Download Unit 3

Sociology
Unit 3: Individuals within Society
Unit 3 Overview
Unit EQ:
How does society shape the individual?
You will need to be able to “Do” the following:
• Apply self-knowledge to explain what constitutes personality,
and interpret both concepts of nature and nurture with regard to
the development of personality.
• Compare and contrast Locke, Cooley, and Mead’s theories of
personality.
• Use self-knowledge to discuss dating patterns from traditional
times to modern day contemporary times.
• Explain why adolescence is not universal.
• Explain Levinson’s Developmental Stages of Adulthood and
how adult behavior changes from early adulthood through later
adulthood.
• Explain how the labor force has changed in the United States
since World War II.
• Use self-knowledge to apply challenges facing the aging adult.
• Explain deviance using the three perspectives of sociology;
interactionist, conflict, and functionalist perspectives.
You will need to be able to “Understand” the
following:
• The dichotomy of nature versus nurture applies to personality
development.
• Locke’s Tabula Rasa, Cooley’s Looking Glass Theory, and Mead’s RoleTaking, Erving Goffman’s Impression Management are four major theories
that explain the social self.
• The most important agents of socialization are family, peers, school, and
the mass media.
• Adolescence is not universal.
• Dating for romance is a novel idea, and why courtship is no longer
practiced.
• The functions that dating fulfills.
• There are a myriad of social problems facing contemporary teenagers.
• There are many stages to Levinson’s Developmental Stages of Adulthood.
• The nature of work in the United States has changed due to composition,
labor force, unemployment, and occupations.
• The characteristics of life during late adulthood.
• How deviance affects society.
Unit 2 Outline
Unit EQ: How are culture and society related to human
interaction?
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Personality & the Social Self – Lesson 1 2 3
Agents of Socialization – Lesson 4
Adolescence & Dating – Lesson 5
Social Control & Deviance – Lesson 6
Work – Lesson 7
Adult Society – Lesson 8 9
Exam – 11
Personality and the Social Self
EQ:
1)How is the development of an individual affected by
nature and nurture?
2) How do the theories of Locke, Cooley, and Mead
explain the sense of self?
Vocabulary
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Nature
Nurture
Tabula Rasa
Looking-glass self
• Role-taking
• Impression management
• dramaturgy
“Heredity”
“Environment”
Locke: Tabula Rasa
• What do you remember about John Locke?
• Each newborn is a tabula rasa (clean slate)
• Anything could be written. Human could be molded
into anything.
• We acquire our personalities from social experiences.
• Psychologist John Watson would later make similar
claims.
Cooley: The Looking Glass Self
• Cooley co-founded the interactionist
perspective and developed the idea of primary
groups.
• This theory puts a great deal of responsibility on
primary group interaction beginning in
childhood.
• 3 Step Process to our sense of self
1. We imagine how we appear to others
2. Based on others reaction to us, we
determine whether others view us as we
view ourselves
3. We use our perceptions of how others see
us to develop feelings about ourselves.
Mead: Role-Taking
• Cofounder of interactionist perspective
• Looking-Glass is only the beginning (internalizing
expectations)
• We need to not just see ourselves as others see us, but
eventually take on (or pretend to) roles.
• Significant others: people closest to us (important early on)
• Generalized other: expectations of society (important later in
life)
• Through this role-taking they develop sense of self
• I – unsocialized, spontaneous, self-interested component
• Me – socialized self, aware of expectations
• Through life I becomes weaker and Me becomes stronger
Dramaturgy
• Social interaction is like a drama
• People (acting as the audience) judge each others
performances to determine a person’s character.
• Most people make an effort to play the role well and
manage impressions – impression management
Agents of Socialization
EQ: 1. How do the agents of socialization affect society?
Vocabulary
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Agents of socialization
Peer group
Mass media
Resocializaiton
Peer Group
Mass Media
Primary Agents of Socialization
Family
School
The Family
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Most important agent in most societies
Principal socializer of young children
Differs from family to family
Subgroups (race, class, religion) affects
Deliberate
Unintended
Overt teaching and
instruction in terms of
appropriate behavior.
Children learn through
observation. (often has a
greater affect)
Ex. Father teaches child the
importance of telling the
truth
Ex. Child observes his
father’s lack of politeness
to others.
The Peer Group
• It is a primary group composed of individuals of roughly
similar age and social characteristics.
• Particularly influential during pre-teen and teenage years
• To win acceptance people willingly adopt values and norms
• Values focus on subculture
The School
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Large amount of time spent there in childhood
Contains deliberate and unintended messages
Teaches academic content and skills
Teaches socialization through extracurricular activities
Unintentional messages through observation of adults
and influence of peer groups
The Mass Media
• Definition: Instruments of communication that reach large
audiences with no personal contact between those sending the
information and those receiving it. (Ex. books, film, TV, radio etc.)
• 98 % U.S. homes have a TV
• On average, American children spend 900 hrs. a year in school
and 1,100 watching TV.
