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Research projects include a study of children's relationships to space and place in the city, a project on parental involvement in education and research which develops Pierre Bourdieu's conceptual framework in order to understand gendered and racialised class processes. Recently completed ESRC-funded projects include ones on children's transitions to secondary schooling , choice of higher education, and students' identities and participation as learners. She is currently directing an ESRC project which examines white, middle class identities through an exploration of educational choice.
Professor Reay has supervised PhD students across a wide range of areas including Jewish women teachers, psycho-analytic approaches to social class, pupil peer group cultures in primary schools and parental involvement in nurseries. Diane Reay What does a socially just educational system look like: Separating the minnows from the pike. Diane Reay , "Schooling for Democracy: A Common School and a Common University?
Working class students in elite universities Sociology 43 6 , D Reay et al Re-invigorating democracy?: White middle class identities and comprehensive schooling , Sociological Review D Reay Class out of Place: D Reay Unruly Places: D Reay 'I'm not seen as one of the clever children': Consulting primary school pupils about the social conditions of learning Education Review special issue on Pupil Consultation vol 58 no 2, D Reay Compounding inequalities of gender and class in B.
Smulyan eds Handbook on Gender and Education , London: D Reay Future directions in difference research: D Reay 'Beyond Consciousness?: D Reay Doing the dirty work of social class? Reay, D Gendering Bourdieu's concept of capitals?: D Reay 'Mostly Roughs and Toughs': Social class, race and representation in inner city schooling Sociology volume 38, no 5, D Reay 'It's all becoming a habitus': Beyond the habitual use of Pierre Bourdieu's concept of habitus in educational research Special Issue of British Journal of Sociology of Education on Pierre Bourdieu vol 25 no 4, pp D Reay Exclusivity, exclusion and social class in urban educational markets in the UK Urban Education vol 39 no 5, D Reay Education and Cultural Capital: The implications of changing trends in education policies Cultural Trends 13 no 2, Neither the patients nor the doctor know who is getting the real drug, isolating its effects.
This type of experiment is often referred to as a true experiment because of its design. It is contrasted with alternative forms below. Once an experiment is complete, a researcher determines whether the results or data gathered are what was predicted or assumed in the literature beforehand. If the experiment appears successful - i. An experiment is not an absolute requirement. In observation based fields of science actual experiments must be designed differently than for the classical laboratory based sciences.
Sociologists are more likely to employ quasi-experimental designs where data are collected from people by surveys or interviews, but statistical means are used to create groups that can be compared. For instance, in examining the effects of gender on promotions, sociologists may control for the effects of social class as this variable will likely influence the relationship. Unlike a true experiment where these variables are held constant in a laboratory setting, quantitative sociologists use statistical methods to hold constant social class or, better stated, partial out the variance accounted for by social class so they can see the relationship between gender and promotions without the interference of social class.
The four components of research described above are integrated into the following steps of the research process. Qualitative sociologists generally employ observational and analytic techniques that allow them to contextualize observed patterns in relation to existing hierarchies or assumptions within natural settings. Thus, while the true experiment is ideally suited for the performance of quantitative science, especially because it is the best quantitative method for deriving causal relationships , other methods of hypothesis testing are commonly employed in the social sciences, and qualitative methods of critique and analysis are utilized to fact check the assumptions and theories created upon the basis of "controlled" rather than natural circumstances.
The scientific process is iterative. At any stage it is possible that some consideration will lead the scientist to repeat an earlier part of the process. For instance, failure of a hypothesis to produce interesting and testable predictions may lead to reconsideration of the hypothesis or of the definition of the subject. It is also important to note that science is a social enterprise, and scientific work will become accepted by the community only if it can be verified and it "makes sense" within existing scientific beliefs and assumptions about the world when new findings complicate these assumptions and beliefs, we generally witness paradigm shifts in science .
All scientific knowledge is in a state of flux, for at any time new evidence could be presented that contradicts a long-held hypothesis, and new perspectives e. For this reason, scientific journals use a process of peer review , in which scientists' manuscripts are submitted by editors of scientific journals to usually one to three fellow usually anonymous scientists familiar with the field for evaluation.
The referees may or may not recommend publication, publication with suggested modifications, or, sometimes, publication in another journal. Sometimes peer review inhibits the circulation of unorthodox work, and at other times may be too permissive. The peer review process is not always successful, but has been very widely adopted by the scientific community.
The reproducibility or replication of quantitative scientific observations, while usually described as being very important in a scientific method, is actually seldom reported, and is in reality often not done. Referees and editors often reject papers purporting only to reproduce some observations as being unoriginal and not containing anything new.
Occasionally reports of a failure to reproduce results are published - mostly in cases where controversy exists or a suspicion of fraud develops. The threat of failure to replicate by others as well as the ongoing qualitative enterprise designed to explore the veracity of quantitative findings in non-controlled settings , however, serves as a very effective deterrent for most quantitative scientists, who will usually replicate their own data several times before attempting to publish.
