goals in
common and share common ways of thinking and
feeling.
Composed of people who have one or more
Have regular contact with
each other
Share some ways of thinking,
feeling, & behaving
Take one another’s behavior into
account
Have one or more interests or
goals in common
Social
Categories
Social
Aggregate
People who share
a characteristic
People in the
same place at the
same time
Primary Groups
• People who are
emotionally close and
know one another well
• Seek one another’s
company
• Characterized by primary
relationships :
• intimate (small and
repeated)
• personal (face-to-face)
• caring
• fulfilling
Socialization
Secondary Groups
• Impersonal interactions
• Goal oriented
• Characterized by
Achieve
a Goal
secondary
relationships that
involve only parts of your
personality
Are these groups:
• In regular contact?
• Sharing ways of thinking, feeling, behaving?
• Taking each other’s behavior into account?
• Seeking a common goal?
YOU AND YOUR CLASSMATES ARE GOING TO ACT OUT THE
ASSIGNED SCENARIO.
AUDIENCE
Record whether each
scenario is an example of
a Primary Group or a
Secondary Group
Turn to the person next to
you and brainstorm at
least 2 PRIMARY groups
not discussed in class.
Turn to the person next to
you and brainstorm at
least 2 SECONDARY
groups not discussed in
class.
Includes all people we socially interact with
during our lifetime (both primary and
secondary groups)
The Internet has greatly expanded our social
networks
1. sense of belonging
2. support and
advice
3. connections to
new groups (labor
market)
4. communication
between members
of various groups
5. reinforcement of
acceptable and
unacceptable
behavior.
Individuals in a group or groups combine their
efforts to reach a goal
Demands the best use of limited resources
EXAMPLE:
Playing games
Doing chores
Groups or individuals working against one
another for a larger share of the reward
Defeating an opponent is the goal
Having a winner is essential!
Promotes unity/cooperation within
opposing groups
I’ll lend you the
money
you need,
Volunteering with the expectation
of getting
something in return
but you’ve got to
do something for
Those participating
may have different
goals, but
me!
Soooo.....what’s
both parties benefit.
in it for me?
Reward not the relationships with others is the
key.
EX.I’ll
Wash
mom’s
to iftake it out later
scratch
yourcar
back
you scratch mine!
Individuals or groups are forced to give in to the
will of others
EX: Prisoners revealing secrets under pressure
parents threatening punishment if misbehaving
Central element is domination.
Expressed most often
subtly through
social pressures
(ridicule, rejection, etc.)
Authority figures can coerce
people to do things they normally
would not do.
Adapting behavior to match the
people around us
Most people
conform to avoid
exclusion
People followed group 37% of
the time even though the group
was clearly wrong
Tendency for people to help in an
emergency decreases as the
number of bystanders increases.
Kitty Genovese
Use the Internet to locate an article that
addresses each of the five types of
social interactions:
Cooperation
Competition
Social Exchange
Coercion
Conformity
Deviance
Behavior that departs
from societal norms
TYPES OF DEVIANCE
The Norm
Are they
DEVIANTS?
“Lean is Mean”
Prostitutes
Positive
• Behavior that overconforms
to social expectations
• Example: anorexia
Negative
• Behavior that underconforms
to expected norms
• Example: obesity
Reckless Drivers
Presidents of the
U.S.
Career Women
TYPES OF DEVIANCE
Primary
Secondary
 Occasional breaking of
the law
 Habitual breaking of the
law
 Not part of person’s
lifestyle
 Part of the person’s
lifestyle
 Does not affect selfconcept
 Self-concept centered
around breaking the
norms
BENEFITS AND COSTS
BENEFITS
Clarifies norms and
strengthens values
associated with
that norm
Temporary safety
valve
Social Change
BENEFITS AND COSTS
COSTS
Erodes trust
Can cause nonconforming
behavior in others
Expensive
Homework Activity
As you pass through the hallways and in
your social interactions outside of school
notice examples of deviance.
Come to class with three examples
tomorrow!
Ms. Olson’s Example
• Two kids in Dunkin Donuts, they finish their donuts
• On their way out, one asks the attendant for a napkin (less
than polite)
• The young man uses the napkin on his way out the door and
throws it on the ground in the parking lot
• What would you do?
• Here’s what I did…I spoke up and said to the other young
man, “Are you going to let him do that?” He shrugs his
shoulders, points to his friend as he is walking across the
street
• The other young man timidly comes back, picks up the
napkin and throws it in the garbage can
• I told him he is better than his “friend” and a better person
for picking up the napkin
Is Addiction Deviance?
What are things that people become addicted to? – write
on board
Do you consider people that are addicted to these things
deviants?
Why? Why not?
Does American society accept certain addictions more so
than others?
