Sociocultural Analysis

1. Sociocultural Analysis

2. 4.1: Sociocultural Cognition • Social: • inter-relationships with others • Individual vs. group • Conformity, obedience, aggression, attraction • Cultural: • Race, ethnicity, gender, wealth/power position • Cognition: • Thinking

3. Q: Outline the principles that define the Sociocultural level of analysis: • Outline: • Give a brief account (or summary) of the major aspects of the issue, principle, approach, or argument.

4. Principles of Sociocultural Analysis: • 1. Human beings are social animals with a basic need to belong • The relationship between the individual and the group is bi-directional. • The individual is affected by being in the group • The group can be impacted by the individual

5. Principles of Sociocultural Analysis: • 2. Culture influences behavior • Culture: the norms and values that define a society. • Culture effects a person’s behavior; studying culture helps us appreciate our differences

6. Principles of Sociocultural Analysis: • 3. Humans have a “social self.” • We have an individual identity—and we also have a collective, or social identity. • Social identities are a part of our definition (who we are-clubs, community, family, nationality)

7. Principles of Sociocultural Analysis: • 3. Humans have a “social self.” • Ex: When a famous person dies, people mourn (Princess Dianna, Michael Jackson) or important events (9-11, Superbowl), everyone feels impacted.

8. Principles of Sociocultural Analysis: • 4. Our world view doesn’t change easily. • The why and how the world is supposed to work, why it works the way it does, what values are important • Culture shapes our world view • Community instills our values (from generations)

9. You are a social animal • Remember the ingroup/outgroup activity? • Brainstorm the groups that you belong to. • How important are these groups to your life? • How do they shape your character (personal identity?) • What needs do these groups fill in your life? • What about social networks (like MyFace)

10. Q: Explainhow the principles (4) may be demonstrated in research through theories and/or studies: • Explain: • Give a detailed account including reasons or causes. • Describe clearly, and give reasons for a concept, process, relationship or development.

11. Research Methods for Sociocultural • Experiments are sometimes used…but • The majority is qualitative (subjective qualities) • Participant observation, interviews, focus groups (to collect data, develop or support a theory) • Descriptive data cannot be used for cause-and effect relationships

12. Focus Groups • Type of interview • Several people may be together at once • 1 specific theme • The goal is that all members feel comfortable in sharing thoughts • Feel inspired/empowered by other comments

13. Research Methods for Sociocultural • Ecological validity: it’s important that the behavior being observed is realistic • Naturalistic: “as it really is”

14. HOMEWORK • Naturalistic: “as it really is” • Immerse yourself in a social setting for an extended period of time and observe behavior. • Observe humans in their natural environment (habitat) mall, food court, Wal*Mart, playground, etc. • Write a 1 page analysis of what you observe (social relations, peer groups, couples, bullying, ingroups, outgroups, prejudice, aggression, attraction)

15. Observation • “See the world through the eyes of the people being studied.” • Overt: You know you’re being observed. • Covert: do not know you’re being observed. • (peeping Tom’s, stalking? Be careful observing children)

16. Overt Observation • Must gain the trust of the group you are observing • O’Reilly (2000) study pg. 102 • Must get people to discuss their lives openly, develop a trusting relationship, be a non-judgmental observer Jane Goodall gained the trust of her chimps

17. Covert Observation • Used with groups that could be hostile to an outsider, or would not be open/honest • Illegal nature of activities (ex: drug users, transgenders) • Often may use deceit to gain trust (don’t disclose intentions to the group, no informed consent) • Ethical concerns, difficulty taking secret notes, must rely on memory, data may be distorted

18. Covert Observation: Leon Festinger et al (1956) • When Prophecy Fails, pg. 103, is it ethical? • Cult members, church, Amish, Masons, N. Americans

19. Discuss how and why particular research methods are used for the Sociocultural level of analysis: • Discuss : • Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. • Opinions or conclusions should be presented clearly and supported by appropriate evidence.

20. Discussethical considerations related to research studies at the Sociocultural level of analysis: • Discuss • Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. • Opinions or conclusions should be presented clearly and supported by appropriate evidence.

21. Attribution Theory • Attribution: how people explain causal relationships in the social world • What do you attribute the events to? • Humans need to understand WHY things happen. • People make inferences about intention. • Fritz Heider(1958)

22. Ex: Attribution Theory • You are waiting in a restaurant. • Your date is late. • Why? • He/she is always late. • He/she missed the bus, car trouble?

23. Ex: Attribution Theory • EE Evans-Pritchard, Azande people, Central Africa • A village doorway collapsed, several people killed • Azande said “witchcraft killed them!” (dispositional) • The doorway had been eaten by termites (situational) • “Why were THOSE people killed? Witchcraft.” • Different attribution to the same event.