Sometimes useful observations or phenomena themselves cannot be reproduced in fact, this is almost always the case in qualitative science spanning physical and social science disciplines. They may be rare, or even unique events. Reproducibility of quantitative observations and replication of experiments is not a guarantee that they are correct or properly understood. Errors can all too often creep into more than one laboratory or pattern of interpretation mathematical or qualitative utilized by scientists.
In the scientific pursuit of quantitative prediction and explanation, two relationships between variables are often confused: While these terms are rarely used in qualitative science, they lie at the heart of quantitative methods, and thus constitute a cornerstone of scientific practice. Correlation refers to a relationship between two or more variables in which they change together. A positive correlation means that as one variable increases e. A negative correlation is just the opposite; as one variable increases e.
Causation refers to a relationship between two or more variables where one variable causes the other. In order for a variable to cause another, it must meet the following three criteria:. An example may help explain the difference. Ice cream consumption is positively correlated with incidents of crime. Employing the quantitative method outlined above, the reader should immediately question this relationship and attempt to discover an explanation. It is at this point that a simple yet noteworthy phrase should be introduced: If you look back at the three criteria of causation above, you will notice that the relationship between ice cream consumption and crime meets only one of the three criteria they change together.
The real explanation of this relationship is the introduction of a third variable: Ice cream consumption and crime increase during the summer months. Thus, while these two variables are correlated, ice cream consumption does not cause crime or vice versa. Both variables increase due to the increasing temperatures during the summer months.
It is often the case that correlations between variables are found but the relationship turns out to be spurious. Clearly understanding the relationship between variables is an important element of the quantitative scientific process. Like the distinction drawn between positivist sociology and Verstehen sociology, there is - as noted above in the elaboration of general scientific methods - often a distinction drawn between two types of sociological investigation: For instance, social class, following the quantitative approach, can be divided into different groups - upper-, middle-, and lower-class - and can be measured using any of a number of variables or a combination thereof: Quantitative sociologists also utilize mathematical models capable of organizing social experiences into a rational order that may provide a necessary foundation for more in depth analyses of the natural world importantly, this element of quantitative research often provides the initial or potential insights that guide much theoretical and qualitative analyses of patterns observed - numerically or otherwise - beyond the confines of mathematical models.
Quantitative sociologists tend to use specific methods of data collection and hypothesis testing, including: Further, quantitative sociologists typically believe in the possibility of scientifically demonstrating causation, and typically utilize analytic deduction e. Finally, quantitative sociologists generally attempt to utilize mathematical realities e. Qualitative methods of sociological research tend to approach social phenomena from the Verstehen perspective.
Rather than attempting to measure or quantify reality via mathematical rules, qualitative sociologists explore variation in the natural world people may see, touch, and experience during their lives. As such, these methods are primarily used to a develop a deeper understanding of a particular phenomenon, b explore the accuracy or inaccuracy of mathematical models in the world people experience, c critique and question the existing assumptions and beliefs of both scientists and other social beings, and d refine measurements and controls used by quantitative scientists via insights gleaned from the experiences of actual people.
While qualitative methods may be used to propose or explore relationships between variables, these studies typically focus on explicating the realities people experience that lie at the heart or foundation of such relationships rather than focusing on the relationships themselves. Qualitatively oriented sociologists tend to employ different methods of data collection and analysis, including: Further, qualitative sociologists typically reject measurement or quantities essential to quantitative approaches and the notion or belief in causality e.
Finally, qualitative sociologists generally attempt to utilize natural realities e. While there are sociologists who employ and encourage the use of only one or the other method, many sociologists see benefits in combining the approaches. They view quantitative and qualitative approaches as complementary. Results from one approach can fill gaps in the other approach.
For example, quantitative methods could describe large or general patterns in society while qualitative approaches could help to explain how individuals understand those patterns. Similarly, qualitative patterns in society can reveal missing pieces in the mathematical models of quantitative research while quantitative patterns in society can guide more in-depth analysis of actual patterns in natural settings.
In fact, it is useful to note that many of the major advancements in social science have emerged in response to the combination of quantitative and qualitative techniques that collectively created a more systematic picture of probable and actual social conditions and experiences. Sociologists, like all humans, have values, beliefs, and even pre-conceived notions of what they might find in doing their research.
Because sociologists are not immune to the desire to change the world, two approaches to sociological investigation have emerged.
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By far the most common is the objective approach advocated by Max Weber. Weber recognized that social scientists have opinions, but argued against the expression of non-professional or non-scientific opinions in the classroom. Weber did argue that it was acceptable for social scientists to express their opinions outside of the classroom and advocated for social scientists to be involved in politics and other social activism.
