Key concepts Sociolgy

• culture - shared way of life of a group of people. it includes norms, beliefs, values and language.
• norms - expected behaviour in particular culture/social rules for correct behaviour eg how to eat with a knife & fork.
• values - shared beliefs that societies see as important and worthwhile. Powerful beliefs that most people agree on.
• Roles - expected behaviour or part played by someone in a particular situation
• Identify - how we see ourselves and how others see us eg gender
• Sanctions - consequences of behaviour which are given By society.
• Cultural diversity - difference between cultures around the world. people in different cultures follow different rules and have different norms and values.
• Nature theory

  • Our behaviour is natural/innate
  • Instincts are evidence that some behaviour is innate
  • Some behaviour is part of our DNA, our behaviour is predetermined by our genes (this argument put out by biologist)
  • Scientists suggest we inherit behaviour traits from our parents just as we do with hair colour.
• Nurture Theory

  • Our behaviour is learnt from agents of socialisation (such as the family) and is the upbringing im society (down to our social environment)
  • Feral children don’t naturally have basic skills and must be taught them (eg Oxana)
  • Cultural diversity shows that cultures are different all over the world so people must learn their culture
  • Human behaviour has changed over time and throughout history.
• Family

  • Child's first social group (Primary socialisation)
  • How children learn how to behave and what to believe
  • Important because we can't function in society without it
• Socialisation by the family

  Teaches children norms and values, what is acceptable behaviour, what is expected of themselves
• How children learn norms and values from the family

  1. Manipulation (parents control their behaviour)

  2. Canalisation (directing children in certain interests, toys etc)

  3. Negative and positive sanctions (rewards and punishments)

  4. Verbal appellations

  5. Role modelling and imitation
• Without socialisation there would be chaos in society and feral children demonstrate that without primary socialisation they will find it difficult to fit into society
• How agents of socialisation pass on gender - family

  • Role models/imitation - boys many copy their fathers doing DIY as this is seen as a “masculine“ thing in society
  • Language - telling child that boys don’t cry or calling a girl an angel
  • Clothes - pink for girls and blue for boys
  • Manipulation - parents encourage and control children to behave in what they perceive to be appropriate for their gender
  • Canalisation - directing a girl into doing ballet or playing with dolls or prams as this is associated with femininity, Parents give toys and books that are considered the norm for that gender.
• How agents of socialisation pass on gender - school/education

  • Uniforms - in some schools boys can only wear trousers
  • Subject choices - boys more likely to study science subjects and girls english and the arts
  • Gendered regimes - girls play netball and boys play rugby
  • Labelling theory and career advice
• How agents of socialisation pass on gender - Peer group

  • Peer pressure to conform to social norms regarding gender eg clothing worn
  • Needing to fit in and imitation
  • Informal sanctions ( punishments ) and rewards for not following or following gender roles within the peer group
• How agents of socialisation pass on gender - Media

  • Imitating stereotypically gender res like female wishing to look “sexy“ and having a slim figure while men desire to have muscular bodies
  • Role modelling
  • Children’s TV programmes/websites and interactive games
• How agents of socialisation pass on class and ethnic identity - Family

  • Using restricted and elaborated code
  • Food eaten at home, religion followed, clothes worn eg wearing headscarf
  • Language spoken at home, festivals celebrate, films watched together eg Bollywood
• How agents of socialisation pass on class and ethnic identity - Education

  • Through setting and labelling and teacher expectations
  • They may teach the language of a country eg Spanish
  • Through assemblies, school holidays for national festivals and through meeting OFSTEDs focus on teaching British values
• How agents of socialisation pass on class and ethnic identity - Media

  • Reinforced through soap operas, documentaries and news
  • Some ethnic minorities may be portrayed negatively
• Informal social control is based on unwritten rules which people are expected to follow. enforced by social pressure which can be powerful
• Formal Social control is based on written rules and laws
• Informal agents of social control

  • Family - Through sanctions such as grounding & telling off
  • Friends - Friendship Groups may leave other members out
  • Local community - disapproval of others
  • School - Disapproval of teachers , criticism and peer group pressure. Detentions warnings or being placed in isolation.
• Formal agents of social control

  • Police - they enforce law, keep order in society and investigate crime
  • Government - make laws which govern and regulate our behaviour
  • Courts - decide what sanctions law breakers will recieve
  • Prisons and other sanctions - Punish law breakers and deter others from committing crimes