Project: Organizational Level of Analysis Purpose: · To explore and better understand organizational performance and effectiveness through an organizational level perspective. Related to the following course objectives: · based on an understanding of human behavior, create and sustain an organizational environment that leads to high performance · analyze and respond to leadership challenges such as decision making, change, conflict resolution, and organizational commitment in an organization at every level Deliverable: Approximately eight-page paper, including a cover page containing your name, assignment title, course name, the date, and the professor's name, and research references. Introduction to Assignment For this assignment, you will research and analyze the organizational performance and effectiveness of one of the organizations listed below.  You will also propose OB-relevant recommendations for change and improvement.  Google Target Microsoft Wal-Mart FAA FDIC Alternative organizations may be selected for analysis but will require my approval. I would, for example, be open to discussing uniquely challenged organizations, such as the US Airways-American Airlines merger, or Dell, which recently announced a move to go private after many years as a public company. Contact me about alternative Final Project topics by posting a message under Content/Ask the Professor.  Your analysis should include: 1. 1.      an interview, if available, of organizational members, stakeholders, or qualified relevantly-experienced OB experts familiar with your topic 2. 2.      research findings of the organization's web sites 3. 3.      data, information and ideas, particularly from Weeks 6 and 7 readings/resources, and at least four outside academic or credible, respected business publications 4. 4.      a SWOT analysis on the organization. 5. 5.      documented and evaluated OB strategies or interventions that the organization could use to enhance its overall performance and effectiveness. 6. 6.      proposed and evaluated OB-related recommendations for improvements in the organization. Read and follow all the Instructions carefully. Your analysis should evidence critical thinking skills (review Bloom’s Taxonomy) in identifying and explaining organizational strengths, weaknesses, opportunities, and threats.  Emphasize course materials and resources assigned for Weeks 6 and 7; namely, but not limited to, managing groups and teams, group behavior, work and self-managed teams, communication, conflict and negotiation, and decision-making, along with outside research material.  Strive for originality and depth. Use examples and research information to support claims.  Use American Psychological Association (APA) format for in-text citations and the reference list.  Use the comprehensive outline format described in Instruction 9 to present your research, findings, analysis, and recommendations.  Instructions 1)         Review the assignment purpose, cou ...

1. Project: Organizational Level of Analysis
Purpose:
· To explore and better understand organizational performance
and effectiveness through an organizational level perspective.
Related to the following course objectives:
· based on an understanding of human behavior, create and
sustain an organizational environment that leads to high
performance
· analyze and respond to leadership challenges such as decision
making, change, conflict resolution, and organizational
commitment in an organization at every level
Deliverable:
Approximately eight-page paper, including a cover page
containing your name, assignment title, course name, the date,
and the professor's name, and research references.
Introduction to Assignment
For this assignment, you will research and analyze the
organizational performance and effectiveness of one of the
organizations listed below. You will also propose OB-relevant
recommendations for change and improvement.
Google
Target
Microsoft
Wal-Mart
FAA
FDIC
Alternative organizations may be selected for analysis but will
require my approval. I would, for example, be open to
discussing uniquely challenged organizations, such as the US
Airways-American Airlines merger, or Dell, which recently
announced a move to go private after many years as a public
company. Contact me about alternative Final Project topics by
posting a message under Content/Ask the Professor.
Your analysis should include:

2. 1. 1. an interview, if available, of organizational members,
stakeholders, or qualified relevantly-experienced OB experts
familiar with your topic
2. 2. research findings of the organization's web sites
3. 3. data, information and ideas, particularly from Weeks 6
and 7 readings/resources, and at least four outside academic or
credible, respected business publications
4. 4. a SWOT analysis on the organization.
5. 5. documented and evaluated OB strategies or
interventions that the organization could use to enhance its
overall performance and effectiveness.
6. 6. proposed and evaluated OB-related recommendations
for improvements in the organization.
Read and follow all the Instructions carefully. Your analysis
should evidence critical thinking skills (review Bloom’s
Taxonomy) in identifying and explaining organizational
strengths, weaknesses, opportunities, and threats. Emphasize
course materials and resources assigned for Weeks 6 and 7;
namely, but not limited to, managing groups and teams, group
behavior, work and self-managed teams, communication,
conflict and negotiation, and decision-making, along with
outside research material. Strive for originality and depth. Use
examples and research information to support claims. Use
American Psychological Association (APA) format for in-text
citations and the reference list. Use the comprehensive outline
format described in Instruction 9 to present your research,
findings, analysis, and recommendations.
Instructions
1) Review the assignment purpose, course objective, and
introduction above and the grading rubric at the end of these
instructions.
2) Scan library and Internet resources on professor-
approved organizations before making a selection. Chose and
research an organization based on your level of interest in the
subject, applicability to your job or career goals, what you
would like to learn about, and feasibility for successful

3. performance. Focus research on factors described in
Instructions 3, 4, and 5.
3) Identify, analyze and evaluate OB concepts/theories
that create an environment (work and organization design) that
leads to high performance.
4) Identify, analyze and evaluate strategies, policies, and
procedures relating to leadership challenges such as decision
making, change, conflict resolution, and organizational
commitment in an organization at every level.
5) Identify, analyze and evaluate techniques relating to
human resources policies and practices (personal selection,
training and development, and performance evaluation).
6) Create a SWOT analysis using standard four-square
format for each component and bullet points (Google SWOT
analysis template for samples) to present organizational level
factors identified and examined in Instructions 3, 4, and 5.
7) Discuss each SWOT component analyzing and
evaluating the organization's environment, leadership, and
human resources policies and practices.
8) Create at least three recommendations, synthesizing key
findings and ideas to maximize ongoing improvements to
organizational performance and success.
9) Draw data, information, and ideas from at least six
required resources (at least three from each of Weeks 6 and 7)
listed in the weekly Schedules, plus at least four credible,
authoritative, relevant outside sources for a total of at least ten
references. Your outside references should show a mix of
scholarly and applied/practical sources, largely drawn from
UMUC’s Information Library System (ILS), and including
classic writings. Review APA citation materials and Tips on
Research Sources in Course Content. Cite research sources
within the paper’s body using APA in-text formatting. Include
a Reference list with complete source information at the end of
the paper. See specific formatting and heading template
instructions below in Instruction 12. Alphabetize references

