social identity and culture. Sigmund Freud helped to discover that the experiences we face during our childhood have a lasting impact on our personality. Piaget figured out the basic stages of cognitive development. Gilligan used a specific comparison between moral development and the males and females. G.H. Mead looked into the concept of personal social experiences throughout ones life. Charles H. Cooley built upon Mead’s theory by coining the phrase “the looking-glass”. Erikson did research involving personality development throughout the stages of life. 2. The above views on socialization sometimes overlap and sometimes, oppose the main argument of another theory. Thus, elaborate on the areas of similarity and difference among the theories. (See Canvas Socialization Power Point and R&WM Ch. 5 pp: 106112)  Piaget and Kohlberg’s studies were similar since Kohlberg’s theory was an elaborate extension of Piaget’s model. Both describe moral development in a series of different stages. Mead’s theory is unique, because he rejected the ideas that personality is guided by biological drive. 3. Compare and contrast Freud’s and Mead’s views on socialization. Include in your answer description of and distinctions among the id, ego, superego, “I” and “me.” (Idem as above).  While Freud's hypothesis centered around the organic point of view of socialization, Mead's didn't have any natural segment whatsoever. Additionally, the id and superego from Freud's hypothesis are continually battling against one another, while the I and the me in Mead's hypothesis cooperate. Although, the id and self are comparable in definition, the id is available during childbirth, while the self develops after some time. Mead's terms depend on actions, while Freud's depend on disguised needs and drives. 4. Briefly describe the role of family, peers, media, and schools on socialization. (See R&WM, Ch. 5, pp: 113-121)  Families prepare youngsters for socialization by showing them different qualities,

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convictions, and abilities. They additionally develop their perspective on the world and themselves through the condition that they're brought up in. Families additionally give youngsters a racial personality and culture, which further characterizes their perspectives on what their identity is and how they see others. The family’s social class additionally helps shape youngsters' character, socialization examples, and perspectives. School assists with incorporating distinctive social foundations into youngsters' lives. They start to comprehend the significance of race and social statuses. 5. What is resocialization? Where does it take place? How does it happen? What is a totalitarian institution? Define degradation ceremony. (See respective slides in Socialization Power Point and Macionis Ch. 5, pp: 119)  A totalitarian institution is where deviant individuals are isolated from society, for example, correctional facilities and detainment facilities. The individuals in these foundations are under consistent watch and control under staff individuals. They are fit in with a similar daily practice and treatment. These establishments make schedules to authorize the idea of resocialization. Resocialization is changing the prisoner's activities or character through the day to day schedules that they complete. 6. Define and compare the following concepts when applicable: group, category, crowd, mob, in-group, out-group, reference group, bureaucracy, total institution, formal organization, voluntary/normative organization, oligarchy, McDonaldization, and groupthink. (See Groups Word Document, R&WM, Ch. 5, pp: 121-127; “Bureaucracy” Power Point)  Group; are two or more people who socialize and interact with each other. Category; a group of people who share a common status. Crowd; group who’s interaction is very limited. Mob; a large crowd of people. In group; social group in which members feel respect and loyalty. Out Group; Social group in which a member feels competition. Reference group; group that serves as a place of reference while making choices. Bureaucracy; organizational model created to perform efficient tasks. Total Institution; place where individuals are isolated from the rest of society. Formal Organization; corporations in which societies rely on. Voluntary/Normative organization; Non-profit organizations like political parties. , Formal Organizations, Bureaucracies 7. Distinguish between primary and secondary groups. Give illustrations of both, showing why the examples belong to either group type. Is there a clear dividing line between primary and secondary groups, or should they be viewed as polar ends of a continuum? (See Groups Word Document, R&WM, p: 127)  A primary group is a social group where individuals share a nearby and enduring bond. Cooley called them primary groups, in light of the fact that these are among the main primary groups that we experience with life and they frequently have essential significance in our lives. Families are a prime case of an Primary group. Optional gatherings are enormous unoriginal gatherings who help to move in the direction of a shared objective.

