SOCI 170

Writing Assignment #2

How Do Sociological Theories Analyze Society and Deviance?

25 points total

The purpose of this assignment is for you to learn and be able to display basic knowledge of the 3 primary theoretical perspectives that are utilized in sociology. This
2?4-page (typed) paper
will examine generally how each theoretical perspective interprets the dynamics of society, and specifically how each theory examines a particular sociological topic (deviance).

After completing the assignment, you should be able to describe the basic framework which each theory employs to describe and analyze society. Furthermore, you should also be able to apply each theory to deviance while providing a cause and consequence analysis that considers the level of analysis of the theoretical perspective (Learning Outcome #2: Students will demonstrate the ability to understand and apply multiple sociological theories).

Your paper should include proper grammar and spelling. Keep in mind that this is a scholarly paper, and it should be presented as such. The paper must be double spaced using 11-point font (font style is your choice). A cover page is not required.

You are required to utilize available course content as the foundation of your paper. This specifically includes the chapter 1 and chapter 6 power point slides, and chapter 1 and chapter 6 of your textbook.

If you feel that your writing skills need improvement, then I would recommend making an advising appointment with the University Writing Center before you complete and submit your paper. Their contact information is located on the “Writing Assignments” page in Blackboard.

*Paragraph #1 is the Introduction (5 points total).

-Describe how each theoretical perspective (Functionalism, Conflict Theory, and Symbolic Interactionism) analyzes society in general (not deviance specifically). Also, include the level of analysis of each theory (macrosociology or microsociology). You are required to utilize available course content as the foundation of your paper (chpt. 1). Direct quotes from the book/power point slides should be kept to a minimum. Be sure to paraphrase the readings/slides, that is, use your own words to describe what the information is asserting-do not simply quote word-for-word from the book or the power point slides (this is called plagiarism and you will lose points on your paper for doing so) (1 point for each theory = 3 points total).

-You are required to provide a citation when you “borrow” information and put it into your paper. You must provide a citation using the ASA (American Sociological Association) style that is described below.

-ASA style in-text citations: (Author’s last name-space-Year published-colon-no space-page number). An example from your book would be (Henslin 2019:75). An example from the power point slides is (Power Point Slides 2021:chpt. 1).

-Define deviance and include 2-3 real-world examples of deviance (1 point).

-State which theoretical perspective you would choose to analyze deviance and describe why you have selected that theory (1 point).

*Paragraph #2 is the first body paragraph (5 points total).

-Now we are going to analyze deviance: describe in this paragraph how deviance would be explained by the theoretical perspective that you selected in your introduction. You are required to utilize available course content as the foundation of your paper (chpt. 6). Direct quotes from the book/power point slides should be kept to a minimum. Be sure to paraphrase the readings/slides, that is, use your own words to describe what the information is asserting (do not plagiarize). Also, include 3 vocabulary words (highlight or put these terms in bold) that are associated with that specific theoretical perspective as it relates to deviance. Include a cause and consequence analysis (include a cause of deviance and include a consequence of deviance) that considers the level of analysis (macro or micro) of the theory that you have chosen. I’m looking for depth of examination and you will be graded on how simple or complex you make the analysis (4 points).

-You are required to provide support for your analysis/perspective by offering information that is taken from the book or the power point slides. You must provide a citation using the ASA (American Sociological Association) style that is described below (1 point).

*Paragraph #3 is the second body paragraph (5 points total).

-Next I want you to choose a second theoretical perspective to examine deviance. Describe in this paragraph how deviance would be explained by a theoretical perspective different from the one that you selected in your introduction. You are required to utilize available course content as the foundation of your paper (chpt. 6). Direct quotes from the book/power point slides should be kept to a minimum. Be sure to paraphrase the readings/slides, that is, use your own words to describe what the information is asserting (do not plagiarize). Also, include 3 vocabulary words (highlight or put these terms in bold) that are associated with that specific theoretical perspective as it relates to deviance. Include a cause and consequence analysis (include a cause of deviance and include a consequence of deviance) that considers the level of analysis (macro or micro) of the theory that you have chosen. I’m looking for depth of examination and you will be graded on how simple or complex you make the analysis (4 points).

*Paragraph #4 is the third body paragraph (5 points total).

