Sociology 100 Spring 2016 Final Answer Sheet

Socy 100spring 2016final Answer Sheet

Make sure to number your answers and note that you may use as much room as necessary for your essay answers. You should be able to answer each question in one or two paragraphs.

Paper For Above instruction

This document provides the final examination instructions and a comprehensive response to the associated questions for the Introduction to Sociology course (SOCY 100) Spring 2016. The exam incorporates multiple-choice, true/false, matching, short-answer essay questions, and a final section requiring in-depth analytical responses. The following paper thoroughly addresses these questions by integrating sociological theories, concepts, and scholarly references to demonstrate a clear understanding of sociological principles and their applications.

Introduction

The field of sociology explores the intricate fabric of human society, emphasizing the importance of social structures, cultural norms, and collective behaviors in shaping individual lives. As sociologists, the goal is to uncover patterns and causes of social phenomena, employing theoretical frameworks such as functionalism, conflict theory, and symbolic interactionism. This analysis will address key questions from the exam, employing scholarly sources and sociological terminology to deepen understanding of socialization, deviance, culture, social stratification, and the social forces influencing individual and group behaviors.

Founders and Key Concepts in Sociology

The term 'sociology' was coined by Auguste Comte, often regarded as the father of sociology, who emphasized a scientific approach to studying society (Comte, 1853/2009). Comte's positivist philosophy laid the groundwork for understanding social order and change. Herber Spencer and Emile Durkheim further contributed to sociological thought, with Durkheim introducing concepts such as social facts and collective conscience (Durkheim, 1895/1982). Karl Marx’s emphasis on social conflict and economic class struggles remains central to Marxist theory, revealing how inequalities perpetuate societal divisions (Marx, 1867/1990). These foundational thinkers shaped sociological paradigms that continue to influence contemporary analysis.

Culture and Social Transmission

Culture encompasses the totality of learned, socially transmitted customs, knowledge, material objects, and behaviors that define a group's way of life (Bohannon et al., 2015). It provides the blueprint for social interactions and creates shared identities. Cultural norms and values are transmitted through socialization agents such as family, schools, media, and peer groups, ensuring the continuity and stability of societal practices. Ethnocentrism—the tendency to evaluate other cultures against one’s own—can hinder intercultural understanding and perpetuate stereotypes (Sumner, 1906). Recognizing cultural relativity is essential for appreciating diversity and fostering global tolerance (Boas, 1911).

Sociological Perspectives on Social Issues

Jeremy’s critique of college admissions, highlighting intense competition and resource limitations, aligns with Conflict Theory, which emphasizes social inequalities and struggles over resources (Marx, 1867/1990). Conflict theorists argue that access to education reflects broader societal inequalities that favor the wealthy and privileged. Conversely, Structural Functionalism views social institutions like education as mechanisms to promote social stability and cohesion (Parsons, 1959). Symbolic Interactionism would focus on the daily interactions and meanings individuals attach to the college process, examining how perceptions shape behavior (Mead, 1934). These perspectives collectively deepen our understanding of educational disparities.

Total Institutions and Social Control

A total institution, as defined by Goffman (1961), is characterized by staff supervision of all spheres of daily life, standardization of routines, and formal rules dictating behavior. Most notably, staff members typically discourage individuality and creativity to foster conformity. However, one characteristic that is NOT typical is encouraging individuality, which contradicts the standard of total institutions that seek to suppress personal identity (Goffman, 1961). Examples include prisons, military boot camps, and mental health facilities, where social control is highly centralized.

Micro- and Macro-Level Analyses

Research by Eleanor on social media’s impact on political awareness exemplifies a macro-level analysis, examining societal trends and structures. Felix’s study of World of Warcraft’s influence on romantic relationships represents a micro-level analysis, focusing on individual interactions and perceptions (Giddens, 1984). Understanding these levels helps sociologists develop comprehensive insights into social phenomena across different scales.

Verstehen and Empathy in Sociology

Max Weber’s concept of Verstehen, meaning "understanding" in a deep, empathetic way, emphasizes the importance of comprehending social actions from the actor’s perspective (Weber, 1904/1949). This approach enables sociologists to interpret behaviors and social meanings objectively, fostering a nuanced understanding of social processes.

Data Collection and Reliability

Kevin’s collection of primary data through newspaper clippings exemplifies primary data collection, whereas secondary data refers to existing sources like archives. Reliability, as demonstrated by Malcolm’s consistent findings, refers to the reproducibility of results across different studies, ensuring that research findings are dependable (Bryman, 2012).

Value Neutrality and Cultural Bias

The concept of value neutrality, introduced by Max Weber, advocates for impartial research free from personal biases, ensuring objectivity in sociological inquiries (Weber, 1904/1949). Maintaining value neutrality is crucial for credible research, especially in sensitive topics like ethnicity or social deviance.

Ethnocentrism and Cultural Relativism

Elise’s negative perceptions of Thailand exemplify ethnocentrism, judging another culture based on one’s own standards (Sumner, 1906). Cultural relativism, in contrast, encourages understanding cultures within their own context. Recognizing ethnocentrism is vital for promoting cultural sensitivity and avoiding biased judgments (Benedict, 1934).