The objective approach to social science remains popular in sociological research and refereed journals because it refuses to engage social issues at the level of opinions and instead focuses intently on data and theories. The objective approach is contrasted with the critical approach, which has its roots in Karl Marx's work on economic structures.
Anyone familiar with Marxist theory will recognize that Marx went beyond describing society to advocating for change. Marx disliked capitalism and his analysis of that economic system included the call for change. This approach to sociology is often referred to today as critical sociology see also action research. Some sociological journals focus on critical sociology and some sociological approaches are inherently critical e. Building on these early insights, the rise of Feminist methods and theories in the 's ushered in an ongoing debate concerning critical versus objective realities.
Drawing on early Feminist writings by social advocates including but not limited to Elizabeth Cady Stanton , Alice Paul , Ida Wells Barnett , Betty Friedan , and sociological theorists including but not limited to Dorothy Smith , Joan Acker , and Patricia Yancey Martin , Feminist sociologists critiqued "objective" traditions as unrealistic and unscientific in practice.
Specifically, they - along with critical theorists like Michel Foucault , bell hooks , and Patricia Hill Collins - argued that since all science was conducted and all data was interpreted by human beings and all human beings have beliefs, values, and biases that they are often unaware of and that shape their perception of reality see The Social Construction of Reality , objectivity only existed within the beliefs and values of the people that claimed it. Stated another way, since human beings are responsible for scientific knowledge despite the fact that human beings cannot be aware of all the potential biases, beliefs, and values they use to do their science, select their topics, construct measurements, and interpret data, "objective" or "value free" science are not possible.
Rather, these theorists argued that the "personal is political" e. Whether or not scientists explicitly invoke their personal opinions in their teaching and research, every decision scientists make will ultimately rely upon - and thus demonstrate to varying degrees - their subjective realities. Some examples of the subjective basis of both "objective" and "critical" sociology may illustrate the point. First, we may examine the research process for both objective and critical sociologists while paying attention to the many decisions people must make to engage in any study from either perspective.
As you can see above, the research process itself is full of decisions that each researcher must make. As a result, researchers themselves have no opportunity to conduct objective studies because doing research requires them to use their personal experiences and opinions whether these arise from personal life, the advice of the people that taught them research methods, or the books they have read that were ultimately subject to the same subjective processes throughout the process. As a result, researchers can - as Feminists have long argued - attempt to be as objective as possible, but never actually hope to reach objectivity.
This same problem arises in Weber's initial description of teaching. For someone to teach any course, for example, they must make a series of decisions including but not limited to:. As a result, Weber's objectivity dissolves before the teacher ever enters the classroom. Whether or not the teacher or researcher explicitly takes a political, religious, or social stance, he or she will ultimately demonstrate personal stances, beliefs, values, and biases implicitly throughout the course.
Although the recognition of all science as ultimately subjective to varying degrees is fairly well established at this point, the question of whether or not scientists should embrace this subjectivity remains an open one e. Further, there are many scientists in sociology and other sciences that still cling to beliefs about objectivity, and thus promote this belief political in and of itself in their teaching, research, and peer review.
As a result, the debate within the field continues without resolution, and will likely be an important part of scientific knowledge and scholarship for some time to come. Ethical considerations are of particular importance to sociologists because of the subject of investigation - people. Because ethical considerations are of so much importance, sociologists adhere to a rigorous set of ethical guidelines.
The most important ethical consideration of sociological research is that participants in sociological investigation are not harmed. While exactly what this entails can vary from study to study, there are several universally recognized considerations. For instance, research on children and youth always requires parental consent. Research on adults also requires informed consent and participants are never forced to participate. Confidentiality and anonymity are two additional practices that ensure the safety of participants when sensitive information is provided e.
To ensure the safety of participants, most universities maintain an institutional review board IRB that reviews studies that include human participants and ensures ethical rigor. It has not always been the case that scientists interested in studying humans have followed ethical principles in their research.
Several studies that, when brought to light, led to the introduction of ethical principles guiding human subjects research and Institutional Review Boards to ensure compliance with those principles, are worth noting, including the Tuskegee syphilis experiment , in which impoverished black men with syphilis were left untreated to track the progress of the disease and Nazi experimentation on humans. A recent paper by Susan M. Reverby  found that such unethical experiments were more widespread than just the widely known Tuskegee study and that the US Government funded a study in which thousands of Guatemalan prisoners were infected with syphilis to determine whether they could be cured with penicillin.
Ethical oversight in science is designed to prevent such egregious violations of human rights today. Sociologists also have professional ethical principles they follow. Obviously honesty in research, analysis, and publication is important. Sociologists who manipulate their data are ostracized and can have their memberships in professional organizations revoked.