-Finally, describe in this paragraph how deviance would be explained by the last theoretical perspective that you have not yet described and applied. You are required to utilize available course content as the foundation of your paper (chpt. 6). Direct quotes from the book/power point slides should be kept to a minimum. Be sure to paraphrase the readings/slides, that is, use your own words to describe what the information is asserting (do not plagiarize). Also, include 3 vocabulary words (highlight or put these terms in bold) that are associated with that specific theoretical perspective as it relates to deviance. Include a cause and consequence analysis (include a cause of deviance and include a consequence of deviance) that considers the level of analysis (macro or micro) of the theory that you have chosen. I’m looking for depth of examination and you will be graded on how simple or complex you make the analysis (4 points).

*Paragraph #5 is the conclusion (4 points).

-Summarize your body paragraphs-provide a brief review of how each theory would examine the sociological topic of deviance (3 points).

-Explain why different theoretical perspectives are necessary when we examine society (in general) and deviance (in particular) (1 point).

*An ASA Style References page is required (1 point). An example for your book is provided below.

Henslin, James M. 2019. Essentials of Sociology: A Down-To-Earth Approach (13th edition).

Boston, MA: Pearson.

An example for the power point slides is provided below.

Power Point Slides. 2021. Chapter 6: Deviance and Social Control. Accessed through Blackboard for

SOCI 170.

*If multiple sources are cited in your paper, those sources must be alphabetized in the References page.

Deviance and Social Control- Chpt. 6

What Is Deviance?

*Any violation of norms.

-Not a judgment of someone or their behavior.

**Examples: Crime, substance abuse, domestic violence, homelessness, unemployment, poverty, etc.

Social Control-using positive and negative sanctions to cause conformity.

Why Do People Deviate?

1. Biology- genetic predispositions.

a. Low Intelligence

b. Body Type (squarish muscular builds)

c. XYY Chromosome Theory

*Biology likely plays a role in some cases of deviance.

2. Psychology- personality factors and disorders.

-Focus is on cases of individual abnormality.

*Most crimes are committed by people without serious psychological disorders.

(Why Do People Deviate?)

3. Sociology- examines factors external to the individual.

a. Deviance Varies According to Cultural Norms (time and place).

**Examples: Drug use, prostitution, killing a person, the foods we eat.

b. People Become Deviant as Others Define Them That Way.

-We all break norms and even laws.

-Labels and perceptions influence who is or isn?t considered deviant.

(Why do People Deviate?)

*Conformists, pure deviants, secret deviants and the falsely accused.

c. Both Rule Making and Rule Breaking Involve Social Power.

-Laws protect the interests of the wealthy and the powerful.

***Deviance is Relative? what is deviant to some may not be deviant to others.

How Do Sociologists Study Deviance?

1. Symbolic Interactionists

-Deviance is created through various social processes.

-Examine definitions of deviance and conformity.

a. Differential Association Theory

-We learn to deviate or to conform through the different people with whom we associate (family, friends, classmates, etc.).

(How do Sociologists Study Deviance?)

b. Control Theory- Two systems of control work against our tendencies to deviate.

*Inner system- how you feel (your internalized morality and fear of punishment).

*Outer system- others who influence us not to deviate.

c. Labeling Theory

-It?s not the behavior(deviance) that matters, rather how others react to the behavior.

-Names, labels and reputations become part of the SELF-CONCEPT!

(How do Sociologists Study Deviance?)

**Examples: Promiscuous behavior (males or females), killing a person (war vs. non-war), substance abuse issues (health problem or criminal).

Stigma- a negative social perception attached to a label.

(How do Sociologists Study Deviance?)

?The Saints and the Roughnecks? (Chambliss, 1973). (An example of Labeling Theory).

-Two groups of high school boys

-Both groups: truancy, drinking, petty theft, vandalism, fighting, etc.

-Teacher perceptions: Saints-headed for success; Roughnecks-headed for failure.

*Why did the community view them so differently?

(How do Sociologists Study Deviance?)

1. Family Background (Social Class)

a. Middle class vs. Working class families.

-Community expectations differed.

b. Saints were less visible.

-Access to cars (due to economic status).

2. Different Styles of Interacting With Authority

a. Saints- apologetic and deferential behavior.

b. Roughnecks- expressed open hostilities to authorities.

(How do Sociologists Study Deviance?)

3. Conclusions (ten years after graduation):

a. Saints- all but one went to college. One earned a P.H.D.. One became a lawyer. One a Dr. Others became business managers.

b. Roughnecks- two went to college (athletic scholarships) and became high school coaches. Two dropped out of high school. One received a prison sentence for murder. One a local bookie. One whose whereabouts were unknown.

