ELEMENTS OF SOCIAL LIFE: SOCIAL INTERACTION
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48-110 (Foundations of Social Life) - Lesson Objectives: 1. Identify and describe the components of social interaction; 2. Distinguish between and give examples of achieved and ascribed status; 3. Discuss the role of master status in our social lives and interactions; 4. Distinguish between and give examples of role conflict and role strain; 5. Relate examples of verbal and non-verbal communication; 6. Discuss social interaction within the context of an increasing digital world; 7. Describe how social interaction is 'gendered'
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What are texts and signs?*
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*
*
In this chapter we consider the uses of media in:
■ ■'i
What is representation?
What is the relationship between representation and power?
How does representation work as a social process?
• Making sense of social reality
• Crafting and mediating identities and social life
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tfimWWW MATTERS BECAUSE HOW
WE UNDERSTAND THE WORLD AFFECTS HOW WE
ACT TN THE WORLD.
MLCIA ANDSCXIETY
REPRESENTATION AND POWER
44
i
Representation is the social process of making and exchanging meaning (Hall 1997). Media do
not simply reflect or mirror reality. Media are social processes through which people interact
with each other to construct a view of reality. These social interactions unfold between people
with different levels of access to economic, cultural and symbolic resources, institutions and
rituals. By social construction of reality, we mean that reality as we understand it is produced
out of social relationships between people. There is a real world out there, with real material
things in it and events that actually happen, but we can only come to understand that world out
of the social process of interacting with each other. There is no understanding of reality outside
our social interactions and cultural practices. The ‘re’ prefix in representation is important. It is a
process of re-presenting reality to others. Representations are social productions: their meaning
depends on who creates and circulates them, the cultural schema within which that circulation
takes place, and who receives them. Some people have more power to shape not only particular
meanings, but also the contexts within which meanings are produced, distributed and received.
Media representations shape how people think about and act in the world. Representations
also have significant affective dimensions. They anticipate, construct and amplify how we
feel about things. They reinforce or challenge our attitudes. They arouse our emotions: fear,
passion, anxieties. Representation is not simply a rational process of creating and circulating
inert bits of information. The question is not always about whether or not representations
are accurate, but how they subtly frame events in ways that position individuals in the social
order. We are interested in how representations mediate relations between people. Relations
between people are complex and messy, and are constituted as much by how we feel, and our
relative level of power towards each other, as they are by empirical facts.
Representation is a process embedded in how we make sense of the world and in doing so
it shapes the world. Representation does this subtly and over a long period of time. Images
and narratives do not have meaning on their own. They only become meaningful in relation to
other images and narratives that have preceded them or that they are produced in relation to. As
groups of people attempt to ‘fix’ particular re.
Gender difference in communication
The document discusses communication differences between genders. It defines gender and the four types: masculine, feminine, common, and neuter. Differences in verbal and non-verbal communication between men and women are described. Social beliefs about gender differences and how they affect education are explained. The role of culture in communication and single gender education are covered. Ways to break down barriers in the workplace include educating on harassment, networking, and involving men. Understanding differences and being patient/respectful can help overcome issues in cross-gender communication.
Equality perspectives
This document provides an overview of a training session on understanding equality. It begins with introducing the trainer and setting the purpose and ground rules. It then covers topics like inequality, stereotypes, equality, diversity, equity, and inclusive practice. Throughout, it emphasizes developing shared understandings and perspectives. It stresses that achieving equality is an ongoing process that requires challenging assumptions and changing culture over time through open dialogue and relationship building. The goal is to promote wellbeing, health, and empowerment for all.
Communication and identity
This document discusses how communication and identity are related. It defines key terms like gender, which refers to masculine and feminine roles in society, versus sex, which refers to biological characteristics. Gender identity influences how people communicate. The document also discusses social identity theory and how the social groups we identify with can change how we communicate depending on the context. Cultural identity also influences communication styles and expectations. Stereotypes and assumptions about others' identities based on limited aspects like gender or culture can negatively impact self-concept and communication.
Chapter 3 - Social Structure
1) Several conditions must be met for a group of people to be considered a society, including occupying a common territory, sharing a government, and having a common culture and sense of membership.
2) A society is a population that shares a common territory, political authority, and culture, and sees themselves as a distinct and united group.
3) Social structure consists of statuses, roles, and institutions that people use to organize themselves into interacting groups within a society.
