Sociology Review A PDF

HSP3U Social Sciences Unit 4 - Sociology 01- Personality Sociology Quiz Review History of Personality Development 2nd century → Greek physician Galen discovered 4 Personality type...

HSP3U Social Sciences Unit 4 - Sociology 01- Personality Sociology Quiz Review History of Personality Development 2nd century → Greek physician Galen discovered 4 Personality types ○ Melacholic (depressed, spiritless) & Choleric (irritable, violent) ○ Phlegmatic (calm, lazy) & Sanguine (optimistic, cheerful, loving) Modern psychologist Hans Eysenck added the dimensions of introverted/extroverted and stable/unstable Using Carl Jung’s text “Psychological Types”, Katharine Briggs and Isabel Myers created a popular personality test called the Myers-Briggs Type Indicator (MBTI) ○ Introvert (I) and Extrovert (E) → Talker or Listener in communication ○ Sensing (S) and Intuition (N) → Facts on 5 senses or beyond the facts (connections) ○ Thinking (T) vs. Feeling (F) ○ Judging (J) and Perceiving (P) → Organized or spontaneous How Birth Order Affects Your Child's Personality and Behavior: Article Birth Order + Parenting = Behavior ○ First-born → More attentive parenting style = Conscientious, diligent leaders ○ Middle-child → Less attentive parenting style = People-pleaser, longing for relationships ○ Last-born → Laissez-faire parenting style = Outgoing, manipulative, self-centered ○ Only-child → Monopolized parenting style = Mature, perfectionist, diligent leaders Stages of Personality Development Jean Piaget & Cognitive Development: People learn and use language, Stages of mental development change with the age and the social experience of the child Sensorimotor Stage: Between birth and age 2 Look, touch, listen, taste → Experience the world from five senses Object permanence → knowing existence without seeing the object Pre-operational Stage: Ages of 2-7 Explore the world mentally using communication (speech, print) Think about things not immediately experiencing Continue to view world from their own POV Concrete operational stage: Ages 7-11 Complex operations (arithmetic and measurements) Learn to think in terms of cause and effects Can view the world in POV of others Formal operational Stage: Adolescence Can think abstractly without physical objects Logic → can use evidence to support ideas Imagine alternatives to reality 62 HSP3U Social Sciences Theories of Personality Development Charles Horton Cooley Senses of self or identity is developed during a process very close to The Looking-Glass Self socialization Sense of self was derived from others Reactions of others are like mirrors that show us one’s personality Develop a self of beliefs (personality) about ourselves from different ‘mirrors’ George Herbet Mead Self develops through social interaction with others Role-Taking Three stages of role taking ○ Stage 1 (Preparatory) → Imitate behavior of others ○ Stage 2 (Play) → act out the roles of adults ○ Stage 3 (Game) → play group games to learn the rules and roles in a team and society Erik Erikson Development of the self is a lifelong process Lifelong Development Human psychological and personality growth do not end with physical maturity Life has 5 ‘psychosocial’ stages with idfferent social interaction and challenges ○ Success in one stage allows one to enter another ○ Resolving challenges in each stages leads to healthy personality development 02- Introduction to Sociology Sociology, Society & Social Psychology Sociology → scientific study of people in groups, including the relationships between people and the social structures they develop ○ Ex. Social issues like aging, poverty, crime, mental illness Society → a large grouping of individuals that share the same geographical territory and are subject to the same political authority and dominant cultural expectations. Sociologists examine social structures such as families & social processes such as socialization Sociological approach is based on the use of key concepts, terms and research techniques Social Psychology: The study of individuals within their social and cultural setting ○ Society influence on human mental processes ○ Social contirbution to the development of individual behaviours/personalities Social Research Ethics (ASA): American Sociological Association (ASA) issues a Code of Ethics for experiments with human subjects: ○ Be objective and honest ○ Respect confidentiality ○ Respect the privacy and dignity ○ Disclose sources of financial support ○ Must be protected from harms ○ Not misuse their role as researcher 63  HSP3U Social Sciences Branches of Sociology: Focus/Definition Example Theorist Various structures within a Emile Durkheim (1858-1917) society serve a purpose All structures or Individuals identify for the society as a whole. institutions in society themselves as part of the Social institutions or work together society structures (i.e. families) Structures & Structural Individuals are the within a society are institutions: Functionalism products of society and interdependent to meet ○ Education, health social interactions shape the needs of individuals. care, family, legal human behavior Functions of social groups system, economy, Society has constant and institutions will and religion. rate of development improve over time. Karl Marx (1818-1883): Power holds a society Poor vs. Rich Critiqued that capitalism together hierarchical difference divided society into Society has several Gender inequality different classes based competition or