Download to read offline
More Related Content
Similar to Chapter 4 Lecture Notes.pptx
![Unit_1._Introduction_to_Sociology_[Autosaved].pptx](https://cdn.slidesharecdn.com/ss_thumbnails/unit1-240821164119-baffadf4-thumbnail.jpg?width=640&height=640&fit=bounds)
More from ssuserd14842
Chapter 4 Lecture Notes.pptx
- 1. Levels of SociologicalAnalysis (1 of 2) 4.1 Distinguish between macrosociology and microsociology. • Macrosociology • Broad features of society • Microsociology • Social interactions
- 2. Levels of SociologicalAnalysis (2 of 2) Sociologists use both macro and micro levels of analysis to study social life. Those who use macrosociology to analyze the homeless (or any human behavior) focus on broad aspects of society, such as the economy and social classes. Sociologists who use the microsociological approach analyze how people interact with one another. This photo illustrates both the macro level of social structure (the amply evident disparities between power and powerlessness). It also illustrates the micro level (the isolation of this man).
- 3. The Sociological Significanceof Social Structure 4.2 Explain the significance of social structure. • Social Structure • Surrounds us • Guides our behavior
- 4. Components of SocialStructure 4.3 Be able to identify the major components of social structure: culture, social class, social status, roles, groups, and social institutions. • Culture • Social Class • Social Status • Roles • Groups
- 5. Culture • Our sharedculture • Makes us similar to one another • Makes other people seem “different”
- 6. Social Class (1of 2) • Based on income, education, and occupational prestige • Those of the same social class share similar interests
- 7. Social Class (2of 2) Social class and social status are significant factors in social life. Fundamental to what we become, they affect our orientations to life. Can you see how this photo from Siem Reap, Cambodia, illustrates this point?
- 8. Social Status (1of 2) • Status: Position one occupies • Provides guidelines for how to act and feel • Status sets • Ascribed and achieved statuses • Status symbols • Status inconsistency
- 9. Figure 4.1 TeamPositions (Statuses) in Football Diagram of football offense versus defense. Source: By the author.
- 10. Social Status (2of 2) Master statuses are those that overshadow our other statuses. Shown here is Stephen Hawking, who is severely disabled by Lou Gehrig’s disease. For some, his master status is that of a person with disabilities. Because Hawking is one of the greatest physicists who has ever lived, however, his outstanding achievements have given him another master status, that of a world-class physicist in the ranking of Einstein.
- 11. Roles & Groups •Roles • Behaviors, obligations, and privileges attached to a status • Groups • People who interact and share values and interests
- 12. Social Institutions 4.4 Explainthe significance of social institutions, and compare the functionalist and conflict perspectives on social institutions. • Organized, Usual, and Standard Ways • How society meets its basic needs
- 13. Figure 4.2 SocialInstitutions in Industrial and Post-Industrial Societies (1 of 3) Social Institution Basic Needs Some Groups or Organizations Some Statuses Some Values Some Norms Family Regulate reproduction, socialize and protect children Relatives, kinship groups Daughter, son, father, mother, brother, sister, aunt, uncle, grandparent Sexual fidelity, providing for your family, keeping a clean house, respect for parents Have only as many children as you can afford, be faithful to your spouse Religion Concerns about life after death, the meaning of suffering and loss; desire to connect with the Creator Congregation, synagogue, mosque, denomination, charity, clergy associations Priest, minister, rabbi, imam, worshipper, teacher, disciple, missionary, prophet, convert Honoring God and the holy texts such as the Torah, the Bible, and the Qur’an Attend worship services, contribute money, follow the teachings Education Transmit knowledge and skills across generations School, college, student senate, sports team, PTA, teachers’ union Teacher, student, dean, principal, football player, cheerleader Academic honesty, good grades, being “cool” Do homework, prepare lectures, don't snitch on classmates Economy Produce and distribute goods and services Credit unions, banks, credit card companies, buying clubs Worker, boss, buyer, seller, creditor, debtor, advertiser Making money, paying bills on time, producing efficiently Maximize profits, “the customer is always right,” work hard
