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Sociology 101 Midterm Notes

by: Ashley Notetaker

Sociology 101 Midterm Notes SOC 1010

Marketplace > DePaul University > Sociology > SOC 1010 > Sociology 101 Midterm Notes
Ashley Notetaker

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About this Document

These notes cover the first six sections of lessons from the book
Intro to Sociology
gina luby
sociology, soc101, Introduction to Sociology, Introd to Soc, midterm
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This 4 page Bundle was uploaded by Ashley Notetaker on Tuesday May 3, 2016. The Bundle belongs to SOC 1010 at DePaul University taught by gina luby in Winter 2016. Since its upload, it has received 12 views. For similar materials see Intro to Sociology in Sociology at DePaul University.

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Date Created: 05/03/16
SOC 101 Lesson One: Sociological Imagination  Self + society  Terrible but magnificent lesson  “Big” picture and objectified selves  Importance of time, place, group  Recognition of patterns  C. Wright Mills - Personal biography and history - Role of group memberships - Individuality exists, but it’s only part of who we are - We have agency, however limited  Peter Berger - Sociology is science with goal of analysis - Challenge conventional truths - Interconnectedness of smaller units (individual) to larger units  (groups/institutions) of society  Self  groups  organizations  institutions  society Lesson Two: Founding Fathers  Emile Durkheim = Structure Functionalism <­ Macro level - Deals with how society interacts - Longing for way world and culture was in past - Institutions (family, school, work, politics, media) are interconnected - Breakdown of these institutions to make generalizations about why something is  Karl Marx = Social conflict - Haves vs have nots - Social change comes in time of social conflict - Stability is just society catering to the “haves” - Power structures exist within all institutions, ex: family = patriarch, media =  wealthy companies  Max Weber = wanting everything to be ordered and efficient has lead to society  becoming bureaucratized  George Herbert Mead = Symbolic Interactionism <­ Micro level - The I and the Me - How we construct and make sense of shared meanings in everyday life - We care what people think because their perception of us defines how we see our social self Lesson Three: Importance of Social Interactions  Complex, integrated norms organized around preservation of basic societal values  Normative systems that operate in six areas of life: 1. Family 2. Government 3. Economy 4. Education 5. Religion 6. Media  Perspectives and social institutions - Functionalist = identify functions of each that ultimately lead to social stability - Conflict = identify systems of power embedded ultimately responsible for  shaping goals & functions that serve ruling class  Social significance of family - Primary organizing force of social structure - Change in family directly impacts other areas of life and culture - Change resulted in both positive and negative consequences for family  Family functions - Replacement through reproduction - Regulation of sexual behavior - Economic responsibility for dependents - Socialization of young - Ascription of status - Emotional support Lesson Four: Status and Roles of Institutions  Status = position held in society  Roles = actions of status (expectations) Individual  Example:  do homework participate Student study attend class  Status can interact, roles may conflict  Institution  Groups (primary + secondary)  Networks  other Institutions  Cultural universal – exists in all cultures around world, may look different in places  Social structure is built up from individual level Lesson Five: Race and Social Structures  Constructing race and ethnicity - Distinctively identified - Social or biological? - Role of misrecognition - Disadvantaged, confirming inferiority  Social construction - Defining race/ethnicity - Making race/ethnicity a problem - Resulting inequality - Racial inequality as a problem  Becoming a problem - Growing in numbers - Motivations for presence - Shifts in economic structures - Availability of resources - Difference = threat  Response to growth (and fear) - Threatened status quo - Techniques used to control “newer” people - Prejudice – beliefs of superiority - Discrimination – actions of superiority - Important to process of legitimizing treatment; reliance on stereotypes Discrimination Non­Discrimination Prejudice Blatant bigotry Closet bigotry Non­Prejudice Institutional Discrimination Tolerance & equality Lesson Six: Social Stratification and Class  Four basic principles: 1. Trait of society, not reflection of individual difference 2. Comes from one generation onto next 3. Universal but variable 4. Involves both inequality and beliefs  Closed system = caste - Determines type of work (ascribed at birth) - Marry within ranking - Shape beliefs of caste - Social control, guide behavior  Open system = class - Meritocracy (earn position in society) - Status consistency (prestige vs income)  Social mobility in U.S. - Fairly high in last century, long­term trend upward - Within single generation mobility is low - Since 70’s fairly uneven and limited especially for lower classes  Why do hierarchies endure? - Functions of social stratification  Davis Moore Thesis: found everywhere, Egalitarian societies reduces  productive efficiency, reward system shaped by environment - Stratification and conflict  Marx: capitalists, proletariats, and alienation  Weber: class, status, and power continuum  Impact of structure and inequality in U.S. - Income, wealth and power - Occupational prestige - Education - Ancestry, race, gender - Health (handout) - Attitudes and values - Politics


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