conflict, Occupy Movement of Conflict on property ownwership may erupt to make change 2011 → many middle Theory Conflict arise when ruling Powerful classes deprive class citizens across class exploits working rights from powerless North America took to class Focuses on conflicts the streets to protest Class conflict lead to between social classes class conflicts revolution of systems Focus on how individuals Meaning is derived Max Weber (1864-1920): learn about their society from interpretation of Sociologists must put Individual’s subjective social interactions themselves in the place interpretation and Leigh Anne offered of participants studied Symbolic interaction with social Michael shelter for the Rationalization → Social Interactionism worlds night actions motivated by Imagined social roles His perception of this efficiency or benefit, Social interactions interaction is the first rather than morality, associate a meaning to a time he has felt family, custom, or emotion specific symbol warmth and security Dorothy Smith (1926-): Focuses on women and WWII → baseball Sociology should have a gender inequality in stadiums were kept full discipline to speak for society by recruiting women to ALL members of the 20th century → Women create an All-American society Feminist were marginalized by the Girls League Wrote “The Everyday Sociology male-dominated society A League of Their Own: World Is Problematic” in To raise awareness of film highlighting the 1987, stressing that gender equality and bring inequalities women women were deprived of about change (social + faced in sports and fight authority and right to political) against discrimination speak 64 HSP3U Social Sciences 03- Socialization 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. Socialization is how social and cultural community is attained Lead to both desirable and undesirable outcomes (hard worker vs. criminal behavior) Types of Socialization Direct influences: social forces that directly influence or shape behavior ○ Often connected to family or peer groups Indirect influences: social forces that indireclty influence or shape behavior ○ Often associated with expectations or assumptions Primary, Secondary, Anticipatory and Resocialization: Primary Socialization: Learning the basic skills needed to survive in a society ○ Hygiene, Eating manner, Language, Literacy, Dressing manners Secondary Socialization: Learning appropriate behaviours and behavior in group situations ○ Interpersonal communication, behavior at certain occasion (school vs. worship) Anticipatory Socialization: Learning to anticipate appropriate behaviours for a social situation ○ Before the situation actually happens ○ Ex. Wedding, Communication with elders/ addresses for an award ceremony Resocialization: Changing or transforming behaviours from socially unacceptable to socially acceptable (or better adapted to the situation) ○ Ex. Criminal to law-abiding, training before a new job, professional dress codes, etc. Agents of Socialization Agents of Socialization 2020 Generalization: ALL societies consciously socialize their members with norms and values, and rules to obey to 2 Factors that Influence Socialization: ○ Heredity determines physical makeup of a person ○ Environment dictates how one develops and behaves Primary vs. Secondary Agents 6 Agents of Socialization: Family, Mass media, Peers, Religion, School/ Workplace, Culture Primary agents: The means to learn the basic norms and values of society during childhood. ○ The only primary agent is Family ○ Helps to shape an individual’s self-image (smaller scope, stronger influence ○ Family teaches children societal norms, morality and provides role-models Secondary agents: Agents that socialize individuals after childhood and further develop social behaviours and norms. ○ Peers: Looking-glass self to learn personality + attitudes; less accepting (peer pressure) ○ School & Workplace: socialize knowledge, skills, attitudes necessary as adults “The Hidden Curriculum” - A set of attitudes and habits to help succeeding in careers Organization, Reliability, Promptness, Cooperation, Respect for peers and authority, Peer socialization 65 HSP3U Social Sciences ○ Cultural Differences: Families (primary agents) from different cultural backgrounds have differing values and guidelines for raising children 04- Feral Children: Genie the Wild Child Ferals are children deserted at a young age and raised by animals ○ 1991 - Ukraine Dog Girl “Oxana Malaya” was discarded by alcoholic parents and raised by a dog; displayed dog-like behaviour Isolates are children raised in near isolation within human households ○ 1970s California - Genie lived in a darkened room, constrained to a chair ○ 2005 Florida - Danielle was raised in a dark room with low hygiene standards Both had difficulty socializing and lack basic skills to survive in society (primary socialization) Both were unable to fully recover after rehabilitation (trauma) Secret of the Wild Child: The Revealing Story of Genie In 1970, social workers in Los Angeles discovered a modern-day ‘wild child’, a girl who had been locked in a room in social isolation for most of her life. She had been forced to sit alone, day after day, strapped to a potty chair, with little more than bare walls to look at. Soc- Secret of the Wild Child questions 1. How old was Genie when she was discovered and removed from her home? 13 years old 2. How long was Genie in isolation for? More than 10 years 3. What effect did social isolation