Conflicts of interest are also frowned upon. A conflict of interest can occur when a sociologist is given funding to conduct research on an issue that relates to the source of the funds. For example, if Microsoft were to fund a sociologist to investigate whether users of Microsoft's product users are happier than users of open source software e. Unfortunately, this does not always happen, as several high profile cases illustrate e. But the disclosure of conflicts of interest is recommended by most professional organizations and many academic journals.
A comprehensive explanation of sociological guidelines is provided on the website of the American Sociological Association. Having discussed the sociological approach to understanding society, it is worth noting the limitations of sociology. Because of the subject of investigation society , sociology runs into a number of problems that have significant implications for this field of inquiry:. While it is important to recognize the limitations of sociology, sociology's contributions to our understanding of society have been significant and continue to provide useful theories and tools for understanding humans as social beings.
Lawrence Neuman, Social Research Methods: Sociologists develop theories to explain social phenomena. A theory is a proposed relationship between two or more concepts. In other words, a theory is explanation for why or how a phenomenon occurs. An example of a sociological theory is the work of Robert Putnam on the decline of civic engagement. While there are a number of factors that contribute to this decline Putnam's theory is quite complex , one of the prominent factors is the increased consumption of television as a form entertainment.
This element of Putnam's theory clearly illustrates the basic purpose of sociological theory: In this case, the concepts are civic engagement and television watching. The relationship is an inverse one - as one goes up, the other goes down. What's more, it is an explanation of one phenomenon with another: Putnam's theory clearly contains the key elements of a sociological theory. Sociological theory is developed at multiple levels, ranging from grand theory to highly contextualized and specific micro-range theories.
There are many middle-range and micro-range theories in sociology. Because such theories are dependent on context and specific to certain situations, it is beyond the scope of this text to explore each of those theories. The purpose of this chapter is to introduce some of the more well-known and most commonly used grand and middle-range theories in sociology.
In the theory proposed above, the astute reader will notice that the theory includes two components: The data, in this case the findings that civic engagement has declined and TV watching has increased, and the proposed relationship, that the increase in television viewing has contributed to the decline in civic engagement.
Sociology: Understanding and Changing the Social World
Data alone are not particularly informative. If Putnam had not proposed a relationship between the two elements of social life, we may not have realized that television viewing does, in fact, reduce people's desire to and time for participating in civic life. In order to understand the social world around us, it is necessary to employ theory to draw the connections between seemingly disparate concepts.
Another example of sociological theorizing illustrates this point. In his now classic work, Suicide ,  Emile Durkheim was interested in explaining a social phenomenon, suicide , and employed both data and theory to offer an explanation. By aggregating data for large groups of people in Europe, Durkheim was able to discern patterns in suicide rates and connect those patterns with another concept or variable: Durkheim found that Protestants were more likely to commit suicide than were Catholics.
At this point, Durkheim's analysis was still in the data stage; he had not proposed an explanation for the different suicide rates of the two groups. It was when Durkheim introduced the ideas of anomie and social solidarity that he began to explain the difference in suicide rates. Durkheim argued that the looser social ties found in Protestant religions lead to weaker social cohesion and reduced social solidarity. The higher suicide rates were the result of weakening social bonds among Protestants. While Durkheim's findings have since been criticized, his study is a classic example of the use of theory to explain the relationship between two concepts.
Durkheim's work also illustrates the importance of theory: As noted above, there are many theories in sociology. However, there are several broad theoretical perspectives that are prominent in the field they are arguably paradigms. These theories are prominent because they are quite good at explaining social life.
They are not without their problems, but these theories remain widely used and cited precisely because they have withstood a great deal of criticism. As the dominant theories in sociology are discussed below, you might be inclined to ask, "Which of these theories is the best? In fact, it is probably more useful and informative to view these theories as complementary.
One theory may explain one element of society better than another. Or, both may be useful for explaining social life. In short, all of the theories are correct in the sense that they offer compelling explanations for social phenomena. Structural-Functionalism is a sociological theory that originally attempted to explain social institutions as collective means to meet individual biological needs originally just functionalism.
Later it came to focus on the ways social institutions meet social needs structural-functionalism. Structural-functionalism draws its inspiration primarily from the ideas of Emile Durkheim. He sought to explain social cohesion and stability through the concept of solidarity. In more "primitive" societies it was mechanical solidarity , everyone performing similar tasks, that held society together. Durkheim proposed that such societies tend to be segmentary, being composed of equivalent parts that are held together by shared values, common symbols, or systems of exchanges.
In modern, complex societies members perform very different tasks, resulting in a strong interdependence between individuals. Based on the metaphor of an organism in which many parts function together to sustain the whole, Durkheim argued that modern complex societies are held together by organic solidarity think interdependent organs. The central concern of structural-functionalism is a continuation of the Durkheimian task of explaining the apparent stability and internal cohesion of societies that are necessary to ensure their continued existence over time.