The individual and society
This document discusses the formation of personal identity through both nature and nurture. It examines how individuals are shaped by their social environment through various agents of socialization like family, education, peer groups, and culture. Key concepts covered include the social construction of identity, norms and values, primary and secondary socialization, and how family socialization influences gender roles and cultural capital. The document suggests that personal identity results from both biological and genetic factors as well as cultural and social influences throughout life.
4. Socio-legal dimensions of gender.pptx
1) The document discusses the socio-legal dimensions of gender, including the social construction of gender, masculinity, and femininity. It describes how gender is socially constructed through socialization agents like family and schools.
2) Power and subordination are intrinsically linked to gender, with patriarchal social systems and institutions maintaining male dominance and women's subordinate status. Women experience subordination through various forms of discrimination and control.
3) Honour killings represent an extreme form of patriarchal control where women are killed for violating social norms around sexuality and relationships. India lacks clear laws around honour killings despite their prevalence.
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SOCIAL CHANGE AND SOCIAL ACTION
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate the characteristics and sources of social change;
2. Discuss concerns raised by advances in technology;
3. Discuss major environmental issues in today's world;
4. Define and provide examples of environmental racism;
5. Define and provide examples of globalization;
6. Recognize the benefits and limitations associated with globalization;
7. Identify, describe and give examples of the four types of social movements
ELEMENTS OF SOCIAL LIFE: SOCIAL INEQUALITY
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define and describe social stratification;
2. Identify, define and give examples of the three most common social stratification systems;
3. Discuss the basic ideas of Marx's theory of class structure;
4. Discuss the basic ideas of Weber's class system;
5. Identify and discuss factors contributing to the gender wage gap;
6. Distinguish between absolute and relative poverty;
7. Define what is meant by 'feminization of poverty' and 'cycle of poverty';
8. Identify and discuss common stereotypes associated with poverty and homelessness;
9. Differentiate between types of social mobility;
10. Discuss the role of social class in crime, victimization, and criminal justice
ELEMENTS OF SOCIAL LIFE: GROUPS AND ORGANIZATIONS
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Differentiate a social group from an aggregate and a category;
2. Distinguish primary groups from secondary groups;
3. Define and give examples of in-groups and out-groups;
4. Define and give examples of groupthink;
5. Discuss the social influences involved in bystander apathy;
6. Identify the different types of organizations;
7. Relate the characteristics associated with bureaucracy;
8. Identify the major social institutions in Canadian society
ELEMENTS OF SOCIAL LIFE: SEXUALITY
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate sexuality as a spectrum;
2. Distinguish sexual identity from sexual orientation;
3. Discuss how sexuality relates to gender;
4. Discuss the notion of sexual fluidity;
5. Define and discuss heteronormativity, homophobia and heterosexism;
6. Define and discuss Straight Privilege;
7. Identify the major issues impacting the LGBTQ+ community;
8. Recognize examples of positive and negative representations of LGBTQ+ in entertainment media;
9. Define and recognize examples of bisexual erasure;
10. Identify aspects of sexuality of interest to criminologists.
ELEMENTS OF SOCIAL LIFE: GENDER
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between sex and gender;
2. Differentiate gender diversity from the binary conception of gender;
3. Describe and relate examples of gender identity, gender expression, and gender role;
4. Discuss gender socialization in North American society;
5. Identify gender stereotypes and ways to challenge such stereotypes;
6. Define, discuss and critique various models of feminism;
7. Recognize and provide examples of feminism and feminist criminology in popular culture;
8. Relate and give examples of sexism in everyday life;
9. Discuss the role of gender in crime, criminality, and criminal justice.
ELEMENTS OF SOCIAL LIFE: RACE AND ETHNICITY
48-110 (Foundations of Social Life) - Lesson Objectives
1. Distinguish between race, ethnicity and minority group;
2. Explain what is meant by race as a social construct;
3. Define and give examples of racism in real life and popular culture;
4. Discuss and give examples of White Privilege;
5. Define and discuss pluralism, multiculturalism, and assimilation;
6. Define and give examples of prejudice and discrimination;
7. Recognize and provide examples of racial and ethnic stereotypes;
8. Describe the various forms of ethnic conflict;
9. Discuss the role of race and ethnicity in crime, criminality and criminal justice
ELEMENTS OF SOCIAL LIFE: SOCIALIZATION
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define the processes of socialization and resocialization;
2. Describe how we come to develop a social self;
3. Explain Goffman's theory of dramaturgy;
4. Identify the primary agents of socialization;
5. Relate examples of re/socialization that fall within the disciplinary field of criminology
ELEMENTS OF SOCIAL LIFE: CULTURE
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define culture;
2. Identify and describe the components of culture;
3. Identify and describe key concepts relating to cultural diversity;
4. Recognize components of culture and cultural diversity in popular culture examples;
5. Provide examples of subcultures and countercultures;
6. Differentiate cultural exchange from cultural appropriation;
7. Describe what is meant by 'cyberculture'
RESEARCH: STUDYING SOCIAL LIFE
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between positivist and interpretivist methodological approaches;
2. Differentiate the features of quantitative and qualitative research methods;
3. Identify and relate examples of key ethical issues involved in doing social research;
4. Summary the advantages of learning and understanding statistics
THEORY: EXPLAINING SOCIAL LIFE
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Identify the main theoretical approaches used in Sociology and Criminology;