have on Genie? Inhuman characteristics (bunny walk, spitting, sniffing and huffing) Barely spoke or made any noises (learned not to vocalize in isolation) Cannot communicate with human subjects Abnormal brain waves during sleep 4. How did Genie captivate the people she came in contact with? Developed strong curiosity to new environments, objects and humans(even if they were strangers) Begin to form attachments to adoptive parents. Begin to learn words once having a role model (teacher) 5. Who is Victor? How are his experiences different from Genie’s? How are they the same? 1800s - Discovered naked at 12 years old; scars all over his body indicated that he had been living in the wild for a long time Victor can explore the wild, but Genie was constrained to a chair in a darkened room Both had no language skills but managed to learn some from teachers Both displayed savage behaviours and appearances Both displayed human nature stripped of society and cultures 66 HSP3U Social Sciences 6. What are the two perspectives discussed in the debate about language? Noam Chomsky - we are born with the ability to learn language (biological, nature) B. F. Skinner - language is learned through interaction with others (social, nurture) Eric Lenneberg: ○ Critical Period: individuals cannot learn language after reaching puberty ○ Evidence: Genie cannot learn proper grammar at the age of 13/14 7. What role did Dr. James Kent play in Genie’s life? Why was this role significant to Genie’s development? A psychologist who helped Genie heal from her trauma Dr. Kent served less experimental (psychological) purposes on Genie but rather provided emotional support for her to recover 8. Who is Jean Butler? What controversies surrounded her parental role in Genie’s life? Teacher at children’s hospital Inspired Genie’s passion for hoarding things (containers) One of the earliest foster parents for Genie, but seemed to adapt more parental role than the experimental role Butler accused the experimenter team of exploiting Genie for psychological purpose 9. Was Genie “mentally deficient” from birth or was this deficiency due to her experiences (or lack of)? Explain the varying opinions. Birth: Genie was mentally retarded from birth - sleep study: abnormal brain waves Experiences: Jean Butler - lack of interaction with the world resulted in deficiency ○ Evidence: her mental age increased by one year after each test (showing improvements after receiving proper teaching) 10. Why did Genie’s biological mother file a lawsuit against the children’s hospital? Accused the team of excessive and outrageous testing/ experiments Researchers give testing priority over her mental well-being 11. What ethical dilemma was presented by the end of the movie? Was Genie treated as a test subject or a patient? 05- Groups & Social Behavior SOCIAL GROUP – two or more people who interact with each other and are aware of having something in common (some social groups are biological & born with) Types of Social Groups: Families Provide friendships, help satisfy psychological or social needs (affection, sense of belonging). School & Work Helps us achieve goals, get an education, earn money, produce a product/ service, provide sense of safety and security, establish our own identity. 67  HSP3U Social Sciences Crowd A collection of people who have come together for a specific purpose. Usually strangers or unrelated at first A crowd can turn into a group, but only if the people begin to relate to each other (bus caught in traffic, trapped in an elevator) Primary Group A small group whose members have personal, often emotional, relationships Family or friends Secondary Group More impersonal and formal than primary groups. More often temporary and short term relationships Ex. school, business, athletic team Network Connect people who normally would have little interaction with each other Ex. business meeting, banquet, team-building activity Groups Shaping Behaviours: Roles, norms and sanctions all help to maintain social order by structuring behavior & ensuring compliance within a group/ society Roles Behaviours that individuals within a group are expected to perform. Norms Shared expectations or rules within a group that indicate how members should behave. 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. Social Experiments: Social Experiment Assignment: Understanding Human Behavior Stanford Prison (Philip Zimbardo, 1971), Robber’s Cave (Muzafer Sherif, 1954), Milgram’s Experiment (Stanley Milgram, 1963), Asch Conformity Experiment (Solomen Asch, 1951) What was the overall Identify the What are the ethical What conclusions can you purpose of the study results/conclusions issues, reliability of make about human described? reached by the study? results concluded? behavior and social groupings? A study of the Ended after 6 days People who are psychological effects Used to illustrate assigned as the Criticism: Stanford of becoming a cognitive “prisoner” were Fromm suggests the Prison prisoner/ prison dissonance theory being abused by the personality of an guard and the power of prison guard individual does affect - Participants Adapting roles authority The experiment is behavior when roleplayed as Stepping beyond the This caused the judged as “unethical” imprisoned guards and prisoners in boundaries of what participants' (torture of human / People were trying to concentration had been predicted behaviour, rather behaviours) → WWII “act” like the role camp-like and leading to than anything