SOC 1100 Slides PDF

SOC 1100 The Study of Society What is sociology? ► The sociological perspective and social imagination ► Classical and contemporary theories in sociology; a basic overview Assigned Re...

SOC 1100 The Study of Society What is sociology? ► The sociological perspective and social imagination ► Classical and contemporary theories in sociology; a basic overview Assigned Readings 1. Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), pgs. 3-20. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Pgs. 2-19. Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana What is sociology?  The systematic study of human society.  The scientific study of human society and social interactions.  Sociology is the methodological study of social relationships. What is sociology?  The systematic study of the ways in which people are affected by, and affect, the social structures and social processes that are associated with the groups, organizations, cultures, societies, and world in which they exist.  Sociology is the scientific study of social behavior and human groups.  Sociology is the systematic study of the relationship between the individual and society and the consequences of difference.  What is sociology?  “Sociology is the scientific study of human society and social interactions.”  What makes sociology “scientific?” Levels of Understanding Drug Use Personal experience Awareness of friends Systematic study with drug use and associates’ patterns of a random of drug use sample of drug users Purpose of Sociology C. Wright Mills “the sociological imagination”  allows sociologists to locate personal troubles of individuals within a framework of larger social issues  e.g. Divorce Purpose of Sociology  When we engaged the sociological perspective, we are better able to see the general in the particular (Peter Berger, 1959/1963/2000). Possible to identify general patterns in the behaviour of particular groups people … Purpose of Sociology  The recognition of causality….  People are split into different categories men vs. women rich vs. poor  The categories to which we belong shape our experiences …  SOC 1100 The Study of Society (SESSION 2) What is sociology? ► The sociological perspective and social imagination ► Classical and contemporary theories in sociology; a basic overview Assigned Readings 1. Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), pgs. 3-20. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Pgs. 2-19. Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana Lillian Rubin (1976) Marriage Study  Higher income women expect their men to be sensitive to others, to talk readily, and to share feelings.  Middle income women look for men who do not drink too much, are generally, not violent, and held steady jobs.  Lower income women… Seeing Strange in the Familiar  People do NOT decide what to do; society shapes our thoughts and deeds Why do persons choose to study at UG ?  “I wanted to stay close to home”  “I got a scholarship”  “My girlfriend/boyfriend goes to school here”  “I didn’t get into the school I wanted” Personal Choice  Emile Durkheim Studied suicide figures in France and found:  Protestants, wealthy, single, and men were more likely to commit suicide  Catholics, Jews, poor, and women were less likely to commit suicide  Social Integration: categories of people with strong social ties vs. more individualistic Living on the Margins  Outsiders- not part of the dominant group the greater the social marginality, the better someone can use the sociological perspective Need to be able to step back and observe Crisis  Great Depression people realized general forces were at work in their particular lives  Not “Something is wrong with me; I can’t find a job”  Rather “The economy has collapsed; there are no jobs to be found”  If we can observe and learn about “the system” we can then make changes, if necessary Global Perspective Global Perspective  The study of the larger world and our society’s place in it Our place in society shapes our life experiences The position of our society in the larger world system affects everyone in the Guyana. High-income Countries  Nations with the highest overall standard of living  Includes top 60 counties U.S.A., Canada, Argentina, Western Europe, South Africa, Israel, India Produce most of the world’s goods and services Own most of the wealth *”These people are better off simply because they were born in these countries.” Lets discuss this….. Middle-income Countries  Nations with a standard of living about average for the world as a whole  Includes 76 countries Eastern Europe, Africa, Latin America, Asia Receive 6-8 years of schooling Extreme social inequality (some very rich, some very poor) How does Guyana/ the Caribbean fit within this outlook? Let’s discuss…… Low-income Countries  Nations with a low standard of living in which most people are poor.  Most of these countries are located in Africa and a few in Asia, South America and the Caribbean.  Some of their citizens/residents are very rich/wealthy.  Most of their citizens/residents lack safe housing, water, food, and little chance to improve their livelihoods.  Please discuss these observations in your respective tutorial sessions in the context of the Guyana and the Caribbean….. Comparisons to the First World. Where we live shapes the lives we lead Societies throughout the world are increasingly interconnected Many social problems that we face in the Guyana are far more serious elsewhere Thinking globally helps us learn about ourselves Applying the Sociological Perspective Sociological Perspective  Seeing the general in the particular  Society shapes the lives of its members Applying the Sociological Perspective  Why it is useful: Sociology guides many of the laws and policies that shape our lives Making use of the sociological perspective leads to important personal growth and expanded awareness Good preparation for work/industry… Sociology and Public Policy  Sociologists help shape public policy Racial Desegregation/Social Cohesion, Gun Control, Divorce, Juvenile Delinquency, Police Reform, Criminal Justice Reform, etc.  Example Lenore Weitzman discovered women who leave marriages lose income. Therefore… Many states/societies have passed laws that have increased women’s claim to martial property and enforced fathers’ job to support women raising their children… Benefits of Sociological Perspective 1. Helps us assess the facts that surround commonly held assumptions  Question: Do we decide our own fate? If so, we are likely to praise successful people as superior…  Seeing Sociology in Everyday Life … Benefits of Sociological Perspective 2. Helps us assess both the opportunities and constraints in our lives -we play our cards but society deals us the hand -helps us “size up” the world to better accomplish our goals Benefits of Sociological Perspective 3. Empowers us to be active participants in our society -if we do not understand how society operates, we are likely to accept the status quo C. Wright Mills… The sociological imagination… Benefits of Sociological Perspective 4. Helps us live in a diverse world - The U.S.A represents 5% of the world’s population… -95% live very differently -everyone sees their life as “right”, “natural”, and “better” -helps us think more critically about all ways of life Level of Types of Examples of Issues of Orientation Systems Structures Sociological Practice MACRO World systems World International trade relations International conflict re-soluti economy ons National systems Societies Social  Policy  Legislation institutions such as  customs & practices education, political,  discrimination  social problems: poverty, legal, economic homelessness, violence and terrorism, immigration, ethnic c onflict, civil rights, health & welf are policies, law Large Corporate Political