Why?
Addressing the Current
Social Issues (p205)
Girls v. Boys Challenge
This is a girls’ versus boys’ challenge!
Who can act out the best deviant
scheme in the class? Using the ideas
about deviance that you have either
been a part of or witnessed (of
course school friendly) you are to
write and perform a skit.
The following are requirements:
1.
2.
All group members must have a speaking AND
acting role.
All group members must have a specific task:
 Script writer
 Good copy - Typed
 A copy for each group member AND one for
teacher
 Make an effort to know your lines
 Scene design
 Saved as a PowerPoint Presentation (H-Drive)
 Minimum of three backgrounds
The following are requirements:

Choreographer
 Set directions – as the actors are speaking there
must be some sort of movement/action to the
skit
 Deviance design
 Developing the basic idea of the skit
 Details to be worked out by all group members
 Costumes/Apparel
 Actors must be in costume
The following are requirements:
3.
Sign up for one of the above tasks
 Put your name at the top of a paper (one for every
person)
 Write down all work that you did as a group
member. All work must be documented on paper
(paper trail)!
4.
Length 3-5 minutes
5.
Practice! Practice! Practice!
SOCIAL CONTROL
Encourages conformity to society’s norms.
Internal = Generalized Other
External = Sanctions
Lies within the individual
Formal and Informal
Rewards and Punishments
Shoplifting
A deviant behavior?
What do you consider stealing?
• Petty theft – gum, soda
• Grand theft – automotive
• Plagiarism – stealing ideas, words
What stores have to deal with stealing?
• High end vs. low end
Shoplifting
Internal Social Controls
Knowing/believing stealing is wrong
• Even in times of need?
• “Citizen’s arrest” – other customers engaging suspicious
activity
External Social Controls
• Security tags
• Cameras
• Fines
• Imprisonment
Which methods
are most effective?
Why?
Top Ten Countries in # of Prisoners
Rank
Country
Prisoners
1
2
3
4
5
6
7
8
9
10
US
China
Russia
India
Brazil
Thailand
Ukraine
South Africa
Iran
Mexico
2,033,331
1,512,194
864,590
304,893
284,989
258,076
198,585
180,952
163,526
154,765
Population
(mil)
290.0
Incarcerations
per 1,000
7.01
1,294.4
142.7
1,041.1
1.17
6.06
0.29
178.5
64.3
47.9
1.6
4.01
4.15
45.0
72.2
98.9
4.02
2.26
1.56
Criminal Justice System
Purpose is to control and punish lawbreakers
Components of the Criminal Justice System
• Police
• Courts
• Correctional system
Does the Criminal Justice System …
• Provide Internal or External Social Control?
• Give Formal or Informal Sanctions?
• Control Positive or Negative Deviance?
Deterrence Approach
Uses threat of punishment to discourage criminal actions
• Effectiveness depends on…
• Likelihood of getting caught (we don’t always get caught)
• Severity of punishment (fines vs electric chair)
• How quickly the punishment takes effect (court system
sluggish)
Do you think this approach to curbing crime is effective? Why or
why not?
• Even though you know you can get caught speeding, do you
still do it?
• Even though you can get caught drinking underage, do you
still do it?
• Even though the sale and use of drugs is illegal, do you still
take part in it?
Capital Punishment
• Capital Punishment = the death penalty
• Is it a deterrent?
NPR Clips
Blue: Abolished for all crimes
Yellow-Green: Abolished for crimes except those committed in exceptional
circumstances (e.g. crimes committed in time of war)
Orange: Abolished in practice
Reddish-brown: Legal form of punishment for heinous offenses
Blue states have no death penalty statute.
Yellow-green states have a death penalty statute but have
not executed anyone since 1976.
Reddish-orange states have executed people since 1976.
Capital Punishment
• Research the Opposing viewpoints database (library
databases)
• Print an article that supports your view on the issue of
capital punishment (for or against)
• Read, highlight and outline the article
• Write down a minimum of three points/facts/statistics
– from the article – that support your opinion
Retribution
Punishment intended to make criminals pay for their acts
Not intended for individuals to take personal vengeance
• Enacted by designated officials only
• If a mother takes the law into her own hands and kills her son’s
murderer, she must answer to society for her action.
Incarceration
Keeping criminals in prison
• Protecting society
If criminals are not on the streets, they are not
committing crimes
Rehabilitation
• Attempts to resocialize criminals
• Social and work skills that will help criminals adjust to
society
• What percentage of criminals do you think are sent back to
prison within 5 years of their release?
RECIDIVISM
• Return to criminal behavior
• Why so high?
• Basic nature of offender
• Influences of more hardened criminals (while in prison)
• Stigma of being an ex-convict