concentration camps experimenters wanted environment dangerous and inherent in their Torturous for many to instead of psychologically individual and is unfair to themselves damaging situations personalities individuals 68  HSP3U Social Sciences The boys were first People naturally form separated into two The boys were strong group identities, groups and unaware of the which can lead to Muzafer Sherif and participated in study's true purpose. favoritism or prejudice, his colleagues in activities. This Robber’s Cave They were not told even in the absence of 1954 at Robbers phase led to the they were part of a previous intergroup Cave State Park in boys forming - Young boys psychological conflict. Oklahoma. friendships. participated a experiment. Groups tend to mock summer To investigate The two groups The boys were become hostile when camp and are intergroup conflict were introduced to subjected to they compete over divided into 2 and cooperation each other and groups to considerable stress limited resources Understand entered into a develop and aggression Conflict between intergroup hostility competitive hierarchy and during the groups can be reduced How contact and environment with hostility competition phase. when they work toward cooperation between rewards given to the The hostility that a superordinate goal groups might reduce winning group. The developed between that benefit both conflict competition quickly the groups has some groups. This suggests escalated into physical altercations. that cooperation can hostility and help reduce prejudice. aggression. Conformism: 65% of participants the willingness of The participants An individual who has performed a max Milgram’s individuals to obey were intentionally neither the ability nor of a 450-volt shock Experiment an authority figure deceived (fake expertise to make a to the confederates who instructed them shocks, scream/ decision will leave the - Participants Very few people to perform acts that heart condition) decision-making right are instructed to resisted against conflicted with their The true purpose of to the crowd/ group act as teachers authority, rather personal conscience the experiment was Agentic state theory: who can give they acted against electric shocks To investigate NOT disclosed An individual who was their conscience to actors when whether a mutual Many suffered from instructed to obey Ordinary people they answer sense of morality psychological orders DO NOT incorrectly can become was present during trauma and consider themselves agents of a German holocaust emotional stress responsible for their destructive event actions Asch Led by Solomon People tend to Experiment Asch copy others when - Asch Individuals tend to Paradigm: The power of they are unsure, This experiment is follow others’ controversial conformity in groups even if they knew comparably ethical, behaviours even if it vision tests The study was about the result is false no issues found as was wrong how students would Individuals love to compared to other 3 Individuals wanting to react to the fit into groups no fit in with others confederates' matter the behavior difficulties 69 HSP3U Social Sciences 06- Family Types of Family: Modern Family Reflection Nuclear family: two parents and unmarried children living together. Extended family: relatives in addition to parents and unmarried children living together Blended/reconstituted family: parents with children from one or more previous marriages/ unions Childless family: a couple only Single-parent family: a parent (only one)– either mother or father – with one or more children Common-law family: unmarried couple with or without children Functions of a Family: Care for members by providing them with the necessities of life (food, clothing, shelter). Socialize children (how to interact with others and behave in a socially acceptable way). Provide members with affection, motivation, and sense of identity. Roles in a Family: Conventional Roles (~1950s): Roles based on the belief that men and women have separate areas of activity Woman usually takes primary responsibility for the home and child-rearing Man works outside the home Less common today as more women remain in the labour force after beginning a family Shared Roles: Where both partners work outside the home and assume household responsibilities However, employed women in this form, still take primary responsibility for housework Dual-Career Roles: When both spouses have permanent careers for which they are specially trained. Sharing of household tasks is often more equal Family income is likely high, able to afford services (childcare, housecleaning, etc.) Satisfactions are high, but so are the stresses that come with two careers 07- Collective Behavior & Crowds Collective behaviour is a term that refers to the ways people act in crowds, social movements or across an entire culture or society (interaction with strangers, short-lived) Why is it important to study? Knowledge of how people respond in a crowd/emergency can lead to physical design and the training of personnel so that "unnecessary" damage does not occur. Collective behaviour Types Examples Unpredictable Violent demonstrations (Spontaneous) Localized In a crowd where people gather at the same place at the (In one place) same time. 70 HSP3U Social Sciences Dispersed Rumours, gossip, fashion, fads (Scattered, spread over a wide area) Irrational/ Hysteria Charismatic leaders can convince followers to perform (Excessive & uncontrollable behaviour) acts they would never do on their own. Crowd: a group of people temporarily gathered together. Type of Crowd Definition/Examples Most common type of crowd A loose collection of people who react very little to each other. Casual ○ Ex: people in a store, on the street, on a bus Bystander apathy (Kitty Genovese): unwillingness of members of a crowd to get involved when help is needed (Diffusion of responsibility) A group of people who have gathered for a specific event. ○ Ex: school assembly, movie, wedding Conventional Conform to norms that are generally considered appropriate to the situation Gather at events that have emotional appeal Expressive People join expressive crowds because they are excited ○ Ex: baseball game, rock concert (cheer, applaud, wave, dance) Is fuelled by a single purpose Crowd may have a political or social goal in mind Acting May behave aggressively, by rushing the doors of a political institution or affectionately for a group they love Acting crowds can be dangerous Mob: When an acting crowd turns violent, it can become a mob – a highly emotional crowd that pursues some violent or destructive goal. Example: 1985 European Cup Final → People tried to scramble over wall to escape violence → Wall collapsed → 39 dead, 400 injured Riot: A frenzied crowd without any particular purpose or goal Unorganized, emotional, and often aggressive Might composed of several mobs pursuing specific goals Destructive actions (setting a fire, attacking people, loot & vandalize) Example: Protestors and police clashed in cities after the death of George Floyd, a Black American who died from Minneapolis Police 71 HSP3U Social Sciences Cults: A group, usually with religious or spiritual beliefs, that is organized around a charismatic leader Ex. People’s Temple Case - James Jones forced a mass suicide of 900+ religious members Ex. Westboro Baptist Church - extreme hate and anti-LGBTQ+ belief, condemned society for its sinful laws and orders Gangs: Organized groups whose members engage in criminal activities. Often have a defined leadership structure, rituals, symbols, and code of conduct Comparison of Cults and Gangs: Dimensions of Coercive Power and Malevolent Authority Cults Gangs Worship and religion Personal interest Not typically violent Violent and illegal Manipulation of members Protection Single charismatic leader Organized crime Persuasive (love bombing) Target rivals Social Movements: Social Movement: is a form of collective behaviour by people who are promoting or resisting changes to some aspect of society (i.e., educational system, waste site, animal rights, equal rights for men and women, pollution, etc.) Types of Social Movements Type of Social Movement Description Examples Seek an alternative or a change in Mother Against Drunk Driving First Category a segment of the population (MADD) A debate over death penalty Seek limited change but Second Category Both sides try to win encompasses the entire society approval of their POV Seek revolutionary change in the Third Category Separatist movement in Quebec basic structure of the society Theories of Social Movements Theory Explanation & Examples Social movements are started by people who feel deprived lack adequate income, safe working conditions, equal rights or Deprivation Theory other needs Ex. Poverty, Aboriginal status (deprived of their rights) Some social movements appeal to people who feel socially isolated and insignificant. Mass Society Theory Provide a sense of belonging, power and importance. Ex. Neo-Nazi and supremacist movements 72 HSP3U Social Sciences Social movements occur when a social institution or benefit is Social Concern Theory threatened by change Ex. seeking to preserve a system of public education Movements that aim to bring fundamental, even revolutionary change to a society Structural Strain Must be a significant problem → deprived → action plan Theory Event that triggers social action (demonstration, rallies Ex. Eastern countries gained independence from Soviet Union ○ Introduction of democracy lead to social reform 08- Cliques Cliques: an exclusive group that includes a small number of chosen member Cliques provide a way to form close friendships. Members have the following characteristics: ○ Share attitudes about school and educational plans (e.g. going to university) ○ Form around certain kinds of music, dress, leisure activities (jocks, punks) ○ Dress, attitude, behaviour Cliques help young people to: ○ Develop interpersonal behaviours and learn how to relate to others ○ Form positive self-concept in a supportive environment ○ Investigate interests they may have in common ○ Provide a learning experience for a lifetime Mean Girls: Mean Girls Movie and Assignment Synopsis: Full Movie After living in Africa, Cady Heron is a cultural blank slate when she first sets foot on the grounds of North Shore High School in a small town outside Chicago, Illinois. Cady has no idea how "wild" things can be in civilization until she crosses paths with one of the meanest species of all - the "Queen Bee," who at this particular high school is the cool and calculating Regina George. Cady stings her when she falls for Regina's ex-boyfriend Aaron Samuel (Jonathan Bennett). Now Regina's set to sting back by preventing Aaron to meet with Cady, all the while pretending to be her friend. The "Girl World" one-upmanship escalates until the entire school gets dragged into a first-class mean-fest from the “Burn Book.” Cady eventually learned