sub-di- Intra- or interinstitutional conflict, visions (eg, cou Structures -ntries/states, ci Territorial conflict, culture cl ashes, -ties, regions. Interdisciplinary National or activities, Multinational organiztional mergers Corporations Level of Types of Examples of Issues of Orientation Systems Structures Sociological Practice MESO Small corporate Business Inter-group conflict, re source development in structures Schools cluding human resourc es, community Universities organization and action Communities such as drug & alcohol, or delinquency, crime prevention or ge neral community improveme nt Secondary Work Units Intra- & intergro Neighbourhoods up cooperation groups Civic Communication & Organizations relationships Political action Problem solving Group solidarity Primary groups Families Improving family /g roup Couples Functioning & relati- Peer groups ons Interface with socie- tal structures Conflict resolution Level of Types of Examples of Issues of Orientation Systems Structures Sociological Practice MICRO Individuals Individuals Socialization/resocializ ation Behaviour change Acquire/develop skills Social development Origins of Sociology Sociology and the Social Sciences End of Lecture One Level of Types of Examples of Issues of Orientation Systems Structures Sociological Practice MACRO World systems World International trade relations International conflict re-soluti economy ons National systems Societies Social  Policy  Legislation institutions such as  customs & practices education, political,  discrimination  social problems: poverty, legal, economic homelessness, violence and terrorism, immigration, ethnic c onflict, civil rights, health & welf are policies, law Large Corporate Political sub-di- intra- or interinstitutional con flict, territorial conflict, cultur visions (eg, cou Structures -ntries/states, ci e clashes, interdisciplinary activities, organiztional mer -ties, regions. -gers National or Multinational Co rporations Level of Types of Examples of Issues of Orientation Systems Structures Sociological Practice MESO Small corporate Business Inter-group conflict, re source development in structures Schools cluding human resourc es, community Universities organization and action Communities such as drug & alcohol, or delinquency, crime prevention or ge neral community improveme nt Secondary Work Units Intra- & intergro Neighbourhoods up cooperation groups Civic Communication & Organizations relationships Political action Problem solving Group solidarity Primary groups Families Improving family /g roup Couples Functioning & relati- Peer groups ons Interface with socie- tal structures Conflict resolution Level of Types of Examples of Issues of Orientation Systems Structures Sociological Practice MICRO Individuals Individuals Socialization/resocializ ation Behaviour change Acquire/develop skills Social development  SOC 1100 The Study of Society (SESSION 3) ► The sociological perspective and social imagination ► Classical and contemporary theories in sociology; basic overview Sociology as a science Assigned Readings 1. Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), pgs. 3-20. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Pgs. 2-19. Pgs. 864-993 Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana Is sociology science or common sense? Discuss  Sociology and Common Sense  Common sense assumptions are usually based on very limited observation.  Moreover, the premises on which common sense assumptions are seldom examined.  Sociology seeks to: use a broad range of carefully selected observations; and theoretically understand and explain those observations.  While sociological research might confirm common sense observation, its broader base and theoretical rational provide a stronger basis for conclusions. Sociology and Science The Scientific Method Analyze Data  Science is “...a body of systematically arranged knowledge that shows Gather Data the operation of general laws.” Choose research design  As a science, sociology employs the scientific Formulate hypotheses method Review of literature The Development of Sociology  Sociology emerged as a separate discipline in the nineteenth century  This was a time of great social upheaval due largely to the French and Industrial Revolutions  Several early sociologists shaped the direction of the discipline Auguste Comte (1798-1857)  Responsible for coining the term “sociology”  Set out to develop the “science of man” that would be based on empirical observation  Focused on two aspects of society: Social Statics—forces which produce order and stability Social Dynamics—forces which contribute to social change Science and Sociology  French social thinker Auguste Comte (1798-1857) first came up with the term sociology Described a new way of looking at society Wanted to find out how society could be improved and how society actually operates Comte  Saw sociology as the product of a 3-stage historical development 1. Theological- thinking guided by religion 2. Metaphysical- society as a natural, not supernatural system 3. Scientific- used a scientific approach to study sociology Positivism  Definition: a way of understanding based on science Society operates according to its laws  (much like the laws of nature)  The Development of Sociology in the United States  American sociology had its beginnings at the University of Chicago in the early 20th century  The early emphasis was on empirical study of communities and neighborhoods  Later, East Coast schools such as Columbia and Harvard Universities began sociology departments, producing scholars such as W.E.B. Dubois, Talcott Parsons, and Robert Merton Home page of the University of the Chicago Sociology Dep’t Sociological Theory What Is a Theory?  Theory: a set of concepts linked together by a series of statements to explain why an event or phenomenon occurs.  Curran & Ringette(2001): Theories help bring order to our lives because they expand our knowledge of the world around us and suggest systematic solutions to the problems[challenges] we confront. Without the generalizable knowledge provided by theories, we would have to solve the same problems over and over again, largely through trial and error. Theory therefore, rather than being just a set of abstract ideas , is quite practical. It is useable knowledge. Theory cont’d.  The backbone of Sociology  Scientific Theory Must be able to test theory A GOOD theory survives empirical testing  Empirical = real world observations Some theories are “sexier or more appealing” than others  Parsimony  Scope  Usefulness of policy implications Flow Chart for Evaluation NO = Useless, stop here Evaluate the Falsifiable? Yes Following: Logical? Scope Parsimony Policy Implications YES Empirical Evidence? NO: Modify/Discard Empirical Evidence is the KEY  Theories attempt to demonstrate cause- effect  Criteria for causation in social science using a poverty  crime, example… Time ordering: poverty happens before crime Correlation: X is related to Y Relationship is not spurious (e.g., low self- control causes both poverty and crime) Methods for generating evidence  Experiment Key is randomly assigned groups Only factor that effects outcome is group difference at start of experiment Limit = artificial nature Experimental Design (2 of 2) Methods for generating evidence II  Non-experimental Survey research  Cross sectional  Longitudinal Limit = how to rule out spuriousness Upside = ask whatever you want Theoretical Perspectives: Functionalism  Functionalism sees society as a system of highly interrelated parts that work together harmoniously  The image that functionalists use to understand society is a living organism  Each part of society works together for the benefit of the whole much like a living organism Structural-Functional  Definition: Framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability Sociologists  Emile Durkheim, Auguste Comte, Herbert Spencer  Harriet Martineau (1802-1876)  Authored one of the earliest analyses of culture and life in the United States entitled Theory and Practice of Society in America  Translated Comte’s Positive Philosophy into English Harriet Martineau Herbert Spencer (1820-1903)  Authored the first sociology text, Principles of Sociology  Most well known for proposing a doctrine called “Social Darwinism” Suggested that people who could not compete were poorly adapted to the environment and inferior This is an idea commonly called survival of the fittest  Emile Durkheim (1858-1917)  Durkheim moved sociology fully into the realm of an empirical science  Most well known empirical study is called Suicide, where he looks at the social causes of Emile Durkheim suicide  Generally regarded as the founder of functionalist theory Functionalism and the social structure  Points to note on about the Social Structure: any relatively stable pattern of social behavior gives our lives shape (families, school, work, community)  SOC 1100 The Study of Society (SESSION 4) ► The sociological perspective and social imagination ► Classical and contemporary theories in sociology; basic overview Sociology as a science Assigned Readings 1. Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), pgs. 3-20. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Pgs. 2-19. Pgs. 864-993 Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana Functionalism and the social structure  Examines Social Functions the consequences of any social pattern for the operation of society as a whole all social structures keep society going  similar to the way the human body operates Robert K. Merton  Manifest Functions: recognized and intended consequences of any social pattern  Latent Functions: unrecognized and unintended consequences of any social pattern Functionalism and the social structure  Social Dysfunction: any social pattern that may disrupt the operation of society Summary  Main goal is to figure out “what makes society tick”  critics say it ignores inequalities of social class, races, and gender Theoretical Perspectives: Conflict Theory  Conflict theory is grounded in the work of Karl Marx  Society is understood to be made up of conflicting interest groups who vie for power and privilege  This dynamic results in continuous social change, which is the normal state of affairs  Conflict theory focuses heavily on inequality and differential distribution of power and wealth Karl Marx (1818-1883)  Marx is the father of conflict theory  Saw human history in a continual state of conflict between two major classes: Bourgeoisie—owners of the means of production (capitalists) Proletariat—the workers  Predicted that revolution would occur producing first a socialist state, followed by a communist society Social-Conflict Theory  Definition: a framework for building theory that sees society as an arena of inequality that generates conflict and change The social conflict perspective  Investigate how social class, race, ethnicity, gender, sexual orientation, and age are linked to society’s unequal distribution of money, power, education, and social prestige  Focus on how social patterns benefit some and hurt others…  Can be used to bring about societal change that reduces inequality Max Weber (1864-1920)  Much of Weber’s work was a critique or clarification of Marx  His most famous work, The Protestant Ethic and the Spirit of Capitalism directly challenged Marx’s ideas on the role of religion in society  Weber was also interested in bureaucracies and the process of rationalization in society  Social conflict is not necessarily dysfunctional… Feminism and the Gender-Conflict Approach  Definition: a point of view that focuses on inequality and conflict between women and men closely linked to feminism  support of social equality for women and men  Helps make us aware of the ways life places men in positions of power over women at home, at work, in the media also, shows importance of women to the development of society Race-Conflict Approach  Definition: point of view that focuses on inequality and conflict between people of different racial and ethnic categories  Points out contributions made by people of color to the development of sociology Review of Social-Conflict Approaches  Critics: ignores shared values and interdependence cannot claim scientific objectivity paints society in broad strokes Theoretical Perspectives: The Interactionist Perspective  Focuses on how individuals make sense of and interpret the world  This perspective tends to focus on the “micro- order” of small groups  Has given rise to several specific approaches: Symbolic Interactionism developed by George Herbert Mead Ethnomethodology developed by Harold Garfinkel Dramaturgy developed by Erving Goffman Symbolic-Interaction Approach  Definition: framework for building theory that sees society as the product of the everyday interactions of individuals The constructivist approach…. Max Weber  understand a setting from the point of view of the people in it  Society amounts to people interacting  Shows how individuals actually experience society Macro-level Orientation  Definition: a broad focus on social structures that shape society as a whole Big picture Includes the structural-functional approach and the social-conflict approach Micro-level Orientation  Definition: a close-up focus on social interactions in specific situations includes the symbolic-interaction approach  Comparing Theoretical Perspectives Perspective Scope of Point of View Focus of Analysis Analysis Structural- Macro 1. Various parts of society Functional and Functionalism Level are interdependent dysfunctional 2. Social systems are aspects of highly stable society 3. Social life governed by consensus & cooperation Conflict Macro 1. Society accommodates 1. How social Theory Level between competing inequalities interest groups produce conflict 2. Society unstable and 2. Who benefits prone to change from social 3. Social life conflict-laden arrangements Interactionist Micro-Level 1. Actions have How people symbolic meanings make sense of 2. Meanings can vary their world Applying the Approaches: The Sociology of Sports  The Functions of Sports A structural-functional approach directs our attention to the ways in which sports help society operate Sports have functional and dysfunctional consequences _ DISCUSS THIS…. Sports and Conflict  Social-conflict analysis points out that games people play reflect their social standing.  Sports have been oriented mostly toward males.  Big league sports excluded people of color for decades.  Sports in the United States are bound up with inequalities based on gender, race, and economic power.  What pattern-relationships manifest in local or regional sports…? Sports as Interaction  Following the symbolic-interaction approach, sports are less a system than an ongoing process.  All three theoretical approaches—structural- functional, social-conflict, and symbolic- interaction—provide different insights into sports. No one is more correct than the others.  SOC 1100 The Study of Society Lecture 4  SOC 1100 The Study of Society (SESSION 4) ► The sociological perspective and social imagination ► Classical and contemporary theories in sociology; basic overview Sociology as a science Basic methods and approaches to measurement, in social research Assigned Readings 1. Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), pgs. 3-20. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Pgs. 2-19. Pgs. 864-993 Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana  The Sociological Imagination  C. Wright Mills coined the term “sociological imagination” to refer to “...the vivid awareness of the relationship between private experience and the wider society.” C. Wright Mills Sociology and Science  Science is “...a body of systematically arranged knowledge that shows the operation of general laws.”  