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8. Compare and contrast dyads and triads. Which group is more stable? Why? (See R&WM Ch. 5 p:24)  A dyad is a group of two people and a triad is a group of three people. Conversations within dyads are usually more intense than in triads. Meanwhile, triads are more stable because the third person could usually mediate if any conflict arises. 9. Elaborate on the dynamics of interaction among small group members due to size, diversity, and to whether the group size is an odd or even number. (See R&WM Ch. 5 p:126 and lecture notes)  The bigger the group, the more its individuals are inclined to have connections among themselves. Also, the more the gathering is isolated from others due to physical limits, the more uncertain the group is to associate with others. Then again, when a group is increasingly different the individuals from that group will associate with others more frequently. 10. Define family as a social institution, marriage, nuclear family, single parent and one child family, extended family, blended family. Elaborate on the family as a primary and as a secondary group (Hint: Apply answers to Q 7-9 10 to the family, lecture notes).  Social institutions apply to many things including families, a social institution consists of a group of people who have come together for a common purpose. Marriage is a contract between two members of different family on the path to share and combine each other’s cultures and customs. A Nuclear Family consists of a couple and their dependent children, regarded as a basic social unit. 11. Present a brief description of the ideas and research about groups of the following social scientists: Max Weber, Cooley, George Simmel, Asch, and Michel (See R&WM Ch. 5 pp: 126-127, Ch. 6 p: 130-132 and lecture notes).  Solomon Asch and Stanley Milgram conducted experiments on social conformity. Asch set up an experiment of six to eight students who were asked to match the length of lines from two cards. At first, the unsuspecting participants answered correctly, but when others answered incorrectly, they began to conform even though they knew that they were wrong. Milgram’s experiment was a little more controversial, as it involved participants thinking that they were shocking another person when they had failed to answer correctly. Surprisingly, Milgram found out that no matter how much pain they thought they were causing to the other person, they kept going until they were uncertain if the other person was alive. 12. Elaborate on the characteristics of the ideal-type organization known as bureaucracy. How are individuals and the organization affected by such traits? Are these consequences positive at all times? Explain. (See R&WM Ch. 6 pp: and Bureaucracy Power Point)  Max Weber said that the ideal bureaucracy must have six elements, these include, specialization, rules and regulations, hierarchy of positions, technical competence, impersonality, and written/formal agreements. Bureaucracies enhance efficiency, because they carefully hire their workers and limit the factors

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of unpredictability within their environment. Although, even though bureaucracy make increase productivity, it can also dehumanize and manipulate us. 13. Elaborate on the meaning of the “McDonaldization of society.” (See R&WM Ch. 6 pp:142-143 and PowerPoint “Bureaucracy”))  In other words, our culture is becoming more like a fast food drive-thru than ever before. We like to think that every task needs to be done quickly, not thoroughly. The objects that we use and buy in everyday life are produced on a mass scale, which surround us in uniformity. At work, company policies guide job performance. Deviance 14. Elaborate on the two definitions of deviance and their respective limitations. What research questions are suggested by each definition? (See PowerPoint on Deviance; R&WM Ch. 7 pp: 158-160)  Deviance can be recognized through abnormal behavior or through criminal behavior. The research questions related to deviance and crime are if biological factors and personality/cognitive development play a role in these concepts and what are the limitations to each approach of deviance. 15. Briefly describe the myths about deviance (see PowerPoint on Deviance).  One of the myths regarding deviance is that deviant people are recognizable through their features. Lombroso claimed that people in the prison system looked more ape-like than non-deviants. This was proved to be incorrect. 16. According to Durkheim deviance is normal and functional. What did he mean by it? Otherwise, list the reasons why deviance is functional ( PowerPoint on Deviance and lecture notes)  Deviance was functional for Durkheim because is implies cultural values and norms, clarifies moral boundaries, and uniting the people as a whole. 17. What is the relationship between social control and deviance? Which social mechanisms are used to control deviance? (R&WM Ch. 7 pp: 166-168; PowerPoint)  The general public uses social control in order to eliminate social deviance. Society has control over deviations through many non-verbal and verbal cues, such as making faces or making comments. Crime and Delinquency 18. Define the following concepts: deviance, crime, delinquency, crime rate, Type I and II crimes, street crimes, Uniform Crime Reports, Victimization surveys, self- reports on deviance, white-collar crime, victimless crime, organized crime, hate crimes, dark area of crime, criminal recidivism, plea-bargain. (See R&WM pp: 174-180 and CRIME Word. Doc) Deviance; is the recognized violation of cultural norms. Crime; is the violation of societies laws. Delinquency; is the crimes committed by minors. Crime Rate; annual percentage of crime reported. Type 1 Crime; minor crimes. Type 2 Crime; major crimes

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such as a murder. Street Crime; crimes committed by gangs, involving drugs and contraband. Uniform Crime Report; A nationwide crime report. Victimization Surveys; surveys given to a sample which represents their experience with crime. Self reports on deviance; quantitative method on receiving data on crime. 19. According to course readings and lectures on crime rates, which crimes are most frequent and which are most serious? What problems are found with the official crime rates? Include in your answer reference to the social construction nature of official statistics of crime. How does the official counting of crime by police departments and FBI contribute to the dark area of crime? Make sure to address in your answer the types and quantity of offenses. See CRIME Word.doc  Type 1 crimes are most frequent while Type 2 are more serious. Some problems with crime rates are that a large number of crimes go unreported. Although, many police departments and the FBI conduct victimization surveys with help to report the dark areas of crime. 20. How do self-report on deviance and Victimization Surveys contribute to our understanding of the dark area of crime? (See Word.doc on Crime)  The surveys give us a firsthand look on the experience that normal people have with every day (and sometimes not every day) crimes. Often, especially if involving family or friends, crime is not reported for the fear of strained relationships and judgment, so as a result, the reports of crime within a specific area is often skewed.