Many functionalists argue that social institutions are functionally integrated to form a stable system and that a change in one institution will precipitate a change in other institutions. Societies are seen as coherent, bounded and fundamentally relational constructs that function like organisms, with their various parts social institutions working together to maintain and reproduce them. The various parts of society are assumed to work in an unconscious, quasi-automatic fashion towards the maintenance of the overall social equilibrium.
All social and cultural phenomena are therefore seen as being functional in the sense of working together to achieve this state and are effectively deemed to have a life of their own. These components are then primarily analysed in terms of the function they play. In other words, to understand a component of society, one can ask the question, "What is the function of this institution?
Thus, one can ask of education, "What is the function of education for society? Durkheim's strongly sociological perspective of society was continued by Radcliffe-Brown. Explanations of social phenomena therefore had to be constructed within this social level, with individuals merely being transient occupants of comparatively stable social roles. Thus, in structural-functionalist thought, individuals are not significant in and of themselves but only in terms of their social status: The social structure is therefore a network of statuses connected by associated roles.
Structural-functionalism has been criticized for being unable to account for social change because it focuses so intently on social order and equilibrium in society. For instance, in the late 19th Century, higher education transitioned from a training center for clergy and the elite to a center for the conduct of science and the general education of the masses. As structural-functionalism thinks about elements of social life in relation to their present function and not their past functions, structural-functionalism has a difficult time explaining why a function of some element of society might change or how such change occurs.
However, structural-functionalism could, in fact, offer an explanation in this case. Also occurring in the 19th Century though begun in the 18th was the industrial revolution. The industrial revolution, facilitated by capitalism, was increasingly demanding technological advances to increase profit.
Technological advances and advanced industry both required more educated workforces. Thus, as one aspect of society changed - the economy and production - it required a comparable change in the educational system, bringing social life back into equilibrium. Another philosophical problem with the structural-functional approach is the ontological argument that society does not have needs as a human being does; and even if society does have needs they need not be met.
The idea that society has needs like humans do is not a tenable position because society is only alive in the sense that it is made up of living individuals. What's more, just because a society has some element in it at the present that does not mean that it must necessarily have that element. For instance, in the United Kingdom, religious service attendance has declined precipitously over the last years. Today, less than 1 in 10 British attend religious service in a given week. Another criticism often leveled at structural-functionalist theory is that it supports the status quo.
According to some opponents, structural-functionalism paints conflict and challenge to the status quo as harmful to society, and therefore tends to be the prominent view among conservative thinkers. Merton proposed a distinction between manifest and latent functions. Latent functions are the unintended functions of a phenomenon in a social system. An example of manifest and latent functions is education.
The manifest purpose of public education is to increase the knowledge and abilities of the citizenry to prepare them to contribute in the workforce. A latent function of the public education system is the development of a hierarchy of the learned. The most learned are often also the most affluent. Thus, while education's manifest function is to empower all individuals to contribute to the workforce and society, it also limits some people by creating boundaries of entry into occupations.
A prominent sociological theory that is often contrasted with structural-functionalism is conflict theory. Karl Marx is considered the father of conflict theory. Conflict theory argues that society is not best understood as a complex system striving for equilibrium but rather as a competition. Society is made up of individuals competing for limited resources e. Broader social structures and organizations e. Conflict theory was developed in part to illustrate the limitations of structural-functionalism.
The structural-functionalist approach argued that society tends toward equilibrium, focusing on stability at the expense of social change. This is contrasted with the conflict approach, which argues that society is constantly in conflict over resources. One of the primary contributions conflict theory presents over the structural-functional approach is that it is ideally suited for explaining social change, a significant problem in the structural-functional approach. A heuristic device to help you think about society from a conflict perspective is to ask, "Who benefits from this element of society?
Because higher education in the U. Thus, the educational system often screens out poorer individuals not because they are unable to compete academically but because they cannot afford to pay for their education. Because the poor are unable to obtain higher education, this means they are also generally unable to get higher paying jobs which means they remain poor. This can easily translate into a vicious cycle of poverty. Thus, while the function of education is to educate the workforce, it also has built into it an element of conflict and inequality, favoring one group the wealthy over other groups the poor.
Thinking about education this way helps illustrate why both structural-functionalist and conflict theories are helpful in understanding how society works. Not surprisingly, the primary limitation of the social-conflict perspective is that it overlooks the stability of societies. While societies are in a constant state of change, much of the change is minor. Many of the broader elements of societies remain remarkably stable over time, indicating the structural-functional perspective has a great deal of merit.
As noted above, sociological theory is often complementary. This is particularly true of structural-functionalism and social-conflict theories. Structural-functionalism focuses on equilibrium and solidarity; conflict-theory focuses on change and conflict. Keep in mind that neither is better than the other; when combined, the two approaches offer a broader and more comprehensive view of society. In contrast to the rather broad approach toward society of structural-functionalism and conflict theory, Symbolic Interactionism is a theoretical approach to understanding the relationship between humans and society.
