Sociology Quiz Review PDF

Sociology Quiz Review Multiple Choice. True and False 1. The family- including types of families a. Provide friendships, help satisfy psychological or social needs b. Types of families: i. Nuclear family: two parents and unmarried children living...

Sociology Quiz Review Multiple Choice. True and False 1. The family- including types of families a. Provide friendships, help satisfy psychological or social needs b. Types of families: i. Nuclear family: two parents and unmarried children living together. ii. Extended family: relatives in addition to parents and unmarried children living together iii. Blended/reconstituted family: parents with children from one or more previous marriages/ unions iv. Childless family: a couple only v. Single-parent family: a parent (only one)– either mother or father – with one or more children vi. Common-law family: unmarried couple with or without children 2. Group behaviour experiments- Asch, Milgram’s, Stanford Prison (Zimbardo), Robber’s Cave- overall experiment, results Asch Experiment/ Asch Paradigm (Solomen Asch) A misleading visual test was presented to participants to answer which line was longer. Conformity - whether participants will conform to say the incorrect answer when the crowd is misleading Result - most people will surrender to the pressure of being non-conformist and turn to the incorrect answer when they’re obviously incorrect. Milgram’s Experiment (Stanley Milgram) Conformity and agentic state theory Participants are teachers who are instructed to administer electric shocks when students (confederates) answer incorrectly More than 65% of participants administered max shock 450-volts Agentic state theory - when instructed to do something, individuals do not feel personal responsibility for doing something unethical/ immoral Most ordinary citizens obey authorities and are afraid to resist authorities (Holocaust theory) Stanford Prison (Philip Zimbardo) Mock prison in university basement hiring students to play as guards and prisoners (WWII concentration camp situation) Guards went beyond instructed roles and displayed overly aggressive/ insulting behaviours Prisoners were left traumatized and harassed - highly unethical Human nature → The evil of humans is not from their inherent personality but from a different role given by the experimenter (cognitive dissonance theory); Robber’s Cave (Muzafer Sherif) A group of young boys were separated into 2 groups in a summer camp environment Social structures were developed within each group after a few days (e.g. leadership) Without meeting the other group, both groups developed a natural hostility toward the other When introduced together, groups had a lot of conflicts Superordinate goals (collective goals) reduce conflict between two ‘societies’ 3. Cliques- definition, why people a part of cliques, what do cliques offer a. Definition: An exclusive group that includes a small number of chosen member b. Cliques provide a way to form close friendships. Members have the following characteristics: i. Share attitudes about school and educational plans (e.g. going to university) ii. Form around certain kinds of music, dress, leisure activities (jocks, punks) iii. Dress, attitude, behaviour c. Cliques help young people to: i. Develop interpersonal behaviours and learn how to relate to others ii. Form positive self-concept in a supportive environment iii. Investigate interests they may have in common iv. Provide a learning experience for a lifetime 4. Collective behaviour- definition, unpredictable, Localized, Dispersed, Irrational a. Collective behaviour is ways people act/ behave in crowds, social movements or across an entire culture or society b. Unpredictable → violent demonstrations (e.g. protests) c. Localized → in the same place at the same time (e.g. assembly) d. Dispersed → in many locations at the same time period (e.g. rumours, gossip, fashion, fads) e. Irrational (Hysteria) → Charismatic leaders persuade individuals to do things they will never do on their own (emotional crowd) 5. Crowd- definition, types a. A crowd is a group of people temporarily gathering together (usually for a specific purpose) b. Casual → A crowd with loose connections with each other (only connected when conflicts arise) i. Ex. People in a bus, grocery store…. c. Conventional → A crowd gathered for a specific event i. Ex. Wedding, movie, school assembly, community assembly d. Expressive → A crowd gathered for a highly exciting event (waving, dancing, shouting) i. Ex. Basketball game, football game, rock concert e. Acting → A highly emotional crowd that pursues a specific goal i. Ex. Political crowd, social movement crowd (protests) → can be aggressive 6. Mob, riot, cult- definition a. Mob - A highly emotional acting crowd that is fuelled by a violent/destructive PURPOSE/GOAL b. Riot - A disorganized/frenzied crowd WITHOUT any specific purpose/goal i. Consists of several mobs → can be destructive (looting, vandalizing) c. Cult - A group of people with shared cultural/spiritual beliefs gather around a charismatic leader d. Gangs - An organized social structure that has criminal behaviour 7. Socialization- definition a. Socialization is the lifelong process of learning and sharing norms, customs, and ideologies, which gives an individual the skills and habits necessary for participating within their own society. 