21. What is the profile of the offender of Type-I crimes also known as street criminal? What does this profile mean? What would be the socio-demographic profile of the criminal if white-collar and state crimes were considered? (See R&WM pp: 169-170; Word.doc on Crime)  Street criminals are known to reside in areas that are not well protected and socially known as more “dangerous”. Making them adaptable to a situation in which they are in favor 22. Outline the general argument of biological and psychological explanations of deviance/crime. What are some important criticisms of these theories? If biology did explain crime, what steps would be necessary to reduce the high level of crime in the U.S.? If psychology did explain crime, what steps should be taken to reduce the high level of crime in the US? (See PowerPoint on Deviance and lecture notes)  In their study, scientists from the University of Wisconsin concluded that genetic factors, along with environmental factors had influence in predicting adult crime and violence. Although, these theories offer generalizations of the underlying causes of crime, but because very individual is different, it’s hard to identify the direct cause. Also, psychologists have learned that personality offers some explanation to social deviance.

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All following questions on theories of crime are discussed in PowerPoint “Social Etiology of Crime” (in Canvas *Readings Module 6) and were covered in respective lectures.

23. Compare and contrast strain theories developed by Merton, Cloward and Ohlin, and Cohen in terms of their causal arguments.(See R&WM Ch.7 pp:164-166; PowerPoint on Etiology of Crime)  Merton said that because of our society’s obsessions with wealth and success, that many poor people have to create innovative ways in order to become wealthy, and therefore resort to deviant, and often illegal, ways to make money. Cloward and Ohlin went on to extend Merton’s theory in adding that not only is crime arisen by limited legal opportunities, but readily accessible illegal opportunities as well. 24. What is the main argument of E. Sutherland's differential association theory of crime causation? Is the causal factor a matter of motivation or of opportunity? (See R&WM Ch. 7 p: 174; PowerPoint on Etiology of Crime)  He argues that the behavior of a person towards deviance is heavily influenced by the people that surround them. His theory is a special case of interaction theory since the behavior is a direct action of the influence others had on it. 25. What is Hirschi's explanation of deviance/delinquency? Is having a loose social-bond the reason for deviance? What about affluent criminals? (See R&WM Ch. 7 p: 166-167; PowerPoint on Etiology of Crime)  Hirschi’s main focus was primarily on control theory which states that social control goes hand in hand with the consequences that people know follow their actions. 26. What are the contributions of conflict theories to the understanding of deviance? (See R&WM Ch. 7 pp: 1168-172; PowerPoint on Etiology of Crime)  These theories help us visualize how our society constructs many views on laws and crimes, and how these things have to do with social class. For example we look at maybe why a random civilian is robbing a store, this could be for either desperate need or mental health issues. Either way these go hand in hand just like many of these social constructs that help deviants accomplish deviance. 27. Describe the labeling theory of deviance. What definition of deviance underlies this sociological theory? What are the criticisms? If you were to take this theory at its face value, what type of policies to reduce crime would derive from this theory? (R&WM Ch. 7 pp: 171-172; PowerPoint on Etiology of Crime)  The theory states that the theory of deviance and conformity result from how people mainly respond to things and not much from what people initially do to get to that point in time.

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28. Describe the several justifications of punishment: deterrence, rehabilitation, custody, retribution, reformation. (See R&WM Ch. 7 pp:175-178)  Deterrence defines as the making of the pain of the offender the same as the victim’s initial pain. Rehabilitation allows the recuperation of a person or group that fell down the wrong path. 29. What is the rationale of punishment as deterrence? Differentiate between specific and general deterrence. Specifically, how effective are current deterrent policies such as capital punishment to prevent murder? (See R&WM Ch. 7 pp: 176-178; Lecture notes)  The basic rationale is that we thinks that us as humans wont break the law or be deviant. Specific deterrence is applied towards convincing a criminal that their crimes are practically not worth it in the long run.

30. Is imprisonment an effective deterrence? Offer evidence that supports/counters your answer. (See R&WM Ch. 7 pp: 176-177; PowerPoint on Etiology of Crime)  Imprisonment is not an effective deterrence since studies argue that it not only causes even more anger and hatred towards society in the criminals but it makes these inmates go commit even more crimes when they get out of jail instead of learning from their mistakes....