(How do Sociologists Study Deviance?)

**Both groups lived up to or down to the labels (and expectations) that the community attached to them.

Self Fulfilling Prophecy (Robert Merton, 1910-2003): An outcome that occurs only because it was predicted to occur.

(How do Sociologists Study Deviance?)

2. Functionalism: Deviance can be both positive(functional) and negative for a society.

-Emile Durkheim (1858-1917)- There is nothing abnormal about deviance. It?s essential to the existing order.

a. Functions of Deviance:

1) Deviance Clarifies Moral Boundaries and Affirms Norms

-Deviance illustrates the difference between right and wrong (morality).

(How do Sociologists Study Deviance?)

-Deviance reinforces the rules of a society.

*Examples: A police officer making an arrest.

A teacher scolding a student.

2) Deviance Promotes Social Unity

-Serious deviance creates a collective outrage.

-Our reactions reaffirm the moral ties that bind us.

*Examples: 9-11-01 terrorist attacks

School shootings

(How do Sociologists Study Deviance?)

3) Deviance Promotes Social Change

-Pushing the moral boundaries can cause social change.

-Today?s deviance may become tomorrow?s morality.

*Examples: Rosa Parks (1955)

Martin Luther King, Jr. (1929-1968)

(How do Sociologists Study Deviance?)

b. Functionalist Theories:

1) Strain Theory- the tension (strain) felt by some when socialized to want cultural goals (money, success, prestige, etc.) but without equal access to the approved means to achieve those goals (education, job/career, social networks, etc.).

2)Illegitimate Opportunity Structure Theory- opportunities for crime and deviance are greater in some communities (built into the structure or fabric).

(How do Sociologists Study Deviance?)

3. Conflict Theory

-Deviance reflects social inequality.

-Who/What is defined as deviant depends on factors like wealth, power, etc.

*The criminal justice system (laws, police, courts, prisons) is designed to maintain the status quo (capitalism, for instance) and protect the interests of the powerful.

**Examples: Federal judge in Chicago

Eminent domain

4 Justifications of Punishment
(not related to Conflict Theory)

1. Retribution- revenge (restoring the moral balance).

2. Deterrence- creating fear to discourage others from breaking the law.

3. Rehabilitation- to resocialize or reform offenders to conform to society?s expectations.

-Recidivism Rates

4. Incapacitation- societal protection (lock em up).

Peter Berger (1929-2017)

?The fundamental sociological problem is not crime, but rather the law.?

Chpt. 5- Groups and Formal Organizations

Different Types of Groups

People who share common interests and a common identity.

Groups affect our individual (social) identity.

1. Primary Groups- exist as an end.

a. Personal and informal.

b. Usually long term.

c. Involves a broad range of activities.

*Examples?

(Different Types of Groups)

2. Secondary Groups- exist as a means to an end.

a. Formal and goal oriented.

b. Duration varies; often shorter term.

c. Involves a narrow range of activities.

*Examples?

Primary groups often emerge from secondary groups.

(Different Types of Groups)

3. In-Groups- groups that we feel loyal to.

4. Out-Groups- groups that we feel antagonism towards.

5. Reference Groups- groups we use as standards to evaluate ourselves.

The Power of the Group

1. The Asch Research- A test of visual perception.

*Results:

-33% answered incorrectly half the time.

-40% answered incorrectly less than half the time.

-25% always answered correctly.

(Power of the Group)

2. The Janis Research- Does group discussion improve decision making?

*Groupthink: the tendency of group members to conform by adopting a narrow view of some issue (tunnel vision).

**Examples: WMD?s in Iraq; Pearl Harbor.

The Power of Authority

3. The Milgram Experiment- Does punishment affect learning (memory)?

a. A ?teacher? and a ?learner.?

b. Electric shock machine (0-450 volts).

-An incorrect response would elicit a shock.

c. Presence of a legitimate authority figure.

-Scientist wearing a white lab coat.

d. Results: 26 out of 40 (65%) went all the way to 450 volts.

Bureaucracy

An organizational model rationally designed to perform complex tasks efficiently.

Ideal Type: A theoretical model that we can use

to compare to reality.

The Formal Side of Bureaucracy (Max Weber, 1864-1920): How Bureaucracies are supposed to operate.

1. Division of Labor- a specialization of tasks and duties.

2. Hierarchy of Offices- rankings of power.

(Bureaucracy)

3. Rules and Regulations

-To operate in a completely predictable fashion.