• By 18 most have witnessed 200,000 fictional acts of violence
including 16,000 murders on TV.
• Historically lacked diversity
Resocialization
• Definition: Breaking with past experiences and learning new
values and norms.
• This often occurs through radically changing a person's personality
by carefully controlling the environment.
• Total institutions: a setting in which people are isolated from the
rest of the society for a period of time and under tight control
• Step 1: Erode individuality and independence
• Step 2: Systemic attempt to build a new personality or self
Adolescence and Dating
EQ:
1) How has the concept of adolescence developed as
a distinct stage of the life cycle?
2)What are some of the social functions of dating?
Vocabulary
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Adolescence
Anticipatory socialization
Social Integration
Dating
Courtship
Adolescence
• Definition: A defined period
between the normal onset of
puberty and the beginning of
adulthood.
• Characteristics
• Biological Growth/Development
• Undefined Status
• Increased Decision Making
• Increased Pressure
• The Search for Self
Undefined Status
Rites of Passage
Definition: Rituals marking the transitional phase between
childhood and full inclusion into a tribe or social group.
Ex. Bar Mitzvah, Vanuatu Land Diving, Graduation, Quinceañera, and
Walkabout
Increased Pressure
Young people are under pressure to strike a balance
between parental wishes and peer pressures
VS
Search for Self
Anticipatory socialization:
learning the rights, obligations,
and expectations of a role to
prepare for assuming that role
in the future.
Can come in the form of
• Part-time work
• Club membership
• Dating
Dating
• Meeting people as a romantic
engagement
• Did not emerge until after WWI
• Found in societies where people
choose their own partners
• Main purpose is entertainment or
“good time”
• May lead to marriage
Courtship
• Prior to the rise of dating this
was the primary form of
interaction
• Was not casual and roles were
strictly defined
• Rarely left alone
• Conducted under supervision
• Express purpose is marriage
Emergence of Dating
• Originally a primarily agricultural society required men to acquire
property prior to marriage. (This often involved land transfer from
family)
• Family property resulted in parents exercising considerable control
over partner choice.
• Industrial revolution changed this system and created more
economic freedom
• Coed public education resulted in large portions of time spent
together
• Cars and telephones (post WWI) gave added freedom
• Women entered workforce created more cross gender interaction
• Dating became a form of entertainment and status
• Partners were selected on good looks, nice clothes, and popularity
Dating Pattern: Traditional
• The man arranges the date
• Both sexes knew the expectations
• A weekly timetable existed for arraigning a
date.
• Ask Wednesday for Saturday (Date Night)
• Accepting after this time equated to admitting
you weren’t the first choice.
• No date on Saturday may result in shame
• Dates revolved around formal or set activities
• Casual dating for a period may result in “going
steady”
• Indicated through tokens. (jackets, class ring,
ect.)
Dating Pattern: Contemporary
• No set stages of dating
• Both sexes initiate
dates
• Either sex pays
• Relationships are now
based on friendship or
the group
• More opportunity to
communicate through
technology
Functions of Dating
• Entertainment
• Socialization
• Psychological needs
such as
conversation,
companionship, and
understanding
• Status attainment
• Spouse selection
Social Control and Deviance
EQ:
1) How to social norms become internalized?
2) How does sociology explain deviance?
Vocabulary
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Social control
Positive sanction
Negative sanction
Formal sanction
Informal sanction
Deviance
Stigma
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Anomie
Strain theory
Control theory
Cultural transmission
theory
• Labeling theory
Social Control
• Societies develop cultural values
that reflect norms. These norms are
enforced in two ways.
• Internalization: Norm becomes part
of an individual’s personality
• Ex. “Properly” sitting in a chair.
• Sanctions: Rewards/Punishments
that enforce conformity to norms
• Positive Sanctions - Rewards
• Negative Sanctions - Punishments
Formal Sanctions
A reward or punishment
given by a formal
organization or
regulatory agency
Public Humiliation
Informal Sanctions
A spontaneous expression
of approval or disapproval
given by an individual or
group.
The Nature of Deviance
Behavior that violates significant social norms is called
deviance.
Violating Norms
The Label of Deviance
•Some norms deal with fairly
insignificant behaviors.
•Individuals must be caught
committing a deviant act and be
stigmatized by society.
•Because there are so many
norms, occasional violations are
unavoidable.
•A stigma is a mark of social
disgrace that sets the deviant
•Behaviors deemed deviant differ apart from the rest of society.
across times, cultures, and
•Sociologists usually refer to the
situations.
negative social reactions.
Social Functions of Deviance
Deviance has some uses in society
– Helps to clarify norms, unify the group, diffuse
tension, and promote social change
– Serves to define the boundaries of acceptable
behavior
– Punishment of deviance can prevent others from
same deviance
– Draws lines of society and “outsiders”
– Displays of minor deviance diffuse tensions
– Provides legitimate jobs such as lawyers and police
Case Study: The Saints and the
Roughnecks
• A 1973 article explored the different views
that townspeople held of two teenage
gangs, one called the Saints and one called
the Roughnecks.