to reconcile with this social abyss by tearing up the “Queen Bee Crown” and bringing several cliques together as a community. Analysis Questions: 1. What two cultures has Cady lived in? How do they differ? African culture - home school American culture - day school Less interaction between people Complex social structures involving several compared to nature & the wild different cliques Many friends Controversial social topics (LGBTQ, sex More simple society and interactions relationships…) Simple languages and seemed to be Adults like teachers do not trust students and more friendly always yell at students. Slangs and harmful languages are used daily 73 HSP3U Social Sciences 2. What are the names of the different ‘cliques’ (exclusive social groups) in the movie? Preps, rocks, asian nerds, varsity jocks, unfriendly black hotties, desperate wannabes Janis & Damian (the art freaks) The Plastic (the worst)- Regina George, Gretchen Wieners, Karen Smith 3. How do the different cliques act with each other versus how they act with other cliques? Cliques often attach only to their own members, fewer interactions are seen between each clique Rigid rules are outlined within each clique (e.g. inviting a new member to lunch requires a vote, and buying a new dress/skirt also requires a consensus) Internal conflicts arise very frequently within each clique ○ Ex. The plastic treats other cliques using satirical language, while also sowing discord in their own clique 4. How do the different cliques influence people’s behavior throughout the movie? (Think Cady) Halloween is the occasion when girls compete for their sexiness and fashion ‘The Plastic’ led by Regina George, spreads rumours about others (i.e. Cady’s crush on Aaron), resulting in other people being in a dilemma and often driven mad Ex. Cady falls into a dilemma where both cliques (Janis/Damian & Plastics) turn against her 5. Explain how agents of socialization and the social groups she interacts with influenced Cady’s social development. Interaction with the Plastics helped Cady learn more about the ‘social norms’ and ‘hierarchies’ in American high schools. ○ Cady mastered to trick Regina into the complex ‘Girl World’ Interaction with Janis and Damian helped Cady to learn the gender diversity (gay & lesbian) in America as well as a diverse range of personalities 6. At different points in the film different agents of socialization seem to have more influence over Cady. Identify who/what the most important agent of socialization is for Cady at the beginning, middle and end of the film. Beginning → Primary agent: Family Cady’s family nurtured a rooted sense of diligence, kindness and integrity from home-schooling Motivated on math and athlete clubs/ teams Middle → Secondary agent: Friend groups (cliques) Cady learned to be dishonest, sneaky and ‘strategic’ in the ‘Girl World.’ The interaction between Cady and two different cliques revealed that being dishonest to one group eventually caused troubling conditions and social crises End → Secondary agent: School environment As the ‘Burn Book’ crisis breaks out, the entire school is driven mad by Regina George’s malevolent plan, resulting in everybody hating Cady Cady learns to reconcile by admitting all responsibility for writing the ‘Burn Book,’ although it was not her personal effort She refuses to sink deeper into social suicide but rather tries to restart everything by tearing up the ‘Plastic’ crown and building connections between different cliques within the school. 74 HSP3U Social Sciences 09- Deviance A. Conformity and Non-Comformity Making Difficult Choices Activity Conformity Non-Conformity Behaviour that follows an established practice; Refusal or failure to conform to accepted standards, compliance with accepted behaviours or norms. conventions, rules, or laws. (Majority) (Minority - going against social norms) Deviance & Social Control Crash Course Sociology - Deviance Deviance = non-normative, social deviants (e.g. vegan, pacifists, slave) Formal sanctioning = written law; violation result in negative sanctions from criminal justice system Self-fulfilling prophecy = an expectation from others that result in fake beliefs becoming truth ○ Ex. Large boys who are labelled as bullies behaved aggressively (deviant) Deviance varies according to cultural norms Defining social norms involves social power (e.g. authorities) Deviance: Deviance is anything that deviates from what people generally accept as normal. Usually of sufficient severity to warrant disapproval from the majority of society. Can be criminal or noncriminal Social Control: Attempts by society to regulate people’s thoughts and behaviours in ways that limit, or punish a deviance. Social Norms: Refer to social expectations that guide people’s behaviour (formal and informal norms). Formal Social Norms: based on the laws within society Informal Social Norms: based on the culture and social interactions of individuals in society Folkways: Informal processes based on tradition (i.e. saying excuse me when you bump into someone) Mores: Norms involving moral or ethical judgements (i.e., lying, or cheating on a test) Laws: Mores that are socially important; formal rules enforced by individuals within a society – punishment. (i.e., speeding, stealing) Prescriptive Norms: tell us what to do (i.e., thanking someone for a gift, paying taxes) Proscriptive Norms: tell us what NOT to do (i.e., drink and drive, chew with mouth wide open) Prescriptive Proscriptive Express politeness