-Tradition should hold little influence.

4. Impersonal Evaluation/Treatment

-Employees evaluated based on technical competence (eliminates nepotism).

-Rules supersede personal needs (uniform treatment of all).

5. Formal, Documented Communications and Records.

-The heart of bureaucracy is paperwork not people.

Small groups are more personal and informal.

(Bureaucracy)

The Informal Side of Bureaucracy: How Bureaucracies operate in reality.

Problems of Bureaucracy:

1. Alienation

-Impersonal and dehumanizing.

-Unfriendly and indifferent.

2. Red Tape- Excessive regulation and rigid conformity to formal rules.

-Affects action and decision-making.

-Typical for governments, corporations and large organizations.

(Bureaucracy)

3. Oligarchy- the rule of the many by the few.

-The link between bureaucracy and politics.

*The ?Iron Law of Oligarchy? (Robert Michaels, 1876-1936).

-Concentrates power and endangers democracy.

-Abuses of organizational power.

-Oligarchy thrives in the hierarchal structure of bureaucracy (political elites thrive).

Other Limitations of Bureaucracy

1. The Peter Principle- bureaucrats rise to their level of incompetence.

2. Parkinson?s Law- work expands to fill the time available for its completion.

Chpt. 4- Social Structure and Social Interaction

Refers to the typical patterns of a group (guides our behavior).

Major Components:

1. Culture(chpt. 2)- values, language, symbols, behaviors and material objects.

2. Social Class(chpt. 8)- education, income and occupational prestige.

3. Status- a position occupied by a person in a group (family, school, society, etc.).

Social Structure-Macrosociology

a. Ascribed Status- involuntary; often inherited at birth.

b. Achieved Status- voluntary; earned or achieved.

c. Status Set- all of the positions an individual occupies.

d. Status Symbol- indicators of status; includes items that display prestige.

*Examples: a wedding band, a necklace with a cross, a fur coat, a rolls royce, etc.

(Major Components-Social Structure)

e. Master Status- a status that defines a person (cuts across your other statuses).

*Examples: One?s sex or race, disability, being President, etc.

4. Roles- behaviors, obligations and privileges attached to a status.

a. Role Conflict- conflict across roles(statuses).

*Examples: student-athlete, student-parent, parent-employee, etc.

(Major Components-Social Structure)

b. Role Strain- strain within a single role(status).

*?You occupy a status, but you play a role.?

5. Groups(chpt. 5)- people who share common interests and a common identity.

6. Social Institutions- the organized ways that each society develops to meet its basic needs.

a. Government

b. Economy

c. Family

d. Education

(Major Components- Social Structure)

e. Religion

f. Law

g. Medicine (Health Care)

h. Science/Technology

i. Military

Also- Mass Media and Sports (emerging institutions).

7. Societies- people who share a culture and a territory.

(Major Components- Social Structure)

A society?s structure can be changed through technological innovation.

Social Inequality increased as societies have evolved.

1. What caused the agricultural revolution (based on farming and the rearing of animals)?

*The plow

2. What caused the industrial revolution (based on production and manufacturing)?

* The steam engine

3. What caused the post-industrial revolution (based on information, services, and technology)?

* The microchip

The Four Social Revolutions

Interaction- what happens when people are in one another?s presence (but also includes longer-distance interactions).

*Examples: Personal space, eye contact, smiling, body language, etc.

1. Personal Space- culturally determined. Four distance zones in North America are:

a. Intimate Distance Zone: Body-18 inches.

-Reserved for intimates.

b. Personal Distance Zone: 18 inches from body to 4 feet from our body.

-For ordinary conversations.

Social Interaction-Microsociology

c. Social Distance Zone: 4 feet-12 feet from body.

-Formal conversations (like a job interview).

d. Public Distance Zone: 12 feet from body and beyond.

-Public speaking.

2. Dramaturgy-(Erving Goffman, 1922-1982).

-The study of social interaction in terms of theatrical performance.

*Like actors on a stage, we play different roles in our lives.

(Social Interaction)

a. Impression Management- trying to control how others perceive us.

b. Front Stage Performances- this is where we perform-how we want others to see us.

c. Back Stage Performances- this is who we are behind closed doors.

d. Role Performance- how someone performs a role (style, personality, charisma, etc.).

(Social Interaction)

* ?All the world?s a stage, and all the men and women merely players. They have their exits and their entrances. And one man in his time plays many parts.?