4. under each subheading. Please note my preference for including
publication date within in-text citations. You are expected to
paraphrase, using quotes only when the source’s verbatim
statements uniquely enhance meaning and understanding.
Deductions will be taken when quotes are overused and found to
be unnecessary.
See examples below.
In-text citation:
(Casey, 2002, p. 50). [Include publication date]
Reference citation:
Casey, C. (2002). Critical Analysis of Organizations: Theory,
practice, revitalization. London: Sage.
10) Identify and present in bold font at least eight different
OB concepts, theories, methods, strategies, interventions, or
practices in your organizational level analysis. Demonstrate
through context and/or endnotes your understanding of the
terms’ definition and meaningfulness to the meet the
assignment's purpose and course objectives.
11) Determine what significant learning and understanding
you gained from your research and analysis. Identify and
evaluate at least three valuable take-aways you learned from
your organization change analysis, and how you envision
applying them to your job or career.
12) Use the outline below for topic and subtopic headings
and subheadings. Your deliverable will use a comprehensive
outline format. Feel free to create additional subheadings or
modify headings as needed to present a group level analysis that
meets the purpose, objectives and instructions provided.
Analysis and recommendations should be presented in standard
expository form under each heading. Use examples and cite
support sources as presented above.
I. Title page your name course name, assignment, date,
and instructor’s name.
II. Brief description of organization [name, size, type of
business, service and/or products, location]

5. III. SWOT analysis
1. A. SWOT (grid figure with bullets followed by explanation
sections with examples)
1. 1. Strengths
1. a. Organization environment
2. b. Leadership
3. c. Human resources policies and practices
4. 2. Weaknesses
1. a. Organization environment
2. b. Leadership
3. c. Human resources policies and practices
4. 3. Opportunities
1. a. Organization environment
2. b. Leadership
3. c. Human resources policies and practices
4. 4. Threats
1. a. Organization environment
2. b. Leadership
3. c. Human resources policies and practices
1. IV. Recommendations
Recommendation 1
Recommendation 2
Recommendation 3
and so forth…
1. VI. Significant learning
Learning or Take-away 1
Learning or Take-away 2
Learning or Take-away 3
and so forth
1. VII. References
13) Use Microsoft Word for your text documents. Use the

6. following title: your name_Final Project
topic/organization_464_date. Try to be concise and keep your
paper at approximately eight pages in length including cover
page and references, but rest assured that substance is more
important than length. Again, APA reference format is
required.
14) Submit the Final Project paper to your Assignment
Folder by the due date.
Due Date
Oct 11, 2015 11:59 PM
Hide Rubrics
Rubric Name: Written Assignment (30%)
Criteria
Outstanding
Superior
Good
Substandard
Failure
Critical Thinking/Reasoning
10.5 points
demonstrates a high degree of critical thinking, is consistent in
accurately interpreting questions & material; provides solid
assumptions, reasoning & claims; thorough analysis &
evaluation with sound conclusions

7. 8.93 points
shows good critical thinking; accurately interprets most
questions & material; usually identifies relevant
arguments/reasoning/claims; offers good analysis & evaluation
with fairly sound conclusions
7.88 points
shows occasional critical thinking; questions & material is at
times accurately interpreted; arguments/reasoning/claims are
occasionally explained; offers fair analysis & evaluation with a
conclusion
6.83 points
shows little critical thinking, misinterprets questions or
material; ignores or superficially evaluates; justifies little and
seldom explains reasoning; draws unwarranted conclusions
5.78 points
lacks critical thinking consistently offers biased interpretations;
ignores or superficially evaluates; argues using poor reasoning,
and/or unwarranted claims
Application of Concepts/Development
10.5 points
arguments or positions are well-supported with evidence from
the readings/experience; ideas go beyond the course material
and recognize implications and extensions of the material and
concepts
8.93 points
arguments or positions are mostly supported by evidence from
the readings and course content; ideas presented demonstrate
student’s understanding of the material and concepts
7.88 points

8. arguments are more often based on opinion or unclear views
than on position grounded in the readings of material or
external sources of material
6.83 points
arguments are frequently illogical and unsubstantiated; student
may resort to ad hominem attacks on the author instead of
making meaningful application of the material
5.78 points
arguments lack meaningful explanation or support of ideas
Attention to Instructions
4.5 points
demonstrated full understanding of requirements responded to
each aspect of assignment
3.83 points
demonstrated understanding of requirements; missed one minor
aspect of assignment
3.38 points
demonstrated some understanding of requirements; missed a key
element or two minor aspects of assignment
2.93 points
failed to show a firm understanding of requirement; missed two
key elements or several minor aspects of assignment
2.48 points
did not demonstrate understanding of assignment requirements
Clarity; including grammar
3 points
writing is clear and easy to follow; grammar and spelling are all
correct; formatting gives a professional look and adds to