The basic notion of symbolic interactionism is that human action and interaction are understandable only through the exchange of meaningful communication or symbols. In this approach, humans are portrayed as acting as opposed to being acted upon. The main principles of symbolic interactionism are: This approach stands in contrast to the strict behaviorism of psychological theories prevalent at the time it was first formulated in the s and s. According to Symbolic Interactionism, humans are distinct from infrahumans lower animals because infrahumans simply respond to their environment i.
Additionally, infrahumans are unable to conceive of alternative responses to gestures. This perspective is also rooted in phenomenological thought see social constructionism and phenomenology. According to symbolic interactionism, the objective world has no reality for humans, only subjectively-defined objects have meaning. Meanings are not entities that are bestowed on humans and learned by habituation. Instead, meanings can be altered through the creative capabilities of humans, and individuals may influence the many meanings that form their society.
Neurological evidence based on EEGs supports the idea that humans have a "social brain," that is, there are components of the human brain that govern social interaction. A good example of this is when people try on clothes before going out with friends. Some people may not think much about how others will think about their clothing choices, but others can spend quite a bit of time considering what they are going to wear.
And while they are deciding, the dialogue that is taking place inside their mind is usually a dialogue between their "self" that portion of their identity that calls itself "I" and that person's internalized understanding of their friends and society a " generalized other " called the "me". Such an individual has incorporated the "social" into the "self" and will thus experience the world through an ongoing internal communication process that seeks to determine "if I do this, what will be thought of me.
It should also be noted that symbolic interactionists advocate a particular methodology. Because they see meaning as the fundamental component of human and society interaction, studying human and society interaction requires getting at that meaning. Thus, symbolic interaction tends to take two distinct, but related methodological paths. Processual Symbolic Interaction seeks to uncover the elaboration and experience of meanings in natural settings of social interaction through primarily qualitative methods e.
Symbolic Interaction arose through the integration of Structural Functionalism and Conflict Theories. Specifically, Symbolic Interaction seeks to uncover the ways "meanings" are deployed within interactions and embedded within larger social structures to facilitate social cohesion Structural Functionalism and social change Conflict Theories.
To use the case above, Symbolic Interaction may be used to explain the distinction between Conflict and Structural Functionalist approaches to education. If people act toward education based on the meaning they have for it, for example, then people that believe or are taught to believe that education serves an important function for all of society e. On the other hand, if people believe or are taught to believe that education transmits social inequalities from generation to generation e.
In either case, societies and the people that form them will move towards cohesion Structural Functionalism or conflict Conflict Theory concerning educational structures based upon the meanings these people have for the current educational structure. Central to Symbolic Interaction is the notion that selves and societies exist in an ongoing reciprocal relationship wherein each acts back upon the other.
Stated another way, Symbolic Interactionism argues that people become selves by learning and internalizing the symbolic materials of the social and historical context and culture they are born into and raised within e. As a result, Symbolic Interactionists argue against the division of society into micro, meso, and macro forms, and instead focus on the ways that interconnected people continuously construct, alter, signify, and affirm themselves and others in ways that create, sustain, and change existing social structures.
They thus argue that society is always an ongoing information exchange between individuals, groups, and social structures that each depend on the other for their meaning and by extension their existence and survival.
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The most significant limitations of symbolic interactionism relate to its primary contribution: As a result, Symbolic Interactionism typically focuses on "how" things are done e. As a result, Symbolic Interaction is more adequately suited to explaining how the world is, but is unable to demonstrate and document predictions about how the world might differ, if circumstances were hypothetically altered. Another more micro-oriented approach to understanding social life that also incorporates the more structural elements of society is Role Theory. Role theory posits that human behavior is guided by expectations held both by the individual and by other people.
The expectations correspond to different roles individuals perform or enact in their daily lives, such as secretary, father, or friend. For instance, most people hold pre-conceived notions of the role expectations of a secretary, which might include: These role expectations would not be expected of a professional soccer player.
Individuals generally have and manage many roles. Roles consist of a set of rules or norms that function as plans or blueprints to guide behavior.
Roles specify what goals should be pursued, what tasks must be accomplished, and what performances are required in a given scenario or situation. Role theory holds that a substantial proportion of observable, day-to-day social behavior is simply persons carrying out their roles, much as actors carry out their roles on the stage or ballplayers theirs on the field. Role theory is, in fact, predictive.
It implies that if we have information about the role expectations for a specified status e. What's more, role theory also argues that in order to change behavior it is necessary to change roles; roles correspond to behaviors and vice versa. In addition to heavily influencing behavior, roles influence beliefs and attitudes; individuals will change their beliefs and attitudes to correspond with their roles.