The scientific process employ the empirical methods of observing, testing/experimenting and comparing.  As a science, sociology employs the scientific method  The Sociological Imagination  C. Wright Mills coined the term “sociological imagination” to refer to “...the vivid awareness of the relationship between private experience and the wider society.” C. Wright Mills The Foundations of Social Research Variables, Measuring Complex concepts, Validity & Reliability, Cause & Effect Variables  Unidimensional Variables Height & weight Birth order Age Marital status  Multidimensional Variables Stress Wealth Political orientation Religiosity Variables  Dependent Variables The variable impacted by the independent variable(s) Example: Longevity  Independent Variables Logically prior to dependent variables Example: Sex, Education, Occupation, Diet, Smoking Example: How long one lives is impacted by, or ‘dependent’ on, these many variables. However, living to be 90 does not change your gender or your occupation earlier in life because they stand ‘independent’ of longevity. Defining Variables  Conceptual Definitions Abstractions, articulated in words, that facilitate understanding. The kind of definitions you find in a dictionary.  Operational Definitions Consist of a set of instructions on how to measure a variable that has been conceptually defined. Example: Measure ‘extroversion’ in a person by having them take the Myers-Briggs Type Indicator (MBTI) and record their extroversion score. Variables: Level of Measurement  1. Nominal: An exhaustive, mutually exclusive, list of names. Example: Ethnic groups, or religious identifications  2. Ordinal: Same as above, plus they can be rank ordered. Example: Socioeconomic classes, or levels of agreement Variables: Level of Measurement  3. Interval: Same as above, plus each unit has a meaningful quantitative distance from each other. Example: Degrees Fahrenheit, or points on an IQ score  4. Ratio: Same as above, plus there is a true zero point, measuring the absence of the phenomenon being measured. Example: Age, or income in dollars Note: 80 degrees F, is not twice as hot as 40 degrees. But 80 years old, is twice as old as 40. Lowest Level Rule  Always try to collect data on the lowest level unit of analysis possible.  You can always aggregate data collected on individuals, but you can never disaggregate data collected on groups.  Ecological Fallacy: Drawing conclusions about the wrong unit of analysis. Example: Drawing conclusions about ‘neighbors’ from data on ‘neighborhoods.’ Instruments  Precision: The power of measurement, or the ‘number of decimal points.’ Example: Is the scale measuring to the nearest pound or to the nearest ounce?  Accuracy: The correct calibration of the instrument; it is not ‘off.’ Example: The scale always measures 2 lbs too heavy. Instruments: Reliability  Reliability: Whether or not you get the same answer by using an instrument to measure something more than once. Example: Does the scale give you the same weight each time you step on it (assuming you have not eaten or worked out between)? Instruments: Validity  Face Validity: On the ‘face of it’ do the operational indicators of the concept make sense? Example: An instrument measuring educational aptitude asks questions about study habits and eye color. Which one does not have face validity?  Content Validity: When an instrument has appropriate content for measuring a complex concept/construct. Example: An instrument measuring ‘cultural identity’ that only asks questions about food and clothing style preferences, but neglects content on language and historical traditions. The content is not broad enough to sufficiently represent ‘cultural identity.’ Instruments: Validity  Construct Validity: A close fit between the construct it supposedly measures and actual observations made with the instrument. Example: A personality assessment lacks construct validity if it identifies you as ‘introverted’ when you and your many friends would say the opposite.  Criterion Validity: A close fit between the measures it produces and measures produced by some other instrument that is known to be valid. Example: A personality assessment that identified you as ‘extroverted’ when the Meyers Briggs assessment did too, has criterion validity. Ockham’s Razor  The Principle of Parsimony: “Don’t make things more complicated than they need to be.” - William Ockham (1285-1349) In science, simpler explanations, theories, or measures are preferred over more complicated ones. Correlation  When two variables are related they are said to co-vary. This is also called correlation or simply association.  Many independent variables may each only contribute a little to the outcome of the dependent variable, but the correlation may still be quite direct and causal. Example: Having personally known someone who died of AIDS is only one of many independent variables that is known to have a causal impact on the choice of whether to use a condom during sexual activity. Spurious Variables  Two variables are spurious when their correlation (no matter how strong) is caused by a third variable. Example: There is a correlation between the number of firefighters at a fire, and the amount of property damage caused. Should we assume that the firefighters are causing greater damage? Theory  Theory: A mechanism that explains the association between two or more correlated variables.  Theories are simply ideas about how things work. Frames to help make sense of the world.  We all hold ‘informal theories’ or ‘axioms’ about many things. Formal theory, however, can be tested and revised. Sociological Questions “Sociological Imagination” To remove yourself from the “world-taken- for-granted.” So that we are able to discover something new in the routines of everyday life. Sociological Questions “Sociological Imagination” Asking questions How? What? Why? Sociological Questions Knowledge ≠ Commonsense belief - Beliefs or propositions with no scientific ground Stereotypes Sociological Questions What are “sociological” questions? What kinds of question do sociologists have to ask? Sociological Questions 1. Factual (Descriptive) questions “What happened?” “How did (do) things happen?” Sociological Questions 2. Comparative questions Questions asked when one social context within a society is related to another, or examples drawn from different societies are contrasted. - Space “Did this happen everywhere?” - Time “How different are a phenomenon in a period and one in another?” Sociological Questions 3. Developmental questions Questions asked in order to understand the main direction that processes of change have taken. “What has happened over time?” Sociological Questions 4. Theoretical questions Generalization - Why do things happen? - What factor brings this about? - What underlies this phenomenon? Sociological Questions Questions / Research Problems How are you gonna answer your question? Systematic scientific procedure The Sociological Method & Science 1. Asking question / Defining research problem To specify the question you are trying to answer The Sociological Method & Science 2. Reviewing the evidence To familiarize yourself to the research problem - Literature review - Initial observations etc. The Sociological Method & Science 3. A clear formulation of the research problem - Setting up hypotheses Hypotheses “Educated guesses about what is going on” Temporary conclusions Understanding Cause and Effect “All events have causes.” One of the main tasks of sociological research is to identify causes and effects. “What brings it about?” = “Causal relationship (Causation) An event or situation causes or produces another Understanding Cause and Effect Variables = “Any dimensions along which individuals and groups vary.” - Factors telling an individual or group from another - Criteria based on which an individual or group is categorized - Age - Income - Educational attainment - Social class - Race/ethnicity etc. Understanding Cause and Effect Correlation The “existence of a regular relationship between variables” Correlation ≠ Causation The Sociological Method & Science 4. Research design - to decide “how” the data are collected - Select methods - Research subjects - Duration of the research etc. Major Research Methods The Sociological Method & Science 5. Carry out the research - Collect data by applying the suitable methods The Sociological Method & Science 6. Analyze your data / Interpret your results The Sociological Method & Science 7. Reporting the findings QUESTIONS AND COMMENTS?  