9. readability
2.55 points
most ideas are presented clearly; occasional spelling and/or
grammar issues
2.25 points
wordy; some points require rereading to understand fully; more
than an occasional spelling and/or grammar
1.95 points
unclear and difficult to understand; frequent spelling and
grammar issues
1.65 points
largely incomprehensible writing/poorly written in terms of
mechanics and structure
Adherence to APA Style (6th ed.)
1.5 points
no APA style errors
1.28 points
attempts in-text citation and reference list but 1 or 2 APA style
errors are present
1.13 points
attempts in-text citation and reference list; APA style errors are
present; inconsistencies in citation usage can be found
throughout the document
0.98 points
attempts either in-text citation or reference list but omits the
other
0.83 points

10. no attempt at APA style
Overall Score
Outstanding
27 or more
Superior
24 or more
Good
21 or more
Substandard
18 or more
Failure
0 or more
Social Interaction and Social Structure
CHAPTER 5

11. Key Topics
5-1 Social Structure
5-2 Status
5-3 Role
5-4 Explaining Social Interaction
5-5 Nonverbal Communication
5-6 Online Communication
Social Structure

12. Social Structure
Social Interaction
The process by which we act toward and react to people around
us
Central to all human social activity
Affected by elements of social structure
Social Structure
People respond based on what they think is at stake for them.
People influence each other’s behavior.

13. Discussion: What influences how you interact with others?
5
Social Structure
Social structure
An organized pattern of behavior that governs people’s
relationships
Makes life orderly and predictable
Includes statues, roles, groups, organizations, and institutions.
Status
Status
Status
A social position

14. Examples: student, professor, son, mother, employee
Statuses can be ranked but do not always imply differing
amounts of prestige.
Friend is an example of a status that does not imply ranking.
8
Status
Status set: a collection of social statuses that an individual
occupies
Changes throughout the life course
Statuses are always relational—linked to other statuses.
Employer—employee
Parent—child

15. Status
Status
An ascribed status is a position that we are born into—female,
African American.
An achieved status is a position that we have through choice—
friend, athlete.
Status—Application
Identify whether it is ascribed or achieved.
Latino
Bartender
Father
Nurse
Adolescent

16. Latino: ascribed
Bartender: achieved
Father: achieved
Nurse: achieved
Adolescent: ascribed
12
Status
Master status:
Determines a person’s identity
Highly visible
Shapes a person’s entire life
Examples: gender, race
Status

17. Status inconsistency refers to occupying social positions that
create conflict because they are ranked differently.
A person who is both a student and an instructor may
experience status inconsistency.
Role
Role: behavior that is expected of a person in a particular status
A student is expected to read, take notes, write papers, and
attend class.
Roles are based on mutual obligations.
A professor must grade the papers written by the students.
Role—Application
Describe the role for each of these statuses:
Attorney
Son

18. Waiter
Mother
Attorney: prepare legal documents; argue in court
Son: treat parents with respect; babysit siblings
Waiter: take order; bring food
Mother: buy groceries; clean house; give hugs
16
Role
Role performance: the actual behavior of a person who occupies
a status
Individuals enact roles differently.
An extrovert will play the role of student differently from an
introvert.

19. Role
Role set: the different roles attached to a single status
A student may interact differently with a professor and a fellow
student.
A nurse will interact differently with a doctor, another nurse,
and a patient.
Role
Role
Role conflict: the frustration and uncertainties a person
experiences when confronted with the requirements of two or
more statuses
Examples: being a supervisor and a friend; being a mother,

20. student, employee, and volunteer
Discussion: What are some of the role conflicts you experience?
20
Role
Role strain: involves incompatible demands among roles within
a single status
Examples: an employee with more than one boss; nurses who
must be both compassionate and firm
Discuss: In what ways does being a student lead to role strain?
21
Role—Application
Is it role conflict or strain?

21. A man finds it difficult to be a politician because he doesn’t
like public speaking.
A mom cannot take time off from work to go to her daughter’s
soccer match.
A friend asks a student for assistance in cheating.
Politician: role strain
Mom: role conflict
Student: role conflict
22
Role
Ways we cope with role conflict and strain
Deny the problem.
Compromise or negotiate.
Set priorities.
Compartmentalize
Refuse more roles.
Exit a role or status.

22. Explaining Social Interaction
Explaining Social Interaction
Symbolic interaction theory examines how people communicate
knowledge, ideas, beliefs, and attitudes and how they interpret
situations.
Explaining Social Interaction
The social construction of reality occurs as people perceive and
understand through social interaction.

23. Monday is Monday because people agree that it is.
Race is constructed differently in different societies.
Explaining Social Interaction
Doublespeak: language that pretends to communicate but really
doesn’t
Euphemisms: unofficial words or phrases that avoid an
unpleasant reality
Gobbledygook: overwhelms with big words
Explaining Social Interaction
Self-fulfilling prophecy: if we define something as real it can
become real
If we assume young people will get into trouble, they probably
will.