Many role theorists see Role Theory as one of the most compelling theories bridging individual behavior and social structure. Roles, which are in part dictated by social structure and in part by social interactions, guide the behavior of the individual. The individual, in turn, influences the norms, expectations, and behaviors associated with roles. The understanding is reciprocal. Role theory has a hard time explaining social deviance when it does not correspond to a pre-specified role. For instance, the behavior of someone who adopts the role of bank robber can be predicted - she will rob banks.
But if a bank teller simply begins handing out cash to random people, role theory would be unable to explain why though role conflict could be one possible answer; the secretary may also be a Marxist-Communist who believes the means of production should belong to the masses and not the bourgeoisie. Another limitation of role theory is that it does not and cannot explain how role expectations came to be what they are.
Role theory has no explanation for why it is expected of male soldiers to cut their hair short, but it could predict with a high degree of accuracy that if someone is a male soldier they will have short hair. Additionally, role theory does not explain when and how role expectations change. As a result, role theorists typically draw upon insights from Symbolic Interaction Theory and Historical Comparative analyses to address these questions. An extension of role theory , impression management is both a theory and process.
The theory argues that people are constantly engaged in controlling how others perceive them. The process refers to the goal-directed conscious or unconscious effort to influence the perceptions of other people by regulating and controlling information in social interaction. If a person tries to influence the perception of her or his own image, this activity is called self-presentation. Erving Goffman , the person most often credited with formally developing impression management theory, cast the idea in a dramaturgical framework.
Aware of how they are being perceived by their audience, actors manage their behavior so as to create specific impressions in the minds of the audience. Strategic interpersonal behavior to shape or influence impressions formed by an audience is not a new idea.
Plato spoke of the "great stage of human life" and Shakespeare noted that "All the world is a stage, and all the men and women merely players". Social constructionism is a school of thought introduced into sociology by Peter L. Social constructionism focuses on the description of institutions and actions and not on analyzing cause and effect. Socially constructed reality is seen as an on-going dynamic process; reality is re-produced by people acting on their interpretations of what they perceive to be the world external to them.
Berger and Luckmann argue that social construction describes both subjective and objective reality - that is that no reality exists outside what is produced and reproduced in social interactions. Religion is seen as a socially constructed concept, the basis for which is rooted in either our psyche Freud or man's need to see some purpose in life or worship a higher presence.
One of the key theorists of social constructionism, Peter Berger, explored this concept extensively in his book, The Sacred Canopy. Social constructionism is often seen as a source of the postmodern movement, and has been influential in the field of cultural studies. Following the establishment of women's academic conferences and coordinated protests of the American Sociological Association's annual meetings during the 's, women made significant inroads into Sociology.
For example, women such as Dorothy E. Smith , Joan Acker , Myra Marx Ferree , Patricia Yancey Martin , and bell hooks were all pioneers in Sociology who developed insights and empirical findings that challenged much of existing sociological practice, knowledge, and methods. These early scholars also founded women's academic organizations like Sociologists for Women in Society to lobby for the admittance and inclusion of minority people and perspectives within scientific disciplines. The theoretical perspectives these and subsequent scholars developed is broadly referred to as Feminist Theory.
The name derives from the ties many of these individuals had and continue to have with women's movement organizations, the promotion of minority perspectives, their experience in relation to the subjective nature of scientific practice, and commitment to principles of social justice. Feminist Theory uncovered a vast "herstory" of women's and other minority academic thinking, writing, and activism, and integrated insights from these essays and studies into the scientific enterprise.
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In so doing, these scholars uncovered many ways that Feminist theorists from as far back as the 's had already introduced insights - such as Social Constructionism , Intersectionality , and the subjective nature and critical possibilities of scientific work - that have become crucial to scientific research and theorizing across disciplines. Further, historical research into the history of Feminist Thought has uncovered a litany of social theorists - including but not limited to early abolitionists and women's rights proponents like Maria W.
Cooper , Harriet Tubman , and one of the first African American women to earn a college degree, Mary Church Terrell ; early black feminist writers promoting gender and sexual equality like Zora Neale Hurston , Langston Hughes , and Richard Bruce Nugent ; early 20th Century writers and activists that sought racial civil rights, women's suffrage, and prison reform like Ida B.
Feminist scholars across disciplines have continuously sought to expand scientific "facts" beyond their initial and often continuing white, male, heterosexual biases and assumptions while seeking knowledge as an entryway into a more just social world. Similar to the other theories outlined in this chapter, Feminist Theory is far more expansive than can adequately be explored within one textbook, let alone within a single chapter in a textbook.
Feminist theorists and methods, for example, can be found in wide ranging fields beyond sociology including biology, genetics, chemistry, literature, history, political science, fine arts, religious studies, psychology, anthropology, and public health. Feminist Theory often dramatically influences scientific theory and practice within such fields. Below we offer summaries of the major conceptual approaches within Feminist Theory.