SOC 1100 The Study of Society (SESSIONS 5-6) Culture and The Social Structure  ► Elements and types of culture  ► Culture and social theory  ► Cross-cultural variations in Guyana and the Caribbean Assigned Readings 1.Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), Chapter 3. Pgs. 45 -72. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Chapter 12. Pgs. 790-831. Ritzer, G.(2015). Introduction to Sociology Chapter 3, pgs.107-142 Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana Culture and The Social Structure  What is culture? Culture consists of the beliefs, behaviours, objects, and other characteristics common to the members of a particular group or society. Through culture, people and groups define themselves, conform to society's shared values, and contribute to society.  Culture is essential for our individual survival and communication with others  We are not born with the information we need to survive  Culture is essential for the survival of societies  It establishes our laws and rules for interaction  Culture  Culture is a complex concept  Def#3  Def #2  A shared set of meanings that is  A particular way of life, such as a set of lived through the material & skilled activities, values, & meanings symbolic practices of everyday surrounding a particular type of practice life  Could be values, beliefs, ideas, and practices Culture is…  Learned from others in a society or group.  Widely shared by members of the society or group.  Responsible for differences in thinking and behaving between societies and groups.  Essential for completing the psychological and social development of individuals.   France  Called “genre de vie” Cultural Pathways/Ecology  England  Def: a functionally organized way of life that  Called Historical Geography is seen to be  Defined as “geography in characteristic of a the past” particular cultural group  H.C. Darby  Centered on livelihood practices of groups that  Implemented his historical were seen to shape approach to cultural geo physical, social, and and landscape by psychological bonds. developing a geography based on the Domesday  Vidal de la Blanche Book.  Emphasized need to  Used data to reconstruct the study small, political, social, and economic homogeneous areas to forces that shaped past landscapes uncover relationship between people and their surroundings Natural vs. Cultural landscape  Concepts of Culture  Cultural Landscape  “built landscape”  Cultural geography  Physical imprint a culture makes on the environment  Definition: Buildings, artwork, music Study of people’s lifestyles,  Carl Sauer their creations, and their 20th century geographer relationships to the Earth Culture leaves “imprint” Looks at why and how  Cultural Ecology culture is expressed in Study of human-environment interaction and different ways and different its results places  Sequent Occupancy Involves:  Theory that a place can be occupied by different groups of people, and each group leaves its imprint on the place from which the next group Material components of learns culture Ex. England & The Anglo-Caribbean  Tangible artifacts  Clothing, architecture Non-material components of culture  Thoughts/ ideas  Religion, laws Other cultural concepts …  Ideal vs Real culture  High culture vs low culture  Subculture  Cultural relativism  Ethnocentrism  Multiculturalism  Counter Culture  Human-Environment  Interaction Environmental Determinism  Cultural Determinism  Theory that human behaviour is  Theory that the environment places controlled (or determined) by physical no restrictions on humans whatsoever environment Only restrictions are the ones Ex: ideal climates cause more humans create themselves productive citizens Egypt vs. Siberia  Political Ecology  Possibilism  Attempts to answer why human  Counterargument to environmental cultures interact with environments determinism the way they do  Argues the natural environment places Government of a region affects the little to no limits on the set of choices environment in that region which available to a people affects choices available to people Ex: zoning laws People, not the environment, propel human development  Layers of a Culture  Culture Regions  Def:  Culture Traits Region that includes places and  Def: peoples with similarities in their culture systems A single attribute of a culture People in culture region often share a Ex: bowing to show respect sense of common culture and regional identity Not always unique to one group Boundaries defined by perceptions and  Culture Complex opinions  Def: Ex: The South Combination of all culture traits creates a  Culture Realms unique set of traits  Def: No two cultures in the world have the same culture complexes Formed through the fusing together of culture regions that share enough in  Culture Systems common to be merged together  Def: ex: When many culture complexes share Anglo-American realm particular traits, those traits can merge Latin American realm into culture systems Anglo-Caribbean realm Ex: Germany Spanish-Caribbean The manifestations of culture Since humans cannot rely on instincts for survival, culture is a ‘tool kit’ for their survival Our ‘tool kit’ is divided into two parts Material Culture  Consists of the physical or tangible creations that members of a society make, use, and share  Items begin as raw materials and transformed into usable items through technology  We use these items first for survival such as shelter  Beyond survival, we make use and share objects that are interesting and important to us Nonmaterial Culture  Central component of nonmaterial culture is beliefs  Beliefs are the mental acceptance or conviction that certain things are real or true (which are not necessarily supported by evidence) …  May be based on faith, tradition, experience, scientific research, or a combination of these  We also have beliefs in our material culture Nonmaterial Culture  Consists of the abstract or intangible human creations of society that influence people’s behaviour Family Patterns Ex. Rules of partner Values selection Language Ex. exogamy vs. Endogamy Rules of Political Beliefs Behaviour Ex. Folklore Ex. Norms Systems Rules Laws  SOC 1100 The Study of Society (SESSION 5-6 Cont’d.) Culture and The Social Structure  ► Elements and types of culture  ► Culture and social theory  ► Cross-cultural variations in Guyana and the Caribbean Assigned Readings 1.Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), Chapter 3. Pgs. 45 -72. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Chapter 12. Pgs. 790-831. Ritzer, G.(2015). Introduction to Sociology Chapter 3, pgs.107-142 Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana  What is Culture? Superstructure: A culture’s worldview, including morals and values, oftentimes grounded in religion Social structure: The rule-governed relationships—with all their rights and obligations—that hold members of a society together. This includes households, families, associations, and power relations, including politics. Infrastructure: The economic foundation of a society, including its subsistence practices and the tools and other material equipment used The Barrel Model to make a living. of Culture Culture is like an Iceberg… Culture Is Socially Learned…  Individuals acquire it from others in the process of growing up in a group.  