24. Explaining Social Interaction
Ethnomethodology: studies how people construct and learn to
share definitions of reality that make interaction possible
People make sense of their everyday lives through observing
conversations and general rules.
Ethnomethodologists study interaction by analyzing
conversations and violating rules.
Examples include trying to pay more for an item than the listed
price or answering the phone with “goodbye.”
29
Explaining Social Interaction—Application
How might ethnomethodologists question the assumptions of
…?
A restaurant

25. A supermarket
A family dinner
Possible answers:
Restaurant: customer serving self; sitting down at someone
else’s table
Supermarket: going through the checkout line backwards; trying
to purchase one egg
Family dinner: sitting on the floor; asking for the bill
30
Explaining Social Interaction
Dramaturgical analysis: examines social interaction as if it were
a stage where people act out different scenes
Impression management: suppressing unfavorable traits and
stressing favorable ones
Front stage: where the actual performance takes place
Backstage: a place, concealed from the audience, where people
can relax or prepare

26. Discussion: What are the front stages of restaurants, church,
school, family home?
31
Explaining Social Interaction
Social Exchange Theory: assumes that social interaction is
based on maximizing rewards and minimizing costs
Interactions are most satisfying when there is a balance.
Explaining Social Interaction—Application
What are the potential costs and benefits of these interactions?
A student and professor
A first date
A friendship

27. Possible answers:
Student and professor: a good grade, a paycheck, increase in
self-esteem; frustration, poor grade, decrease in self-esteem
First date: companionship, fun evening, meeting new people;
boring evening, loss of time to study
A friendship: emotional intimacy, fun; loss of time for other
things, loans
33
Explaining Social Interaction
Feminist theories: study interaction according to gender roles
Many feminist scholars maintain that interaction often involves
a dominant-subordinate relationship in which men are usually
dominant.
Explaining Social Interaction
Emotional labor is the management of feelings to create a
publicly observable facial and bodily display.
Women are more likely than men to have jobs where they are
required to perform emotional labor.

28. Discussion: What kinds of job involve emotional labor?
35
Explaining Social Interaction
Gender Roles in interaction:
Women and men speak about the same amount.
Women are more likely to do conversation “maintenance work.”
Men’s speech reflects conversational dominance.
Nonverbal Communication

29. Nonverbal Communication
Nonverbal communication involves messages sent without using
words.
Transmits feelings and emotions
Includes silence, gestures, facial expressions, eye contact,
touch, and personal space
Discussion: Why are we more likely to believe nonverbal than
verbal communication? What kinds of problems does nonverbal
communication cause in relationships?
38
Nonverbal Communication

30. Nonverbal Communication
Cross-cultural variations:
Holding hands
Personal space
Specific gestures
Nonverbal Communication
Nonverbal Communication—Application
How might you nonverbally communicate each of the
following?
“I’m angry with you!”

31. “I’m confused.”
“Don’t come any closer.”
“You’re cute!”
Possible answers:
Anger: shake fist; pound table; cross arms
Confusion: shrug shoulders
Closer: put out hand
Cute: smile
42
Online Communication
Online Communication
Over 80% of adult Americans use the Internet.

32. We communicate through e-mail, instant messaging, text
messaging, webcams, and social networking.
The biggest digital divide is among social classes.
Discussion: What are the benefits of online communication?
What are the disadvantages or potential problems of online
communication?
44
Online Communication
Chapter Review
What is social structure?
What are the parts of social structure?
What is the social construction of reality?

33. How do different perspectives explain interaction?
What is the importance of nonverbal communication?
How does online communication shape one’s interactions?
Socialization
CHAPTER 4

34. Key Topics
4-1 Socialization: Its Purpose and Importance
4-2 Nature and Nurture
4-3 Sociological Explanations of Socialization
4-4 Primary Socialization Agents
4-5 Socialization Throughout Life
4-6 Resocialization
Socialization: Its Purpose and Importance
Socialization
Socialization: the lifelong process of social interaction in which
the individual acquires a social identity and ways of thinking,

35. feeling, and acting that are essential for effective participation
in a society
Socialization
Socialization:
Establishes our social identity
Teaches us role taking
Controls our behavior
Internalization: process of learning cultural behaviors and
expectations so deeply we accept them without question
Transmits culture to the next generation
Socialization
Isolated or institutionalized children do not develop the
characteristics considered “normal” or “human.”

36. Discussion: What are some of the characteristics that make us
human?
6
Nature and Nurture
Nature and Nurture
Biologists focus on the role of heredity, emphasizing the role of
nature.
Social scientists focus on the role of learning, socialization, and
culture, emphasizing the role of nurture.

37. Nature and Nurture
Nature and Nurture
Sociobiology: a theoretical approach that applies biological
principles to explain the behavior of animals, including human
beings
Sociobiology argues that nature determines who we are
including:
Gender identity
Levels of aggression

38. Nature and Nurture
Cross-cultural data show very different conditions for children.
Research suggests that the environment can influence biology.
Alcohol abuse can cause genetic damage.
Childhood trauma influences the developing brain.
Nature and Nurture
Nature and Nurture
We can conclude that nature and nurture interact in the
socialization process and both are important to development.

39. Sociological Explanations of Socialization
Explanations
Social Learning Theory:
People learn new attitudes, beliefs, and behaviors through social
interaction.
Direct socialization: learning through reward and punishment
Indirect socialization: learning through modeling and imitation

40. Discussion: How were you rewarded or punished as a child?
What did you learn from rewards and punishments? Whom did
you imitate? What behaviors did you imitate?
15
Explanations
Symbolic Interaction Theories:
Social interaction shapes socialization.
Social interaction develops the self: an awareness of one’s
social identity.
Explanations
Looking-Glass Self
Concept introduced by Charles Horton Cooley
A self-image based on how we think others see us

41. Explanations
Looking-glass self develops in phases:
Perception: We imagine how we appear to others and how they
perceive us
Interpretation: We imagine how others judge us.
Response: We experience self-feelings based on what we think
others think.
Explanations
According to George Herbert Mead
Self is composed of the “I” and the “Me.”
I: creative, impulsive, imaginative, spontaneous
Me: internalized social roles

42. Development of the “me” depends on the ability to role take.
19
Explanations
Role taking: learning to take the perspective of others
Children acquire the ability to role take through a series of
stages.
Explanations
Preparatory Stage (Birth – 2 years)
“I” is dominant.
Children mimic behaviors of others.

