sociology exam 2 study guide

Soiology Department

SYG 1000-Introduction to Sociology

Dr. Gloria T. Lessan

Study Guide Questions #2

CAVEAT: The following questions are a guide to help you study the material for the 2nd Midterm exam. It is not a contract that defines the exam.

1. Define socialization. Briefly summarize the contributions to our understanding of socialization advanced by Freud, Piaget, Kohlberg, Gilligan, G.H. Mead, Charles H. Cooley and Erik Erikson. (See Canvas Socialization Power Point and Word Document and textbook Ch. 5)

2. The above views on socialization sometimes overlap and sometimes, oppose the main argument of another theory. Thus, elaborate on the areas of similarity and difference among the theories. (See Canvas Socialization Power Point and R&WM Ch. 5)

3. Compare and contrast Freud’s and Mead’s views on socialization. Include in your answer description of and distinctions among the id, ego, superego, “I” and “me.” (Idem as above).

4. Briefly describe the role of family, peers, media, and schools on socialization. (See R&WM Ch. 5)

5. Is gender a social construct? Is gender identity the same as sexual identity? Are gender roles the same as sexual roles? Why are race and ethnicity social constructs? Are they similar concepts? Describe areas of overlap. See R&WM Ch 5

6. What is resocialization? Where does it take place? How does it happen? What is a totalitarian institution? Define degradation ceremony. (See R&WM Ch. 5, *Supplemental Readings Module 5 “Socialization” Power Point)

7. Define and compare the following concepts when applicable: group, category, crowd, mob, in-group, out-group, reference group, bureaucracy, total institution, formal organization, voluntary/normative organization, oligarchy, McDonaldization, and group-think. (See R&WM Ch 5 pp: 125-128 Ch.6, *Supplemental Readings Module 8 “Groups” Word.doc, “Organizations and Bureaucracies” PowerPoint)

8. Distinguish between primary and secondary groups. Give illustrations of both, showing why the examples belong to either group type. Is there a clear dividing line between primary and secondary groups, or should they be viewed as polar ends of a continuum? (See R&WM Ch 5 pp: 125-128; *Supplemental Readings Module 4 “Groups” Word.doc)

9. Compare and contrast dyads and triads. Which group is more stable? Why? (See R&WM Ch. 5 pp: 125-128; “Groups” Word.doc)

10. Elaborate on the dynamics of interaction among small group members due to size, diversity, and to whether the group size is an odd or even number. (See R&WM Ch. 5 pp:125-128; “Groups” Word.doc)

11. Define family as a social institution, marriage, nuclear family (parents and offspring), single parent and one child family, extended family, blended family. Elaborate on the family as a primary and as a secondary group (Hint: family is a primary group, small size group; apply answers to Q 7-9 10 to the family).

12. Present a brief description of the ideas and research about groups from the following social scientists: Max Weber, Cooley, George Simmel, Asch, and Michel (See R&WM Ch. 5 pp: 125-128).

13. Are the characteristics of a bureaucracy positive at all times? Explain. (See R&WM Ch. 6 and Organizations and Bureaucracies” PowerPoint)

14. Elaborate on the meaning of the “McDonaldization of society.” (See R&WM Ch. 6; “Groups” Word.doc and “organizations and Bureaucracies” PowerPoint)

Use textbook material “Structural Inequality: Class, Gender, Race/Ethnicity,” R&WM Ch. 8, 10, and 12 and *Supplemental Readings Module 6

15. Define social stratification. Briefly describe the basic principles of stratification. (See R&WM Ch. 8)

16. Compare and contrast the main characteristics of caste systems, class systems, and socialist systems. Where is each type of system found? What are the prospects for social mobility in each system? Distinguish between individual social mobility and structural mobility. See R&WM Ch.8

17. Define income, wealth, power, prestige, and schooling. See R&WM Ch.8, pp: 190, 192 and PowerPoint slides 3,5-7 and respective notes

18. Summarize the Davis-Moore thesis of social stratification. What type of stratification system do they have in mind? Critically evaluate their thesis, and in the process, examine the highly rewarded positions in the U.S. Does the pattern of rewards parallel the Davis-Moore thesis?