when receiving help Bully others or aggressive behaviours Pay respect to teachers and adults Bring harmful weapons to school Show respect to peers Speak loudly during class time Follow the school’s code of conduct Steal from the rich in order to help the poor Learn by failing Abuse substances 75 HSP3U Social Sciences Causes of Deviance: Differential Association Structural Strain Edwin Sutherland Robert Merton Criminal behaviour is learned through interactions Societies are characterized by both culture and social with people. structure. Learned values, attitudes, techniques, and Culture establishes goals for people in society motives for criminal behaviour. Social structure provides (or fails to) the People who associate with delinquents, deviants, or means for people to achieve those goals. criminals learn to value deviance. Greater frequency, duration, and intensity of Goals and means are not balanced → Deviance their immersion in deviant environments increases the likelihood of deviance. Merton classified people into five general categories with regards to their relationship to culturally accepted Theory focuses on HOW people become criminals, goals. NOT WHY they become criminals. Types of Punishments and Its Goals: Retribution: Belief that a wrong done by an individual should be met with an equivalent form of suffering Example: “Eye for an eye” attitude Deterrence: The attempt to further prevent criminal behaviour through punishment. Example: Fines, publicizing punishment Rehabilitation: The offender can be brought into society through education, therapy or a positive, supportive environment. Example: Mental Disorder Rehabilitation What Causes Deviance? BIOLOGICAL THEORIES Early modern: criminals identified through physical characteristics, or phrenology (bumps on one’s head) Today: kinds of deviance may be based brain function or genetics PSYCHOLOGICAL THEORIES Often look at early experiences to understand causes of deviant behaviour. Psychoanalysts argue that criminals cannot control their aggression. As children criminals learned to behave in certain ways and were rewarded for deviant behaviour. Psychological problems and personality disorders can account for some instances of deviant behaviour. SOCIOLOGICAL THEORIES Believes that the social environment influences deviance by attempting to control it. Most sociologists see deviance as a LEARNED response to the environment. Four Branches of Sociological Theories 1. Motivational (Robert Merton) People encouraged to achieve but lack means to succeed → deviant ways to achieve their goals Example: Poor children see wealth as desirable but lack the means to attain it → turn to illegal ways such as theft 76 HSP3U Social Sciences Critics → Criminal behaviour occurs in all social classes, and does not explain why most people, rich or poor, struggle to succeed in socially accepted ways rather than using deviant methods. 2. Learning (Edwin Sutherland) People learn deviant behaviour the same way they learn acceptable behaviour. Example: Working in a company that puts profit as a priority at any cost may lead to unethical or unlawful behaviours Emphasizes the importance of others – norms of the groups we belong to will become our own Critics → We tend to associate with those who support our ideas in the first place 3. Control People display deviant behaviour if they experience an absence of social control, and if the rewards for such (deviant) behaviour are more certain than punishment. Deviance is tempting, but thinking of other’s responses prevents most from acting on impulses People with low self-control will get what they want quickly and without thinking of others Socialization → teaching children to develop self-control and practice them as adults 4. Labelling Examine the effect of automatically defining people in a particular way A lavel such as ‘criminal’, ‘immoral’, ‘mentally ill’ encourage others to treat that person accordingly In time, that person may accept this definition and may actually increase the behaviour associated with the label. SELF-FULFILLING PROPHECY: making something happen because it was expected or foretold Example: Young males in a gang were treated more harshly by laws lead to subsequent deviant behaviour. 10- Culture & Discrimination Case Study #1: Blue Eyes & Brown Eyes Experiment Elementary school teacher Jane Elliot conducted an experiment that labelled a class of students as “brown eyes” and “blue eyes,” subsequently “smarter” and “inferior.” Superior groups are given privileges and inferior groups ridicules and critiques. Astonishing behavioral changes were observed aligning with these labels… 1. Why did Jane Elliot feel this exercise was the best way to teach her students about prejudice? Living in an all-white community, students never truly experienced racism rather than just showing “sympathetic indifference” Elliot’s experiment actively set students in the place of superior and inferior groups in a society. Only when they’re truly “discriminated” they will become empathetic/ sensitive individuals 2. Do you think Elliot's experiment would meet today's ethical guidelines for psychologists? No, it would NOT meet today’s ethical guidelines for psychologists due to: ○ Not having individual’s consent while doing this experiment ○ Possible torment and exclusion created among a group ○ Potential mental health problem 3. What changes might Elliot use in her adult workplace experiments? Elliot might see better self-control or morality created