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Major Social Processes - Coggle Diagram

- - - - Not visible
  - - - Can observe past and present culture
        e.g. live in families, division of labour, different gender roles
  - - - Powerful set of beliefs about society and people
        e.g. inequality
    - - Those who don't profit from societal arrangements, believe and support them
        e.g. tuition for university; want to reduce but not rid of it
  - - - Socially defined standards used by culture
        Broad guideline
      - Ideal vs. actual
        e.g. academic integrity, students think certain way, when opportunity given, go against
    - - Items, (in)tangible with meaning, require interpretation
        e.g. house and status
    - - Rules or expected standards of behaviour
      - Folkways
        
        Informal norms, everyday behavior
        e.g. holding door, salutation in email
      - Mores
        
        Formalized, institutionalized, laws
        e.g. laws stealing murder, returning late books (fines)
      - Taboos
        
        Deeply ingrained in social consciousness
        e.g. incest, child porn
      - Sanctions
        
        Norm enforcement
        
        Positive (Rewards)
        e.g. smile, bonus point, trophy
        
        Negative (Punishment)
        e.g. dirty look, parking ticket, fine
        
        Informal
        e.g. dirty look, smile
        
        Formal
        e.g. fine, A on test
  - - - Language culture specific
        e.g. Quebec and French language
    - - Factors
        
        Race, ethnicity, age, gender, region
        e.g. adults swear, children cannot
      - Dialect
        
        Specific language, varies from region to region
        e.g. Newfoundland dialect; less educated
      - Accents
        
        Not all accents equal
        e.g. sinking, thinking
      - Code switching
        
        move from one cultural context to another
        e.g. different dialect to different people
        
        Double consciousness
        
        Seeing else through others, anticipating
  - - - Share cultural elements of mainstream, distinct in other elements
        e.g. deaf community, hobbies, music, veganism
    - - Rejects mainstream and adopts opposing
        e.g. sexual revolution, black liberation, kkk
    - - Specific skills and knowledge
        e.g. ballet, opera, classical music, art gallery, cuisine
      - Cultural capital
        
        Born into or can learn
        
        Learning not the same as growing with it
        e.g. new language, always accents, mistakes
    - - Culture of many people
        e.g. GoT, Harry Potter, 50 shades, Twilight
    - - Created by people in power, must consume
        e.g. TV shows, magazines, popular music
    - - Cultural expansion, west to east
  - - - Looking at other culture with own
        Own culture is superior
        Intentional or unintentional
      - Reverse ethnocentrism
        
        Culture other than one's own by standard
        e.g. 2nd gen immigrants, conflict with parents culture
    - - EUW and NA culture used to evaluate others
    - - Rational fear of "the other"
    - - Should be viewed and evaluated from culture itself
        e.g. Hijab
      - Willingness to understand and accept practices different from own
        Make sense in different context
        Not judge
- - - - Regulate thoughts and behaviours
    - - Electric shock to student, researcher tells to go on
    - - Guards were too tough, unethical
    - - Different line lengths
  - - - Crime by person of high social status, respect in occupation
        e.g. environmental pollution
      - Occupational
        e.g. sexual harassment, embezzlement, pilfering
      - Corporate
        e.g. industrial accidents, pollution, price-fixing
        e.g. bread
  - - - Mechanical solidarity
        
        Common values, beliefs, cooperation of people
        
        Collective conscious
        
        People know each other, share things
      - Organic solidarity
        
        Interrelated parts coming together, form society
        e.g. specialization; family, education
    - - No clear values, norms to guide, deviant more likely
    - - (Re)affirms cultural values and norms
      - Response clarifies moral boundaries
      - Response brings people together
      - Encourages social change
        e.g. cannabis, same-sex marriage, Viola Desmond
    - - People choose deviant lifestyle
        Disconnect between goals and ways to achieve
        e.g. jobs, education
      - Conformity
        
        Accept institutionalized
        Accept cultural goals
        e.g. working for good grades
      - Innovation
        
        Reject institutionalized
        Accept cultural goals
        e.g. cheating
      - Ritualism
        
        Accept institutionalized
        Reject cultural goals
        e.g. doing work, not getting good grades
      - Retreatism
        
        Reject institutionalized
        Rejected cultural goals
        e.g. don't care, floating
      - Rebellion
        e.g. other forms of education, no grades, enlightenment
  - - - Deviance result of differential socialization
      - Learn conformity and deviance through interactions
        e.g. role models, peer pressure, groups
      - Outcome of socialization and interaction, not by individual
    - - Apply rules to people when violation occurs
        e.g. theft, need define property, rule of theft
      - Act and process not changed, regulation has
        e.g. cannabis, smoking in restaurants
      - Claims
        
        Impose meaning, define situation from specific statements
      - Claims-making
        
        Making claim about social phenomenon or situation
      - Claims-maker
        
        Individuals or groups making claims
      - Moral entrepreneurs
        
        Power to make rules to penalize wrongdoings
        e.g. panhandling
      - Moral panic
        
        Minor deviance arises, amplified by media
        e.g. drug usage place
    - - Powerful negative social label, changes self-concept and identity
      - Physical traits
        
        Disabilities, weight
        e.g. overweight; lack self-control, lazy, lack ambition
      - Individual character
        
        Seen as weak, unnatural, treacherous
        e.g. judge people who take own lives, gay, criminals
        Cannot resocialize into society
      - Group membership
        