Culture is not transmitted to new generations genetically.  Culture is learned by observation, imitation, communication and inference.  Enculturation/Socialization  The process by which infants and children learn the culture of those around them. Culture Is Knowledge…  Members of a culture know how to behave in ways that are meaningful and acceptable to others.  Knowledge allows people to survive and reproduce themselves and transmit their culture. Culture Is Patterns of Behaviour…  Individuals have a role in a group.  The group has expectations about what people with that role should do.  Expectations include rights and duties of the role.  Role  A social position in a group with its associated and reciprocal rights and duties. Roles are therefore better understood as the social expectations which are associated with the particular social position of a person or group… Components of Cultural Knowledge  Norms  Values  Symbols  Classifications of reality  Worldviews Norms  Agreement that people should adhere to standards of behavior.  People judge behaviouraccording to how closely it adheres to these standards.  People who fail to follow the standards face negative reaction from the group. Norms and Values  Norms are hared ideas (or rules) about how people ought to act in given situations or about how people should act toward other people. These are either prescriptive or proscriptive…  Values are people’s beliefs about the way of life that is desirable for themselves and their society. Ex. Honesty, respect for authority. Symbol  An objects or behaviour that stands for, represents or calls to mind something else. Culture and Human Life  Culture provides the skills to adapt to surroundings.  Culture is the basis for human social life.  Culture affects our view of reality.  SOC 1100 The Study of Society (SESSIONS 5-6 cont’d.) Culture and The Social Structure  ► Elements and types of culture  ► Culture and social theory  ► Cross-cultural variations in Guyana and the Caribbean Assigned Readings 1.Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), Chapter 3. Pgs. 45 -72. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Chapter 12. Pgs. 790-831. Ritzer, G.(2015). Introduction to Sociology Chapter 3, pgs.107-142 Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana  Cultural Diffusion  Cultural/Spatial Diffusion  Cultural diffusion:  People’s material and non-material  Spread of people’s cultural across creations spread across time and space space, moving to new places and being carries through generations.  Spatial diffusion:  Spread of any phenomenon (such as a disease) across space  Two categories of diffusion:  Expansion  relocation  Cultural Diffusion  Expansion Diffusion  Relocation Diffusion  Def:  Def: Cultural component spreads outward to Involves actual movement of the new places while remaining strong in original adapters from their hearth to the hearth a new place  Forms of Expansion Diffusion People do the “moving” not the innovation Stimulus  Migrant diffusion Idea diffuses from hearth but original idea is changed Innovation spreads and lasts only a Iced tea vs Sweet tea brief time in the newly adopted place Hierarchical Ex: Band Concert Idea spreads from a place or person of power  Mix of Patterns Hip-hop moving from large cities to other larger cities to smaller  Many diffusing phenomenon spread cities to suburbs/ rural areas through mix of patterns Contagious Ex: HIV/ AIDS Numerous places or people near the point of origin become adopters Ex: Tuberculosis  Ancient Hearth Direction of Diffusion of Civilization from Culture Hearths Ancient Hearth Andean America Eastward t/out S.  Definition: America  Areas where innovations in Mesoamerica Eastern/Western N. culture began, such as where America agriculture, government, West Africa T/out Africa education and urbanization originated Nile River Valley T/out Africa and S.W. Asia Sources of human civilization Ancient culture hearths believed to have developed in Mesopotamia T/out S.W. Asia, Europe, places with the capacity for innovation Central and East Asia, W. Africa Near sources of water/ arable land Indus River T/out S.W., Central, East Not all innovations required Valley Asia interaction Ganges River T/out South, SE, and SW Independent innovation Valley Asia Huang River T/out East and SE Asia Valley  Torsten Hagerstrand  Theorized that innovations of all kinds  Research led to seeing that tend to diffuse from their hearths in diffusion followed an S-curve stages pattern  1st stage:  Example: Cell phone diffusion Gain acceptance in place of origin Early adopters “innovators”  2nd stage Begin to spread rapidly outward from region Majority adopters  3rd stage Slowing and reaching maximum dispersal and saturation Late adopters “Laggards”  Cultural Convergence and  Divergence Cultural Convergence Acculturation   Definition:  Occurs when two cultures come into contact with one another and the Occurs when two cultures adopt each other’s traits and become more alike “weaker” of the two adopts traits from the more dominant culture  Assimilation  Cultural Divergence  Sometimes acculturation leads to  Definition: assimilation Occurs when two cultures become When the original traits of the increasingly different weaker culture are completely Often one group moves away from the replaced by more dominant culture territory of other  Transculturation  When two cultures of just about equal power meet and exchange ideas Cultural Universals  All human beings face the same basic needs such as food, water, and shelter  Thus we engage in similar activities that contribute to our survival  Cultural universals are customs and practices that occur across societies  The universal categories created by anthropologist George Murdock are present in all cultures Cultural Universals  Elements that exist in all known human societies:  Tools  Shelter  Education  Religion Cultural Universals Appearance such as bodily adornment and hairstyles Cultural Universals Activities such as sports, games, dancing, and jokes Cultural Institutions Social institutions such as religion, law, and family Cultural Universals Customary practices such as cooking, folklore, gift giving, and hospitality Cultural Universals  These general customs and practices may be present in all cultures in one form or another  Specific forms may vary and could be misinterpreted between cultures such as telling a joke Cultural Universals - Pros  Considered useful because they ensure a smooth and continual operation of society  Society must satisfy its basic needs and degree of safety in order to survive  Children and other new members of society must be taught the ways of the group  Society must settle disputes between its members Cultural Universals - Cons  May not be the result of functional necessity for a society  The practices of one society may be imposed over members of another …  A conquering nation may use its power to impose its behaviours and beliefs on those defeated …  Ex. Assimilation and conformity of indigenous peoples by those who hold economic, political, and religious power Biology and Cultural Differences  Individuals of any physical type are equally capable of learning any culture.  Cultural diversity is found on all continents and regions of the world.  Different cultural systems succeed one another within the same biological population and the same society. Classifications of Reality  Ways in which the members of a culture divide up the natural and social world into named categories. Worldview  The way a people interpret reality and events, including how they see themselves as relating to the world around them.  