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UNIT 2 TEST REVIEW

UNIT 2 TEST REVIEW. Sociology. CATEGORIES. BONUS QUESTION!. Socialization. Media and American Culture. Groups in Society. TEST FORMAT. SOCIALIZATION, Question 1. WHAT IS UNIQUE ABOUT A GIVEN PERSONALITY?. ANSWERS. PERSONALITIES ARE UNIQUE TO EACH PERSON. NO TWO PEOPLE HAVE THE SAME

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UNIT 2 TEST REVIEW

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  1. UNIT 2 TEST REVIEW Sociology

  2. CATEGORIES BONUS QUESTION! Socialization Media and American Culture Groups in Society TEST FORMAT

  3. SOCIALIZATION, Question 1 • WHAT IS UNIQUE ABOUT A GIVEN PERSONALITY?

  4. ANSWERS • PERSONALITIES ARE UNIQUE TO EACH PERSON. • NO TWO PEOPLE HAVE THE SAME PERSONALITIES. • PERSONALITIES CONTINUE TO DEVELOP OVER YOUR LIFETIME.

  5. SOCIALIZATION, Question 2 • NAME ONE DIFFERENCE AND ONE SIMILARITY BETWEEN TWINS.

  6. ANSWERS Differences between twins: • Attitudes, values, friends, drinking habits Similarities between twins: • Temperaments, voice patterns, nervous habits

  7. SOCIALIZATION, Question 3 • NAME A TRAIT THAT CAN BE DEFINED UNDER BOTH NATURE AND NURTURE

  8. ANSWERS • Personalities • Athleticism • Competition • ETC.

  9. SOCIALIZATION, Question 4 • PROVIDE A DEFINITION AND ONE EXAMPLE FOR EACH ONE OF THE FOLLOWING TYPES OF PERSONALITY DEVELOPMENT: • HEREDITY • BIRTH ORDER • PARENTS • CULTURAL ENVIRONMENT

  10. ANSWERS BIRTH ORDER Children with siblings often have a different view of the world than do only children Influences personality development: First born- achievement oriented and responsible; conservative in thinking Last born- better in social relationships, affectionate, friendly; risk-takers, intellectual and social rebels HEREDITY PARENTS • Provides biological needs • Places limits on what is possible but does not determine behavior • Aptitudes: capacity to learn a particular body of knowledge • Inherited aptitudes can be encouraged or discouraged by parents • Influenced by characteristics of your parents; affected by: • Age of parents • Differences between parents • Education • Religion • Economic Status • Cultural heritage • Occupation CULTURAL ENVIRONMENT • Cultures give rise to “model personalities” that are typical and valued by members of society; affected by: • Gender • Subcultural differences

  11. SOCIALIZATION, Question 5 WHICH PERSONALITY DEVELOPMENT CATEGORIES CAN THIS PICTURE FALL UNDER?

  12. ANSWER HEREDITY PARENTS CULTURAL ENVIRONMENT WHY????

  13. SOCIALIZATION, Question 6 • HOW ARE DANI AND GENIE USED AS CASES FOR SOCIOLOGISTS TO DETERMINE HOW PERSONALITIES DEVELOP? • WHAT WERE THE LIMITATIONS ON THESE STUDIES?

  14. ANSWER • GENIE AND DANI WERE RAISED IN TOTAL ISOLATION, AFFECTING ANY ABILITY TO DEVELOP PERSONALITY, INCLUDING LANGUAGE, NORMS, ETC. • DANI WAS ABLE TO LEARN AGAIN • GENIE WAS SEVERELY IMPAIRED FOR LIFE • THE LIMITATIONS WERE THAT IT IS UNCLEAR WHETHER GENIE WAS BORN WITH A PREVIOUS DISABILITY.