It is important to note, however, that while we outline these perspectives under distinct headings and within specific orders for the purposes of clarity and introduction, contemporary Feminist theorists and researchers across disciplines often draw upon more than one of these perspectives in practice and continually seek ways to refine and integrate each of these approaches. Before presenting this outline, however, it is important to be aware of three basic premises or foundational ideas within and between contemporary Feminist Theories.
With these foundational ideas in mind, we now present the primary Feminist theoretical perspectives. They believe that economic inequalities are the most central form of inequality. Therefore, eliminating capitalism would get rid of gender inequalities. Therefore, to bring about gender equality, we must work to eliminate both capitalism and patriarchy in all social and natural fields of knowledge and experience. Radical feminists believe that women are oppressed by our patriarchal society.
They do not believe that men are oppressed. They seek a fundamental reorganization of society because our existing political, scientific, religious, and social organization is inherently patriarchal. Separatist feminists, like radical feminists, believe that women are oppressed by our patriarchal society. In order to achieve equality, women need to separate themselves from men. Some believe this is a temporary stage while others see this as a permanent goal.
Cultural feminists, like radical feminists, believe that women are oppressed by our patriarchal society. Black feminists believe that many inequalities are important in society today, not only gender. In addition to gender inequalities, they focus on race, ethnicity, and class — and sometimes also add sexuality, nationality, age, disability, and others. They believe that people experience gender differently depending on their location in socially constructed cultural, political, and biological structures of race, ethnicity and class.
Therefore, there is no universal female experience. This perspective is sometimes referred to as multicultural feminism, multiracial feminism, or womanism. Queer feminists - sometimes referred to as Postmodern Feminists - believe that gender and sex as well as other social locations and systems of social and natural organization and categorization are multiple, constantly changing, and performed by individuals and groups within situated social, historical, scientific, and political contexts. There are many i.
They focus on creating social change through challenging the existence and blurring the boundaries of these categories. This perspective shares many ideas with Queer Theory. Recently, some sociologists have been taking a different approach to sociological theory by employing an integrationist approach - combining micro- and macro-level theories to provide a comprehensive understanding of human social behavior while these studies rarely cite Symbolic Interaction Theory, most of their models are based heavily upon Herbert Blumer 's initial elaboration of Symbolic Interaction in relation to social institutions  .
Numerous models could be presented in this vein. George Ritzer's  Integration Model is a good example. Ritzer proposes four highly interdependent elements in his sociological model: This model is of particular use in understanding society because it uses two axes: The integration approach is particularly useful for explaining social phenomenon because it shows how the different components of social life work together to influence society and behavior.
If used for understanding a specific cultural phenomenon, like the displaying of abstract art in one's home,  the integration model depicts the different influences on the decision. For instance, the model depicts that cultural norms can influence individual behavior. The model also shows that individual level values, beliefs, and behaviors influence macro-level culture. This is, in fact, part of what David Halle finds: Displayers of abstract art tend not only to belong to the upper-class, but also are employed in art-production occupations. This would indicate that there are multiple levels of influence involved in art tastes — both broad cultural norms and smaller level occupational norms in addition to personal preferences.
A Study in Sociology. Edited with an introduction by George Simpson. Translated by John A. The Protestant Ethic and the Spirit of Capitalism. Translated by Talcott Parsons. Introduction by Anthony Giddens. The Presentation of Self in Everyday Life. A Treatise in the Sociology of Knowledge. African Americans, Gender, and the New Racism. The Birth of the Prison.
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Translated by Alan Sheridan. Omi, Michael and Howard Winant. Racial Formation in the United States: The Trouble with Normal: Sex, Politics and the Ethics of Queer Life. Black Women and Feminism. The History of Sexuality, An Introduction. However, there is one new added accessory. The Maasai today can now use the GPS on their cell phones to locate grazing areas and watering holes for their cattle and also take advantage of other mobile applications such as those that locate potential predators in the area. Cell phones have made avoiding as well as hunting lions much easier for the Maasai people.
Many members of their society have even taken advantage of cell phones to establish and boost a tourism business geared towards offering outsiders a taste of the Maasai life. Hence, cell phones have paradoxically been a key component in maintaining the Maasai's traditional way of life in the face of extreme social change during the Age of Globalization. The Maasai people are an illustrative example of how one particular society has been able to straddle two stages of societal development i. The simplest definition of society is a group of people who share a defined territory and a culture.
In sociology, we take that definition a little further by arguing that society is also the social structure and interactions of that group of people. Social structure is the relatively enduring patterns of behavior and relationships within a society. In sociology, a distinction is made between society and culture. Culture refers to the norms, values, beliefs, behaviors, and meanings given to symbols in a society.