2. Relate the main premise, level of analysis, and key ideas of each theoretical approach;
3. Recognize aspects of theoretical approaches in popular culture examples;
4. Connect these theoretical approaches to subsequent courses in the program.
PERSPECTIVE: THINKING ABOUT SOCIAL LIFE
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate what it means to exercise our sociological imaginations
2. Distinguish between individualistic and sociological thinking
3. Describe how social lens and social context contribute to understandings of social life
4. Identify the role of social justice, social action, and social activism in 'committing sociology'
SOCIOLOGY: THE STUDY OF SOCIAL LIFE
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define Sociology
2. Situate Sociology in the broader social science disciplinary field
3. Identify the tools used to make sense of social life
4. Relate this course to social science courses taken in high school
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
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Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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9
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ELEMENTS OF SOCIAL LIFE: SOCIAL INTERACTION
- 2. Social Structure and Interaction Social structures are patterns of relationships that endure from one generation to the next. Social interaction involves communication among people acting and reacting to one another.
- 3. Social Structure and Interaction Components: •Social Status •Social Roles
- 4. Social Status Social status refers to socially defined positions that are characterized by certain expectations, rights and duties. •Achieved status •Ascribed status
- 5. Social Status All of our statuses together make up what is called our status set.
- 6. Master Status • We often gravitate toward master status. • The master status may be what is most important to us or what is most important to others. • Many deviant statuses become master statuses.
- 7. Social Status • Status cues or status symbols are indicators of a person’s social status.
- 8. Social Status and Interaction • When people interact, their statuses are often arranged in a hierarchy. • For example, in medieval times, nobles interacted with other nobles, peasants with other peasants. It was rare for nobles and peasants to experience any kind of ongoing interaction.
- 9. Social Roles • Social role is the set of expectations based on a specific status. • Role performance refers to how a person actually plays a role. • When this is far from the role expectation, we call it deviance.
- 10. Social Roles • Multiple roles and responsibilities • Role conflict occurs when there are competing demands between two or more roles. • Role strain occurs when the demands and expectations of one role are impossible for us to satisfy.
- 11. Sons of Anarchy Members adhere to clearly articulated statuses and roles.
- 12. Patterns of Communication • Verbal communication • Non-verbal communication
- 13. Patterns of Communication Verbal Communication •The social and cultural context in which language is used is important in interaction. Geek Q: What do Google Translate, the Universal Translator and the TARDIS have in common?
- 14. Patterns of Communication Non-Verbal Communication •Gestures •Facial Expressions •Body Language •Emoticons
- 15. Gestures
- 18. Social Interaction in the Digital World • Today, much communication occurs through technological devices and social media in which #hashtags and text slang are common
- 19. Text-Speak: Good or Bad? Shakespeare for the millennial text- speaking generation.
- 20. Text-Speak: Good or Bad?
- 21. Social Interaction in the Digital World • Online multiplayer games typically encourage interaction between players
- 22. Social Interaction in the Digital World • A 2007 study revealed that multiplayer online role-playing games are highly socially interactive environments that provide the opportunity to create strong friendships and emotional relationships. • Virtual gaming may allow players to express themselves in ways they may not feel comfortable doing in real life.
- 23. Gender Differences in Communication • Gender differences in social interaction • Gender often structures our interaction patterns
- 24. Gender Differences in Communication Deborah Tannen found these gender differences in communication styles: •Men tend to talk more than women in public situations but women tend to talk more than men at home. •Women are more inclined to face each other and make eye contact when talking, while men are more likely to look away from each other. •Men tend to jump from topic to topic, but women tend to talk at length about one topic. •When listening, women make more noises such as ‘mm-hmm’ and ‘uh- huh’, while men are more likely to listen silently. •Women are inclined to express agreement and support, while men are more inclined to debate.