Cultural Hegemony (Stewart Hall, Antonio Gamsci, Theodor Adorno, Louis Althrusser, Max Horkheimer and others) See Harlambos and Holbern, Sociology Themes and Perspectives. Pgs.839-842. The domination of one set of ideas over others… Neo-Marxist argument place less emphasis than Marxist one on the logic of capitalism to explain the content and context of the mass media. They stress the idea that the culture of the dominant classis reproduced in taken for granted ways through the mass media; and that this is part of what is known as cultural hegemony.  SOC 1100 The Study of Society (SESSIONS 6-7.) Culture, The Social Structure & Social Institutions  ► Elements and types of culture  ► Society, cultural change and social theory  ► Cross-cultural variations in Guyana and the Caribbean  Cultural Universals; The Institutional Structure of Society Assigned Readings 1.Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), Chapter 3. Pgs. 45 -72. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Chapter 12. Pgs. 790-831. Ritzer, G.(2015). Introduction to Sociology Chapter 3, pgs.107-142 Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana SOCIAL STRUCTURE FRAMEWORK SOCIETY Social Statuses Institutions and Roles Ascribed Achieved Traditional Emergent Status Status Social Groups Primary Secondary Groups Groups  Social Structure: Framework SOCIETY Social Statuses And Roles Institutions Traditional Emergent Ascribed Status Achieved Status Family Sports Race/Ethnicity Occupation Religion Mass Media Age Education Education Science/Medicine Gender Income Level Government Military Class Economy Social Groups Primary Groups Secondary Groups Family Members Schools Close Friends Churches Peers Corporations  A Status is a socially defined position in a group or One’s status is the society, characterized by certain expectations, closest position to the individual; as it rights, and duties is the most personal,  To determine who you are, you derive your or microscopic, on identity from the status you occupy the social structure scale  There are two types of statuses, ascribed and achieved  Ascribed is a social position conferred at birth, or is received involuntarily based on attributes Statuses the individual has little to no control of; such as race, age, gender, physical features, etc.  Achieved is a social position that a person assumes voluntarily as a result of personal choice, merit, or direct effort; such as profession, wife, volunteer, etc.  A Master Status refers to the most important status to the individual (Coined by Everett Hughes:1945)  Certain material symbols can also signify status  Like owning a Rolls-Royce, or designer clothes, jewelry, etc.  A Role is a set of behavioural expectations associated A role is essentially a status in play; it is the with a given status dynamic, or the active component of the  One is expected to behave differently when status considering income differences for instance (We may occupy a status, but we play a  Role expectation is a group’s or society’s definition role) or the way that a specific role ought to be played Complementary and Ambiguous roles  Whereas role performance is how the person actually performs the role Complementary roles refer to the existence of the role in context of  Role conflict, strain, and exit others, i.e. for you to be a professor you must Role Conflict occurs when incompatible role Roles  have students (who themselves accept the demands are placed on a person by two or more role of student) statuses held at the same time Ambiguous roles occur  The performing of multiple roles often results in when role expectations become unclear, or role conflict, like mixing personal and professional have indefinite answers life For example: When do  Role Strain occurs when incompatible demands the parents definitively stop supporting the are built onto a single status that the person child? (financially) occupies  Work inequality, occupation, and sexual orientation are often associated with role strain  Role Exit occurs when people disengage from social roles that have been central to their self CHARACTERISTIC OF SOCIAL STRUCTURES “PLACE” US IN SOCIETY CREATE ORDER AND PREDICTABILITY IN A SOCIETY, AND GIVES US THE ABILITY TO INTERPRET THE SOCIAL SITUATIONS. ARE CREATED BY US BUT ACT ON US THEY ENDURE OVER TIME AND CHANGE SLOWLY ORGANIZE OUR UNDERSTANDING OF SOCIAL, NATURAL AND PHYSICAL EVENTS Social Institutions Replacing Members Formally Teaching New Members & Essential Resocialization Functions Producing, Distributing and Consuming of Social Goods/Services Institutions Preserving Order Providing and Maintaining a Sense of Purpose  59 CHANGES IN SOCIAL STRUCTURES DURKHEIM: “WHAT HOLDS SOCIETY TOGETHER?” MECHANICAL SOLIDARITY: BASED ON SIMILARITIES AS TRADITIONS, COMMUNITY RULES, SAME VALUES ORGANIC SOLIDARITY: BASED ON DIFFERENCES, DIVISION OF LABOUR Sociology © 1997 Wadsworth Publishing Company  60 Evolution of Societies Mechanic societies Organic societies – Small, simple, pre- – Large, complex modern societies societies – Held together by – Held together by the common beliefs, specialization of tasks values, and – Division of labor that emotional ties carry significant status – Labor is divided by inequalities male/female – Efficiency is a key distinctions and age value groupings, with little – Institutions and rule- or no status driven bureaucratic inequality organizations begin to Sociology exist. © 1997 Wadsworth Publishing Company  61 Types of Societies Hunting and Gathering (Band) Societies – 99% of human history – Rely on wild vegetation and animals to live (none domesticated); this includes fishing & scavenging – Organized around kinship --> spousal exchanges – Nomadic, usually in circular seasonal patterns – Small (between 20-50 members) – Gendered division of labor with little status difference – Resources shared fairly: sharing is highest value – No rulers or chiefs - stateless – Actions and behaviors dictated through tradition Sociology or survival in specific ecological niches © 1997 Wadsworth Publishing Company  62 Types of Societies Herding and Horticultural Societies – Herding (pastoral) societies » produce small herds of domesticated animals for food and survival – Horticultural societies » maintain small garden plots of domesticated plants for food and survival: nomadic, semi-nomadic, settled village modes » Combined with gathering, hunting & fishing activities to various degrees » Chiefdoms emerged, from temporary to hereditary; from one village to many Sociology © 1997 Wadsworth Publishing Company  63 Types of Societies Herding and Horticultural Societies – Semi-Nomadic – Relatively small (50 - 3,000 members) in Old World; became quite large in New World – Status differences become important and produce inequality “Traditional” gender roles emerge: patriarchy & matriarchy – Some material possessions are unequally distributed, as casts/strata emerge Sociology © 1997 Wadsworth Publishing Company  64 Types of Societies Agricultural Societies – Rely on raising domesticated crops for food – Use technological advances for increased efficiency and higher crop yields » Plows » Irrigation » Use of animals » Fertilization – Very labor intensive --> peasantization is accompanied with the rise of the central state & landlord classes, who exploit and oppress the peasants & dispossess them of surplus. Sociology © 1997 Wadsworth Publishing Company  65 Types of Societies Agricultural Societies – Permanent settlements – Use of advanced technologies – Populations can be large (1,000,000 or more) – Stratification intensifies » Peasant classes » Ruling classes: kings & dynasties, landlord nobilities, priests – Institutions beyond the family are established » Religious » Political » Military organizations Sociology © 1997 Wadsworth Publishing Company  66 Types of Societies Industrial Societies – Rely on mechanized production – Pronounced division of labor – Rise in overall standard of living » Wide gaps between owners and laborers appear and are the subject of bitter class struggle – State power and coercive apparatus become consolidated --> bigger wars & revolutions – Population concentrates in cities: urbanization and de-peasantization – Kinship patterns change: women lose status – Social change becomes ever more rapid Sociology © 1997 Wadsworth Publishing Company  67 Types of Societies Postindustrial Societies – Technology, or scientific knowledge used for utilitarian or economic purposes, is very important – Majority of labor force in service positions – The division of labor more pronounced & globalized – Technical and professional education increasingly important » Stratification based on technological knowledge and education now overlaps wealth & status stratification – Emphasis on science to solve social problems including: » Creating alternate energy sources » Finding automated ways of completing tasks » Using computers and robots to complete tasks formerly done by individuals – Information Revolution: the internet, cable TV, etc. Sociology © 1997 Wadsworth Publishing Company TÖNNIES ON SOCIAL SOLIDARITY  Ferdinand Tönnies used the terms Gemeinschaft and Gesselschaft to characterize the degree of social solidarity in societies  Gemeinschaft is a traditional society in which social relationships are based on personal bonds of friendship and kinship and on inter-generational stability  Literally translated as “commune” or “community”  Gesselschaft is a large, urban society in which social bonds are based on impersonal and specialized relationships, with little long-term commitment to the group or consensus on values  Literally translated as “association,” as in based on achievement not social basis  SOCIETIES, TECHNOLOGY, AND SOCIOCULTURAL CHANGE Hunting Horticultural and and Agrarian Industrial Post-industrial Gathering Pastoral Change Use of hand tools, Animal Invention of Computer and “high- primitive farming drawn plows steam engine tech” society from prior and society equipment Hunting game, Planting crops, Labor- Mechanized Information and Economic gathering roots domesticating intensive production of service economy System and berries animals farming goods None Men begin to Men who Men who own Corporate Control of control societies own land or means of shareholders, and Surplus herds production high-tech entrepreneurs None Shared- Patrilineal Bilateral Bilateral Inheritance patrilineal and matrilineal None Increasingly by Men- to Men- but less Mixed Control over men ensure so later in this Procreation legitimacy of stage heirs Women’s Relative equality Decreasing into Low Low Varies by class, race, Status pastoralism and age Questions and Comments ?  SOC 1100 The Study of Society (SESSIONS 8 -9) Social Institutions and Society; The Family Assigned Readings 1.Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), Part IV - Chapters 14, 15, 16, & 17. Pgs. 351 -478 [Mandatory]. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Chapters 7, 8, 9, 10 & 11. Pgs. 404-789. Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana What is a Social Institution? -a group of social positions, connected by social relations, performing a series of social roles, e.g. The education system, religion, the political system, the family and the economic system. Characteristics of an Institution? Institutions are purposive. They are relatively permanent in their content. Institutions are structured. Institutions are a unified structure. Institutions are necessarily value-laden.  The family is the smallest social institution with the unique function or producing and rearing the young. It is the basic unit of society. Characteristics of the Family  closely knit and has strong family ties  has a strong loyalty among members  individual interests are sacrificed over the welfare of the group  kinship ties are extended to “compadre” or sponsors Functions of the Family  Reproduction of the race and rearing the young (both biological and social in its forms)…  Cultural transmission or enculturation  Socialization of the child  Providing affection and a sense of security  Providing the environment for personality development and the growth of self concept  Providing social status Kinds of Family Patterns According to Membership Conjugal or Nuclear Family Husband, wife and children Married couple, their parents, siblings, Consanguine or Extended Family grandparents, uncles, aunts and cousins Kinds of Family Patterns According to Terms of Marriage Polyandry One woman married to two or more men Polygamy Polygyny One man married to two or more women Two or more men mate with two or more Cenogamy women in group marriage Monogamy One man married to one woman Kinds of Family Patterns According to Line of Descent Descent is recognized through the father’s Patrilineal line Descent is recognized through the mother’s Matrilineal line Descent is recognized through both the Bilineal father’s and mother’s line Kinds of Family Patterns According to Place of Residence Married couple lives with the parents of the Patrilocal husband Married couple lives with the parents of the Matrilocal wife Married couple maintains a separate Neolocal household and live by themselves Kinds of Family Patterns According to Authority Father is considered the head and plays a Patriarchal dominant role in decision making … Mother is considered the head and makes Matriarchal the major decisions … Both the mother and father share in making Egalitarian/Equalitarian decisions and are equal in authority … SOME OTHER SOCIOLOGICAL ISSUES ON THE FAMILY SIBILING STRUCTURES AND FAMILY RELATIONS SEXUALITY AND FAMILY RELATIONS  HETEROSEXUALITY  HOMOSEXUALITY  BISEXUALITY, ETC FAMILY VIOLENCE & DISABILITY QUESTIONS AND COMMENTS THANK YOU !  SOC 1100 The Study of Society (SESSION 9) Social Institutions and Society, Cont’d. Assigned Readings 1.Giddens, Anthony, and et al. (2018), Introduction to Sociology (11th Edition), Part IV - Chapters 14, 15, 16, & 17. Pgs. 351 -478 [Mandatory]. 2. Haralambos, M., Holborn, M., & Heald, R. (2013). Sociology Themes and Perspectives (8th ed.). Chapters 7, 8, 9, 10 & 11. Pgs. 404-789. Andrew Hicks Department of Sociology Faculty of Social Sciences University of Guyana Super Yano Multiple Functions of Education Technical/economic - refers to the contributions of the school to the technical or economic development and needs of the individual, the institution, the local community, the society and the international community. Multiple Functions of Education Human/social - refers to the contributions of the school to human development and social relationships at different levels of society. Multiple Functions of Schools Political - refers to the contributions of the school to the political development at different levels of society. Multiple Functions of Education Cultural - refers to the contributions of the school to the cultural transmission and development at different levels of society. Multiple Functions of Schools Education - refers to the contributions of the school to the development and maintenance of education at the different levels of society. Manifest and Latent Functions of Education Manifest functions of education are defined as the open and intended goals or consequences of activities within an organization or institution. Socialization/Resocialization Social control Social placement Manifest and Latent Functions of Education Transmitting culture Promoting social and political integration Agent of change Manifest and Latent Functions of Educati