43. Explanations
Play Stage (2 – 6 years)
Children begin to understand language and symbols.
Significant others: the people who are important in one’s life
and greatly impact socialization
Child acts out imagined roles.
Anticipatory socialization: the process of learning how to
perform a role they don’t occupy
Significant others include parents, primary caregivers, siblings,
and grandparents.
22
Explanations
Game Stage (6 and older)
Involves the ability to understand the connections between
roles.
In a game a child learns to understand and anticipate the actions
of others.
Generalized other: people who don’t have close ties to the child
but who influence her or his internalization of norms and values

44. An example of the generalized other: What would “people”
think?
Discussion: What different roles does one need to take into
account when playing baseball or soccer? What does a child
need to understand in order to play these games?
23
Explanations
Explanations
Erving Goffman analyzed social life as theater.
Impression management involves presenting ourselves in a
favorable light by controlling settings, appearances, and
manner.

45. Explanations
We use expressive resources in impression management.
The setting: physical space
Appearance: clothing, hairstyles, props
Manner: how we act
Examples: setting: cleaning the house before guests arrive
Appearance: wearing a business suit to a job interview
Manner: being upbeat and enthusiastic when working in a coffee
shop
26
Explanations—Application
How might you manage the setting, appearance, and manner for
these situations?
A job interview
A difference of opinion with a professor
A first date

46. Possible answers: Job interview: Wear a suit. Prepare answers
to anticipated questions. Turn off electronic devices.
Difference of opinion: Speak respectfully. Prepare specifics to
discuss.
First date: Clean apartment or vehicle. Dress for the planned
activity. Listen when the date is speaking.
27
Explanations
Reference groups shape an individual’s self-image, behavior,
values, and attitudes.
We may already belong to a reference group (family) or we may
hope to belong (active participants in future occupation).
Socialization Agents
Agents of socialization are the persons, groups, or institutions
that teach us what we need to know to participate effectively in

47. society.
Socialization Agents
Family:
Parents teach children social roles and rules.
Parenting occurs through reinforcement and managing the
environment.
Discussion: How do parents set up the environment to
encourage femininity or masculinity?
30
Socialization Agents
Parenting Styles
Authoritarian parents use their power to control a child’s
behavior.

48. Authoritative parents set reasonable limits but are warm and
responsive.
Socialization Agents
Parenting Styles:
Permissive parents set few rules but are usually warm and
responsive.
Uninvolved parents are indifferent and focus on their own
needs.
Socialization Agents—Application
Is it authoritarian, authoritative, permissive, or uninvolved?
Allowing the child to do whatever he/she wants
Getting angry when child does not do as instructed
An alcoholic parent ignoring children
Withdrawing a privilege after a child fails to follow guidelines

49. Allowing: permissive
Getting angry: authoritarian
Ignoring: uninvolved
Withdrawing: authoritative
33
Socialization Agents
Siblings can be supportive or bully and abuse younger brothers
and sisters.
Grandparents often pass on family rituals and provide support
and encouragement.
A peer group refers to people who are similar in age, social
status, and interests.
Peers are especially influential until our mid-20s.

50. 34
Socialization Agents
Play:
Promotes cognitive development
Keeps children out of trouble and enhances their social
development
Strengthens peer relationships
Discussion: What did you play as children? What did you learn
from playing?
35
Socialization Agents
Peers:
Reinforce desirable behavior or skills
Serve as positive role models
Teach new skills
Encourage high-risk behaviors

51. Socialization Agents
School:
Enhances cognitive development
Transmits knowledge
Teaches us to think in different ways
Teachers may create a self-fulfilling prophecy. Students
perform according to what is expected of them.
Socialization Agents
Popular Culture and the Media
The American Academy of Pediatrics advises parents to avoid
TV for children younger than 2.
68% of children under 2 view 2 to 3 hours of TV daily.

52. Socialization Agents
Popular Culture and the Media
Children ages 6-18 spend 7.5 hours per day using electronic
devices.
High media use tends to lower grades and personal contentment.
Socialization Agents
Socialization Agents
No research evidence shows that television causes violence.
A correlation has been found between playing violent electronic
games and behavior problems.

53. Discussion: What should be done about violence in the media?
41
Socialization Agents
Advertisers are increasingly targeting young children.
Girls are young as 6 are using cosmetic products.
Discussion: What is an appropriate age for cosmetic products?
42
Socialization Throughout Life

54. Socialization Throughout Life
Socialization is a never-ending process, continuing from
infancy throughout adulthood.
Infants need constant care in order to develop physically,
intellectually, and socially.
Socialization Throughout Life
Recognition of childhood as a distinct stage of development is
relatively recent.
Most (but not all) American children enjoy happy and healthy
lives.

55. Discussion: Are helicopter parents good for children?
45
Socialization Throughout Life
Parents are finding it difficult to monitor adolescents without
micromanaging.
Parental expectations are important in adolescence.
Socialization Throughout Life
Socialization continues into adulthood as individuals adapt to a
series of new roles including work and parenting.
Boomerang children: young adults moving back into their
parents’ home
We are likely to spend 20% of our lives in retirement.
Aging requires adapting to another series of new roles.