8. What are the different agents of socialization and when are they most influential? a. Primary agent: Family b. Secondary agent: Friends/peers, school/workplace, media, culture, environment c. Family was most influential during childhood (expectations, norms, moral rights/wrongs) d. Years 2-3 Friend peer groups start to be influential → less tolerating peer pressure e. From Years 4-5 and 12/20 years after → School is more influential 9. What are the differences between hidden and formal curriculum? a. Formal → Course contents, knowledge (factual) materials b. Hidden curriculum → Social norms, rules and values that educators must teach students to succeed in their lives/ and to gain social skills for survival in society i. Organization, responsibility, punctuality, promptness, respect for others, peer socialization, cooperation 10. What is Sociology? a. Sociology is the scientific study of human behaviour in groups, specifically relationships between individuals and the social structure they develop. 11. What is Socialization? a. Socialization is how social and cultural community is attained b. The process whereby individuals learn societal norms, values and rules, from basic life necessities (hygiene & eating manner) to anticipatory socializations (how to behave appropriately in each situation i.e. wedding) 12. Structural functionalism- definition & example a. Structural functionalism (Emilie Durkheim) - Various social structures (subunits, institutions) each have differing functions that are interdependent and serve a purpose for the society as a whole b. Social structures - provide a means to achieve personal/ societal goals aside from culture c. Examples of social structures - Education, law, family, peers, school, government, police, public service, transportation, economy, religion….. 13. Conflict theory- definition & example a. Conflict theory - power holds society together, and discrepancies in wealth/ rights occur, class conflicts lead to social reform or revolutionary change b. Theorists - Karl Marx i. Examples: Working class protests against poor job conditions and pay, Gender inequality between males and females, poor and rich difference, Occupy movement 2011 (Middle-class protests) 14. Symbolic Interactionism- definition & example a. Focus on how individuals learn about their society b. Symbols are given meaning through social interactions and socialization i. Example: A rich woman offers shelter for a poor man, and the poor man interprets this act as “kindness, security and warmth” or even “belongingness” ii. Examples: social norms, rules and values are given meaning through interactions of people 15. Feminist Sociology- definition & example a. Sociology should address both gender equally (Dorothy Smith) b. Focus on women and gender equality (20th century) c. Advocates for increasing female identity, rights and values in society aside from man-dominating society i. Example: World War I - A League of Their Own - all women league after the war (men to frontlines) emphasized the important role women play in society 16. Social Movement- define, and what are the theories associated with social movements, define each a. Social movement Definition: A type of collective behaviour where a group promotes or resists a social change through actions b. Deprivation Theory → Socially deprived people/groups tend to start a social movement (e.g. poverty, Aboriginal rights) c. Mass Society Theory → Socially isolated or insignificant people/groups are appealed by social movements (belongingness, power, and importance) d. Social Concern Theory → Social movement occurs when social institutions or public services/ benefits are threatened (e.g., the education system) e. Structural Strain Theory → A significant social issue causes a society-wide deprivation. An action plan developed to reform society through social movements (e.g., the independence movement) 17. Personality- theories a. Jean Piaget - Cognitive Development Stages i. Sensorimotor Stage - learn the world through the five senses; object permanence ii. Pre-operational - learn the world through verbal communications and speech iii. Concrete operational - learn the world through complex operations (e.g. math) iv. Formal operational - learn the world through abstract and critical thinking (e.g. future) b. Cooley - The Looking-glass self i. Self-concept (perception of personality) is derived from the reaction of