Unit 2: Culture and
Social Structures
Ch
Ch
Ch
Ch
3:
4:
5:
6:
Culture
Socialization
Social Structure and Society
Groups and Formal
Organizations
Ch 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:
Nonmaterial
Material
Language
_________
Gov.’t/______
Buildings
Holidays
Transportation
______, piercings _________
_________
Food
Dancing
_________
Values
Clothing
• 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 • Instincts are genetically inherited
_________________ – unlearned ways of
behavior
acting.
besides culture
• 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
End Section 1
societies.
• 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?
_________ 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
FOLKWAYS
_______
LAWS
which are
types of
_______
that are
based on
_______
End Section 3
• Nonmaterial • Culture can be divided into 2 parts: non-material +
material.
vs. material
• Non-material culture consists of knowledge,
culture
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 • Socialization is the cultural process of learning
effects on
to _________________________.
personality
• 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
• Believes that ____________ is the major deciding
socialization:
factor in _________________.
Symbolic
• So how are we socialized according to symbolic
Interactionism
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
• Mass media refers to the means of
socialization:
communication designed to reach the ______
mass media
__________.
• 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 + • Symbolic interactionism believes socialization is a
resocialization
_________________.
• 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
• Group
Ch 6 – Groups and Formal
Organizations
• 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. • There can’t be one w/o the other.
Out groups
• 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.
Family
Family
• Ex:
Parents’
Friends
Friends
Family
Sister's
Friends
Doctors
Friends
Friends
In-laws
Family
Family
Teachers/
Coaches
Classmates
Band
YOU
School
Facebook
Friends
Church
Mechanic
Work
Baseball
teammates
Bosses
Visiting
pastors
Customers
Coworkers
Volunteer
group
• 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 victims
Children playing games
Team sports
Couples 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
• Behavior that matches _________________.
group social
• We adapt our behavior to fit in w/ those
interaction:
around us.
Conformity
• 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
Factors that
conformity
_________________
(This is NOT in
your book, but
Conformity
as group size
you are expected
, but there is little change
to know it!)
once the group reaches 4-5.
_____________ of Task
The harder the task, the
more people conform. When
we are uncertain, we look to
others for confirmation.
_______ of Majority Group
If someone has high status or
a lot of knowledge (Ex. boss
or teacher), more people
will conform to their opinions.
The
the status of the
group the
the level of
conformity.
Factors that
conformity
Lack of Group __________
Asch found just 1 person
going against the group can
conformity as much as 80%.
Answer in __________
When participants can answer
in private, conformity
.
This is b/c there is no fear of
rejection from the group.
End Section 3
• Formal
• Prior to _________________, people w/in a
organizations
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 • Decision makers are chosen based on
bureaucracies
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
• Are groups w/in a formal organization in
organizations
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 __________
• 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
• 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 groups
2. 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 • States that society _______________ by
theory
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
• 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 _______________.
• Consequences • Can cause the individuals ______________ by
of labeling
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 • A crime is an act committed in violation of the ______.
crime
• _____ 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
• Criminal gangs are active w/in all 50
information
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 • __% of gang members are arrested
shouldn’t
by the age of 18.
join gangs
• __% 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 • The criminal justice system are the institutions +
processes responsible for enforcing ____________.
Crime Control
• 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 laws
4. 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