56. Resocialization
Resocialization
Resocialization:
Process of unlearning old ways of doing things and adopting
new attitudes, values, norms, and behaviors
Voluntary or involuntary
Total institutions: places where people are isolated and required
to learn new roles
Chapter Review

57. What is socialization?
What is the nature-nurture debate?
Discuss the different sociological explanations of socialization.
What are agents of socialization?
How does socialization continue as well as change throughout
life?
What is resocialization?
Culture
CHAPTER 3

58. Key Topics
3-1 Culture and Society
3-2 The Building Blocks of Culture
3-3 Some Cultural Similarities
3-4 Some Cultural Variations
3-5 Popular Culture
3-6 Cultural Change and Technology
3-7 Sociological Perspectives on Culture
Culture and Society

59. Culture and Society
Culture: the learned and shared behaviors, beliefs, attitudes,
values, and material objects that characterize a particular group
or society
Society: a group of people that has lived and worked together
long enough to become an organized population and to think of
themselves as a social unit
Culture involves the products of a society. A society shares a
culture.
4
Culture and Society
Characteristics of culture
Learned
Transmitted from one generation to the next
Shared
Adaptive and always changing

60. Culture and Society
Material culture consists of the tangible objects that members of
a society make, use, and share.
Nonmaterial culture includes the shared set of meanings that
people use to interpret and understand the world.
Material culture examples: tools, jewelry, pottery, clothing, and
furniture
Nonmaterial culture examples: political opinions, religious
beliefs, and marriage patterns
6
Culture and Society—Application
What are the material and nonmaterial cultures of …?
Football
School
Eating in a restaurant

61. Football: material=ball, pads, whistles; nonmaterial=rules,
cheers
School: material=books, computers, desks;
nonmaterial=behaviors, valuing grades
Restaurant: material: dishes, cash register, booths;
nonmaterial=customary behaviors, valuing good service,
expecting to pay
7
The Building Blocks of Culture
Building Blocks
Symbol: anything that stands for something else and has a
particular meaning for people who share a culture
Different forms of symbols:
Words
Gestures

62. Visual images
Physical objects
Examples: Words: chair, tomorrow, hope
Gestures: wave, salute
Visual images: tattoos, logos
Physical objects: cross or wedding ring
9
Building Blocks
Symbols:
Distinguish one culture from another
Unify or divide a society
Change over time
Veil can be a symbol of respect or domination.

63. Confederate flag is a source of pride or offense.
“Green” is not used to mean environmentally responsible.
Discussion: Should nativity scenes by allowed in public places
at Christmastime?
10
Building Blocks
Language is a system of shared symbols that enables people to
communicate with one another.
Language is important.
It makes us human.
It helps us interact.
It directs our thinking, controls our actions, and gives us a
sense of belonging.
Discussion: How does language make us human?
11
Building Blocks
Language influences how we perceive genders, races, and
ethnicities.
Words create and reinforce both positive and negative images.

64. Discussion: Is it acceptable to use racist or sexist terms to
describe oneself or one’s group? Is there anything wrong with
the traditional use of language such as businessman, chairman,
mailman, or mankind? Is it acceptable to use he to refer to
individuals who may be male or female?
12
Building Blocks—Application
What are some uses of the word “black” to mean something
negative?
What are some uses of the word “white” to mean something
positive?
Examples of answers: black mood, black hats; whitewash, white
as symbol of purity
13
Building Blocks
Values are the standards by which members of a particular

65. culture define what is good or bad, moral or immoral, proper or
improper, desirable or undesirable, beautiful or ugly.
Major U.S. values include achievement and success, activity
and work, humanitarianism, efficiency and practicality, freedom
and equality, democracy, and individuality.
Values are shared by groups or societies. They do not belong
only to individuals.
14
Building Blocks
Building Blocks
Norms are society’s specific rules of right and wrong behavior.
Norms tell us what we should or should not do.

66. Building Blocks
Characteristics of Norms
Most are unwritten.
They are instrumental.
Some are explicit while others are implicit.
They change over time.
Most are conditional.
Norms can be rigid or flexible.
Building Blocks
Folkways: norms that members of a society look upon as not
being critical and that may be broken without severe
punishment
Mores: norms that society considers very important because
they maintain morals and ethics

67. Examples: folkways: eat with a fork; cover your mouth when
you cough; dress in style
Mores: Don’t murder; cover genitals in public
18
Building Blocks—Application
Identify whether it is a folkway or more.
Drive at or below the speed limit.
Protect children from physical harm.
Don’t cheat on your spouse.
Chew with your mouth closed.
Speed limit: folkway
Protect children: more
Don’t cheat: more

68. Chew: folkway
19
Building Blocks
Taboos: strong prohibitions of any act that is considered to be
extremely offensive and forbidding because of social customs,
religious or moral beliefs, or laws.
Laws: norms that are defined and enforced by a political
authority
Laws may reflect either mores or folkways.
20
Building Blocks
Sanctions: rewards for appropriate behavior and penalties for
inappropriate behavior
Sanctions vary in strength and can be positive or negative.
A hug
A prison term
Getting fired

69. Some Cultural Similarities
Similarities
Cultural universals: customs and practices that are common to
all societies
All cultures include bodily adornments, dancing, food taboos,
ideas about modesty, and expectations for mourning.
Cultures differ in the expression of the universals.
Similarities

70. Similarities
Ideal culture: the beliefs, values, and norms that people say they
hold
Real culture: actual everyday behavior
Example: Many people exceed the speed limit.
25
Similarities
Ethnocentrism is the belief that one’s culture and way of life are
superior to those of another group.
Cultural relativism involves recognizing that no culture is better
than another and that a culture should be judged by its own
standards.