others c. Mead - Role Taking Theory i. Self-concept and social roles are learned through interaction with others (preparatory, play, game) d. Eric Erikson - Lifelong Development  i. Personality is a life-long process and does not halt after adolescence, challenges in one stage allows one to enter the next 18. Prejudice and discrimination a. Prejudice - an unsubstantiated judgement on a specific group of people based on unfounded beliefs and assumptions b. Discrimination - an unequal treatment (action) targeting a specific group based on prejudice and stereotypes c. Stereotype - an overly simplified view of a certain group based on behaviours of a few individuals, lacks understanding of individual differences d. Types of discrimination i. Systemic discrimination - discrimination supported by nationwide legislation, policies and government ii. Southern US segregation + South Africa Apartheid (white supremacy, Racism) iii. Indigenous people in Canada + Japanese internment camps WWII (minority groups, Racism) iv. Voting rights for women + glass ceiling (gender groups, Sexism) v. Ageism - discrimination based on someone’s age (young vs. old) vi. Genocide + ethical cleansing - exiling or killing all members of an ethnic group (extreme) 1. WWII Holocaust + 1994 Rwandan Genocide (Hutu/ Tutsis) vii. Personal discrimination - an individual with prejudice acts to discriminate against someone against the law (harder to regulate, smaller aspects in life) viii. Assimilation - forcing minority groups to abandon their own culture + assimilate into mainstream culture (Ind. residential schools) ix. Multiculturalism - supporting the existence of various cultural groups in society e. Theory/ Causes of Prejudice i. Social Learning Theory - prejudice acquired through observational learning (OL) ii. Socio-Economic Theory of Prejudice - economic discrepancy leads to prejudice (rich discriminate against poor groups) iii. Psychological Theory - authoritarian or manipulative personality leads to discrimination 19. Deviance- causes, types a. Deviance: Any behaviour that deviates (diverges) from societal norms or what was thought to be normal (non-conformity) b. Social control: Attempts made by society to regulate individual behaviours and to avoid and punish deviant behaviours (through rules, laws, norms and notions) c. Social norms (formal and informal): Shared expectations that all members of a society should behave in accordance. i. Formal = laws; informal = culture and interactions ii. Folkways = informal; mores = moral norms; laws = important, legal mores iii. Prescriptive = what to do; proscriptive = NOT to do d. Types of deviance i. Formal (criminal deviance) → violates formal social norms (laws) → Ex. theft, murder, robbery, serial murder, etc. ii. Informal (non-criminal deviance) → violates informal social norms (folkways, mores) → Ex. dying a strange hair colour, breaking social norms (standing on a table) e. Causes of deviance i. Biological Theories (genetics and brain waves), Psychological Theories (personality disorder, lack of self-control), Sociological Theories (through interactions) ii. Four branches of sociological theories 1. Learning - deviance is a learned behaviour through interactions with others. 2. Control - individuals lacking social control or inappropriate control (rewarding for deviant behaviour) are more likely to be deviant. 3. Motivation (Robert Merton) - deviance is caused by a lack of means to succeed (goals vs. means to achieve goals) 4. Labelling - self-fulfilling prophecy - Groups labelled as “deviant” are more likely to accept this label and make it true 20. Strain Theory, Differential Association Theory- Define, give examples for each a. These are two examples of causes of deviance and deviant behaviours  b. Structural strain theory (Robert Merton) i. Individuals in a society have established goals (through culture), but lacks a mean to achieve it (lack of social structures), thus turning to deviant ways to achieve goals ii. Ex. Poor children see wealth as their goals but lack a mean to achieve it, thus turning to deviant behavior such as theft and robbery c. Differential Association theory (Edward Sutherland) i. Deviance is a learned behavior through interaction with others ii. Greater duration, and intensity of interaction with DEVIANT role models lead to a greater likelihood of deviant behaviours iii. Ex. Children growing up in a deviant household/neighbourhood would be deviant iv. Ex. working in a company that puts profit first may induce unethical/unlawful behaviour 21. Genie the wild child a. Feral Child - Abandoned children who are raised up by an animal b. Isolated Child - Abandoned children who are isolated from society and human subjects, households c. Case - Genie the Wild Child Documentary i. Genie was abandoned for more than 10 years and was constrained in a dark room with a potty chair for 13 years prior to the