Exam 2 Monday July 27th 2 00pm 3 15 Content Chapters 5 6 8 9 Chapter 5 Groups Be able to define provide an example of the following Groups people who have something in common and who believe that they have in common is significant also called social group Primary groups a small group characterized by intimate long term face to face association and cooperation Secondary groups larger temporary more anonymous formal and impersonal group based on some interest or activity Aggregates individuals who temporarily share the same physical space but do not see themselves as belonging together Categories people objects and events that have similar characteristics and are classified together Voluntary associations groups made up of people who voluntarily organize on the basis of some mutual interest also known as voluntary membership and voluntary organizations In groups a group toward which one feels loyalty Out groups a group toward which one feels antagonism Reference groups a group whose standards we refer to as we evaluate ourselves Group dynamics Effects of group size on stability and intimacy o Dyad the smallest possible group 2 people most intimate group tend to be unstable because it requires both members to participate IN LARGER GROUPS if one person withdrawals it can continue since it existence doesn t rely on any single member o Triad 3 people can create strain ex birth of a child attention is now on the baby marriages usually become stronger though interaction is less but stability is more Coalitions 2 against 1 left out or someone is the mediator o Principle as a small group grows larger and more formal it becomes more stable but its intensity intimacy decreases o Relationships per person 2 1 3 3 4 6 5 1 6 12 7 20 Effects of group size on attitudes and behavior o Affects our willingness to help one another students in dyad knew no one else could help the student in trouble triad and above felt diffusion of responsibility giving help was no more their responsibility than anyone else s What was the Asch Experiment What can we learn from this o A test of conformity o Land of individualism the group is so powerful that most people are willing to say things that they know are not true What was the Milgram Experiment What can we learn from this o To find out at what point to people refuse to participate electrical shocks to strangers o Most teachers continued when authority told them it had to go on even though the learner screamed in agony Adam Green s 2011 Playing the Sexual Field The Interactional Basis of Systems of Sexual Stratification How this research was conducted interviews with homosexual individuals A general understanding of the 6 steps of social interaction that are important to the process Green identifies o Particular attention to the steps involving what we know about Mead Cooley and Goffman 1 actors recognition that the sexual field is constituted by a set of relations anchored by to competition and sexual selection 2 the perception of generalized other within the field Mead including knowledge of a givens field collective valuations of attractiveness 3 knowing ones own position within the sexual status order dev of looking glass self Cooley 4 assessment of others positions within the sexual status order 5 knowledge of the game Goffman 6 the ability to save face Site vs field a site designates a physical or virtual space of sexual sociality a field is a matrix of relations with a structure of desire Note if you paid attention took notes in class when we discussed this article you should be fine Chapter 6 Deviance Characteristics of deviance violation of norms o Relativity of deviance what is deviant to some isn t deviant to others this also applies to crime violation of rules written into law o Neutral term sociologist use the term nonjudgmentally aren t saying the act is bad but people judge it negatively all of us are deviants of one sort or another o Stigma blemishes that discredit a person s claim to a normal identity violate norms of appearance and of ability Can become master status defining them as deviant Differential association theory Sutherland from the different groups we associate with we learn the deviate from or conform to society s norms family families that are involved in crime tend to set their children on a law breaking path Friends Neighbors Subcultures living in bad neighborhoods means more likely to be delinquent if deviance outweighs conformity likelier to choose criminal path Control theory Hirschi inner controls morality and outer controls people work against our tendencies to deviate the stronger our bonds are with society the more effective our inner controls are bonds based on attachment commitments involvements and beliefs really about self control Labeling theory Becker labels that people are given affect their own and others perceptions of them thus channeling their behavior into either deviance or conformity William J Chambliss s study of the Saints and Roughnecks o High school boys saints were headed to success and roughnecks headed for failure o Social class acted as a lens to create this split vision their backgrounds led to perceptions that were accurate saints from middle class roughnecks from working class o When questions by authority saints apologized and received warnings roughnecks were hostile and were punished o They lived up to their labels that the community gave them Accounts Justifications study specific types Excuses study specific types o Justifications redefine act as not bad Techniques of neutralization ways of rationalizing that help people deflect norms Denial of responsibility I m not responsible for what happened because Or I couldn t help myself Denial of injury what I did wasn t wrong because no one got hurt Denial of a victim They deserved what they had coming to them Condemnation of the condemners who are they to accuse me Appeal to higher loyalty I did it to help my friend Reconstruction of Biography Sad tale most dramatic instance of the general process of reconstructing personal biography Self fulfillment belief that becomes true because people act as though it is true o Excuses environment Appeal to accidents accident was the source of conduct point out hazard in Appeal to defeasibility agreement that all actions contain some mental element components are knowledge and will Appeal to biological drive claim fatalistic forces controlled the event relieves oneself of full responsibility by claiming
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