SOC 331 - SOCIOLOGICAL THEORY
REVIEW SHEET
PART I - CONCEPT IDENTIFICATION. The exam will feature 12 concepts from the list below
and you will choose 7 of 12. Define and provide an empirical (“real-world”) example (historical or
contemporary) of each concept in 1-2 paragraphs. Remember, [10 pts each, 70 pts total]
Note: “FIG” in parentheses below refers to the “metatheoretical maps” in Edles & Appelrouth reader.
VEBLEN
LEISURE CLASS, CONSPICUOUS CONSUMPTION, CONSPICUOUS LEISURE
GRAMSCI
HEGEMONY, COUNTER-HEGEMONY
GILMAN
DIFFERENTIAL SOCIALIZATION (FIG 5.2), GENDER INEQUALITY, PATRIARCHAL INSTITUTIONS (FIG
5.2), SEX “PRINCIPLES” (FIG 5.2), SHARED SYMBOLIC CODES and GENDER NORMS (FIG 5.2),
WOMEN’S ECONOMIC DEPENDENCE
SIMMEL
BLASÉ ATTITUDE, DUALITY, FASHION, SOCIABILITY, SUBJECTVE CULTURE/OBJECTIVE CULTURE
(Table 6.1), TRAGEDY OF CULTURE
DUBOIS
CAPITALIST CLASS SYSTEM (FIG 7.2), COLOR LINE - as INTERNALIZED ATTITUDE, as SYMBOLIC
STATUS HIERARCHY, and as RACIALIZED SOCIAL INSTITUTIONS (FIG 7.2), “COLORTOCRACY” (FIG
7.2), DISCRIMINATION, DOUBLE CONSCIOUSNESS, PREJUDICE (FIG 7.2), RACIALIZED SOCIAL
INSTITUTION
MEAD
GAME STAGE, GENERALIZED OTHER, “I” (FIG 8.2), “ME” (FIG 8.2), PLAY STAGE, SIGNIFICANT
SYMBOL
MERTON
CONFORMITY, INNOVATION, MODES OF ADAPTATION TO ANOMIE, REBELLION, RETREATISM,
RITUALISM
GOFFMAN
DISCREDITED/DISCREDITABLE, DISIDENTIFIER, PRESTIGE SYMBOL, STIGMA, STIGMA SYMBOL,
PASSING, VIRTUAL SOCIAL IDENTITY
FANON
COLONIALISM, DECOLONIZATION
PART II - SHORT ESSAYS. Choose 2 out of 4 questions and answer them in a short essay (35 paragraphs). [15 pts each, 30 total]
Responses should focus on the course item(s) referenced in the question, but they may also draw on other
course material (required or recommended, text, audio or video). Responses will be credited for all
knowledgeable references to relevant course material.
For Qs 1 and 2, select any theorist from the 2nd half of the course (see list above). Different theorists must be
used for Q1 and Q2.
1)
Pt. I of the course introduced the concept of ‘alienation’ from a Marxian perspective. More broadly,
alienation refers to estrangement, division or distancing of people from each other or of people from what
is important or meaningful to them, or of a person from their own sense of self. Each of the theorists from
Pt. II of the course addressed the theme of alienation in their own ways. Select one and describe how s/he
approaches the theme of alienation or estrangement in her/his work.
2) Weber conceptualized status as ‘social honor,’ and pointed out that there isn’t necessarily a one-to-one
correspondence between one’s ‘class’ and one’s ‘status’ – money can’t always buy status, and money or
wealth, a solid ‘market situation,’ isn’t always necessary for social esteem. The sorts of qualities that boost –
or sink – social status vary over time. Class, gender, race, ethnicity, nationality, religion, education,
occupation, etc. historically have had great bearing on social status – but how and how much they influence
status keeps changing (e.g., the women’s and civil rights movements stimulated political and cultural shifts,
which transformed the American ‘status hierarchy,’ specifically how gender and race figured into it).
Each of us in our day-to-day interactions ‘negotiates’ status, interpreting signs and symbols, paying respect
and demanding respect. In this way, we maintain and reproduce the ‘status system.’ But on this level – the
micro level of face-to-face interactions – other attributes come into play – layered on top of racial and
ethnic categories – things like physical and mental health/illness/disability, physical ‘attractiveness,’ legal
status, ‘record,’ speech, etiquette, etc.
Pick a theorist and describe his/her approach to social status. What does it add to Weber’s account, or
what new knowledge does it bring? To what extent does the theoretical framework shed light on the
current American ‘status hierarchy’ (or ‘hierarchies’)? In other words, is the critique still relevant?
You may answer 3 OR 4, but not both.
3) Around the world, the ‘predicament’ of young people has been getting lots of attention. Unemployment,
debt, attention deficit, entitlement, ‘delinquency’ of all kinds, are among their many afflictions, or so it’s
been argued. Whether it’s taking to the streets in antigovernment protests or breaking windows – to send
a message or to get ‘free’ stuff, or both – the youth are restless. Are they ‘acting up’ or ‘acting out’? Who’s
doing what?
Use Merton’s ‘anomie theory’ to assess the situation of today’s ‘youth’ (i.e., Millennials, or however you
would like to define it, even in global terms). Consider the variation in this group, the various ‘subcultures’
within it, class and status differences, etc. Is there a common set of ‘culturally prescribed goals’? Is there
broad access to the means to achieve them? Is ‘anomie’ an issue for today’s youth? If so, how are they
adapting? Present each of ‘mode of adaptation’ and apply it to different categories of today’s youth.
4) What new insights does Merton’s ‘Social Structure and Anomie’ bring to the case of the American Dream?
How does Merton’s theory compare with the arguments advanced in your essays (i.e., critiques from the
perspectives of Marx, Durkheim and Weber)? Do you find Merton’s theory persuasive overall? Why or why
not?
EXTRA CREDIT. There will be an extra credit question on material discussed in class (text,
video, or audio) [5 pts - extra credit pts will be added, up to a total score of 100]