discovery. ii. Displayed inhuman behaviour - bunny walking, spitting, huffing, etc. iii. Cannot speak languages nor interact with humans (but has a strong curiosity to surroundings) iv. Genie was treated as both a test subject and a patient at children’s hospital by experiment team → passed the Critical period but still managed to learn language v. Ethical concerns → Was Genie treated more as a test subject or a patient? vi. Key characters → Jean Butler, Dr. James Kent, Genie’s biological mother 22. Summary of Unit Terms & Definitions a. Sociology → scientific study of people in groups, including the relationships between people and the social structures they develop b. Society → a large grouping of individuals that share the same geographical territory and are subject to the same political authority and dominant cultural expectations. c. Social Psychology → The study of individuals within their social and cultural setting, society influence on human mental processes d. Structural Functionalism → Various structures within a society serve a purpose for the society as a whole. e. Conflict Theory → Power holds a society together; conflicts erupt between social classes f. Symbolic Interactionism → Focus on how individuals learn about their society g. Feminist Sociology → Focuses on women and gender inequality in society h. Socialization → Lifelong process of learning and sharing norms, customs, and ideologies, gives individuals the skills and habits necessary for participating within their own society. i. Primary agents → The means to learn the basic norms and values of society during childhood. j. Secondary agents → Agents that socialize individuals after childhood and further develop social behaviours and norms. k. Ferals → children deserted at a young age and raised by animals l. Isolates → children raised in near isolation within human households m. Social Group → two or more people who interact with each other and are aware of having something in common n. Roles → Behaviours that individuals within a group are expected to perform. o. Norms → Shared expectations or rules within a group that indicate how members should behave. p. Sanctions → Reactions from others (+ or -) in response to someone following or breaking social norms. It is used to encourage or discourage certain kinds of behaviour. q. Nuclear family → two parents and unmarried children living together. r. Extended family → relatives in addition to parents and unmarried children living together s. Blended/reconstituted family → parents with children from one or more previous marriages/ unions t. Childless family → a couple only u. Single-parent family → a parent (only one)– either mother or father – with one or more children v. Common-law family → unmarried couple with or without children w. Collective behaviour → the ways people act in crowds, social movements or across an entire culture or society x. Crowd → A group of people temporarily gathered together y. Mob → a highly emotional crowd that pursues some violent or destructive goal. z. Riot → A frenzied crowd without any particular purpose or goal aa. Cults → A group, usually with religious or spiritual beliefs, that is organized around a charismatic leader bb. Gangs → Organized groups whose members engage in criminal activities. Often have a defined leadership structure, rituals, symbols, and code of conduct cc. Social Movement → A form of collective behaviour by people who are promoting or resisting changes to some aspect of society dd. Cliques → An exclusive group that includes a small number of chosen member ee. Deviance → Deviance is anything that deviates from what people generally accept as normal. ff. Social Control → Attempts by society to regulate people’s thoughts and behaviours in ways that limit, or punish a deviance. gg. Social Norms → Refer to social expectations that guide people’s behaviour hh. Folkways → Informal processes based on tradition ii. Mores → Norms involving moral or ethical judgements jj. Laws → Mores that are socially important; formal rules enforced by individuals within a society – punishment. kk. Prescriptive Norms → tell us what to do ll. Proscriptive Norms → tell us what NOT to do mm. Retribution → Belief that a wrong done by an individual should be met with an equivalent form of suffering nn. Deterrence → The attempt to further prevent criminal behaviour through punishment. oo. Rehabilitation → The offender can be brought into society through education, therapy or a positive, supportive environment. pp. Prejudice → preconceived judgements about a category of people that are based on unfounded beliefs (can be both positive or negative) qq. Stereotypes → simplified and standardized view of all members of a group, based on little or no knowledge of individuals rr. Discrimination → unequal treatment of people because of their group membership (actual ACTIONS based on prejudice & stereotypes)