Sociology - Culture, Socialisation & Identity

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  • Created by: chlopayne
  • Created on: 22-04-19 15:45
Culture
Describes the shared way of life of a group of people
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Material culture
Physical things people create and attach emotional meaning to
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Non-material culture
Helps people understand their social world and gives guidelines on how to behave
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Social control
Behaviours and thoughts are regulated by society
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Formal control
Institutions exist to force people to behave e.g. police, school
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Informal control
Control through social moral codes
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Norms
Rules of behaviour that relate to specific social situations e.g. cutlery
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Mores
Moral codes e.g. treat everyone equal
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Values
Accepted beliefs that something is desirable e.g. honesty
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Beliefs
Things which we believe to be true e.g. life after death
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Roles
Defined as what society expects from a certain status to behave e.g. teachers acting professional with students
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Status
Social positions of an individual. Ascribed is fixed at birth, achieved is when individual has control over their status.
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Social construction
Socially agreed way of defining something. e.g. motherhood, may vary across cultures
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Social change
Differences in the way people generally think or act
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Socialisation
Process of learning how to behave for society
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Feral children
Have not received correct socialisation
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Travis Hirschi
Breaking rules can give advantage in life, criminals lacked proper socialisation
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Margaret Mead (1901-1978) studied different societies in South Asia...
Gender roles and expectations about sexual behaviour varied in these societies.
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Primary socialisation
Family within the home
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Secondary socialisation
Friends, education, media, religion
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Tertiary socialisation
Adult - parent, job, retirement
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Formal socialisation
Deliberately manipulated to follow rules
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Informal socialisation
Learn to fit in through others, unwritten rules
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Agents of socialisation
Any group that passes on cultural norms and values. Through these we learn expected rules for society
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Family (primary socialisation)
Teaches social attitudes, norms and values of the culture to children.
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Imitation
Children learn social rules by watching and copying their parents
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Role models
Children learn social rules by watching their role models
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Sanctions
Punished for incorrect behaviour
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Expectations
What is expected of you by family
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Peer groups (secondary socialisation)
Same age and status as you
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Education (secondary socialisation)
Formal curriculum - what is taught in timetabled lessons. Hidden curriculum - beliefs and assumptions that are taught unintentionally
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Media (secondary socialisation)
Copycat behaviour claim children model their behaviour on role models on TV and games. Hypodermic syringe model suggest media acts as a drug injected into peoples mind and affecting beliefs
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Pierre Bordieu
Members of families belong to same social backgrounds / ethnic groups so children learn set behaviour and perceptions that mark them out from others with different backgrounds.
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Pierre Bordieu - habitus
Set of similarities is called habitus, it's the social situation in which we feel comfortable
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Talcott Parsons
Socialisation is the process by which humans learn and internalise their cultures norms and values
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Talcott Parsons
Socialisation is the process by which humans learn and internalise their cultures norms and values
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Interaction
Psychological & sociological research into how we develop a sense of meaning and identity
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Primary identity
Our sense of self
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Secondary identity
The roles we play in society
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How do we develop an identity?
Told by others, different identities depending where we are, give us meaning, imposed on us, may be chosen.
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Max Webber
Interested in how people develop a sense of meaning in their lives
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George Mead
People don't act on logic, but on their sense of understanding and meanings
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Sullivan
Developed concept of 'significant other'. The term is used to describe a person/group who have influence on a persons sense of identity
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Gender
Social concept - cultural expectations
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Farley (1990)
Western cultures have expectations of masculine and feminine identities
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Family - Anne Oakley
Children learn their gender identities through primary socialisation
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Manipulation
Parents encourage 'normal' behaviour, discourage what they see as inappropriate e.g. boys don't cry
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Canalisation / Different behaviour
Channelled into appropriate behaviour e.g. dolls for girls // Activities based on gender e.g. football for boys
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Verbal appellation
Called by gender e.g. girls are angels
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Criticised by Statham in 1986
Cultural and social expectations are powerful that children will behave in gendered ways because of influence of secondary socialisation
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Media - Judith Butler (1990)
Media stereotyping of gender roles is powerful, it is difficult to avoid gender socialisation and behaviour
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Media - Naomi Wold (1990)
Idea of perfect body image was a means to control and exploit women
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Social class
Describe group of people of similar education, income and occupational background
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Upper / middle / working
Wealthy and powerful, access to person & social power. // Employed in professional work, good income and high education. // Few qualifications, few jobs/no job.
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Education - Savage (1992)
Lifestyles of middle class differs from working class
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Education - Charlesworth (1999)
Explored working class in Rotherham. Claimed people gain class identity from work.
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Ethnicity
Heritage / family background. Family is the first place people learn their ethnicity
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Tariq Modood (2005)
Food, dress and family traditions also teach ethnicity
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Pryce
Religion can provide an identity that rejects mainstream culture
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Ghuman (1999)
Religious training is important in encouraging Asian cultural values of obedience, loyalty and respect among children of Asian migrants
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Nationality
Linked to geographical region
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Nationalism
Geographical sense of identity linked to a specific region / legal status of belonging to an area
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Pouton & Maguire (2012)
Media coverage of Team GB in the lead to London Olympics as being linked to fears of the breakup of the UK through Scottish Independence movement
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Cultural traditions and shared history
Sense of nationality for Wales, Scotland + N Ireland, borne out of sense of having been dominated by English culture. Welsh language taught in schools. National day.
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Policy
Revolved powers. Wales, Scotland + Ireland have led to different policies on tuition fees + prescriptions
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Other cards in this set

Card 2

Front

Physical things people create and attach emotional meaning to

Back

Material culture

Card 3

Front

Helps people understand their social world and gives guidelines on how to behave

Back

Preview of the back of card 3

Card 4

Front

Behaviours and thoughts are regulated by society

Back

Preview of the back of card 4

Card 5

Front

Institutions exist to force people to behave e.g. police, school

Back

Preview of the back of card 5
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