• Article claimed that even though both gangs
were violent, delinquent, and disruptive,
townspeople agreed that the gang from the
higher social class was not as much trouble
as the gang from the lower social class.
• While objective observation concluded that
both gangs were equally destructive, the
differing views revealed much about the
social preconceptions that were at work in
the town.
Functionalist Perspective: Deviance
• Strain theory: deviance is the natural outgrowth of the values,
norms, and structure of society
• Pressure on individuals to meet standards that they can’t meet
• Anomie: the norms of society are unclear or no longer apply
• Results in confusion over rules for behavior
Conflict Perspective: Deviance
• Sees social life as a struggle between the ruling classes and
lower classes
• Says people commit deviant acts to gain or maintain power
• Ruling class deems any behavior that threatens its power as
deviant
Interactionist Theories: Deviance
• Control theory: states that deviance is normal and studies
why people conform; states that people conform when they
have strong ties to the community
• Cultural transmission theory: states that deviance is a learned
behavior; deviants are socialized into deviant behavior instead
of acceptable behavior; individuals will adopt the behavior
and goals of whomever they are in contact with
• Labeling theory: focuses on how people come to be labeled
“deviant;” suggests there are two types of deviance
• Primary deviance: occasional violation of norms; neither self nor
society labels person “deviant”
• Secondary deviance: deviance as a lifestyle; both self and society
label person “deviant”
Work
• EQ 1: How has nature of work and the labor force
changed?
• EQ 2: What factors contribute to job satisfaction?
Vocabulary
• Work
• Labor force
• Unemployment
The World of Work
• The world of work is a major component of adult life. In the
last 100 years, major changes have transformed the
organization of work and the composition of the labor force.
Work
• Work involves performing all of the tasks necessary to
produce goods and provide services that meet human
needs.
• The basis for the economy
• American workers often spend nearly 50 years in the
labor force, making the world of work one of the most
important components of adult life.
Labor Force
• All individuals age 16 and
older who are employed in
paid positions or who are
seeking paid employment.
• People who are not paid for
their labor are part of the
informal economy.
• In 2007, 66 percent of U.S.
population over age 16 was in
the labor force.
• Recent decades have seen
increase in number of working
women and Hispanics.
Changing Nature
of Work
• In 1900:
– 35 percent worked in agriculture
– 45 percent worked in manufacturing
– 20 percent worked in professions,
management, office work, and sales
• In 1950:
– Manufacturing dominated
• Today:
– 13 percent work in agriculture and
manufacturing
– 76 percent work in professions,
management, office work, and sales
Unemployment
• Unemployment occurs when a person does not have a job but is
actively seeking employment
• Unemployment rate is the percentage of the civilian labor force
that is unemployed but actively seeking employment
• Underemployment - part-time workers who want full-time work
and overqualified workers
Normal National Avg.
5%
For more data visit
http://www.bls.gov/home.htm
Impact of Globalization
New technology has changed the economy.
Many manufacturing jobs have been outsourced, or
sent to countries where labor is less expensive.
Job Satisfaction
Factors for dissatisfaction
Factors for satisfaction
• On-the-job stress
• Retirement and insurance
benefits
• Salary
• Recognition
• Chances for promotion
• Interesting nature of their
work
• Salary
• Working hours
• Workplace safety
• Relations with co-workers
Job and career changes
•Changing jobs and/or careers is a well-established pattern in the
United States
•Average worker changes companies nine times, careers five to
six times
Adult Society
EQ: According to Levinson, what is the general
pattern of adult development?
Vocabulary
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Life structure
Early adulthood
Middle adulthood
Late adulthood
Adult Male Development
Early Adulthood
The Age 30 Transition
• Ages 17 through 22
• Ages 28 through 32
• Going to college or getting a job
• Transition into the adult world
• Crucial because lives often
change direction here
• Expected to explore
opportunities as well as make
commitments
• Ends the novice phase,
when men prepare to enter
full adulthood
Settling Down
• Ages 33 through 39
The Midlife Transition
• Ages 40 through 44
• Major task is achieving success • A bridge between early and
middle adulthood
• Try to establish themselves in
society, usually through
• Major goal is to escape the
occupational advancement
pressure of unattainable
dreams from youth
• Commit to things that are
important to them
• Becoming a mentor can lessen
the stress associated with this
• Separation from mentors in
stage
order to define own identity
• The degree of difficulty that an
individual experiences in a
period depends on his success
in mastering the previous
period.
Three Phases Specific to
Adult Female Development
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Leaving the Family
Entering the Adult World
• Most become mothers in their 20s
• Dual roles of motherhood and
career cause added strain
• A break in employment for
childbearing can limit career
3. Re-entering the World of Work
• Occurs when children reach school
age
• Commitment to career at same
time husband is doubting his
career