- 14. Figure 4.2 SocialInstitutions in Industrial and Post-Industrial Societies (2 of 3) Social Institution Basic Needs Some Groups or Organizations Some Statuses Some Values Some Norms Medicine Heal the sick and injured, care for the dying AMA, hospitals, pharmacies, HMOs, insurance companies Doctor, nurse, patient, pharmacist, medical insurer Hippocratic oath, staying in good health, following doctor’s orders Don't exploit patients, give best medical care available Politics Allocate power, determine authority, prevent chaos Political party, congress, parliament, monarchy President, senator, lobbyist, voter, candidate, spin doctor Majority rule, the right to vote, loyalty to the constitution Be informed about candidates, one vote per person Law Maintain social order, enforce norms Police, courts, prisons Judge, police officer, lawyer, defendant, prison guard Trial by one’s peers, innocence until proven guilty Give true testimony, follow the rules of evidence Science Master the environment Local, state, regional, national, and international associations Scientist, researcher, technician, administrator, journal editor Unbiased research, open dissemination of research findings, originality Follow scientific method, be objective, disclose findings, don't plagiarize
- 15. Figure 4.2 SocialInstitutions in Industrial and Post-Industrial Societies (3 of 3) Social Institution Basic Needs Some Groups or Organizations Some Statuses Some Values Some Norms Military Provide protection from enemies, enforce national interests Army, navy, air force, marines, coast guard, national guard Soldier, recruit, enlisted person, officer, veteran, prisoner, spy Willingness to die for one’s country, obedience unto death Follow orders, be ready to go to war, sacrifice for your buddies Mass Media Disseminate information, report events, mold public opinion TV networks, radio stations, publishers, association of bloggers Journalist, newscaster, author, editor, blogger Timeliness, accuracy, freedom of the press Be accurate, fair, timely, and profitable Source: By the author.
- 16. Comparing Functionalist andConflict Perspectives (1 of 3) • Functionalist theorists: • Society must ▪ Replace members ▪ Socialize new members ▪ Produce and distribute goods and services ▪ Preserve order ▪ Provide a sense of purpose
- 17. Comparing Functionalist andConflict Perspectives (2 of 3) Functionalist theorists have identified functional requisites for the survival of society. One, providing a sense of purpose, is often met through religious groups. To most people, snake handling, as in this church service in Scottsboro, Alabama, is nonsensical. From a functionalist perspective, however, it makes a great deal of sense. Can you identify its sociological meanings?
- 18. Comparing Functionalist andConflict Perspectives (3 of 3) • Conflict theorists: • Society has a small, elite group in power that ▪ Holds the majority of society’s wealth ▪ Wants to preserve the status quo
- 19. Changes in SocialStructure 4.5 Explain what holds society together. • What Holds Society Together? • As societies grow and modernize, a fundamental shift in relationships occurs
- 20. What Holds SocietyTogether? (1 of 4) • Durkheim: Mechanical and Organic Solidarity • Tönnies: Gemeinschaft and Gesellschaft
- 21. What Holds SocietyTogether? (2 of 4) The warm, more intimate relationships of Gemeinschaft society are apparent in the photo taken in Ecuador.
- 22. What Holds SocietyTogether? (3 of 4) The more impersonal relationships of Gesellschaft society are evident in this Internet cafe in the United States, where customers are ignoring one another.
- 23. What Holds SocietyTogether? (4 of 4) Gemeinschaft or Gesellschaft? Photo taken in Shipshewana, Indiana
- 24. The Symbolic InteractionistPerspective 4.6 Discuss what symbolic interactionists study. • Stereotypes in Everyday Life • Personal Space • Eye Contact • Smiling • Body Language
- 25. Figure 4.3 HowSelf-Fulfilling Stereotypes Work Flow chart demonstrating the stages that can lead to a self- fulfilling prophecy. Source: By the author.