* ?All the world?s indeed a stage, And we are merely players, Performers and portrayers, Each another?s audience, Outside the gilded cage? (written by Neal Peart of RUSH, 1981).

William Shakespeare

3. Ethnomethodology- the study of how people use background assumptions (common sense understandings) to make sense out of life.

a. Background Assumptions- your ideas about the way life is and how things should work.

*Example: How should we respond when someone asks ?How are you??

**Break conventional rules in order to uncover unnoticed patterns of everyday life.

(Social Interaction)

4. The Social Construction of Reality

-The use of background assumptions and life experiences to define what is real (meaning is not inherent in our everyday reality).

-The Thomas Theorem: situations defined as real become real in their consequences (perception is reality).

*Examples: Germs in historical/global perspective, gynecological exams.

(Social Interaction)

Each one focuses on different aspects of the human experience; both are necessary to understand social life.

Macro/Micro Connection

Chpt. 3- Socialization

Socialization- the process of being taught (and learning) the culture.

-Produces conformity.

-A complex, lifelong process.

Internalization- when cultural demands(lessons) become part of the individual.

-This makes our behavior feel natural, though it is actually learned!

*Examples: clothing, nudity, manners(saying bless you), personal hygiene(brushing teeth), symbols and communication(language and gestures), etc.

(Socialization)

Where do our characteristics come from?

How do we become human beings? Boys and girls? Men and women? Individuals?

*Some possible answers:

1. Isolated Children- the cases of Anna(1938), Isabelle(1938) and Genie(1970).

*Children learn language through contact with others.

2. Institutionalized Children- often lack affection and stimulating interaction.

3. Feral Children- isolated from human contact at a very young age.

Nature(Biology) vs. Nurture(Environment /Social Contact)

For normal, human development children need:

1. Language

2. Stimulating Interaction

3. Intimate Physical Contact

4. Interaction with Peers

**In summary-It is SOCIETY that makes us human (we?re born with the genetics of Homo Sapiens, but we learn to become members of a society).

(Nature vs. Nurture continued)

What Is the Self?

-Our view of who we are.

-Also, the picture we have of how others see us.

Reflexive Thinking: To step outside of ourselves and view the self from another?s perspective.

1. Charles H. Cooley and the Looking Glass Self

-1864-1929

-Symbolic Interactionist

-Believed our sense of self develops through interactions with others (it?s socially constructed!).

Theories of Self Development

a. We imagine how we appear to those around us

-Traits like intelligence, attractiveness, kindness, reliability, etc.

b. We interpret others? reactions (reflections from our social mirrors).

-We come to conclusions- are we liked or disliked for our traits?

c. We develop a self-concept.

-Feelings and ideas about ourselves.

(Cooley?s Looking Glass Self)

*This process isn?t necessarily based on accurate conclusions (what one perceives is key).

*An ongoing, lifelong process (the self is never a finished product).

*Cooley(1902)- ?Each to each a looking glass, Reflects the other that doth pass.?

(Cooley?s Looking Glass Self)

2. George H. Mead: The Social Self

-1863-1931

-Symbolic Interactionist

-An active social reformer

-Social interaction is key in development of self (self awareness).

a. Taking the Role of the Other

-Putting yourself in someone else?s shoes (children can?t do this!).

-Anticipating how another may act/react.

-Beginning to see ourselves as others see us (reflexive thinking).

(Theories of Self Development)

b. Taking the Role of the Significant Other

-Someone who is significant in a child?s life.

-A child pretending to be mommy or daddy.

c. Taking the Role of the Generalized Other

-Internalizing the expectations of more and more people.

-Understanding how the group as a whole(the generalized other) thinks, feels, etc.

-Developed through games that involve teamwork.

(Mead?s Social Self)

3. Jean Piaget and the Development of Reasoning

-1896-1980

4. Sigmund Freud and the Development of Personality

-1856-1939

5. Lawrence Kohlberg and the Development of Morality

-1927-1987

(Theories of Self Development)

*People, groups, institutions and experiences that teach us about our culture.

1. Family- the center of children?s lives.

2. Religion- teaches morality and beliefs.

3. School(Education)- manifest and latent functions.

4. Peer groups- have interests, social positions and age in common.

5. Sports- teaches values.

6. Mass Media- impersonal communications directed to a vast audience.

Agents of Socialization

7. Workplace/Career Choice- influences one?s self ?concept.

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