  15. SOCIALIZATION, Question 7 INDICATE WHAT SOCIOLOGIST THE PICTURES BELOW REPRESENT AND WHY? WHAT IS IT THAT THEY BELIEVE ABOUT PERSONALITY DEVELOPMENT? #1 #4 #2 #3 #5

  16. ANSWER #4= COOLEY #1= PIAGET #3=MEAD #2= LOCKE #5= FREUD

  17. Locke’s Tabula Rasa • Born as a clean slate • Personalities are developed through experience • Anyone can be socialized to become a member of a given society despite biological influences

  18. Charles Horton Cooley’s Looking Glass Self • The self is the product of our interactions with other people • Process of developing a self-identity: 1. Imagine how we present ourselves to others-relatives, friends, strangers 2. Imagine how others evaluate us-attractive, shy, intelligent, strange 3. We develop some sort of feeling about ourselves-such as respect or shame

  19. Cooley’s Looking Glass Self • Individual’s “imagination” of how others view him or her has an effect • Can develop self identities based on incorrect perceptions • Example: Incorrect reaction to a teacher’s criticism – Student thinks teacher views him as stupid - misconception converted into negative self-identity 1. The teacher criticized me 2. The teacher must think I’m stupid 3. Therefore, I am stupid

  20. George Herbert Mead’s Stages of the Self • Studied the “Self” • Developed a useful model of how the “self” emerges – • Role-Taking • 3 distinct stages...

  21. 1. Preparatory Stage: • Children imitate the people around them • Example: bang on wood if parent doing carpentry, throw a ball if older sibling is doing the same • As they grow older-they become more familiar with using symbols • Gestures, objects, language that form the basis for communication

  22. 2. Play Stage: • Child is able to understand other people’s actions • Child becomes able to pretend that they are other people (dress up, play school, etc.) • Role taking: • Process of mentally assuming the perspective of another

  23. 3. Game Stage: • Begins around 8 or 9 years old • Child starts to consider several tasks or relationships simultaneously • Able to understand their social position and the social position of those around them: • Ex. Aware of other students in a classroom setting • ‘Generalized Others’- Child’s awareness of attitudes, viewpoints and expectations of a society • A child will learn courtesy is not to please a parent, but is a widespread social value endorsed by parents, teachers, friends and religious leaders

  24. Jean Piaget’s Theory of the Self • There are four stages in the development of children’s thought processes: • 1. Sensorimotor - Young children use their senses to make discoveries-by touch they discover their hands are part of themselves • 2. Preoperational – Children use words and symbols to distinguish objects and ideas • 3. Concrete operational – Children engage in more logical thinking • 4. Formal operational - Adolescents are capable of sophisticated abstract thought and deal with ideas and values in a logical way

  25. Sigmund Freud’s Theory of the Self 3 parts to the Conscious Self • 1. Id: • What you WANT to do • Acts on Pleasure Principle: demands instant gratification • Pays no attention to the laws or needs of others • The Id is inborn – infant needs The id:a primitive part of the personality that pursues only pleasure and instant gratification.

  26. Sigmund Freud’s Theory of the Self • 2. Superego • What you SHOULD do • Defines and tells us what society says we should do • Acts on Reality Principle The superego:contains our social conscience and through the experience of guilt and anxiety when we do something wrong, it guides us towards socially acceptable behavior.

  27. Sigmund Freud’s Theory of the Self • 3. Ego • What you WILL do • Satisfies the id, but understands we cannot always get what we want The ego:that part of the personality that is aware of reality and is in contact with the outside world. It is the part that considers the consequences of an action and deals with the demands of the id and superego.

  28. MEDIA AND AMERICAN CULTURE, Question 1 EXPLAIN HOW AND WHY MEDIA ACTS AS AN AGENT OF SOCIALIZATION AND PERSONALITY DEVELOPMENT

  29. ANSWER

  30. MEDIA AND AMERICAN CULTURE, Question 2 HOW DOES VISUAL MEDIA CREATE AND CHANGE AMERICAN VALUES?

  31. ANSWER

  32. MEDIA AND AMERICAN CULTURE, Question 3 GIVE ME AN EXAMPLE FROM YOUR LIFE THAT INDICATES ANTICIPATORY SOCIALIZATION.

  33. ANSWER • Anticipatory socialization- learning the rights, obligations, and expectations of a role to prepare for assuming that role in the future.