71. Discussion: In what ways is ethnocentrism functional? In what
ways is ethnocentrism dysfunctional? In what ways is cultural
relativism functional?
26
Variations
A subculture is a group or category of people whose distinctive
ways of thinking, feeling, and acting differ somewhat from
those of the larger society.
Subcultures can be based on ethnicity, religion, politics, age,
physical disability, or social class.
Variations
A counterculture deliberately and consciously rejects some of
the basic beliefs, values, and norms of the dominant culture.

72. Countercultures can range from the Ku Klux Klan to the Old
Order Amish.
Variations
Variations
Multiculturalism refers to the coexistence of many cultures in
the same geographic area, without any one culture dominating
another.
Multiculturalism is also called cultural pluralism.

73. Discussion: Is cultural pluralism good for a society? Why or
why not?
30
Variations
Culture shock is a sense of confusion, uncertainty,
disorientation, or anxiety that accompanies exposure to an
unfamiliar environment.
We react to differences in personal hygiene, privacy, food, and
personal space.
Popular Culture

74. Popular Culture
Popular culture refers to the beliefs, practices, activities, and
products that are widely shared among a population in everyday
life.
Mass media: television, music, magazines, radio, advertising,
sports, fashions, movies
Discussion: How are we influenced by television? By
advertising? By music? By clothing fashions?
33
Popular Culture
Cultural imperialism involves the cultural values and products
of one society influencing or dominating another society.
American fast food restaurants, toys, music, and advertising are
available in most countries of the world.

75. Cultural Change
Culture is transmitted to new generations.
New behaviors and beliefs adapt to existing ones through
cultural integration.
Life would be chaotic and unpredictable without cultural
integration.
Cultural Change
Diffusion: the process through which components of culture
spread from one society to another
Internet is available throughout the world.
Diffusion can occur through trade, tourism, immigration, or
invasion.

76. Diffusion is not the same as cultural imperialism.
36
Cultural Change
Invention: the process of creating new things
DVD was invented in 1995.
Innovation: turning inventions into mass-market products
Henry Ford began mass producing automobiles.
Discovery: exploration that results in new products
Penicillin prolongs lives.
Cultural Change
Cultural lag refers to the gap when nonmaterial culture changes
more slowly than material culture.
Cell phones were invented before our norms for when to use
them.
Reproductive technologies are available but there is still
confusion about the moral issues.

77. Sociological Perspectives on Culture
Perspectives
Functionalists focus on culture as a cement that binds society.
Conflict theorists argue that culture can generate enormous
inequality.
Perspectives
Feminist scholars focus on gender differences.

78. Symbolic interactionists study how people interpret and
transmit culture.
Perspectives—Application
Identify the sociological perspective.
Similar beliefs create solidarity.
Culture benefits the wealthy.
Core values unify a society.
Women and men experience culture differently.
Language shapes our views and behaviors.
Similar beliefs: functionalism
Culture benefits: conflict
Core values: functionalism
Women and men: feminism
Language: interactionism

79. 42
Chapter Review
What is culture?
Describe the building blocks of culture.
In what ways are cultures similar and different?
How are we influenced by popular culture?
How do cultures persist and change?
Discuss the different perspectives on culture.
Thinking Like a Sociologist
CHAPTER 1

80. 1
Key Topics
1-1 What Is Sociology?
1-2 What Is a Sociological Imagination?
1-3 Why Study Sociology?
1-4 Some Origins of Sociological Theory
1-5 Contemporary Sociological Theories
2
What Is Sociology?

81. 3
Sociology
Sociology: the systematic study of social interaction at a variety
of levels
Systematic study assumes social behavior is regular and
patterned.
4
Sociology
Social Interaction: the process of acting toward and reacting to
people around us
Interaction between individuals
Interaction between groups
Interaction between nations

82. Examples of interactions:
Between individuals: siblings, athletic teammates
Between groups: rival gangs, management and workers’ union
Interaction between nations: diplomatic exchanges, war,
agreements to control pollution
5
Sociology
Sociology studies how we are similar.
Each individual is unique in some ways but like other people in
most ways.
We are more alike than we are different.
Discussion: Why might some people object to the systematic
study of interaction?

83. Discussion: What would happen if we didn’t have patterned
interactions? Traffic, banking, sports
6
Sociology
Sociology is more than common sense.
Common sense:
Is subjective
Ignores facts
Varies across groups and cultures
Is based on myths and misconceptions
7
Sociology--Application

84. These and many other common sense ideas are false.
A systematic study of interaction can show us what really
happens.
8
What Is a Sociological Imagination?
9
The Sociological Imagination
Sociological imagination: the ability to see the connection
between individual lives and larger social influences
Developed by C. Wright Mills
Distinguishes between:
Personal troubles (biography)
Structural issues (public and historical)

85. Examples:
Personal troubles: your parents divorce; you don’t get a loan;
your spouse dies
Structural issues: societal attitudes about divorce; loan policies;
war
10
The Sociological Imagination
Microsociology: focuses on small-scale patterns of individuals’
social interaction in specific settings
Individuals interacting as friends
Patterns of interaction within families
11
The Sociological Imagination
Macrosociology: focuses on large-scale patterns and processes
that characterize society as a whole

86. Comparison of divorce rates for different countries
Effect of trade policies on unemployment rates
12
The Sociological Imagination--Application
How could each of these situations be both a trouble (micro)
and a structural issue (macro)?
Illness
Unemployment
Oil spill
Examples of answers:
Illness: An individual suffers from cancer or there is an increase