        Association with groups, same as members
        e.g. race, nation, religion
      - Degradation ceremonies
        e.g. trials, involuntary resocialization
- - - - Rely on stereotypes, justify existing inequalities
        us vs. them
        e.g. First Nations topic, change to how corrupt leaders are
    - - No oppression left, always laws to protect
        Feel personally attacked, past happened awhile ago
    - - Personally responsible, helplessness, resign from discussion
        e.g. residential schools, overwhelmed, seek forgiveness
    - - Learn and reflect, take responsibility of own privileges
        Connect with others, collective responsibility
  - - - Hierarchies exist within markers, socially created
    - - Social categories interconnected
        "matrix of domination"
        
        Dimensions of inequality do not operate in isolation
        e.g. women's experiences differ with race
  - - - Groups of people have access
    - - Advantages some groups have, others do not
      - Organized around class, race, ethnicity, gender, etc.
      - Operates at group level
  - - - Agency
      - Blaming the victim
        
        Out of their control, what are their options?
  - - - Less powerful groups, devalued by dominant
      - Feel power of dominant, exist in opposition
      - Oppression
        
        Domination of subordinate group by dominant
        e.g. indigenious vs. racialized immigrants
        
        Intentional or unintentional
        e.g. MC exams
        
        Complex and fluid
        
        Occurs at individual, cultural, structural
        
        Leads to privilege and social exclusion
        e.g. born in Canada, same-sex marriage
      - Classism, racism, sexism, heterosexism
        
        Discrimination
        
        Prejudice
        
        Pre-judgements of others based on group
        
        Attitude, postive/negative, subtle/blatant, non-directional
        
        Stereotypes
        
        Positive/negative, non-directional
        
        Exaggerated, overgeneralized descriptions
        
        example: neighbourhood segregation
        
        Individuals treated differently based on group
        e.g. public spaces and able bodied people
        
        Action, positive/negative, (un)intentional, (in)direct, (non-)directional
        e.g. forgetting their perspective
        
        Systematic oppression organized around traits
        
        Notions of superiority/inferiority, dominant is norm, directional
        e.g. immigrants encouraged to integrate
        
        Interpersonal
        
        Blatant/overt, subtle/covert
        
        Systematic (directional)
        e.g. family, education, work, health care, law, government, social media
- - - - Biological (Nature)
        
        Behaviour due to genes
      - Social (Nurture)
        
        Behaviour can be taught and learned
      - Degree to which characteristics are determine
    - - Agency to influence what happens, make choices
  - - - Typically through family
    - - Later in life through experiences
    - - Learning in advance, practicing
        e.g. university, job interview
    - - Relearning; unlearning old ways, learning new
      - Voluntary
        e.g. new school, job, retire
        
        Rite of passage
        
        Ritual or ceremony signalling change of status
        e.g. wedding, graduation
      - Involuntary
        e.g. crime trial, labelled inmate
        
        Degradation ceremony
        
        Shift in person's status
        e.g. court
      - Total institution
        
        Regulates all aspects of person's life though:
        physical isolation
        breaking down identity
        e.g. name replaced by number
        rebuild self through rewards and punishment
        e.g. residential school, military
  - - - Individuals take in expectation from society
        Central role of institutions in process
        Socialization ensures societal stability
      - Agents of socialization
        
        Purpose for socialization
      - Institutions
        
        Central role in socialization process
      - Role Theory
        Robert Merton
        
        Status
        
        Recognized social position one occupies
        e.g. student, professor, child, parent
        Comes with rights, responsibilities, expectations
        
        Status set
        
        All statuses that one holds
        
        Master status
        
        Often shapes entire life
        e.g. criminal, race, disabilities
        
        Ascribed
        
        Given at birth or assumed involuntarily later
        e.g. race, sex, prison inmate
        
        Achieved
        
        Voluntarily through effort
        e.g. university graduate
        
        Role
        
        Set of behaviours and attitudes comes with status
        e.g. student in class
        
        Role set
        e.g. professor + teacher + collegue + researcher
        
        Through socialization, know roles for statuses
        
        Role strain
        
        Tension between roles connected to one status
        e.g. student wanting to participate, don't want other students to look bad
        
        Role conflict
        
        Tension between expectations related different statuses
        e.g. mom in hospital, friend's birthday, upcoming exam, emergency at work
        
        Role exit
        
        Processes of voluntarily or involuntarily disengaging from role
        e.g. quit job, fired from job, academic probation
        Stress from many roles, preform role exit
    - - Differential socialization reflects and produces inequalities
        
        Example: Toys for boys vs. girls
    - - Self develops through and guides social interactions
        Society imposes itself on individual
      - The Looking-Glass Self
        Charles Horton Cooley
        
        Think of ourselves depending on what others think of us
        
        How we imagine we appear
        How we imagine others judge us
        how we feel
    - - Preparatory
        
        Imitating close people without understanding
        e.g. parents, siblings
      - Play
        
        Taking role, understanding
        e.g. playing parent through their eyes
      - Game
        
        More than one role, interactions, anticipate other roles
        e.g. ballgame, considering other players
      - Generalized other
        
        General society, cultural norms, values, beliefs
        Reference to evaluate others
        Abstract idea of society, expectations
    - - Family
        
        First, most powerful
        Primary socialization during childhood
        Transmit social class, values, beliefs
        
        Direct learning
        
        Resources available to them
        e.g. Wealth, good school, tutor, poor, no opportunity, suffer in education
        
        Indirect learning
        
        Example: Restaurant, parents treat waitstaff poorly, learn their social position (higher than social position)
        
        Reciprocal socialization
        
        Parents learn from children
      - Peer group
        
        No adult supervision
        Share age, common interest, social position
        
        Peer pressure
        
        External pressure from peers
      - Education
        
        Hidden curriculum
        e.g. competition, ranking students
        
        Listening to authority, following orders, align thinking
      - Mass media
        
        Societal culture, expectations, stereotypes
        e.g. magazines, news, social media