Ascribed and Achieved Status

Ivanka Trump’s role as heiress exemplifies achieved status, which is attained through individual effort or achievement, whereas ascribed status is assigned at birth, such as race or gender (Gottfredson & Hirschi, 1990).

Looking-Glass Self and Self-Image

Charles Cooley’s theory of the looking-glass self suggests that individuals develop self-concepts based on how they believe others perceive them (Cooley, 1902). This process highlights the social nature of identity formation.

Reference Groups and Social Influence

Michael’s influence from teammates illustrates a reference group, which provides standards for behavior and self-evaluation (Merton, 1957). Such groups shape individual attitudes and actions, especially during adolescence.

Primary Agents of Socialization

The family is recognized as the primary agent of socialization, establishing fundamental norms and values during early childhood (Linton, 1936). School, peers, and media further socialize individuals throughout life.

Double Standards and Gender Norms

Jeanette's parents’ differential reactions to sexual activity exemplify a double standard—a discriminatory practice where different behaviors are judged differently based on gender (Parsons, 1955). Such standards reinforce gender inequalities.

Deviance and Labeling

According to labeling theory, the social reaction to an act—such as being labeled a troublemaker—can influence future deviance. This perspective emphasizes the role of societal reactions in shaping behavior (Becker, 1963).

Blaming the Scapegoat

Adolf Hitler blaming Germany’s pre-war problems on Jews exemplifies scapegoating, where a minority is unfairly blamed for societal issues to divert attention from larger systemic problems (Dollard, 1939).

Gemeinschaft and Gesellschaft

In rural communities, social bonds are based on shared traditions and kinship, characteristic of Gemeinschaft (Tönnies, 1887). Modern urban societies display Gesellschaft, with relationships based on individual interests and contracts.

Cultural Ethnocentrism

Viewing other religious practices as primitive exemplifies ethnocentrism, which hinders cross-cultural understanding and can perpetuate stereotypes (Benedict, 1934).

Sociological Imagination

C. Wright Mills’ concept of the sociological imagination enables individuals to see personal issues as rooted in societal structures, linking personal biography to history (Mills, 1959).

Folkways, Mores, Laws, and Values

Breaking folkways, such as wearing jeans to a formal dinner, involves minor social sanctions. Mores are more serious norms, and laws are formalized sanctions. Values are deeply held beliefs that guide behavior (Sumner, 1906).

Primary and Secondary Deviance

Skipping school once exemplifies primary deviance, which may or may not lead to further labeling or sanctions (Lemert, 1951). Repeated deviance may result in secondary deviance, where the individual adopts a deviant identity.

Social Control Theories

Travis Hirschi’s social control theory posits that strong bonds to family, school, and community inhibit deviance (Hirschi, 1969). Weak attachments increase the likelihood of deviant behavior.

Durkheim’s Anomie

Émile Durkheim’s concept of anomie describes a state of normlessness and social disorientation that occurs during rapid societal change (Durkheim, 1897/1984). This state can lead to increased deviance and social instability.

Gender Socialization

Parents’ differential socialization—encouraging obedience in working-class children and independence in middle-class children—reproduces social inequality, perpetuating class distinctions and expectations (Bourdieu, 1977).

References

• Benedict, R. (1934). Patterns of Culture. Houghton Mifflin.
• Bohannon, T.L., et al. (2015). Sociology: A Brief Introduction. FlatWorld.
• Bourdieu, P. (1977). Cultural Reproduction and Social Reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and Ideology in Education.
• Bryman, A. (2012). Social Research Methods. Oxford University Press.
• Comte, A. (2009). The Positivist Philosophy. Cambridge University Press. (Original work published 1853)
• Cooley, C. (1902). Human Nature and the Social Order. Scribner.
• Dollard, J. (1939). Class and Race in America. Harper & Brothers.
• Durkheim, E. (1982). The Rules of Sociological Method. Free Press. (Original work published 1895)
• Durkheim, É. (1984). The Division of Labor in Society. Free Press. (Original work published 1897)
• Hirschi, T. (1969). Causes of Delinquency. University of California Press.
• Giddens, A. (1984). The Constitution of Society. University of California Press.
• Marx, K. (1990). Capital: A Critique of Political Economy. Penguin Classics. (Original work published 1867)
• Mead, G. H. (1934). Mind, Self, and Society. University of Chicago Press.
• Mills, C. W. (1959). The Sociological Imagination. Oxford University Press.
• Parsons, T. (1955). Family, Socialization and Interaction Process. Free Press.
• Parsons, T. (1959). The School Class as a Social System. Harvard Educational Review.
• Robert K. Merton (1957). Social Theory and Social Structure. Free Press.
• Sumner, W. G. (1906). Folkways. Ginn & Co.
• Tönnies, F. (1887). Community and Society. (Gemeinschaft und Gesellschaft). McGraw-Hill.
• Weber, M. (1949). The Methodology of Social Science. Free Press. (Original work published 1904)