- 26. Stereotypes in EverydayLife Based on the experiments summarized here, how do you think women would modify their interactions if they were to meet these two men? And if men were to meet these two men, would they modify their interactions in the same way?
- 27. Personal Space &Eye Contact • Personal space • We protect our “personal bubble” ▪ Culturally specific • Eye contact • We use this to be intimate ▪ Can be misinterpreted otherwise
- 28. Smiling & BodyLanguage • Smiling • Misinterpretation likely: Not necessarily useful for businesses outside the U.S. • Body language • Interpretation: Useful for businesses and governments especially
- 29. Body Language With thetraining of Homeland Security agents, body language has changed from being purely descriptive and theoretical to applied.
- 30. Dramaturgy (1 of4) 4.7 Explain why life is like a stage according to dramaturgy; be ready to explain role performance, sign- vehicles, teamwork, and becoming the roles we play. • The Presentation of Self in Everyday Life • Stages • Role performance • Role conflict • Role strain • Sign-vehicles • Teamwork • Becoming the roles we play
- 31. Dramaturgy (2 of4) In dramaturgy, a specialty within sociology, social life is viewed as similar to the theater. In our everyday lives, we all are actors. Like those in the cast of Orange Is the New Black, we, too, perform roles, use props, and deliver lines to fellow actors—who, in turn, do the same.
- 32. Figure 4.4 RoleStrain and Role Conflict Graphics providing examples of – and showing the differences between – role conflict and role strain. Source: By the author.
- 33. Dramaturgy (3 of4) All of us contrast the reality we see when we look in the mirror with our culture’s ideal body types. The thinness craze encourages some people to extremes, as with model Karlie Kloss. It also makes it difficult for larger people to have positive self-images.
- 34. Dramaturgy (4 of4) Overcoming this difficulty, Melissa McCarthy is in the forefront of promoting an alternative image.
- 35. Ethnomethodology (1 of2) 4.8 Explain what background assumptions are and how they are an essential part of social life. • Uncovering Background Assumptions • Getting at the taken-for-granted ideas about the world that underlie our behavior
- 36. Ethnomethodology (2 of2) All of us have background assumptions, deeply ingrained assumptions of how the world operates. What different background assumptions do you think are operating here? If the annual “No Pants! Subway Ride” gains popularity, will background assumptions for this day change?
- 37. Social Construction ofReality 4.9 Be able to apply the social construction of reality to your own life. • The Thomas Theorem • “If people define situations as real, they are real in their consequences” • The Social Construction of Reality • The use of background assumptions and life experiences to define what is real
- 38. The Need forBoth Levels of Macrosociology and Microsociology 4.10 Explain why we need both macrosociology and microsociology to understand social life. • Two Levels of Analysis • In order to have full view of social life, we must use both
Editor's Notes
- #10 The figure shows the field divided into two. The left-half of the figure is titled “Offense,” which includes the following team positions: • Wide-out • Tight-end • Left tackle • Left guard • Tail back • Center • Quarter back • Right guard • Right tackle • Full back • Split-end The right-half of the figure is titled “Defense,” which includes the following team positions: • Right corner back • Right line backer • Strong safety • Right-end • Right tackle • Left-end • Left tackle • Middle line backer • Left line backer • Free safety • Left corner back
- #26 The flowchart is represented in five steps as follows: • We see features of the person or hear things about the person. • We fit what we see or hear into stereotypes and then expect the person to act in certain ways. • How we expect the person to act shapes our attitudes and actions. • From how we act, the person gets ideas of how we perceive him or her. • The behaviors of the person change to match our expectations, confirming the stereotype.
- #33 First flowchart illustrates role conflict as follows: • You, as: o Son or daughter: Visit mom in hospital. o Friend: Go to 21st birthday party. o Student: Prepare for tomorrow's exam. o Worker: Come in for emergency overtime. All the above mentioned conditions result in role conflict. Second flowchart illustrates role strain as follows: • You, as a student: o Do well in your classes. o Don't make other students look bad. The above mentioned conditions result in role strain.