87. in the rates of cancer.
Unemployment: An individual is unemployed or there is a high
rate of unemployment in the nation.
Oil spill: An individual fisherman loses his livelihood or clean-
up is expensive for corporations and governments.
13
Why Study Sociology?
14
Studying Sociology
Why is sociology important?
Making informed decisions
Understanding diversity
Shaping social and public policies
Thinking critically
Expanding your career opportunities

88. Examples:
Making informed decisions: Should we live together before
marriage? Should the U.S. increase the minimum wage?
Understanding diversity: Who are the non-Hispanic whites?
What happens when men work in traditionally female
occupations?
Shaping social and public policies: Does a curfew for teenagers
effectively reduce crime? Should the United States have
government provided health care?
Thinking critically: Seeing how individual decisions are
influenced by race and gender; Recognizing how social class
affects life chances
Expanding your career opportunities: Sociologists are employed
in administrative support and management, social services and
counseling, sales and marketing.
15
Studying Sociology
Some Origins of Sociological Theory

89. Origins of Sociological Theory
Sociology is based on theory and empirical information.
Theory: a set of statements that explains why a phenomenon
occurs
Empirical information: information based on observations,
experiments, or experiences
Origins of Sociological Theory
Auguste Comte
“Father of sociology”
Argued for the empirical study of society
Analyzed social statics and dynamics

90. Origins of Sociological Theory
Harriet Martineau
Translated Comte’s work
Emphasized systematic data collection
Opposed slavery and advocated for women’s rights
Origins of Sociological Theory
Émile Durkheim
Analyzed social facts, social solidarity, and division of labor
Conducted study of suicide and social integration

91. Social facts: aspects of life external to the individual
Social solidarity: cohesion and harmony
Division of labor: interdependence of different tasks and
occupations
21
Origins of Sociological Theory
Karl Marx
Analyzed the Industrial Revolution
Studied capitalism, class conflict, and alienation
Capitalism: an economic system in which ownership of the
means of production is in private hands
Class conflict: between capitalists and proletariat

92. Alienation: feelings of separation
22
Origins of Sociological Theory
Max Weber
Argued for the importance of ideas, ideologies, and charismatic
leaders
Used verstehen or subjective understanding
Argued for value free sociology
Discussion: Is it possible to be a value-free sociologist? Should
sociology be value-free?
23
Origins of Sociological Theory
Jane Addams
Cofounded Hull House
Studied social disorganization and immigration

93. Origins of Sociological Theory
W.E.B. DuBois
Cofounded NAACP
Examined oppressive effects of race and class
Discussion: What do we mean by the oppressive effects of race
and class?
25
Contemporary Sociological Theories

94. Contemporary Sociological Theories
Theories are tools and evolve over time.
Contemporary theories grew out of the 1950s and 1960s.
Contemporary Sociological Theories
Functionalism emphasizes order, cohesion, and consensus.
Society is a complex system of interdependent parts that work
together to ensure a society’s survival.
Also called structural functionalism; grew out of the work of
Comte and Durkheim

95. 28
Contemporary Sociological Theories
Functions are purposes and activities to meet different needs
that contribute to a society’s stability.
Manifest functions are intended and recognized.
Latent functions are unintended and unrecognized.
Dysfunctions have negative impacts.
Example:
Cell phone: Manifest—communicate; Latent—carry family
photos; Dysfunction: irritate others in a theater
29
Contemporary Sociological Theories--Application
A school uniform
What are the manifest functions?
What are the latent functions?
What are the dysfunctions?
A fast food restaurant
What are the manifest functions?
What are the latent functions?
What are the dysfunctions?

96. Examples of Answers:
School uniform: ensure proper attire; saves parents money;
minimizes creativity and doesn’t suit everyone
Fast food restaurant: efficient delivery of food; provides jobs
for minimally skilled; promotes unhealthy eating
30
Contemporary Sociological Theory
Conflict theory examines the ways in which groups disagree,
struggle over power, and compete for scarce resources.
Karl Marx predicted that conflict would result from widespread
economic inequality.
Contemporary Sociological Theory
Conflict theory studies the “haves” versus the “have-nots.”
The “haves” dominate in social, political, and economic
activities over the “have-nots.”

97. Discussion: In what ways is your education influenced by
whether you are a “have” or a “have-not?”
Do kids from wealthy families have an advantage in sports?
32
Contemporary Sociological Theory
Feminist theories explain the social, economic, and political
position of women in society.
Women suffer injustice because of their sex.
Feminists seek to free women from traditionally oppressive
expectations and constraints.
Discussion: In what ways do women have less power than men
in our society? Can women perform as well as men in a crisis
situation?

98. 33
Contemporary Sociological Theory
Symbolic interactionism looks at individuals’ everyday behavior
and communication through symbols and shared meanings.
It is a micro-level perspective.
Society is socially constructed.
Contemporary Sociological Theory
Constructing meaning occurs through behavior and
interpretation.
Symbols stand for something else (words, gestures, pictures)
Symbols have shared meanings and definitions of the situation.
Contemporary Sociological Theory--Application
How do humans mark their territory?

99. How do we define the different racial categories that people are
assigned?
How do we know how to feel about a war?
Examples of answers:
Territory: jacket on a chair; book on a table
Race: physical features we deem important
War: What the media tell us
36
Contemporary Sociological Theory
Functionalism: How does structure help society work?
Conflict: How are resources distributed?
Feminist: How does life reflect gender?
Interactionism: How do we construct meaning through symbols?

100. Chapter Review
What is sociology?
Why do we need sociology?
What is the sociological imagination?
Describe the contributions of the early social thinkers.
What are the contemporary sociological theories?