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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? • • • • • • • 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 • • • • 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 • • • • Agents of socialization Peer group Mass media Resocializaiton Peer Group Mass Media Primary Agents of Socialization Family School The Family • • • • 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 • • • • • 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 • • • • • 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 • • • • • • • Social control Positive sanction Negative sanction Formal sanction Informal sanction Deviance Stigma • • • • 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 • • • • 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 1. 2. 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