  34. MEDIA AND AMERICAN CULTURE, Question 4 HOW HAS HOMOGAMY BECOME REDEFINED IN TODAY’S SOCIETY?

  35. ANSWER HOMOGAMY- the tendency of individuals to marry people who have social characteristics similar to their own Cultural Norm: Monogamy, Heterosexuality, Homogamy • Homosexuality • Polygamy • Across race • Across countries • Across cultures

  36. GROUPS IN SOCIETY, Question 1 • PROVIDE DEFINITIONS AND EXAMPLES (NOT ONES WE’VE DISCUSSED IN CLASS) FOR: • IN-GROUP • OUT-GROUP

  37. ANSWER • In-group: the group that a person belongs to and identifies with • Tend to separate themselves from other groups through the use of symbols. • Groups will often use badges, clothing, names, or slogans as forms of identification. • Members view themselves positively and they often view out-groups in negative terms. • Compete with out-groups, even to the point of engaging in conflict. • Out-group: Any group that a person does not belong to or identify with

  38. GROUPS IN SOCIETY, Question 2 IDENTIFY AND EXPLAIN ONE WEAK EXAMPLE OF GROUPTHINK AND ONE SERIOUS EXAMPLE OF GROUPTHINK. YOU MAY USE EXAMPLES FROM CLASS.

  39. ANSWER

  40. Examples of Groupthink • From small to large… • The Wave • Fraternities and Sororities • Racism/KKK • Gangs • Cults/Jim Jones • Holocaust/Hitler

  41. THE WAVE Around the 6th inning something happens...”the wave.” • How does the wave start, who starts it, and how does a small group get an entire stadium to stop paying attention to the game and do "the wave“? 1) The wave is usually started by a single person or a small group of VERY motivated individuals.2) The wave is most effectively propagated when the game is slow.3) The wave begins with a small group and spreads over time.4) A successful wave with everyone working together is actually pretty fun.

  42. FRATERNITIES AND SORORITIES • Source of identification and belonging • Live-in housing • Group dynamics • Similar interests, desires, friends, etc. • What do social interests allow us to do? HAZING • Sorority at Rutgers University – women sent to hospital • Fraternity at Rider University – student forced to drink alcohol, dies of alcohol poisoning

  43. RACISM AND THE KKK Costumes shield identity- unanimity Use fear to control members and non-members

  44. GANGS • Gangs are usually defined as a “group of individuals who share a common identity and, in current usage, engage in illegal activities. Once an urban problem, street gangs have now infiltrated U.S. communities large and small. Gang experts say at least 21,500 gangs – with more than 731,000 members – are active nationwide.” • Initiation • Dangers • Necessity in most ghettos • Protection • Out-group: Ostracized

  45. CULTS • Jonestown • One of the most extreme examples of groupthink I can imagine. • What is the purpose of cults? • What do cults provide to their leader(s)?

  46. HITLER AND THE HOLOCAUST • Brainwashing or proper persuasion? • Using stereotypes as justification  • Promoting unity, purifying the Aryan race, national pride and purpose, self-worth, etc. • Self-justification: describes how, when a person encounters a situation in which a person's behavior is inconsistent with their beliefs, that person tends to justify the behavior and deny any negative feedback associated with the behavior. • Aryan vs. Jew: Sub-human (In-group, Out-group)

  47. TEST FORMAT MATCHING IDENTIFICATIONS SHORT/LONG ANSWERS

  48. BONUS QUESTION DEFINE TWO SOCIAL FUNCTIONS OF DEVIANCE

  49. ANSWER Clarifying Norms- defines boundaries of acceptable behavior Unifying the Group- “us against them” reinforces a sense of community and a belief in shared values Diffusing Tension- allow people to relieve tension without disrupting the whole of societal safety. Promoting Social Change- helps to prompt change; i.e. civil rights Providing Jobs- Judges, lawyers, police officers, prison personnel, parole officers, etc.

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