24. Actor-Observer Effect • When you discuss your own behavior, you attribute it to situational factors • External cause • Traffic was bad, my Tom-Tom is broken, the weather

25. Actor-Observer Effect • When you observe someone else’sbehavior, you attribute it to dispositional factors • Internal cause • He is so insensitive, she is forgetful • Those killed by witchcraft: disrespectful, sinful

26. Discuss the role of situational and dispositional factors in explaining behavior: • Discuss: • Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. • Opinions or conclusions should be presented clearly and supported by appropriate evidence.

27. Errors in Attribution • Fundamental Attribution Error: people are more likely to blame someone’s disposition • Leads to illogical conclusions • Ex: actors are just like the characters they play

28. Errors in Attribution • Fundamental Attribution Error: • The part they auditioned for (situational) • OR their real personality? (disposition) Heath Ledger Will Smith (Jazzy-Jeff) Johnny Depp

29. Why Do We Make Errors in Attribution? • We think of ourselves as flexible, adaptable, multi-faceted, ever-changing (not 1 type) • We don’t know this about others. Wesley Snipes, Good guy? Bad guy?

30. Errors in Attribution • Common in Western cultures • People are individuals, responsible for their own actions • Juries look for a motive to convict someone • “A murderer is evil” (dispositional)

31. Errors in Attribution • Fundamental Attribution Error, Lee et al (1977) • Pg. 105, ethical problems with this study?

32. Another Error in Attribution • Self-Serving Bias (SSB) • People take credit for success (dispositional) • Disassociate themselves from failures (blame external causes)

33. Another Error in Attribution • Self-Serving Bias (SSB) Lau & Russel (1980) • Ex: We won the game because I caught the ball (I have natural talent, I am fit, I’ve been working out) • We lost the game because of weather (El Nino), bad referees, fouls, etc.

34. Another Error in Attribution • Self-Serving Bias (SSB) • Greenberg et al (1982) says we do this to protect our self-esteem (self-protection) • Successes boost us, failures have nothing to do with us.

35. Cognitive Error? • Self-Serving Bias (SSB) • Miller & Ross (1975) claims it’s cognitive factors: • If we expect to succeed at a task, and we do= it is skill or ability • If we expect to succeed and we fail= it is bad luck or external roadblocks • If we expect to fail and we do fail= it is dispositional • If we expect to fail and we succeed= it is situational (Wow! That was a lucky break, I didn’t expect that!)

36. One Exception: Depression • Severely depressed people tend to make MORE dispositional attributions • They blame themselves for feeling miserable (which makes them feel more miserable)

37. Another Exception: Cultural Differences & SSB • Kashima & Triandis(1986) • US students attribute their success to ability. • Japanese students blame failures on lack of ability. • This is called Modesty Bias. • Chandler et al (1990) Japanese students • Watkins & Regmi(1990) Nepalese students

38. Discuss 2 errors in attributions: • Discuss: • Offer a considered and balanced review that includes a range of arguments, factors, or hypotheses. • Opinions or conclusions should be presented clearly and supported by appropriate evidence.

39. Why Modesty Bias? Cultural Differences: SSB • Why would some cultures have Modesty Bias?

40. Why Modesty Bias? Cultural Differences: SSB • Bond, Leung, & Wan (1982) • Chinese students who exhibit modesty bias are more popular with their peers • Collective cultures: people get self-esteem from the group identity

41. Henri Tajfel, Social Identity Theory • Indiv. strive to improve self-esteem through personal or social identity • People can boost their self-esteem through: • Personal achievement or • Affiliation with successful groups • Shows the importance of social belonging (Principle 1)

42. Social Categorization • Cognitive process • How we categorize people, gender, race, etc. • Explains ethnocentrism, in-group bias, favoritism, stereotyping, and conformity • Can create competitive intergroup behavior • (USA vs. USSR, Allies vs. Axis, Olympics)

43. Social Categorization • Tajfel noticed, when randomly assigned we develop an in-group and out-group • Us vs. them • In-group favoritism • Discrimination against out-group • Your self-esteem is maintained by social comparison (the benefits of belonging to the in-group) • The outcome is CRITICAL to our self-esteem

44. Social Categorization • Cialdini et al (1976), College Football Fans • After a good match (you win) more likely to wear team jerseys, logos, colors • Anything that represents your group raises your self-esteem • Reality TV shows, Pep Rallies

45. Social Categorization • Tajfel (1971) Kandinsky versus Klee • Boys supported the art they were assigned to, identified more with others in their group, and gave group members higher awards.

46. Social Categorization • When assigned a group (random, hat drawing, flip a coin, etc) • People see themselves as similar in attitude and behavior to the group members (even strangers)

47. Limitations of Social Identity Theory • It describes…but does not accurately predict human behavior • Ex: In some cases personal identity is stronger than group identity • Reductionist-over simplified • Does not address the environment • (which interacts with the self) • Cultural expectations may play a large role (poverty)

48. Evaluatesocial identity theory: • Evaluate: • Make an appraisal by weighing the strengths and limitations of the argument or concept under investigation or discussion. • Weigh the nature of the evidence available, and identify and discuss the convincing aspects of the argument, as well as its limitations and implications.