19. Elaborate on Marx's and Weber's approaches to social stratification. Include in your answer the key points of each view and their similarities and differences.

20. Compare the distribution of income and wealth in the U.S. Elaborate on the relationship between power and wealth and between power and income. Is the kind of wealth owned by the wealthy the same as the wealth owned by ordinary people? See R&WM, Ch.8 pp: 191-198; PowerPoint slides 11-16 and respective notes; PowerPoint on Perceptions of Wealth

21. Define absolute poverty, relative poverty, working poor population, the official poor, the marginally poor, middle-class slide, severe poverty, dependent poverty, welfare, and wealthfare. See “Poverty Concepts” PowerPoint.

22. Compare and contrast the absolute (official)-poor, marginally-poor and working-poor populations. See PowerPoint Poverty Concepts

23. Who are the poor in USA? Why are they poor? What evidence from USA supports each view about the poor? Make sure to include in your answer reference to the arguments of “the culture of poverty” (Oscar Lewis) and “social responsibility” (Wilson) See R&WM Ch. 8, pp200-201, 203

24. Describe the connection between poverty and race/ethnicity and poverty and gender. See R&WM Ch.10 Fig. 10.4, Ch. 8 Fig. 8.8 pp: 203-204, Ch. 11 Fig. 11.4 and PowerPoint on Correlates of Inequality slides 15, 20 with respective notes

25. What is the extent of income inequality among racial/ethnic groups?

See PowerPoint Correlates of Inequality slide 16 and notes on R&W pages

26. Define minority group. Why are Non-Whites a minority group? Describe the processes of racial/ethnic minority group formation in terms of immigration policy history. How are the Domination-Subordination relationships maintained? See R&WM Ch.10, pp: 249-250, PowerPoint Correlates of Inequality slides 7-14

27. Describe the connection between poverty and race/ethnicity and poverty and gender. See R&WM Ch.10 Fig. 10.4, Ch. 8 Fig. 8.8 pp: 203-204, Ch. 11 Fig. 11.4 and PowerPoint on Correlates of Inequality slides 15, 20 with respective notes

28. Distinguish between prejudice and discrimination and between individual discrimination and institutional discrimination. Explain how The Thomas Theorem connects stereotypes and institutional discrimination See PowerPoint Social Identities, slides 9-14 and bottom notes

29. Define sexism, heterosexism, racism and ethnocentrism in terms of their differences and similarities. See PowerPoint Social Identity slide 10 and notes

30. Define gender, sex, gender inequality, sexism, heterosexism, sexual orientation, androgyny, patriarchy, the second shift, feminization of poverty, glass ceiling, pink-collar jobs, and sexual harassment. If applicable, compare and contrast the above concepts. See PowerPoint Correlates of Inequality slides 17-22 and R&W Ch. 11 p. 270, 275-281

31. Compare gender group distribution of income, and education in the U.S. Relate this pattern to pink-collar jobs, second-shift, glass ceiling, and sexual harassment. See R&W Ch. 11 Figs. 11.2, 11.3, 11.7, and respective discussion on pp274-281

32. Why are women a minority group? See R&W Ch. 11, Figs. 11.2, 11.3, 11.4, 11.6, 11.7 and discussion on male-female comparisons

33. Based on the readings of Ch. 8, 10 and 11, what is the most important factor in determining one’s social position? Are “merits” e.g., motivation, efforts, perseverance, education, hard work, the most significant factor in determining one’s position in society? Are race/ethnicity and/or gender the most significant factors in determining one’s position in society? Ultimately, is the stratification system in the USA a class system or a combination of caste and class?

In order to answer these questions, think about gender, race and ethnicity as ascribed status and master status; then think about merits and where or how we achieve them. See R&W, Ch. 8 pp: 207-208, Ch.10 pp: 255-258, and Ch. 11 p.270

34. Is there a double jeopardy for racial/ethnic females relative to their counterpart? See PowerPoint on Social Identity slide 22 and notes