in the adult’s workplace Unlike children, adults are more unlikely to talk to others about their experiences Actual results are no difference with elementary school students (discriminated behavior) 77 HSP3U Social Sciences Society & Culture Society A group of people in a particular geographic area who share the same rules and laws Culture Set ideas, beliefs, and behaviours that is handed down from one generation to the next Social Asociety sets out methods for meeting the needs of its population (school, health care, institutions medical institutions) Institutions are crucial in perpetuating or challenging discrimination (education, law) Reinforce existing inequalities or work towards equity Case Study #2: A Challenge for Korean Canadians 1. A challenge to retain their Korean cultural heritage while integrating into Canadian society 2. Dealing with cultural conflicts are never easy. Cultural conflicts involving different values and beliefs (e.g. respecting elders) are the most difficult to deal with Difference: Society is more geographically and politically based, while culture is more spiritually based Prejudice & Discrimination - Types of prejudice and discrimination Prejudice: preconceived judgements about a category of people that are based on unfounded beliefs (can be both positive or negative) Stereotypes: simplified and standardized view of all members of a group, based on little or no knowledge of individuals Discrimination: unequal treatment of people because of their group membership (actual ACTIONS based on prejudice & stereotypes) Systemic Society-wide and usually supported by laws, rules, and regulations Discrimination Supported by governments through official policies Apply to all members of a group in society (extensive) Apartheid National separation supported by laws; divides South Africans into groups based on in South Africa skin colors. Non-white members were excluded from societal services U.S. Segregation 1960s Southern U.S → Segregations that deprived African Americans of many privileges (laws, education, facilities) Indigenous 19th and 20th century Canadians Residential schools cultural assimilation Legal restrictions on property ownership & marriage Japanese Government confiscated the properties of Japanese Canadians, fearing of their internment WWII secret communication with the Japanese Army Unsubstantiated & relocated from their homes Women’s right to 20th century, after WWI → women first granted voting rights (female suffrage vote movement) in many countries around the world Still unequal legal rights (property ownership, wealth) Women discouraged from men-diminated jobs (e.g. engineer) Social movements take more than a century to occur Glass ceiling Informal, unwritten societal discrimination Members of a group are prevented from working in an occupation, or rising above higher-level positions in a corporation. 78 HSP3U Social Sciences Genocide Most extreme systemic discrimination → Exile or killing of whole groups of people Usually during the times of war The Holocaust, WWII Mass murder by Nazis Germany to Jewish citizens WWII Inhuman treatment, slaughterhouses, cold-blooded Ordinary citizens collectively found a “normal way” to ignore responsibility Rwandan Rwandan civil war between the Hutu and Tutsi ethnic groups Genocide, 1994 Hutus were propagandized to kill Tutsi members Propagandas led Hutus to conduct brutal killing (group behavior & identity) Ethnic cleansing One ethnic group systematically tries to remove another group from an area Civil wars → propagandas to establish a stereotype Diminished humanity, scapegoats to blame for societal issues Personal Individual with a prejudice acts to discriminate against someone (against laws) discrimination Harder to eliminate and takes many subtle forms in daily lives Features allowing Two opposing social groups with political/ ethnic conflicts systemic racism to One party is disappointed in the structure of society happen Long-term discrimination (historical) against one party Assimilation A minority group that was forced to abandon their cultural background and assimilate into mainstream culture (Ex. Indigenous residential schools) Multiculturalism Supporting the presence of several distinct cultural or ethnic groups within a society Harassment A form of personal discrimination involving verbal/physical attacks or bullying Racism Discrimination/ prejudice against one race/ethnicity based on the idea that one race is superior to others (Ex. White supremacy) Sexism Discrimination/ prejudice against a person’s sex/gender, can affect any gender (Ex. women lack the right to vote, glass ceiling, gender inequality) Ageism Discrimination/ prejudice against a person’s age (Ex. younger workers = lack job skills; older workers = laid off) Theories of Prejudice & Discrimination 1. Social Learning Theory Prejudices in society are learned behaviors (observational learning) Observed through role models and agents of socialization (family, friends, media, culture) Discriminatory behaviors originate from negative role-models 2. Social-Economic Theories of Prejudice Karl Marx Material differences such as economic/ social status discrepancy lead to prejudice 3. Psychological Theories of Prejudice People with authoritarian personality often are overly manipulative and see other groups as inferior → Develop prejudices against other groups People tend to usually have positive prejudice in their own social groups and negative prejudice against other outgroups 79